text:
User talk:Slowertech

 Hello Slowertech, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 17 September 2010 (UTC)

title: User talk:Slowertech


text:
User talk:Sue652

 Hello Sue652, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 17 September 2010 (UTC)

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

title: User talk:Sue652


text:
User talk:Egm6321.f10.team5

 Hello Egm6321.f10.team5, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 17 September 2010 (UTC)

title: User talk:Egm6321.f10.team5


text:
User talk:Becky Paul

 Hello Becky Paul, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 17 September 2010 (UTC)

title: User talk:Becky Paul


text:
User:Jaydangerous

AIS HW week 8 (After Midterm Exam) Worrasit Lianudom ID:5202500014

Conduct the evens identification analysis.

1.Write orders down on paper makes it easy to be lost.It is not clear and may be confusing. 2.The driver maybe cheats us because he receives money from the customers with himselves and not through or not contact with accounting organization. 3.Delays in shipping occur because he must works all by himselves such as drives a truck ,loads his own truck and receives money.

Work in groups of 2 and Find 2 examples of each business model. Members of group 1. Worrasit Lianudom ID 5202500014 2. Methawee sangkarat ID 5202500016

Virtual storefront -http://www.weloveshopping.com -http://www.hisokorea.com/shop/index.php They create the website for sell their products then customers can see and order their products.

Information broker - http://www.1800whowhere.com - http://www.whitepages.com We can collect information about person who we want to know such as their address and background.

Transaction broker - http://www.bloomkey.com - http://www.realty-direct.com These are websites for sell a large assets such as house, building, land, and car. They are middleman.

On-line market place -http://www.pramool.com -http://www.phuket-jazzclub.com/webboard/index.php?board=9.0 These are websites have many seller and buyer. Everybody can sell and purchase by posting on the page.

Content provider - http://www.clipmass.com - http://bignose.exteen.com They give entertainment for us and they get money from side area for advertising.

Online service provider - http://audition.playpark.com/index.html - http://www.talesrunner.in.th     We can chatting and making friends in game. They get money from us when we want to change a costume of character in game we must buy card(@cash) for it.

Vistual community -http://www.facebook.com -http://www.Hi5.com We can communicating by a text that we typing then appear on the page.

Portal -http://www.Kapook.com -http://www.Sanook.com

title: User:Jaydangerous


text:
User:Bellplaydy

HW1 Look a supply chain management package in detail. What financial and accounting information system does it deal with? -Supply Chain Management and Financial and Accounting Information are similar in many ways. First, both of them operate under the same basis software program to process data or information of the accounts. Second, they also work strictly according to the steps assigned by the software a set of activities or any transactions to transform inputs into outputs.Finally, they provide the customers the backup program to improve the data. An accounting information system (AIS) is the system of records a business keeps to maintain its accounting system. This includes the purchase, sales, and other financial processes of the business. The purpose of an AIS is to accumulate data and provide decision makers (investors, creditors, and managers) with information. An IS can be divided into its functional components, the AIS may be divided into components based on the operational functions supported. Now, most businesses now use accounting software. In an electronic financial accounting system, the steps in the accounting cycle are dependent upon the system itself. For example, some systems allow direct journal posting to the various ledgers and others do.

Supply chain Management (SCM) is the combination of processes and procedures used to ensure the delivery of goods and services to customers at the lowest cost while providing the highest value to customers. There is software in processing to helps and organization process the steps in the supply chain. The goal of SCM is to increase peoduct availability while reducing inventory across the supply chain. Supply chain management software helps an organization execute the step in the supply chain. Software will product are available to perform individual functions within each of the 5 steps of SCM and to perform complete steps or several of the steps. The products can be divided into 2 categories. The first, supply chain planning software accumulates data about orders from retail customers, sales from retail outlets and data about manufacturing and delivery capability to assisting in planning for each of the SCM steps. These products is demand planning software used to determine how much product is needed to satisfy customer demand. Second, supply chain execution software, automates the SCM steps.ERP software is assigned to this category as it receives customer orders, routes orders to an appropiate warehouse, and executes the invioce for the sale.

What are the advantages of using this module • Lower costs to the customer • Higher availability of the product (for the customer, for production, etc.) • Higher availability leading to lower backorder costs • Higher response to customer request for product customization and other specification • Improved relationship between buyer and seller • Smooth workloads due to planned goods arrivals and departures, leading to reduced overtime costs • Reduce item costs as a result of planned purchases through contracts and other arrangements • Increases customer orders due to improved customer responsiveness • Reduced product defects through specifying quality during planning and sharing defect information with suppliers during execution

HW2 •	Virtual Storefront http://www.cookie-bigeye.com/template/e3/shop.php?shopid=133726 http://www.fashion-cawaii.com/

•	Information Broker http://www.zillow.com/advertising/Broker.htm http://www.houseofbrokers.com/

•	Transaction Broker http://www.silkspan.com http://www.ancbroker.com/

•	On-line market place http://www.settrade.com/eng/login.jsp

http://www.se-ed.com/

•	Content provider http://www.ringthai.com/cgi-bin/app.cgi?m=Web&c=ShwRegister http://www.slideshare.net/boonlert/20080425-digital-content-for-web

•	On-line service provider www.4shared.com http://dictionary.cambridge.org/ •	Portal www.google.com www.wikipedia.com

•	Virtual community www.eBay.com www.myspace.com

title: User:Bellplaydy


text: File:FunctionsY1H and Y2H.jpg

title: File:FunctionsY1H and Y2H.jpg


text:
User:Linnrouth

HW 01 - 18/09/10
Question: Work in groups of twos. Find 2 examples of each business model.

My group: Akepong 5202500015, Tanatip 5202500003

The homework is on Akepong's site. The link is down below.

http://en.wikiversity.org/wiki/User:Ake_BW

title: User:Linnrouth


text:
User:EGM6321.f10.team6.cook/integration question

$$ \begin{align} g(x,y) = {} & \int_{-\infty}^{+\infty}{b(x)c(y)dx}\\ & c(y)\int_{-\infty}^{+\infty}{b(x)dx}\\ = & c(y)\int_0^{\infty}{b(x)dx}+f(x) \end{align} $$

How to get to

$$ g(x,y) = c(y)\left(\int_0^{\infty}{b(x)dx}+f(x)\right) $$

without assuming $$g$$ is linear?


text:
User talk:Nattha nam

 Hello Nattha nam, 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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title: User talk:Nattha nam


text:
User talk:Bellplaydy

 Hello Bellplaydy, 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) 14:29, 17 September 2010 (UTC)

title: User talk:Bellplaydy


text:
User:Jentleyxoxo

Internet Business ModelItalic text

1. Virtual storefront is the website that allows the manufacturer (i.e. a company that creates a product or service) to reach buyers directly and thereby compress the distribution channel. Dell.com, through its direct business model, designs, manufactures and customizes products and services to customer requirements, and offers an extensive selection of software and peripherals. Amway.com reaches its customers directly by providing products, informations, etc.

2.Information Broker provides information and researches to customers in order to have people access the page and profitable advertising.Also, an information broker website will automatically collect information from different places and find a suitable solution for you based on user-defined criteria. Amazon.com puts items in categories such as health, technology, etc. questel.orbit.com provides patent, trademark, scientific, chemical, business and news information.

3.Transaction Broker provides a third-party payment mechanism for buyers and sellers to settle a transaction. PayPal.com allows anyone to pay without sharing financial information and gives consumers the flexibility to pay in any way they prefer, including through credit cards, bank accounts or account balances. Escrow.com is driving e-commerce settlement with safe and security.

4.On-line Marketplace, bringing many buyers and sellers together Amazon.com, customers can find and discover anything they might want to buy online, and endeavors to offer its customers the lowest possible prices. overclockzone.com provides unique new and used items in categories for buyers.

5.Content Provider provides text, audio, or video content to users who subscribe for a fee to gain access to the service. Listen.com is a leading online music company. This website gives consumers unlimited access to the world's largest library of music via the PC and network-connected home entertainment components today and on wireless devices in the future. Netflix.com is the world's largest online movie rental service, providing more than seven million subscribers access to more than 90,000 DVD titles plus a growing library of more than 5,000 choices that can be watched instantly on their PCs.

6.Online Service Provider, this kind of internet business model allows users to download unlimited online games, video, etc. jokergameth.com allows people to download online games, ask questions, etc even if you are not its member. video.mthai.com is the gathering of movies and VDO that lets you download them for free.

7.Virtual community is the gathering of people, in an online space where they come, communicate, connect, and get to know each other better over time. From that point on, the rest is up to you. Flickr.com is a photo management and sharing web site with tons of members that allows users to upload photos and put together photo albums that can be annotated with "tags" and shared. MySpace.com is a social networking platform that allows members to create unique personal profiles online in order to find and communicate with old and new friends.

8.Portal is a search engine that may include varied content or services. A high volume of user traffic makes advertising profitable and permits further diversification of site services. Yahoo!.com is a leading global Internet brand and one of the most trafficked internet destinations worldwide. Dek-D.com is an online community for pre teens and teens to share creativity, express identity, and be in trend.

By Namhom Tantasukitwanich ID: 5202500001 Woralak Issrangkul Na Ayuthya ID: 5202500007

title: User:Jentleyxoxo


text:
WikipediaOS/Development parallel comments

Hypothesis
Actions of communication among contributors in both areas are primarily object-oriented, leading to asynchronous awareness with comments and discussions mainly about development details (whether of Wikipedia articles or pieces of code, and as close as possible to where the work is done) rather than about general issues.

Votes/comments

 * Whether comments next to code lines inside programs (example), or discussion pages in wiki articles (sometimes much longer than the content itself), every open and community oriented develops this approach allowing space for detailed conversation about what's being constructed --Esenabre 21:17, 21 September 2010 (UTC)


text:
WikipediaOS/Benevolent dictatorship

Hypothesis
When it comes to impose authority and leadership in large, voluntary, and consensus oriented communities such as Linux, Drupal, Python or other open source software-development projects, the role of founders is to have final control over the direction of projects, like at the beginnings of Wikipedia did Jimmy Wales or Larry Sanger.

Votes/comments

 * Although as stated by Reagle (2006) and others the term benevolent dictator applied to Wales is common in Wikipedia but he and many others prefer the concept of constitutional monarch. --Esenabre 14:41, 19 January 2011 (UTC)

title: WikipediaOS/Benevolent dictatorship


text:
WikipediaOS/Possibility of forking

Hypothesis
Projects may be forked from the original development team without prior permission, resulting in a distinct piece of software or content that initially had the same structure.

