text:
Wikiversity:Candidates for Custodianship/AFriedman

I would like to request probationary custodianship. I have been on Wikiversity for more than a year. In total, I've made more than 3,500 edits to all Wikimedia Foundation projects, including over 2,000 to Wikiversity. My focus is on OR, and I use my Userpage space to conduct OR. I've also contributed to course materials, mainly in Biology and Computer Science. In addition, I've helped welcome new users. From time to time, I've reverted the vandalism I saw on this wiki. More than once, I've needed to email current custodians about new incidents of vandalism. I would like probationary custodianship because I want to use the tools to deal with vandals myself, and not have to spam people. --AFriedman 01:08, 22 December 2009 (UTC)

Custodians willing to mentor

 * I strongly support this request for custodianship. AFriedman has been an active participant since Sept. 2008 and has made many valuable contributions in the area of biology.  I would be glad to mentor.  --mikeu talk 15:01, 29 December 2009 (UTC)

Candidate, please indicate here if you accept one of the above custodian mentors:

As discussed on my Talk page, I will accept joint mentorship by User:Mu301 (for the first part of my probationary period) and User:Jtneill (after January 22, when he returns from vacation). --AFriedman 18:59, 1 January 2010 (UTC)

 * ✅ - AFriedman is a probationary custodian as of 18:36, 2 January 2010 (UTC). --SB_Johnny talk 18:36, 2 January 2010 (UTC)

Thank you very much. --AFriedman (talk) 03:19, 3 January 2010 (UTC)

This works for me. We'll coordinate the details with User:Jtneill. --mikeu talk 21:07, 4 January 2010 (UTC)

Mentors' recommendation for full custodian status
I haven't been around much during AFriedman's probationary period, I'm sorry, so I hope others who have been mentoring could also chime in. AFriedman appears to have edited steadily and been keen to involve herself in admin issues, accumulating 100 or so edits (mostly in the user namespace) and has been trying out the sysop tools (e.g., see User:JacobFrank) in practice and for real e.g., http://en.wikiversity.org/wiki/User_talk:Ottava_Rima#The_vandal_IP_you_recently_blocked. It would be desirable to see greater contributions to the mainspace, however it seems to me that AFriedman has been usefully engaged in admin work and the WV community. I am encouraged by her clear and open communication style and feel comfortable with the prospect of working on WV together. I recommend AFriedman for full custodianship. -- Jtneill - Talk - c 11:33, 5 February 2010 (UTC)

Discussion and questions
OK, I give my opinion then: According to me 100 edits in this period is not enough. (There could be a free time constraint, everyone might have that. But still...) I know that the quantity doesn't matter so much, but in this case the edits were focused to the user space almost exclusively. Also the candidate tried out the custodian tools, but just on a dummy account and not in real practice (see deletion log). As for scrap-page-deletions there was a plenty of occasions to maintain the project by removing inappropriate pages. Nothing personal AFriedman, just my opinion. --Gbaor 12:39, 5 February 2010 (UTC) Edit: I went over your contributions and my initial opinion holds. But I also have to mention the exceptionally nice and interesting userspace and the very good move of semiprotecting a problematic page. --Gbaor 13:18, 5 February 2010 (UTC)

To the questions:
 * In which areas would you like to contribute to WV? (either by adding content or maintenance)
 * I requested custodianship mostly so that I could carry out maintenance tasks, specifically ones that are vandalism-related. In my initial nomination for probationary custodianship, I mentioned that I would like to be "on call" to block vandals as soon as I saw them on the site.  On 2 occasions before I had the tools, I'd needed to send mass emails to the existing custodians so they could perform the appropriate blocks, which I don't like to do.  Blocking them myself would have been faster, and would not have led to spamming.  Although vandalism requires a rapid response, thankfully, in my experience with WV it only seems to happen on occasion.  During my probationary period, there was only 1 serious vandal I know of, originally blocked by Ottava Rima.  I tinkered with the settings of the block and discussed this with Ottava.  However, I don't want to block people who don't deserve to be blocked and if I need more time to show how I deal with vandals, that would be fine as well.