Votes/comments

 * In FLOSS and Wikipedia related projects individual dissatisfaction is transformed into group-level dissatisfaction only occasionally, but here we should consider also forking as something more modular and less "traumatic" like when an article needs disambiguation after along period of two meanings in a single page or when a program or app requires minimum modifications for fitting in other systems (for example a browser extension).
 * Wikiversity uses forking when users cannot agree on page content after a reasonable attempt. Forking on Wikiversity should be handled with a disambiguation page (or overall subject page) that treats the forks equally and fairly, that is, the diambiguation page should enjoy maximum consensus. The purpose of forking here is to avoid useless controversy and dissension; a university may have more than one class on a controversial topic, and the teachers/students may have different points of views. In mainspace, pages should be fully neutral, eventually. But subpages may be biased, and various means may be used to ensure that students are not misled as to, for example, mainstream scientific opinion, or, in the other direction, by unfair presentation of fringe concepts. When subpages fully express a POV, such that those who hold the POV will agree, "this is what we believe," then work can begin on constructing metapages that fairly summarize; the most reliable sign of NPOV is that all participants agree on the text. That goal may not always be realizable, but it is always desirable, and true consensus is worth pursuing, but subpages allow full expression without struggle. --Abd 14:14, 19 January 2011 (UTC)
 * Perhaps fits here: frustration, unhappiness leads to ... though it refers to OS, some readers could adopt this certainly to other things around here :-)
 * "...and all four of the distros discussed here were frustrated with their efforts at trying to contribute to the projects that had come before them. Ultimately, the story behind our myriad Linux distributions is like that of Linux itself: each was started by the most pragmatic kind of dreamer who could visualize a better way and had the talent and drive to make that vision real."
 * "... stir lightly, bake for 19 years, and you get 452 different meals." Erkan Yilmaz uses the Chat 18:38, 19 January 2011 (UTC)

title: WikipediaOS/Possibility of forking


text:
WikipediaOS/Licensing

Hypothesis
''Copyleft licensing determines all actions, processes and outputs as pieces that can be copied and recombined. Also reinforces the prominence of contributors and his work.''

Votes/comments

 * It was all more clear before the Creative Commons license adoption, since the same software-based license was useful for the purposes of the free encyclopaedia. --Esenabre 13:29, 19 January 2011 (UTC)
 * Not sure with teh following, can someone verify please? I think Wikipedia copied much of its content back then from an encyclopedia (Britannica?)? Probably it is mentioned somewhere. I assume this was PD? Though I wonder if being so, why this was not credited much more by Wikipedia? Erkan Yilmaz uses the Chat 18:17, 19 January 2011 (UTC)

title: WikipediaOS/Licensing


text:
WikipediaOS/Social filtering

Hypothesis
Against attacks and vandalism mainly, but also destructive or negative inputs, some tools and roles protect projects from certain type of users and its intentions.

Votes/comments

 * I wonder if Deletionism in Wikipedia can be understood as a consequence of social filtering here. Also if it has a clear parallelism with Open Source development processes --Esenabre 14:10, 19 January 2011 (UTC)
 * The conflict between deletionism and inclusionism on Wikipedia grew out of a structural deficiency. Wiki theory would have suggested pure wiki deletion, and even better devices can be and have been suggested. The Wikipedia concept was of a flat encyclopedia, not hierarchically organized, with a page on each "subject." Notability is not an absolute, it is relative and time-bound and varies with the population. Some Wikipedia users held other populations ("fans") as inferior in some way (hence "fancruft"), but if the topic of Wikipedia is "all human knowledge," the knowledge of fans is certainly human. "All human knowledge" was glossed to mean "all verifiable human knowledge," and then "verifiable" was defined to exclude the most ancient method of verification: testimony. This probably resulted from a desire to imitate standard encyclopedias. However, the early Wikipedians deprecated clear guidelines, partly because developing those guidelines was too much work, and too controversial. So, instead, every decision was made ad-hoc, resulting in massive unpredictability, which results in massive inefficiency. I saw two dozen AfDs filed over national organizations affiliated with the main international amateur radio association. All but one closed with Keep, though not after some contentious process. I attempted to edit the guideline to establish the keep principle, but that was resisted because (1) those working on the guideline didn't agree with the community in general, (2) they were afraid that wikilawyers would then extend the guideline to other topics by analogy, and (3) there is massive distrust of "instruction creep." Instruction creep, though, on a wiki, is only a problem under certain conditions.
 * Pure social decision-making breaks down when decisions become complex and require depth of knowledge, and particularly where controversy is involved. Structure is needed, and wikis incorporated a belief, to a degree, that structure was dispensable, a useless hindrance, thus tossing out millenia of human experience. Oops! To me, the trick is to develop structure that uses and enhances social decision-making (it's been called an "adhocracy") while overlaying it with structure that provides efficiency and fairness. In real world societies, some decisions are made ad-hoc, by individuals, and some involve social structure. Tossing out clear guidelines ("laws") tossed out predictability, so a user might spend dozens of hours developing a page on their Favorite Topic, and then it's deleted in a flash sometimes ("speedy deletion") and if they even know how to appeal this - they usually don't -- it is again deleted because a few deletionists jump in with their opinion that the topic is Not Notable. Because it isn't, to them.
 * Wikipedia developed a black and white result from a gray category, notability. Guaranteed to produce endless controversy, and thus waste of time and editor burnout. Instead, WP could have developed, and could still develop, namespaces for categories of notability and verifiability, all the way down to what I've called junkyard space, where non-verifiable "junk" is moved. The Wikipedia problem is complex, but if there were, say, five grades of notability, the top grade being pretty much what you would see in a standard encyclopedia, and the bottom grade being the junkyard, ("recycling!"), with a user interface that allows just seeing the most verified, stable information at the top level, if that's what the reader wants, "deletion" becomes rather what might be an ordinary editorial decision, perhaps protected if and only if there is controvery. It isn't deletion, just as it isn't really deletion in MediaWiki software, it is merely hidden. In this scheme, what is now "deletion" would be "demotion," and possibly a minor demotion at that. How many times I saw a topic that I knew was, as to human knowledge, notable and verifiable, by the same means as with traditional encyclopedias -- they consult experts! -- deleted because a majority of users thought it didn't meet standards and an admin agreed with them. Toss of the dice!
 * Wikipedia enshrined rolling boulders back up the hill, with others pushing them down. Sooner or later, sane people drop out of such activity. --Abd 14:52, 19 January 2011 (UTC)

 * did not read above, just short feedback I had while reading: since w:Wikipedia:Flagged revisions/Sighted versions was introduced in German Wikipedia, I tend to edit there more often than in en.WP. I find it better to invest my time there. Though e.g. I do not like this for WV. Though I see the danger that introducing tools can also lead to bordering out people. Imagine wrong people coming into control of it :-( Erkan Yilmaz uses the Chat 18:22, 19 January 2011 (UTC)

title: WikipediaOS/Social filtering


text:
WikipediaOS/Platforms for nesting projects

Hypothesis
In order to obtain and maintain a critical mass of quantitativa and qualitative participation, as well as transversal activity, sister projects should share communication channels and appear somewhere at the same level.

Votes/comments

 * Somehow, this could also be seen as the possibility of expanding the principles considered in this research to other fields (in the case of Wikimedia) or products (in the case of OS software programs). --Esenabre 15:04, 19 January 2011 (UTC)
 * when reading platforms came to mind: wikia and the so called wiki farms, giving people easy way to also create one themselves, without any costs. Hopefully technical help given, people just contribute content. Also Project incubator, wikimedia incubator come to mind. Erkan Yilmaz uses the Chat 18:27, 19 January 2011 (UTC)


text:
WikipediaOS/Reusing of sources

Hypothesis
Copy and paste task and practices speed up productive tasks, that require afterwards peer revision and adaptations for new purposes and functions.

Votes/comments

 * about "Is common practice (specially in non English Wikipedias) to begin articles with translations form the English one (that later on could begin to acquire its own local or cultural perspective)." My experience from German Wikipedia: when "just" translated from en.WP: articles are not welcomed at de.WP (but e.g. translated from de.WP to en.WP that was ok) Erkan Yilmaz uses the Chat (try) 14:42, 3 January 2011 (UTC)

title: WikipediaOS/Reusing of sources


text:
WikipediaOS/Netiquette

Hypothesis
People (digital identities) need to address each other respectfully, but also following written rules that don't let discussions have an adverse effect on a good environment for productivity.

Votes/comments

 * Although that characteristic is also expandable to many other Internet based communities and settlements, in the case of OS and Wikipedia I think the writing rules are very much connected to content production (whether code or definitions) rather than only "conversation". Like the Five Pillars. --Esenabre 17:19, 19 January 2011 (UTC)
 * I wonder how often WikipediaOS/Benevolent dictatorship disturbs Netiquette? Erkan Yilmaz uses the Chat 18:31, 19 January 2011 (UTC)

title: WikipediaOS/Netiquette


text:
WikipediaOS/Common enemies

Hypothesis
Community cohesion sometimes comes from shared criticism to individuals or organizations which represent an opposed model to the core values of the project.

Votes/comments

 * Although not ALL the participants should share that criticism, of course, but a critical mass does as a part of his digital culture. --Esenabre 17:52, 19 January 2011 (UTC)

title: WikipediaOS/Common enemies


text:
WikipediaOS/Activity tracks

Hypothesis
''Active or stigmergic signs in platforms generate critical mass of contributors, who can follow last changes easily. Activity tracks and signs lead to more activity tracks and signs.''

Votes/comments

 * Tracks could keep very active until a critical mass of potential contributors has given a significant amount of time and words/code to a certain project. --Esenabre 18:13, 19 January 2011 (UTC)
 * One thing about: more activity (on wikis), also attracting "disturbers". The question then being when this has then negative side effects on "producers". More activity on programming projects could also mean that untrusted code needs to wait longer (queued) until integrated leading to dissatisfaction perhaps? Erkan Yilmaz uses the Chat 19:29, 19 January 2011 (UTC)

title: WikipediaOS/Activity tracks


text:
WikipediaOS/HowTos and guidelines

Hypothesis
Active learning leads to educational resources (dynamic, always in process) generated by new and repetitive types of activity, specially for newcomers.

Votes/comments

 * Can we consider FAQs also here? --Esenabre
 * Feedback: when I look back, I learned wiki syntax by imitation (learning by observing), also when starting programming imitation was used (typing from computer magazines source code). I think feedback is very important in the learning part, so I try to lead people into chat, so there is fast feedback when they have questions, so learning curve increases faster. There is also Active learning @WV :-) Though the part "..., specially for newcomers." I am not sure if I understand correct, will ponder more. Erkan Yilmaz uses the Chat 19:25, 19 January 2011 (UTC)

title: WikipediaOS/HowTos and guidelines


text:
WikipediaOS/Issue Tracking and Debugging

Hypothesis
''Problem-solving activities are consequence of the "release early and often" approach. Some processes focus in critical bugs, while some others in improving details for more quality''.

Votes/comments

 * This is connected to some previous questions like activity tracks, social filtering or content and process transparency. --Esenabre 19:53, 19 January 2011 (UTC)


text:
WikipediaOS/Self-interested participants

Hypothesis
Even in voluntary communities like Wikipedia or OS development some people contribute or play a role due to motivations more connected to third parties than the community itself, like corporate interests.

Votes/comments

 * While private or for-profit initiatives find ways sometimes to be represented in Wikipedia articles for improving their prestige or traffic to their websites, in OS software this kind of alliances and interests tend to be more transparent. --Esenabre 20:18, 19 January 2011 (UTC)


text:
User:Doraemon dickie

Event identification : Identified between risks and opportunities.

From the description.

-Risks : Driver may not collect money complete

-Opportunities : get many profit

---

Find two examples of each business model and post it on your wikiversity site. Virtual storefront http://www.chulabook.com/ http://www.se-ed.com/

Information broker http://www.batesinfo.com/ http://www.infoworld.com/d/architecture/information-service-131

Transaction broker http://www.ebay.com/ http://www.tarad2u.com/16/แฟชั่น-เสื้อผ้า/

On line market place http://www.ebay.com/ http://www.clinique.com/index.tmpl

Content provider http://www.0musiconline.com/ http://www.youtube.com

Online service provider http://radio.siamha.com/popupfm.php?station=station975 http://tv.kapook.com/astv_news1.php

Vistual community http://www.facebook.com http://www.hi5.com

Portal http://www.dek-d.com/ http://www.utcc.ac.th

by Petladda ID5202500019     wilasineeID 5202500018

title: User:Doraemon dickie


text:
Northern Arizona University/Environmental Ethics/Journals/Fall 2010 journals

 * Tom's Journal

 * Brooke's Journal

 * Dove's Journal

 * Jonathan B's Journal

 * Cab's Journal

 * Adam's Journal

 * Angela's Journal

 * Eric's Journal

 * Nicole's Journal

 * Angel's Journal

 * Jasbir's Journal

 * McWane F.'s Journal
 * Selina's Journal
 * Reid's Journal

 * Emily's Journal


text:
Northern Arizona University/Environmental Ethics/Journals/Sample Journal

This is the entry

This is the paragraph


text:
User talk:Doraemon dickie

 Hello Doraemon dickie, 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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title: User talk:Doraemon dickie


text:
User:Adambook

Assessement (1 - 2 years)
Q1. Add the following

a. 1 + 3 =

b. 0 + 3 =

c. 10 + 0 =

d. 4 + 4 + 4 =

e. 1 2 3               4 5 6             9 0 3  + 2 4 5              + 1 2 4           + 1 2 0  ---              ---           ---

Q2. Subtract the following

a. 10 - 4 =

b. 3 - 3 =

c. 6 - 0 =

d. 6 - 4 - 2 =

e. 6 6 3               4 5 6             9 6 3  - 2 4 1              - 1 2 4           - 8 2 0  ---              ---           ---

Q3. Work out the following questions

a. 4 - 2 + 1 =

b. 1 - 1 + 1 =

c. 4 + 2 - 6 =

Q4.

a. Six plus five =

b. Eight take away two =

c. Zero add zero =

d. Ten add five and add three =

Q5.

a. Nine add three and then take away four =

b. Ten take away six and then add one =

c. Fifteen minus five, minus five again and add five =

Q6. Work out the following

a. 2 × 2 =

b. 3 × 3 =

c. 1 × 1 =

d. 0 × 0 =

e. 10 × 0 =

f. 10 × 1 =

Q7. Work out the following a. 2 × 2 × 1 =

b. 2 × 2 × 2 =

c. 2 × 2 × 0 =

Q8. Name the following shapes

.

Assessemnet (2 - 3 years)
Q1. Add the following

a. 1 + 30 =

b. 0 + 13 =

c. 10 + 10 =

d. 5 + 5 + 5 =

e. 1 4 9               4 5 6             9 0 3  + 2 4 5              + 1 9 4           + 1 2 9  ---              ---           ---

Q2. Subtract the following

a. 18 - 41 =

b. 13 - 7 =

c. 6 - 0 =

d. 16 - 4 - 2 =

e. 6 6 3               4 5 6             9 6 3  - 2 4 1              - 1 2 9           - 8 9 5  ---              ---           ---

Q3. Work out the following questions

a. 40 - 20 + 10 =

b. 100 - 100 + 100 =

c. 14 + 12 - 6 =

Q4.

a. Sixy plus five =

b. Eighty take away twenty =

c. Zero add zero =

d. Ten add fifteen and add three =

Q5.

a. Nine add three and then take away four =

b. Ten take away six and then add one =

c. Fifteen minus five, minus five again and add five =

Q6. Work out the following

a. 8 × 8 =

b. 13 × 13 =

c. 5 × 5 =

d. 0 × 0 =

e. 100 × 0 =

f. 100 × 1 =

Q7. Work out the following a. 2 × 3 × 4 =

b. 2 × 2 × 4 =

c. 20 × 20 × 0 =

Q8. Name the following shapes

Q9. Work out the following

a. 8 ÷ 8 =

b. 25 ÷ 5 =

c. 5 ÷ 10 =

d. 0 ÷ 10 =

e. 100 ÷ 10 =

Q10. Using long multiplication method to do the following

3 4 5                4 3 5   ×     3               ×   2 3

Q11. Using long division method to do the following

234 ÷ 2 =

434 ÷ 3 =

.

Assessement (4 - 6 years)
Q1. Add the following

a. 10 + 30 + 0 =

b. 0 + 13 + 14 =

c. 10 + 10 + 100 =

d. 5 + 50 + 500 =

e. 1 4 9               4 5 6             9 9 3  + 2 4 5              + 9 9 4           + 9 2 9  ---              ---           ---

Q2. Subtract the following

a. 8 - 12 =

b. 13 - 7 - 7 =

c. 6 - 0 - 1 =

d. 16 - 4 - 12 =

e. 6 6 3               4 5 6             9 6 0  - 2 9 1              - 1 7 9           - 8 9 5  ---              ---           ---

Q3. Work out the following questions

a. 40 - 60 + 10 =

b. 100 - 200 + 100 =

c. - 14 + 12 - 6 =

Q4.

a. Sixy plus five =

b. Eighty take away twenty =

c. Zero add zero =

d. Ten add fifteen and add three =

Q5.

a. Nine add three and then take away four =

b. Ten take away six and then add one =

c. Fifteen minus five, minus five again and add five =

Q6. Work out the following

a. 8 × 8 × 2=

b. 11 × 1 × 11 =

c. 15 × 0 =

d. 0 × 0 =

e. 100 × 100 × 0 =

f. 100 × 1 =

Q7. Work out the following a. 4 × 3 × 4 =

b. 12 × 2 × 4 =

c. 20 × 20 × 0 =

Q8. Name the following shapes

Q9. Work out the following

a. 8 ÷ 8 =

b. 125 ÷ 5 =

c. 15 ÷ 10 =

d. 0 ÷ 10 =

e. 100 ÷ 10 =

Q10. Work out the followibg

a.

6 2 4                  3 4 5          ×  3 4                 × 3 0 6          --                 ---

b. 0.5 × 5 =

c. 2.2 × 4 =

Long division

c. 456 ÷ 5 =

d. 7644 ÷ 6 =

Q11. Work out the following

a. 4 + 3 × 2 =

b. 6 - 12 ÷ 6 =

c. 3 × 2 - 2 ÷ 2 =

Q12. Work out the following fractions

a. $$\frac{1}{4}+\frac{1}{3}=$$

b. $$\frac{1}{2}-\frac{1}{3}=$$

c. $$\frac{1}{2}\times{\frac{1}{3}}=$$

Q13. Write down the next term of the following sequences

a. 2,3,5,7,11, __,___

b. 1,2,4,8, ___,___

c. 12,8, 4, ____,_____

d. 1,3,6,10, ____,_____

Q14. Work out the following

a. - 4 + 6 =

b. - 1 - 2 =

c. - 1 + 2 - 6 + 1 - 3 =

d. - 2 × 3 =

e. - 6 × (-2) =

f. 12 ÷ (-4) =

title: User:Adambook


text:
User:Egm6321.f10.team6.Kim.MK/hw2

= Problem 3 Show linear independency =

Given
Given the following homogeneous function L2_ODE_VC (Legendre equation with n=1)

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

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

$$\left(1-{{x}^{2}}\right){{y}^{''}}-2x{{y}^{'}}+2y=0$$

(3.1) and its two homogeneous solutions
 *
 * }

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

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

$$y_{H}^{1} ( x ) = x $$

(3.2)
 *
 * }

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

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

$$y_{H}^{2} ( x ) = {\frac{x}{2}} log ({\frac{1+x}{1-x}} - 1)$$ (3.3)
 *
 * }

Required
Plot $$ y_{H}^{1} $$ and $$ y_{H}^{2} $$

and show $$ y_{H}^{1}{~} {\neq} {~}{\alpha} y_{H}^{2} $$ such that $$ x {\in} {\mathbb{R}} $$ $$ {\alpha} {\in} {\mathbb{R}} $$

(Hint : Find $$ {\hat{x}} $$ such that $$ y_{H}^{1} - {\alpha} y_{H}^{2}{~} {\neq} {~} 0 $$)

Solution
Using $$ {\mathbf{MATLAB^{TM}}}$$ plot two homogeneous solutions,

Matlab code: problem2_3.m

Given

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

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

$$ {\phi} \left(x,y\right) = x^{2} y^{3/2} + log (x^{3} y^{2}) = k $$

(4.1)
 *
 * }

Required
Find $$ F(x,y,y') = {\frac { d{\phi}(x,y)}{d x}}$$ and verify that F is exact N1_ODE and invent 3 more

Solution

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

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

$$ F(x,y,y') = {\frac {d{\phi}(x,y)}{d x}} = {\frac} + {\frac} {\frac{dy}{dx}}$$

(4.1)
 *
 * }

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

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

$$\begin{align} & M(x,y):={\phi}_{x}(x,y): =\frac{\partial \phi(x,y)}{\partial x} \\ & N(x,y):={\phi}_{y}(x,y): =\frac{\partial \phi(x,y)}{\partial y} \\ \end{align}$$

(4.2)
 *
 * }

So, that is
 * {| style="width:100%" border="0"