 * Re: deleting pages, I tend towards inclusionism both here and on WP, where I've made over 2000 edits. I know inclusionism vs. deletionism has been a heated topic earlier in Wikiversity's history.  Although I don't tear my hair out when pages with little or no content get deleted by other admins, my philosophy is that all else being equal, deletion of pages is best avoided because it tends to discourage new editors and sometimes destroy useful content.  Furthermore, the Wikimedia Foundation is not running out of server space any time soon.  On Wikipedia, I've saved articles such as Margaret Clark, Avraham Qanai and Josue Lajeunesse from deletion.  In my opinion, a "borderline" case of an appropriate/inappropriate Wikiversity page is Russian roulette (drinking game)--I don't think that a drinking game is a gainful learning activity and am not convinced it is appropriate for WV.  I would like to hear other editors' opinions about this and about whether the page should be deleted, a discussion I've started on its Talk page.  Gbaor, how do you find the inappropriate Wikiversity "scrap" pages to delete?

 * As for my contributions as a regular editor, with or without custodianship: My priorities change as I see how the project is evolving. At this point, Wikiversity has created a number of learning resources that tend to be rarely viewed except by the small group of people who are regular editors, and often, the people who are in their real-world courses.  In contrast, its sister project Wikipedia is one of the best-known sites on the Internet, with an extremely active community.  As a result, publicizing Wikiversity has become one of my highest priorities at this time.  In this area, my major activity during the past month was to give a talk at w:Wikipedia:Meetup/NYC/Wikipedia Day 2010 (on Jan. 24) called "Open Courseware and Open Research: Realizing Wikiversity's Potential."  Much of this talk focused on the need for increased communication between Wikipedia and Wikiversity, and how this could be realized--I'd be happy to discuss my thoughts about this in more depth.  Over the past year or so, I've added a number of links from WP to WV, and I intend to keep adding more of those.

 * Because OR in Biology is my main topic of focus, my other priority at this time is to figure out ways to make at least some OR on Wikiversity more interactive. The 2 foci together (publicizing Wikiversity--and not necessarily in ways that lead to a larger "edit count" in "my contributions"--and making OR more interactive) also have the potential to reinforce one another because outreach can encourage people to be involved in the OR, and at the same time well-run OR may draw more people to the site.  The Bloom Clock Project is a very interesting example of encouraging community involvement in an OR project.  One of its weaknesses is that it requires a large number of contributors in order for the data that is gathered to fit together and be meaningful.  Wikiversity as one of the smaller Wikimedia projects, may not have been an ideal host.  An OR project that requires fewer contributors to find useful data might be more likely to take off, especially if it's publicized off-wiki.  At this time, I am learning the computational tools to set up a research project about the evolution of gene duplication.  I see this as a promising avenue for a "community involvement" research project that might require fewer contributors to function properly.  Thinking over it, I wonder if it is ultimately more appropriate for mainspace than for Userspace.  --AFriedman (talk) 20:15, 5 February 2010 (UTC)
 * Huh, this was a looong answer, but at least I/we know more about you. I will respond to everything in this section. I totally agree with your opinion about user blocks, that one needs to distinguish between a person with 1-2 vandal edits made probably from boredom, and a person who messes up the things here and will likely continue to do so. I also agree with your views on deletion. Personally I delete pages on sight only if these classify to be speedily deleted and try to keep the rest. Also if possible I keep the pages from novice users not to discourage them from further editing and improvement of those pages - very similar way as you explained this in your response. (By "scrap" pages I meant obvious test and vandal pages.)
 * From own experience I know that sometimes to take a decision in borderline cases can be hard (i.e. keep, propose a dr or delete as speedy). Same for the blocks (i.e. if the user/IP will continue vandalizing? If you give a ban - for what duration?). This is what I miss from your probationary period! It not the same thing to know the tools and to know when to use them. This was the reason I proposed a prolonged period for you. Now I am even more convinced that you will be an excellent custodian, but you need some more practice. --Gbaor 14:15, 6 February 2010 (UTC)
 * I am totally with AFriedmann's inclusion/deletion ration; wv is in no way the WP, as the WP is an encyclopedia and nothing more. I see the wv at a higher level in that it can fulfill the Wiki phenomena, which I believe is about knowledge construction from all the bits of information floating around the Information Society.  My definition of  instruction creep is derived from discussion here; I see it really information creep; information restriction such was we find in the WP can be a vehicle to develop misconceptions from real knowledge (invariably for misconceived reasons) by perverting meanings, either overtly or surreptitiously.  Here we have the opportunity to encourage all thought by allowing for different, and hence non-conflicting threads, so that different threads can be compared to see what really contributes to the single phenomena that we call Science.  I want to mention that AFriedman's comment that Christianity is calcifying (my words) stimulated me to look closely at the the gospels through the WP to find ways to encourage my real-life Christian friends not to calcify (a work in progress).--John[[Image:bessa66.png|12px]]Bessatalk 21:17, 13 February 2010 (UTC)