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

$$F(x,y,y') = M\left(x,y\right)+N(x,y)y' $$

(4.3)
 *
 * }

From the given $${{\phi}\left(x,y\right)}$$, we can get M(x,y) and N(x,y)

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

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

$$\begin{align} &M\left(x,y\right) :={\phi}_{x}(x,y)= 2 x y^{\frac{3}{2}} + {\frac{3}{x}}\\ &N(x,y) := {\phi}_{y}(x,y)= {\frac{3}{2}} y^{\frac{1}{2}}x^{2} + {\frac{2}{y}}\\ \end{align} $$      (4.4)
 *
 * }

Follow the $$ 1^{st} $$ condition of exactness,

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

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

$$F(x,y,y') = M\left(x,y\right)+N(x,y)y' = \left( 2 x y^{\frac{3}{2}} + {\frac{3}{x}} \right) + \left( {\frac{3}{2}} y^{\frac{1}{2}}x^{2} + {\frac{2}{y}} \right) y' = 0 $$      (4.5)
 *
 * }

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

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

$$ y' = - \frac{M\left(x,y\right)}{N(x,y)} $$      (4.6)
 *
 * }

And then, apply $$ 2^{nd} $$ condition of exactness,

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

$$ \underbrace{M_{y}\left(x,y\right)}_{\frac{\partial M(x,y)}{\partial y}}= \underbrace{N_{x}(x,y)}_{\frac{\partial N(x,y)}{\partial x}} $$      (4.7)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

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

$$ {\frac {{\partial}M(x,y)} {\partial y} } = {\frac {{\partial} \left( 2 x y^{\frac{3}{2}}+{\frac{3}{x}}\right)} {\partial y}} = 3 x y^{\frac{1}{2}} = {\frac {{\partial}\left( {\frac{3}{2}} y^{\frac{1}{2}} x^{2} + {\frac{2}{y}}\right)} {\partial x}} = {\frac {{\partial} N(x,y)}{\partial x}} $$      (4.8)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

So, F is exact N1_ODE. And 3 more equations,

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

$$ {\phi}(x, y) = {\frac{1}{2}} x^{4} sin(y^{2}) = k $$ (4.9)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

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

$$ {\phi}(x, y) = {\frac{1}{4}}( x^{4} + {6} x^{2} y^{2} + y^{4})= k $$ (4.10)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

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

$$ {\phi}(x, y) = e^ = k $$ (4.11)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

title: User:Egm6321.f10.team6.Kim.MK/hw2


text:
User talk:Adambook

 Hello Adambook, 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) 20:47, 17 September 2010 (UTC)

title: User talk:Adambook


text:
User talk:Amilne

Human Legacy Course
Hello Amilne! I am very glad that you have decided to join my Human Legacy course and I'm very sorry that it took so long for me to respond. If you would like to have an orientation session so that you can get the basics of what will be going on with this course and any other questions that you may have, please tell me when you are free and I will create the class. In order to come to these classes, you must be a member of WiZiQ. I hope to hear from you very soon and if you have any questions at all, please do not hesitate to ask! :)

--MrABlair23 21:30, 17 September 2010 (UTC)

Hello Amilne! I know that it has been a while, however, I would like to invite you to join my Human Legacy Course. If you are interested, please contact me on my talk page and we can set up an orientation session. I hope to see you soon! :) --MrABlair23 15:50, 3 September 2011 (UTC)

title: User talk:Amilne


text: File:Dotprodlawofcosines.JPG

title: File:Dotprodlawofcosines.JPG


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

Other requested support

 * 1) Graphical design assistance with:
 * 2) Front cover
 * 3) Diagrams


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


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

=Deliverables= The "Student-authored open textbooks as learning and assessment exercises" project will support development, description, evaluation and dissemination of an underlying pedagogy and methodology. More specifically, the proposed project will undertake to:


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

=Schedule=


text: File:Egm6321 f10 team6 HW2 problem3 plot.png


text: File:Egm6321 f10 team6 HW2 problem3.png

title: File:Egm6321 f10 team6 HW2 problem3.png


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

=Budget=


text:
User talk:Egm6321.f10.team3.Hong SJ

 Hello Egm6321.f10.team3.Hong SJ, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 18 September 2010 (UTC)

title: User talk:Egm6321.f10.team3.Hong SJ


text:
User talk:Xzwq

 Hello Xzwq, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 18 September 2010 (UTC)

title: User talk:Xzwq


text:
User talk:Hur1

 Hello Hur1, 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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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 18 September 2010 (UTC)

title: User talk:Hur1


text:
User:Dazedbythebell

Dazedbythebell

title: User:Dazedbythebell


text:
User talk:ΣΤ

 Hello ΣΤ, 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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title: User talk:ΣΤ


text:
User talk:Dazedbythebell

Hello, how do you move a page to where there is already a Redirect? I know you are not suppose to just copy paste.

 Hello Dazedbythebell, 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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title: User talk:Dazedbythebell


text:
User talk:Francisco211

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title: User talk:Francisco211


text:
User:Egm6321.f10.team5/hw2

= Problem #1 - Verify Non-linear 1st Order ODE(N1-ODE)=

Given

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

$$\displaystyle M(x,y) + N(x,y)y' = 0 =: F(y) $$ $$\displaystyle (1-1) $$
 * }
 * }

Find
1) Verify the above equation is in General N1-ODE

2) Give an example for L1-ODE

Solve
== > (1-1) is Ordinary Differential Equation(ODE)
 * (1-1) is the equation that has one independent variable and its derivatives with respect to the variable.
 * Highest order of derivative of (1-1) is 1 == > (1-1) is 1st Order Ordinary Differential Equation(ODE)
 * To be a linear equation, (1-1) must be satisfied with following two conditions
 * {| style="width:100%" border="0" align="center"
 * To be a linear equation, (1-1) must be satisfied with following two conditions
 * {| style="width:100%" border="0" align="center"
 * {| style="width:100%" border="0" align="center"

$$\displaystyle F(u+v) = F(u) + F(v) $$ $$\displaystyle (1-2) $$
 * }
 * }

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

$$\displaystyle F(\alpha u) = \alpha F(u) $$ $$\displaystyle (1-3) $$
 * }
 * }

Step 1
 * {| style="width:100%" border="0" align="left"

$$\displaystyle F(u+v) = M(x,u+v) + N(x,u+v)(u+v)' $$ $$\displaystyle (1-4) $$
 * }
 * }

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

$$\displaystyle F(u) + F(v) = M(x,u) + N(x,u)u' + M(x,v) + N(x,v)v' $$ $$\displaystyle (1-5) $$
 * }
 * }

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

$$\displaystyle F(u+v) {\neq} F(u) + F(v) $$ $$\displaystyle (1-6) $$
 * }
 * }

Step 2
 * {| style="width:100%" border="0" align="left"

$$\displaystyle F(\alpha u) = M(x,\alpha u) + N(x,\alpha u)(\alpha u)' $$ $$\displaystyle (1-7) $$
 * }
 * }

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

$$\displaystyle \alpha F(u) = \alpha (M(x,u) + N(x,u)u') $$ $$\displaystyle (1-8) $$
 * }
 * }

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

$$\displaystyle F(\alpha u) {\neq} \alpha F(u) $$ $$\displaystyle (1-9) $$
 * }
 * }

(1-6) and (1-9) ==> (1-1) is a Non-linear equation

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

 * style="width:92%; padding:10px; border:2px solid #8888aa" align="center" |
 * Therefore, (1-1) is a General Non-linear 1st Order Ordinary Differential Equation(N1-ODE)
 * Therefore, (1-1) is a General Non-linear 1st Order Ordinary Differential Equation(N1-ODE)

 * }
 * }
 * }

Solution of 2)

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

$$\displaystyle xy + xy' = 0 =: F(y) $$ $$\displaystyle (1-10) $$
 * }
 * }

Step 1
 * {| style="width:100%" border="0" align="left"

$$\displaystyle F(u+v) = x(u+v) + x(u+v)' $$ $$\displaystyle (1-11) $$
 * }
 * }

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

$$\displaystyle F(u) + F(v) = xu + xu' + xv + xv' $$ $$\displaystyle (1-12) $$
 * }
 * }

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

$$\displaystyle F(u+v) = F(u) + F(v) $$ $$\displaystyle (1-13) $$
 * }
 * }

Step 2
 * {| style="width:100%" border="0" align="left"

$$\displaystyle F(\alpha u) = x(\alpha u) + x(\alpha u)' $$ $$\displaystyle (1-14) $$
 * }
 * }

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

$$\displaystyle \alpha F(u) = \alpha (xu + xu') $$ $$\displaystyle (1-15) $$
 * }
 * }

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

$$\displaystyle F(\alpha u) = \alpha F(u) $$ $$\displaystyle (1-16) $$
 * }
 * }

(1-13) and (1-16) ==> (1-10) is a linear equation

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

 * style="width:92%; padding:10px; border:2px solid #8888aa" align="center" |
 * Therefore, (1-10) is an example of L1-ODE
 * Therefore, (1-10) is an example of L1-ODE

<Author> Egm6321.f10.team5.oh
 * }
 * }
 * }

Egm6321.f2010.team5.riveros

=Problem 2 - Verifying N1-ODE =

Given

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

\underbrace{(4x^7 + sin y)}_{M(x,y)} + \underbrace{(x^2y^3)}_{N(x,y)}y' = 0 := F(y) $$
$$\displaystyle (2-1) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Find
 Verify (2-1) is N1-ODE

Solve
== > (2-1) is Ordinary Differential Equation(ODE)
 * (2-1) is the equation that has one independent variable and its derivatives with respect to the variable.
 * Highest order of derivative of (2-1) is 1 == > (2-1) is 1st Order Ordinary Differential Equation(ODE)
 * To be a Linear Equation, (2-1) must be satisfied with following two conditions
 * {| style="width:100%" border="0" align="center"
 * To be a Linear Equation, (2-1) must be satisfied with following two conditions
 * {| style="width:100%" border="0" align="center"
 * {| style="width:100%" border="0" align="center"

$$\displaystyle F(u+v) = F(u) + F(v) $$
$$\displaystyle (2-2) $$
 * }
 * }

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

$$\displaystyle F(\alpha u) = \alpha F(u) $$
$$\displaystyle (2-3) $$
 * }
 * }

Step 1
 * {| style="width:100%" border="0" align="left"

$$\displaystyle F(u+v) = 4x^7 + sin(u+v) + x^2(u+v)^3(u+v)' $$
$$\displaystyle (2-4) $$
 * }
 * }

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

$$\displaystyle F(u) + F(v) = 4x^7 + sin u + x^2u^3u' + 4x^7 + sin v + x^2v^3v' $$
$$\displaystyle (2-5) $$
 * }
 * }

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

$$\displaystyle F(u+v) {\neq} F(u) + F(v) $$
$$\displaystyle (2-6) $$
 * }
 * }

Step 2
 * {| style="width:100%" border="0" align="left"

$$\displaystyle F(\alpha u) = 4x^7 + sin(\alpha u) + x^2(\alpha u)^3(\alpha u)' $$
$$\displaystyle (2-7) $$
 * }
 * }

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

$$\displaystyle \alpha F(u) = \alpha (4x^7 + sin u + x^2u^3u') $$
$$\displaystyle (2-8) $$
 * }
 * }

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

$$\displaystyle F(\alpha u) {\neq} \alpha F(u) $$
$$\displaystyle (2-9) $$
 * }
 * }

(2-6) and (2-9) ==> (2-1) is a Non-linear equation

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

 * style="width:92%; padding:10px; border:2px solid #8888aa" align="center" |
 * Therefore, (2-1) is a Non-linear 1st Order Ordinary Differential Equation(N1-ODE)
 * Therefore, (2-1) is a Non-linear 1st Order Ordinary Differential Equation(N1-ODE)

 * }
 * }
 * }

<Author> Egm6321.f10.team5.oh

=Problem 3 - Graph nonlinear variables=

Find
Plot:

 * $$y_H^1(x)$$ & $$y_H^2(x)$$

and show that

 * $$y_H^1(x) \ne \alpha y_H^2(x)$$

for any $$x$$ and any $$\alpha$$ that belong to $$\mathbb{R}$$ where

 * $$y_H^1(x) = x$$

and
 * $$y_H^2(x) = \frac x 2 \log \left(\frac {1+x} {1-x}\right) - 1$$

Solution

In the above figure, the points of $$y_H^1(x)$$ are marked as "x" and the points of $$y_H^2(x)$$ are maked as "o".

To show that $$y_H^1(x)$$ and $$y_H^2(x)$$ are linearly independent, we use Wronskian.
 * {| style="width:100%; padding:10px; border:2px solid #8888aa" align="left"

$$\displaystyle W(y_H^1,y_H^2)(x) = \left| \begin{matrix} {y_H^1} & {y_H^2} \\ {y_H^1}' & {y_H^2}'\end{matrix} \right| = \left| \begin{matrix} x & {\frac x 2 \log \frac {1+x} {1-x} - 1} \\ 1 & {\frac x {1-x^2} + \frac 1 2 \log \frac {x+1} {x-1}} \end{matrix} \right| $$
$$\displaystyle (3.1) $$
 * style="width:92%; padding:10px; border:0px solid #8888aa" |
 * style="width:92%; padding:10px; border:0px solid #8888aa" |
 * style="width:92%; padding:10px; border:0px solid #8888aa" |
 * $$\displaystyle
 * $$\displaystyle

= x (\frac x {1-x^2} + \frac 1 2 \log \frac {x+1} {x-1}) - (\frac x 2 \log \frac {1+x} {1-x} - 1) 1 \ne 0 $$
$$\displaystyle (3.2) $$
 * }

Therefore we show that $$y_H^1(x)$$ and $$y_H^2(x)$$ are linearly independent.

=Problem 4: Derivation and proof of exact N1-ODE=

Find
Find $$F(x,y,y') = \frac {d\phi} {dx} (x,y)$$ where $$\phi(x,y) = x^2 y^{\frac 3 2} + \log (x^3 y^2) = k$$ and verify that $$F$$ is exact N1_ODE and invent 3 more.

Solution
First, differentiate $$\frac {d\phi} {dx} (x,y)$$ To do so, we use the product rule and the chain rule for the first term in $${phi}(x,y)$$ and a Logarithmic derivative for the second term. So then $$F(x,y,y')$$ comes out to be: $$F(x,y,y') = 2 x y^{\frac 3 2} + \frac 3 {x} + [{\frac 3 2} x^2 y^{\frac 1 2} + \frac 2 y] y'=0$$

where the constant $$k$$ goes to zero after differentiation.

Verification
For $$F(x,y,y')$$ to meet the criteria of an exact N1_ODE it must meet three conditions: 1) Have an integral $$\frac {d\phi} {dx} (x,y)$$ that exists, which it clearly does.

2) Fit the form $$M(x,y) + N(x,y) y' = 0$$, which it does if we make
 * $$M(x,y) = 2 x y^{\frac 3 2} + \frac 3 {x}$$

and
 * $$N(x,y) = [{\frac 3 2} x^2 y^{\frac 1 2} + \frac 2 y]$$

3) If $$\frac{\partial M}{\partial y} = \frac{\partial N}{\partial x}$$, which we can see that it does as well.

Therefore it can be said that $$F(x,y,y')$$ is an exact non-linear first order ordinary differential equation.

Three other examples
Here are three other examples of exact N1_ODE
 * 1) $$F(x,y,y') = 5 x^4 ln(y) + x^5 \frac 1 y y'$$
 * 2) $$F(x,y,y') = 5 x^{\frac 3 2} y^2 + 4 x^{\frac 5 2} y y' $$
 * 3) $$F(x,y,y') = 3 \frac 1 x y^3 + 9 ln(x) y^2 y' $$

=Problem 5 - Prove that an N1-ODE cannot be exact=

Given
A first order nonlinear ordinary differential equation (N1-ODE) may be represented as follows:

 * $$ F(x,y,y') = M(x,y) + N(x,y)f(y') = 0 \! $$

Find
Find $$ f(y') \! $$ such that there is no analytical solution to $$ f(y') = - \frac{M}{N} \! $$ (i.e. such N1-ODE cannot be exact).

Solution
The first condition of exactness is defined as follows.

For $$ F(x,y,y') = 0 \! $$ to be exact, it must be in the form $$ F(x,y,y') = M(x,y) + N(x,y)y' = 0 \! $$.

From this condition, it is understood that if $$ f(y') \not= y' \!$$, then $$ f(y') \! $$ must be solved explicitly for $$ y' \!$$ in order to force the equation into the form shown in the first condition definition above.

For the present problem, we are interested in finding a function $$ f(y') \! $$ that cannot be solved explicitly. To state this another way, we desire $$ f(y') \!$$ such that $$ f^{-1}(y') \!$$ cannot be determined analytically.

Let $$ f(y') = y'(3+y') \!$$, for example.

 * $$ F(x,y,y') = M(x,y) + N(x,y)f(y') = M(x,y) + N(x,y)y'(3+y') = 0 \! $$

 * $$ y'(3+y') = - \frac{M}{N} \! $$

Clearly, this expression cannot be solved explicitly for $$ y' \! $$. Furthermore, the N1-ODE is not exact because this particular $$ f(y') \!$$ cannot satisfy the first condition of exactness.

=Problem #6 - Verify solution to N1_ODE=

Given

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

y(x)=sin^{-1}(k-15x^5)  (4) $$ 75x^4+cos(y)y'=0        (1) $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Find
Verify that equation 4 satisfies equation 1.

Solve
First determine $$\frac{d}{dx}y(x)$$ for equation (4).

 * $$\begin{align}

&\frac{d}{dx}sin^{-1}(x)=\frac{1}{\sqrt{1-x^2}}\\ &y'(x) = \frac{-75x^4}{\sqrt{1-(k-15x^5)^2}}\\ \end{align}$$ solve eq 1 for y'(x)
 * $$\begin{align}

&cos(sin^{-1}(x))=sin(cos{-1}(x))=\sqrt{1-x^2}\\ &75x^4+cos(y)y'=75x^4+cos(sin^{-1}(k-15x^5))y'=> y'(x)=\frac{-75x^4}{\sqrt{1-(k-15x^5)^2}}\\ \end{align}$$

$$y(x)'$$ from equation 4 is equal to $$y(x)'$$ from equation 1. Thus equations 4 satisfies equation 1.

=Problem 7 - Solving Non-Homog. L1-ODE-VC =

Given

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

$$\displaystyle a_1(x)y' + a_0(x)y = b(x) $$
$$\displaystyle (7-1) $$
 * }
 * }

Find

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

1) Assume $$\displaystyle a_1(x) = 1, a_0(x) = x, b(x) = 2x + 3, $$ Find $$\displaystyle h(x) $$ and $$\displaystyle y(x) $$

2) Assume $$\displaystyle a_1(x) {\neq} 0, \ \forall x$$ (7-1) becomes $$\displaystyle y' + \underbrace{\frac{a_0(x)}{a_1(x)}}_{P(x)}y = \underbrace{\frac{b(x)}{a_1(x)}}_{Q(x)},  $$ Find $$\displaystyle y(x)  $$ in terms of $$\displaystyle a_0, a_1, b  $$
$$\displaystyle (7-2) $$
 * }
 * }

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

3) Assume $$\displaystyle a_1(x) = x^2 + 1, a_0(x) = x, b(x) = 2x, $$ Find $$\displaystyle h(x) $$ and $$\displaystyle y(x) $$
 * }
 * }

Solve
According to Lecture(Mtg 10. Tue, 14 Sep 10), (5) p.10-2, (1) p.10-3 and (6) p.10-3 We can rewrite,

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

y' + a_0(x)y = b(x) $$
$$\displaystyle (7-3) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

h(x) = exp[\int^{x} a_0(s) ds] $$
$$\displaystyle (7-4) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

y(x) = \frac{1}{h(x)} \int^{x} h(s)b(s) ds] $$
$$\displaystyle (7-5) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Solution of 1)
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

h(x) = exp[\int^{x} s ds] $$
$$\displaystyle (7-6) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

$$h(x) = exp(\frac{1}{2} x^2)$$
$$\displaystyle (7-7) $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * }
 * }

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

y(x) = \frac{1}{exp(\frac{1}{2} x^2)} \int^{x} exp(\frac{1}{2} s^2)(2s + 3) ds] $$
$$\displaystyle (7-8) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

y(x) = \frac{1}{exp(\frac{1}{2} x^2)} [\underbrace{2 \int^{x} exp(\frac{1}{2} s^2)s \ ds}_{<1>} + 3 \int^{x} exp(\frac{1}{2} s^2) ds] $$
$$\displaystyle (7-9) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

<1> \ t := \frac{1}{2} s^2 $$
 * $$\displaystyle
 * $$\displaystyle

$$\displaystyle dt = s \ ds, \ ds = \frac{dt}{s} $$

$$\displaystyle <1> \ --> \ 2 \int^{x} exp(t) dt $$

$$\displaystyle = 2 exp(\frac{1}{2} x^2) $$
 * }
 * }
 * }

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

$$\therefore \ y(x) = 2 + \frac{3}{exp(\frac{1}{2} x^2)} \int^{x} exp(\frac{1}{2} s^2) ds $$
$$\displaystyle (7-10) $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * }
 * }