 * Would you like to contribute to the policy development? (for example Original research)
 * Yes. In the past, I have participated quite actively in policy development, including revising What Wikiversity is not and expanding Mentors.  I will gladly do so again if specific policies seem to be relevant to issues that are pressing for Wikiversity.  The policy of Wikiversity:Original research would not be my highest priority on WV at the moment.  I don't see problems with the fine wording of this policy as anywhere near the most serious issue for the site.  For example, I've communicated with a number of the other people who perform original research on WV, and I can't name a single example of a User whose OR compromises the integrity of the site because of its "crankiness."  If and when the OR policy becomes a problem, I'd be happy to revisit it.  At the moment, I think continuity of research is a far greater concern for Wikiversity, and this is more an issue of publicity than of policy.  Above, I've explained how I am addressing this issue.  --AFriedman (talk) 20:15, 5 February 2010 (UTC)
 * I am glad to hear, that you are interested in policy development as well. You got a + point :) For clarification: In general I don't see any problem with OR at Wikiversity as well. It just worries me, that the possibility of OR is one of the cornerstones of WV and the policy is not even official... So if you agree with it as it is, maybe you could express this opinion of your there? What about the review process? --Gbaor 14:35, 6 February 2010 (UTC)
 * Will do. What aspect of the review process are you interested in my opinion about?  --AFriedman (talk) 04:26, 7 February 2010 (UTC)

Voting for full custodianship
- Frankly, I would give AFriedman an additional month of probationary period. I am sure that she will be a great full custodian, but he needs more practice in "real" situations. --Gbaor 12:43, 5 February 2010 (UTC)

- Full support. I've watched AFriedman quite a bit during the probationary period and I know that full custodianship would be appropriate. Ottava Rima (talk) 14:12, 5 February 2010 (UTC)

Wait - I agree with Gbaor. Wikiversity is a learning community which can only work when people work together and help each other out with learning goals. Wikiversity participants tend to miss out on an opportunity to learn when people work mostly in the user space, and that doesn't benefit Wikiversity's learning community. Wikiversity already has enough problems with users who only work in the user space as it is. While I don't think custodians need to be particularly active, I do think custodians need to be able to work side by side with other community members. I think inactivity in community learning could be a bad sign. Also while I hope custodians will never have a practical need to use the tools and I think using the tools in practice situations is good, the circumstances in which the tools might need to be used differ from practice situations. For these reasons I think full custodianship should wait awhile longer. -- dark lama  15:30, 5 February 2010 (UTC)

- AFriedman is certainly trustworthy and I can't imagine him abusing the tools. IMO that's all that matters. --SB_Johnny talk 00:40, 7 February 2010 (UTC)

- AFriedman has a long history of productive contributions and I have confidence in the use of the tools, but I would be fine with extending the mentorship. This is after all supposed to be a learning experience. --mikeu talk 13:59, 8 February 2010 (UTC)

 * Here her contribution to justify "I want to use the tools ".

Which is:
 * User talk:Mu301
 * User talk:...
 * User talk:...
 * User talk:...
 * User talk:...
 * User talk:...
 * (Redirected page to Russian Roulette (Drinking Game)) (top)
 * (Redirected page to Russian Roulette (drinking game))
 * Talk:Random  (top)
 * Talk:...
 * Talk:...
 * Talk:...
 * Talk:...