Solution of 2)

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

$$h(x) = exp[\int^{x} \frac{a_0(s)}{a_1(x)} ds] $$
$$\displaystyle (7-11) $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * }
 * }

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

$$y(x) = \frac{1}{exp[\int^{x} \frac{a_0(s)}{a_1(x)} ds]} \int^{x} exp[\int^{x} \frac{a_0(s)}{a_1(x)} ds] \ \frac{b(s)}{a_1(s)} ds $$
$$\displaystyle (7-12) $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * }
 * }

Solution of 3)

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

h(x) = exp[\underbrace{\int^{x} \frac{s}{s^2 + 1} \ ds}_{<2>}] $$
$$\displaystyle (7-13) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

<2> \ t := s^2 + 1 $$
 * $$\displaystyle
 * $$\displaystyle

$$\displaystyle dt = 2s \ ds $$

$$\displaystyle \therefore ds = \frac{1}{2} \frac{dt}{s} $$

$$\displaystyle h(x) = exp[\int^{x} \frac{1}{2} \frac{1}{t} dt] $$

$$\displaystyle h(x) = exp(\frac{1}{2} log (x^2 + 1) ) $$
 * }
 * }
 * }

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

$$h(x) = \sqrt{ \left(x^2+1\right) } $$
$$\displaystyle (7-14) $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * }
 * }

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

y(x) = \frac{1}{\sqrt{ \left(x^2+1\right)}} \int^{x} \sqrt{ \left(s^2+1\right)} \frac{2s}{s^2 + 1} ds $$
$$\displaystyle (7-15) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

y(x) = \frac{1}{\sqrt{ \left(x^2+1\right)}} \underbrace{\int^{x} \frac{2s}{\sqrt{ \left(s^2+1\right)}} \ ds }_{<3>} $$
$$\displaystyle (7-16) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

<3> \ u := s^2 + 1 $$
 * $$\displaystyle
 * $$\displaystyle

$$\displaystyle du = 2s \ ds, \ ds = \frac{dt}{2s} $$

$$\displaystyle <3> \ --> \int^{x} \frac{1}{\sqrt{ \left(u \right)}} du $$

$$\displaystyle = 2 \sqrt{ \left(x^2 + 1 \right)} $$
 * }
 * }
 * }

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

$$\therefore \ y(x) = 2 + \underbrace{\frac{k}{\sqrt{ \left(x^2 + 1 \right)}}}_{k \ : \ int. \ const} $$
$$\displaystyle (7-17) $$
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * style="width:92%; padding:10px; border:2px solid #8888aa" |
 * }
 * }

<Author> Egm6321.f10.team5.

=Problem 8 - Show that k1 is not necessary=

Find: $$\left(\alpha \right)$$ show that k1 is not necessary
If we integrate left side of (6) pg 10-3(lecture) it will reveal how k1 cancels during integration.

 * $$ \int_{}^{x} \frac{ {h}_{x}}{h}dx= \int_{}^{s}n \left(s \right)ds$$

 * $$ \left[ \ln \left(h \right)+ {k}_{1}\right]- \left[ \ln \left(h \left(0 \right) \right)+ {k}_{1} \right]= \int_{}^{s}n \left(s \right)ds$$

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

 * style="width:92%; padding:10px; border:2px solid #8888aa" align="center" |
 * $$\ln \left(h \right)+ \ln \left(h \left(0 \right) \right)+\left[{k}_{1}- {k}_{1} \right]= \int_{}^{s}n \left(s \right)ds$$
 * $$\ln \left(h \right)+ \ln \left(h \left(0 \right) \right)+\left[{k}_{1}- {k}_{1} \right]= \int_{}^{s}n \left(s \right)ds$$

k1 term cancels on left side
 * }
 * }
 * }

$$\left( \beta \right)$$ Show that equation (6) pg 10-3(lecture) agrees with King pg 512
The linear, 1st order, ODE in King is written in the form:

 * $$\displaystyle \frac{dy}{dx}+P \left(x \right)y=Q \left(x \right)$$

The structure of the solution in King is written as:

 * $$\displaystyle y={y}_{h}+ {y}_{p}$$

where the particular solution is in the form:

 * $$ {y}_{p}= \exp \left\{- \int_{}^{x}P \left(x \right)dt \right\} \int_{}^{x}Q \left(s \right) \exp \left\{ \int_{}^{s}P \left(t \right)dt \right\}ds$$

However, equation 6 pg10-3 (lecture) is a particular solution written in the form:

 * $${y}_{p} \left(x \right)= \frac{1}{h \left(x \right)} \int_{0}^{x}h \left(s \right)b \left(s \right)ds$$

Where, from (1) and (5) pg 10-2 (lecture) we get:

 * $$h \left(x\right)= \exp \left[ \int_{}^{x}n \left(s \right)ds\right]$$

 * $$b \left(x\right)= \frac{R \left(x \right)}{P \left(x \right)}=Q \left(x \right)$$

 * $$n \left(x\right)=P \left(x \right)$$

Finally, plugging h(x),b(x), n(x) into the particular solution form given by King we get:

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

 * style="width:92%; padding:10px; border:2px solid #8888aa" align="center" |
 * $$ {y}_{p}= \exp \left\{- \int_{}^{x}h \left(s \right)ds\right\} \int_{}^{x}n \left(s \right) \exp \left\{ \int_{}^{x}b \left(s \right)ds \right\}ds$$
 * $$ {y}_{p}= \exp \left\{- \int_{}^{x}h \left(s \right)ds\right\} \int_{}^{x}n \left(s \right) \exp \left\{ \int_{}^{x}b \left(s \right)ds \right\}ds$$

 * }
 * }
 * }

$$\left( \gamma \right)$$ Solve the following equation

 * $$\frac{dy}{dx}+ {a}_{o}y=0$$

 * $$\displaystyle {a}_{o}=x $$

Solve by separation of variables:

 * $$ \int_{}^{y} \frac{dy}{y}+ \int_{}^{x}xdx=0$$

 * $$ \ln \left(y \right)+ \frac{ {x}^{2}}{2}=C$$

 * $$\ln \left(y \right)=-\frac{ {x}^{2}}{2}+C$$

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

 * style="width:92%; padding:10px; border:2px solid #8888aa" align="center" |
 * $$y= \exp \left[- \frac{ {x}^{2}}{2}+C \right]= {y}_{h}$$
 * $$y= \exp \left[- \frac{ {x}^{2}}{2}+C \right]= {y}_{h}$$

 * }
 * }
 * }

=Problem 9 - Exactness of an N1-ODE=

Given

 * $$ a(x) = sin(x^3) \! $$

 * $$ b(x) = cos(x) \! $$

 * $$ c(y) = exp(2y) \! $$

Find
1. Using $$ \bar b(x)c(y)y'+a(x) \bar c(y) = 0 \! $$, find a N1-ODE that is either exact or can be made exact.

2. Find $$ \phi(x,y) = k \! $$.

Solution
First, calculate $$\bar b(x)$$ and $$\bar c(x)$$. $$\bar b(x) = \int^x b(s) ds = \int^x \cos s \ ds = \sin x \qquad\qquad\qquad\qquad\qquad(9.1)$$ $$\bar c(x) = \int^y c(y) ds = \int^y \exp(2s) ds = \frac 1 2 \exp(2y) \qquad\qquad\qquad\qquad\qquad(9.2)$$ We express the equation completely. $$\sin x \ \exp(2y) y' + \sin x^3 \ \frac 1 2 \exp(2y) = 0 \qquad\qquad\qquad\qquad\qquad(9.3)$$ Dividing the both sides by $$\exp(2y)$$, we get $$\sin x \ y' + \sin x^3 \ \frac 1 2 = 0 \qquad\qquad\qquad\qquad\qquad(9.4)$$ To determine if the equation is exact or not $$\frac {\partial M} {\partial y} = 0 \qquad\qquad\qquad\qquad\qquad(9.5)$$ $$\frac {\partial N} {\partial x} = \cos x \ y' \qquad\qquad\qquad\qquad\qquad(9.6)$$ The eqauation is not exact since $$\frac {\partial M} {\partial y} \ne \frac {\partial N} {\partial x}$$, so it can be made exact. $$\sin x \ y' = - \sin x^3 \ \frac 1 2 \qquad\qquad\qquad\qquad\qquad(9.7)$$ Since the equation is the first-order derivative with respect to $$y$$, we need to take an integral with respect to y. $$y' = - \frac 1 2 \frac {\sin x^3} {\sin x} \qquad\qquad\qquad\qquad\qquad(9.8)$$ To express in the form of $$\phi(x,y) = k $$, we take the integration on each side. $$y = - \frac 1 2 \int \frac {\sin x^3} {\sin x} dx + k \qquad\qquad\qquad\qquad\qquad(9.9)$$ $$y + \frac 1 2 \int \frac {\sin x^3} {\sin x} dx = k \qquad\qquad\qquad\qquad\qquad(9.10)$$

=References=

=Contributions=

Raul Riveros Solved problem 1, added team member content to team Wiki page, unified report format.

Sang Min Oh Solved problems 1, 2, and 7.

Michael Faraone Solved problem 6. Helped with problems 3, 4, and 5.

Scott Elliot Solved problem 8.

Rob Carroll Provided primary solution for problem 4 and secondary solutions for problems 3 and 8

Jo Solved problem 3, problem 4, and problem 9.

Michael Steinberg Solved problem 5 and problem 9 (partially).

title: User:Egm6321.f10.team5/hw2


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User talk:Kohlarn

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User:Devourer09/Navigating Wikiversity

Portal:Professions Maybe this will be where I'm looking at.

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User talk:1234r00t

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AP European History at GRCHS

AP European History at GRCHS

 * This course is taught to some sophomores attending George Rogers Clark High School in Winchester, KY. The class is taught by Brent Sizemore in room G-103 and covers the required content for the College Board's AP European History Exam.  The class is taught in a lecture format, with outside reading material provided.  Time is also set aside to cover Document Based Questions and Free Response Questions to be discussed later.

Recommended reading for the course are:

Additional Reading Material / Reference

 * Here you can find all the official information regarding the AP European History Exam including example Free Response Questions (FRQs and DBQs) College Board

Lecture

 * Students are provided a note outline to aid in comprehension. The note outlines are listed below and are highly encouraged to be edited and added to.  Permission to do this has been granted by the teacher.  This section is NOT intended to be used as a substitute for actually taking notes.  Taking notes is a required part of the course for each individual to complete on their own.  This is simply a location for the students to collectively organize and share their notes for future reference and catch up on notes during days they were absent.  All informational sources for the following section are either from A History of Modern Europe: One-Volume Edition, Second Edition, Vol. 1 / Edition 2 by John Merriman (Details above), A History of Western Society 8th Edition AP Edition by John McKay (Details above), prior knowledge of the author, or should be cited in text.  If you are a student editor, please only edit within the double horizontal lines, add information that is true, and DO NOT delete any colons, they are there for correct formatting.

Previous lecture packets have been moved to the pages on the links below. They are divided by the quarter in which their exams were given. Current lecture packets are in-line.

/The First Quarter/

/The Second Quarter/

7A
I.	Industrial Revolution (1800-1870):  A time when Europe made a small scale manufacture into a large scale manufacture. You will now see the development of few complex markets.

 * a.	Demographic Explosion (187 million [1800], 266 million [1850], 435 million [1914])

A population increase.

 * a.	Other Reasons for Population Boom

Agriculture Revolution - People started to eat better. Armies didn't kill anybody, Medicine, better diets, better hydgene, electricity, and hot water.

 * b.	Credit & Banking Systems

Rise of modern and functioning banks. The banks supplied a lot of loans and the government got involed and helped this.

 * c.	Large-Scale Manufacturing

This leads into an entirely new revolution. Standard living - How you live.

 * a.	Mass Production in the Factory System

 * i.	Interchangeable Parts

All parts are standard (identical). If something broke, you could replace it faster.

 * ii.	Division of Labor

When you divide up what you do. They found a group of people that are good at something, and made them do that specific job.

 * iii.	Assembly Lines

As the product moved down the line, people work on it until it's done.

 * d.	Mechanization

Replacing people's work with machines.

 * a.	Resistance to Mechanization

People try to stop Mechanization to save their jobs and prevent change.

 * i.	Captain Swing

A guy that was 10' tall that took a big wrench and broke machines.

 * ii.	Luddites

Mythical guy that is 15' tall that broke machines and burned down factories. Factory owners prosecuted and hung Captain Swings and Luddites

 * e.	Urbanization

A proccess where a society becomes more city focused. People move to the city to get work, in turn, factories move to the city to get workers.

 * a.	Baron Georges Haussmann (1809-1891) & Urban Planning

A French urban planner. The problem with Urbanization is that you can't predict what the population will be. Haussmann says they need to reorganize cities to plan for the future. This is called Urban Planning. He redesigned Paris to update it and make it more modern. He tried to use a grid system on Boulevards.

 * b.	Population of Urban Areas

By 1909, European cities had over 1 million people in each city.

 * i.	London

4.2 million people live here. London was the commercial capital of the world. It served as the Emperial state of Britain.

 * f.	Immigration to the United States

With all the oppurtunities in Europe, poor people have to make money, so they move to America.

 * a.	Zionist Movement

A growing movement for European Jews that are trying to make a Jewish state so Jews can have peace.

 * i.	Theodor Herzl (1860-1904)

Theodor Herzl began and lead the Zionist Movement.

 * g.	Transportation

Steam engines were applied to other machines for transportation (Trains and Steam Ships).

 * a.	Growth of Railroads (6,600 miles by 1850’s)

The more railroads that a nation had was a sign of a thriving nation and advancement. Also, where you sat on trains depended on your class.

II. Industrial Work & Workers:  A set of workers that have a specific skill that they apply to work.

 * a.	Gender & Family in the Industrial Age

Women and family are the backbone of the Industrial Revolution. But the harder jobs are always done by men. women and children didn't make as much as men. Women got about 1/2 of men's salary, and children got about 1/4 of men's salary. The men still control the house. Women Jobs - Domestic Services, Textiles, and Prostitution.

 * b.	Child Labor

Children were thrusted into the working world. child labor was very common. Back then, children were seen as adults. They had very dangerous jobs, and they were small and easy to control by employers. The Working Class wanted their children to work, but the Middle Class didn't.

 * a.	Factory Act of 1833

Prohibits child labor for those under 9 years old. Children from 9-14 could only work for 8 hrs. By the time children were 14, they could work as much as they wanted. Children began to lie about their age to work longer and get paid more.

 * c.	Gap in the Standard of Living

 * a.	Aristocracy of Labor

 * d.	The Consumer Explosion

 * a.	Baron Pierre de Coubertin (1863-1937)

 * e.	Social Mobility

 * f.	Poor Relief & Charities for the “Social Question”

 * a.	Poor Law (Act) of 1834

 * b.	Foundling Homes

 * g.	Unionism & Social Protest

 * a.	Question of Class Consciousness

III. National Industrial Experiences:

 * a.	Great Britain

 * b.	France

 * c.	The German States

 * a.	Rise of Germany as an Economic Power

 * i.	Reasons for German Superiority

 * d.	Southern & Eastern Europe

 * a.	Italy & Piedmont-Sardinia

 * b.	Spain

 * c.	Russia

IV. Rapid Industrialization (1870-1914) & Belle Epoque (Good Old Days):

 * a.	New Technologies & Scientific Discoveries

 * a.	Henry Bessemer (1813-1898)

 * b.	Louis Pasteur (1822-1895)

 * c.	Wilhelm Rontgen (1845-1923)

 * d.	Robert Koch (1843-1910)

 * e.	Werner von Siemens (1816-1892)

 * f.	Thomas Edison (1847-1931)

 * g.	Isaac Singer (1811-1875)

 * h.	Fritz Haber (1868-1934)

 * i.	Rudolf Diesel (1858-1913)

 * j.	Henry Ford (1863-1947)

 * k.	Louis Renault (1877-1944)

 * l.	Count Ferdinand von Zeppelin (1838-1917)

 * m.	Wilbur & Orville Wright

 * n.	Samuel Morse (1791-1872)

 * o.	Alexander Graham Bell (1847-1922)

 * p.	Guglielmo Marconi (1874-1937)

 * q.	Marie Curie (1867-1934)

 * r.	Ernest Rutherford (1871-1937)

 * s.	James Maxwell (1831-1879)

 * t.	Albert Einstein (1879-1955)

V.	Origins of Socialism:

 * a.	Socialism vs. Nationalism

 * b.	Utopian Socialism

 * a.	Claude-Henri de Saint-Simon (1760-1825)

 * b.	Charles Fourier (1772-1837)

 * i.	Communes

 * c.	Robert Owen (1771-1858)

 * c.	Practical Socialism

 * a.	Louis Blanc (1811-1882)

 * i.	Reform Socialism

 * b.	Pierre-Joseph Proudhon (1809-1865)

 * d.	Scientific Socialism (Communism)

 * a.	Karl Marx (1818-1883)

 * b.	Friedrich Engels (1820-1895)

 * c.	Communist Manifesto (1848)

 * i.	Class Struggle & Consciousness

 * ii.	Proletariat (Working Class) Revolution

 * iii.	Communism

 * d.	Communist League (1848)

 * e.	Socialist First International (1864-1876)

 * f.	Second International (1889-1916)

 * i.	Marxist Socialists

 * ii.	Reform Socialists

VI. Unit 7 I.D. Terms:

1)	Industrial Revolution:

2)	Mass Production:

3)	Urbanization:

4)	Factory Act of 1833:

5)	Aristocracy of Labor:

6)	Poor Law of 1834:

7)	Working Class Consciousness:

8)	Socialism:

9)	Utopian Socialism:

10)	Claude-Henri de Saint-Simon:

11)	Charles Fourier:

12)	Practical Socialism:

13)	Louis Blanc:

14)	Pierre-Joseph Proudhon:

15)	Scientific Socialism:

16)	Karl Marx:

17)	Socialist First International:

18)	Second International:

19)	Marxist Socialists:

20)	Reform Socialists:

7B
I.	Responses to Industrialization:

 * a.	State Social Change

 * a.	Sickness Insurance Law of 1883 (Germany)

 * i.	What It Did

 * b.	Factory Act of 1875 (Great Britain)

 * c.	Old Age Pension Act of 1908 (Great Britain)

 * d.	National Insurance Bill of 1911 (Great Britain)

 * b.	The Trade Union Movement

 * a.	General Confederation of Labor (1885)

 * c.	Syndicalists

 * a.	Difference w/ Unionism & Socialism

 * b.	Georges Sorel (1847-1922) & Syndicalist Action

 * i.	Reflections on Violence (1908)

 * c.	Heroic of Age of Syndicalists (1895-1907)

 * d.	European Socialists

 * a.	French Workers’ Party (1883)

 * i.	Jules Guesde (1845-1922)

 * ii.	“Impossibilists”

 * iii.	“Possibilists”

 * b.	French Section of the Working-Class International (S.F.I.O.) (1905)

 * i.	Jean Jaures (1859-1914)

 * c.	Fabian Society (1884) [Great Britain]

 * d.	German Social Democratic Party (1875) [S.P.D.]

 * i.	In Germany

 * ii.	Karl Kautsky (1854-1938)

 * e.	Anarchism

 * a.	International Working-Class Alliance (Black International)

 * i.	Czar Alexander II of Russia (1881)

 * ii.	King Umberto I of Italy (1900)

 * iii.	U.S. President William McKinley (1901)

 * iv.	French President Sadi Carnot (1894)

 * f.	The Quest for Women’s Rights

 * a.	Maria Montessori (1870-1952)

 * b.	Women’s Social & Political Union (1903)

 * c.	Emmeline Pankhurst (1858-1928)

 * g.	Friedrich Nietzsche (1844-1900) & the Embrace of the Irrational

 * h.	Sigmund Freud (1856-1939) and the Study of the Irrational

 * i.	Auguste Comte (1798-1857) & Positivism

 * a.	Positivism

 * j.	Sociology

 * a.	Max Weber (1864-1920)

 * i.	Protestant Ethic and the Spirit of Capitalism (1904-1905)

 * b.	Emile Durkheim (1858-1917)

 * c.	Gustave Le Bon (1841-1931)

 * i.	The Crowd (1895)

 * k.	William Morris (1834-1896) & Symbolism

 * a.	Symbolism

II. Artistic Responses to Industrialization:

 * a.	Romanticism

 * b.	Realism

 * a.	Jean-Francois Millet (1814-1875)

 * i.	The Gleaners (1857)

 * ii.	The Angelus (1859)

 * b.	Gustave Courbet (1819-1877)

 * i.	The Stonebreakers (1849)

 * ii.	Burial at Ornans (1849)

 * c.	Impressionism

 * a.	Eduard Manet (1840-1926)

 * i.	Dejeuner sur L’herbe (Luncheon of the Grass) [1863]