I'm afraid she may have no free time left, if she can use those tools. --CestMoiLaVerite 07:11, 7 February 2010 (UTC)
 * What do you mean??? --AFriedman (talk) 18:06, 7 February 2010 (UTC)
 * The user [CestMoiLaVerite] was asked for more explanation of tis thoughts on his/hes talk page (s/he cant miss it...) And again here, I would like to ask you to explain more, because this is not a straightforward talk. --Gbaor 08:55, 8 February 2010 (UTC)

Looks good. Pmlineditor  ∞  11:06, 9 February 2010 (UTC)

. We need admins here that are willing to protect the integrity of this project and not allow it to become a haven for disruptive activities. Kaldari 16:24, 15 March 2010 (UTC)

Closure
5 days are over. It seems positive to me... --Gbaor 09:47, 11 February 2010 (UTC)

 * I think there might be a lack of consensus. I think the closest there might be to consensus is that 4 people seem to be of mind that he will be a good custodian, while 3 people also seem to be of mind that waiting awhile longer is a reasonable option. This could mean that AFriendman is good custodian but discussion of full custodianship should wait awhile longer. -- dark lama  14:27, 12 February 2010 (UTC)

Overall the response has been very positive and I personally have confidence that we've got a good choice here. But I do feel that it is important that the community doesn't feel that the process is too rushed or that the candidates are not getting enough guidance in learning. My feeling is that it should be no big deal to extend a mentorship to give all wikiversity contributors an opportunity to get comfortable with the candidate and to allow plenty of time for the candidate to get a feel for when to use the tools in real world circumstances. The probationary period is extended for 4 weeks. --mikeu talk 03:31, 14 February 2010 (UTC)

Mentors' recommendations for full custodian status following probation extension
AFriedman has undergone an extended probationary period for custodianship since 14 Feb (which I've left for a bit longer because of her mid-term exams) so that the community could get to her know her better. In this ~6 weeks there were ~265 edits, indicative of significantly increased activity. AFriedman has been involved in further testing of the tools (e.g., deletes and blocks (nb. one anon IP block was too long (indef) but has been corrected to 1 year by Ottava Rima) seem appropriate with good edit summaries). AFriedman has also been learning about MediaWiki in helpful ways e.g., the first person in a while to create and contribute a new Mascot: see User:JacobFrank. AFriedman has been involved in community discussion about current issues e.g., WV:CRs, Wikiversity talk:No shrines for vandals, Wikiversity talk:Original research by contributing her viewpoint and has been particularly helpful towards newcomers e.g.,. I have also found AFriedman to be very responsive to feedback in the mentoring process - our discussions are all on wiki - mostly on User talk:AFriedman and a bit on User talk:Jtneill. Her interest in promoting research and developing research policy on WV is also of note, particularly since WV needs development of these areas. AFriedman has proven to be level-headed and calm, but also to offer independent perspectives and to be bold. These all strike me as desirable qualities for custodians. Thus, I recommend AFriedman for full custodianship. -- Jtneill - Talk - c 00:34, 28 March 2010 (UTC)

Discussion and questions
Questions. How do you decide to provide edit summaries? Why did you fail to provide a summary for this edit? Did that edit make a significant change to the nature of the learning resource? Do you think Custodians have a special obligation to communicate effectively with other Wikiversity participants? --JWSchmidt 16:01, 3 April 2010 (UTC)
 * JWS, my process of providing edit summaries changes over time as I learn more. The edit in question came from a while ago, and since that time, I have made thousands of edits--on English Wikipedia especially, but also on Wikiversity.  Yes, even the most experienced editors are still learning because there is so much information over here.  At this point I will tend to write my own edit summary (in addition to the automated one, which I rarely delete) if (1) something drastic, such as vandalism or the deletion of information, has happened to the page in question; or (2) if I think there is likely to be a discussion re: the edit but I can still fit what I want to say about it in the space of an edit summary.  If I can't fit what I want to say about my edit, I will tend to use the Talk page to discuss and will often write "See Talk page" or similar.

 * Now for the edit you asked about. I am wondering why you are inquiring about that particular one, out of my long history of Wikiversity contributions.  But here are my comments.  That particular edit was part of my ongoing involvement in editing "Other Free Learning Resources", formerly "Hunter-gatherers project."  On January 16, 2009, back when the page had the old name, I commented on the Talk page that "its name is misleading."  I thought the name would draw people who were interested in actual hunter-gatherers, rather than people who were interested in the page's real contents--an organized list of free learning resources from all over the Internet.  No one has yet responded to this comment.  After giving people many months to discuss a re-name, on September 11, 2009, I changed the page to its current name and made 3 other edits, including the one you asked about.  I saw the summary of the first edit as a stand-in for the others--"moved Hunter-gatherers project to Other Free Learning Resources: More appropriate name than the previous one."  My subsequent edits to the lede were an attempt to distance the page from its previous name and delete redundant text.  In retrospect, I don't agree with every aspect of these edits.  While the project still had the same objective before and after the edits, there was no longer an emphasis on the fact that analyzing learning resources is central to Wikiversity's purpose.  BTW, I haven't seen very many Wikiversity pages devoted to the evaluation of learning materials, even though this is supposed to be a central purpose of Wikiversity.  Even Other Free Learning Resources, since it was created, has mostly focused on listing learning materials rather than evaluating them.  Ever since the Community Review of the page about the false DYK article on Wikipedia, I think there is going to be more peer evaluation on Wikiversity.  It has become an area of interest to many editors.  While research was the main focus of that particular discussion, evaluation could certainly extend to the educational aspects of online learning materials.  If we're able to set up ways of evaluating new custodians, we should also be able to set up ways of evaluating research--and if we can evaluate research, we can also evaluate learning materials.  As per your comments, I have made an attempt to restore the essence of the deleted text and mention the project's previous name.