 * ii.	Bar at the Folies-Bergere (1882)

 * b.	Edgar Degas (1834-1917)

 * i.	At the Stock Exchange (1879)

 * ii.	L’Absinthe (1876-1877)

 * c.	Claude Monet (1840-1926)

 * i.	Water Lilies (1900’s)

 * ii.	Impression, Sunrise (1872-1873)

 * d.	Post (Neo)-Impressionism

 * a.	Georges Seurat (1859-1891)

 * i.	A Sunday on La Grande Jatte (1884)

 * e.	Expressionism

 * a.	Eduard Munch (1863-1944)

 * i.	The Scream (1893)

 * f.	Modern Art

 * a.	Pablo Picasso (1881-1973)

 * i.	Les Demoiselles d’Avignon (1907)

 * ii.	Guernica (1937)

 * g.	Avant-Garde

 * a.	“Bohemian”

 * b.	Sergey Diaghilev (1872-1929)

 * i.	The Rite of Spring (1913)

 * c.	Igor Stravinsky (1882-1971)

 * d.	Oscar Wilde (1854-1900)

III. Unit 7 I.D. Terms:

1)	Sickness Insurance Law of 1883:

2)	Unionism:

3)	Syndicalism:

4)	German Social Democratic Party:

5)	Anarchism:

6)	Emmeline Pankhurst:

7)	Friedrich Nietzsche:

8)	Sigmund Freud:

9)	Auguste Comte:

10)	Max Weber:

11)	Emile Durkheim:

12)	Realism:

13)	Jean-Francois Millet:

14)	Impressionism:

15)	Eduard Manet:

16)	Claude Monet:

17)	Post-Impressionism:

18)	Expressionism:

19)	Pablo Picasso:

20)	Avant-Garde:

Additional Information
Further resources for studying are:

 * Memorize.com A location to create flashcards.  Please post links to new flashcard sets below.

Unit 2 Vocab Terms

Unit 3 Vocab Terms

title: AP European History at GRCHS


text:
User:Egm6321.f10.team03.sigillo/Hwk2

= Problem 6=

Given
Suppose a function $$\phi $$ can be found to be a reduced order solution and its derivative is equal to:
 * {| style="width:100%" border="0"

$$\frac{d\phi (x,y,{y}')}{dx}=F(x,y,{y}')=75{{x}^{4}}+\cos \left( y \right){y}'=0$$ $$ and the explicit solution for $$\,y(x)$$ is given as:
 * $$\,(Eq. 6.1)
 * style= |
 * }
 * {| style="width:100%" border="0"

$$y(x)={{\sin }^{-1}}\left( k-15{{x}^{5}} \right)$$. $$
 * $$\,(Eq. 6.2)
 * style= |
 * }

Find
It has to be proven that (Eq. 6.2) satisfies (Eq. 6.1)

Solution
In general $$F(x,y,{y}')$$ can be written as:
 * {| style="width:100%" border="0"

$$\,F(x,y,{y}')=M(x,y)+N(x,y){y}'=0$$ $$ where from (Eq. 6.1) it is known that
 * $$\,(Eq. 6.3)
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\,M(x,y)=75{{x}^{4}}$$ $$ and
 * $$\,(Eq. 6.4)
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\,N(x,y)=\cos \left( y \right)$$ $$ The chosen approach is to derivate $$y(x)$$ ,insert the result into (Eq. 6.2) and check if it satisfies the condition $$F(x,y,{y}')=0$$.In order to have a better overview during deferentiating, let's define
 * $$\,(Eq. 6.5)
 * style= |
 * }
 * {| style="width:100%" border="0"

$$u(x)=\left( k-15{{x}^{5}} \right)$$ $$ The derivative is defined to be:
 * $$\,(Eq. 6.6)
 * style= |
 * }
 * {| style="width:100%" border="0"

$${y}'=\frac{dy}{dx}=\frac{dy}{du}\frac{du}{dx}$$ $$ which in the particular case it is:
 * $$\,(Eq. 6.7)
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\frac{dy}{du}=\frac{1}{\sqrt{1-{{u}^{2}}}}$$ $$ and
 * $$\,(Eq. 6.8)
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\frac{du}{dx}=-75{{x}^{4}}$$ $$ Inserting (Eq. 6.8) and (Eq. 6.9) into (Eq. 6.7) while substituiting $$u$$ back, (Eq. 6.7) can be rewritten as:
 * $$\,(Eq. 6.9)
 * style= |
 * }
 * {| style="width:100%" border="0"

$${y}'=\frac{-75{{x}^{4}}}{\sqrt{1-{{\left( k-15{{x}^{5}} \right)}^{2}}}}$$ $$ The key-point of this Problem in terms of quickness, lays in the fact that is has to be recognized that $${{\left( k-15{{x}^{5}} \right)}^{2}}$$ is the same like $${{sin }^{2}}\left( y \right)$$, hence (Eq. 6.10) becomes:
 * $$\,(Eq. 6.10)
 * style= |
 * }
 * {| style="width:100%" border="0"

$${y}'=\frac{-75{{x}^{4}}}{\sqrt{1-{{\sin }^{2}}\left( y \right)}}=\frac{-75{{x}^{4}}}{\sqrt{{{\cos }^{2}}\left( y \right)}}=\frac{-75{{x}^{4}}}{\cos \left( y \right)}$$ $$ Now substituting y' in (Eq. 6.1) with (Eq. 6.11) we get:
 * $$\,(Eq. 6.11)
 * style= |
 * }
 * {| style="width:100%" border="0"

$$75{{x}^{4}}+\cos \left( y \right)\frac{-75{{x}^{4}}}{\cos \left( y \right)}=75{{x}^{4}}-75{{x}^{4}}=0$$ $$ :{| style="width:100%" border="0" Left-Hand-Side and Right-Hand-Side of the equation are the same, hence (Eq. 6.2) satisfies (Eq. 6.1) !
 * $$\,(Eq. 6.12)
 * style= |
 * }
 * style="width:2%; padding:1px; border:2px solid #FF0000" |
 * style="width:2%; padding:1px; border:2px solid #FF0000" |
 * }
 * }

= Problem 5=

Given
The general form of a N1_ODE is given as being:
 * {| style="width:100%" border="0"

$$F(x,y,{y}')=M(x,y)+N(x,y)f\left( {{y}'} \right)=0$$
 * $$\,(Eq. 5.1) $$
 * style= |
 * }

Find
To be found is a function $$f\left( {{y}'} \right)$$ such that there is no analytical solution to $$f\left( {{y}'} \right)=\frac{-M}{N}$$ , hence a non exact N1_ODE has to be found.

Solution
Let's set the equation to be analyzed as:
 * {| style="width:100%" border="0"

$$2x{{y}^{2}}+\cos \left( 3y \right)x\cdot {y}'\exp \left( {{y}'} \right)=0$$ where the three terms of the general equation (Eq. 5.1) in this application caser can be found as:
 * $$\,(Eq. 5.2) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$M\left( x,y \right)=2x{{y}^{2}}\quad \quad N\left( x,y \right)=\cos \left( 3y \right)x\quad \quad f({y}')={y}'\cdot \exp \left( {{y}'} \right)$$ Since the first conditoin for an exact N1_ODE is defined to be:
 * style= |
 * }
 * }
 * {| style="width:100%" border="0"

$$\,M(x,y)+N(x,y){y}'=0$$ It's needed to put (Eq. 5.2) in the form of (Eq. 5.3). Thus the next step is to solve (Eq. 5.2) for y' :
 * $$\,(Eq. 5.3) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$${y}'\cdot \exp \left( {{y}'} \right)=\frac{-2x{{y}^{2}}}{\cos \left( 3y \right)x}=\frac{-2{{y}^{2}}}{\cos \left( 3y \right)}$$ trying to get y' out of the exp-function we apply the logarithm-funtion:
 * $$\,(Eq. 5.4) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\ln \left( {y}'\cdot \exp \left[ {{y}'} \right] \right)=\ln \left( \frac{-2{{y}^{2}}}{\cos \left( 3y \right)} \right)=\ln \left( {{y}'} \right)+\ln \left( \exp \left[ {{y}'} \right] \right)$$
 *
$$\,(Eq. 5.5) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$\ln \left( {{y}'} \right)+{y}'=\ln \left( \frac{-2{{y}^{2}}}{\cos \left( 3y \right)} \right)$$ :{| style="width:90%" border="0" As it can be seen, there is on analytical solution for y' in (Eq. 5.6), this means that (Eq. 5.2) can not be put in the form of (Eq. 5.3), hence it is NOT an exact N1_ODE !
 *
$$\,(Eq. 5.6) $$
 * style= |
 * }
 * style="width:2%; padding:1px; border:2px solid #0000FF" |
 * style="width:2%; padding:1px; border:2px solid #0000FF" |
 * }
 * }

= Problem 1 - Non-linearity in general of N1_ODE =

Given
Given is the general form of a N1_ODE:
 * {| style="width:100%" border="0"

$$M(x,y)+N(x,y)\frac{dy}{dx}=0$$
 *
$$\,(Eq. 1.1) $$
 * style= |
 * }

Find
It has to be shown, that IN GENERAL (Eq. 1.1) is non-linear

Solution
To show that (Eq. 1.1) is in general non-linear it needs to meet the non-linearity condition, which is:
 * {| style="width:100%" border="0"

$$F\left( \alpha u+\beta v \right)\ne F\left( \alpha u \right)+F\left( \beta v \right)=\alpha F\left( u \right)+\beta F\left( v \right)$$ Applying the theoreme above to (Eq. 1.1), we have to see if the following equation is true:
 *
$$\,(Eq. 1.2) $$
 * style= |
 * }
 * {| style="width:100%" border="0"

$$cM(x,y)+cN(x,y)\frac{dy}{dx}\overset{?}{\mathop{=}}\,M(x,cy)+N(x,cy)\frac{d(cy)}{dx}$$ Now, since N(x,y) can be ANY function, like a cos(2xy) which is non-linear, it turns out that (Eq. 1.3) is not true and is IN GENERAL not linear: :{| style="width:30%" border="0" $$M(x,y)+N(x,y)\frac{dy}{dx}=0\ is\ in\ general\ non\ linear!$$ For particular solutions it might be the case, that (Eq. 1.1) is linear, but that depends on the form of the functions M(x,y) and N(x,y).
 *
$$\,(Eq. 1.3) $$
 * style= |
 * }
 * style="width:2%; padding:1px; border:2px solid #0000FF" |
 * style="width:2%; padding:1px; border:2px solid #0000FF" |
 * }
 * }

title: User:Egm6321.f10.team03.sigillo/Hwk2