 * Re: your last question. Yes, custodians should attempt to communicate effectively with other Wikiversity participants.  Communication is part of good behavior on-wiki.  As I see it, ordinary Users and custodians have similar editing and communication obligations--everyone over here should try to help the community as best they can--but custodians even more so.  Let me put it this way.  While no one should be doing what they shouldn't (how could anyone say otherwise, except for our mascot JacobFrank), this would apply even more strongly to custodians.  When learning how to edit the site, I look to our existing custodians as models, and I believe all users but especially custodians should aim to be positive examples.  Part of being a positive example is the ability to recognize and acknowledge previous mistakes--and everyone makes mistakes.  However, custodians are the users who are considered trustworthy, fair and levelheaded enough to resolve disputes, e.g. by protecting pages--and this is an additional level of responsibility that is not required of ordinary Users.  Since there are so few people with the tools, I also think custodians have more of an obligation to hang in when the going gets ugly or morally ambiguous.  While ordinary Users can back out of these situations, custodians, who are essential to defending the integrity of the site, should not.  (On Wikipedia, where I'm not a custodian, I'm still heavily involved with mediation--e.g. I've recently become one of the most active users in w:Wikipedia:WikiProject Israel Palestine Collaboration.)  Any other questions?  --AFriedman (talk) 02:00, 4 April 2010 (UTC)
 * "Any other questions?" <-- I wish you would just start writing edit summaries. Should all pages concerned with original research be marked as involving original research? --JWSchmidt 03:27, 4 April 2010 (UTC)
 * A summary of my rationale for this change was written at Wikiversity talk:Original research, days to weeks before I made the change. While I think it's preferable to use the research template, making such a template (or even the policy you suggested) mandatory seems impossible to enforce.  As I wrote, "I suspect many people won't see this [policy] page in time...Certainly, older research resources...won't be using this [new] Template."  --AFriedman (talk) 04:08, 4 April 2010 (UTC)
 * I wasn't asking specifically about use of the template. I'm asking: should all pages containing original research be marked as containing original research? --JWSchmidt 07:25, 4 April 2010 (UTC)
 * If we can get our act together to do this, yes. --AFriedman (talk) 15:59, 4 April 2010 (UTC)

Voting for full custodianship 2

 * Support I think I've said a lot on it before. Ottava Rima (talk) 00:49, 28 March 2010 (UTC)
 * Support Good work all around. Enough said. Pmlineditor   ∞  08:52, 28 March 2010 (UTC)
 * Support As I said above, support. --mikeu talk 14:02, 31 March 2010 (UTC)
 * The performance has improved. Well done. --Gbaor 20:16, 1 April 2010 (UTC)
 * Support, helpful recent work and general facilitation. –SJ + > 22:54, 6 April 2010 (UTC)
 * - I looked over his work, and I am seeing some valuable contributions in multiple arenas. -- Cirt (talk) 16:54, 10 April 2010 (UTC)
 * upon careful review. --Abd 17:20, 15 April 2010 (UTC)
 * AFriedman is sensible (my best compliment)--John[[Image:bessa66.png|12px]]Bessatalk 15:31, 26 April 2010 (UTC)
 * A very determined and conscientious contributor toward the Wikiversity project.--Pharos 16:16, 1 May 2010 (UTC)
 * Grunny ( talk ) 09:27, 3 May 2010 (UTC)

Closure
✅ - AFriedman is now a full custodian. -- Jtneill - Talk - c 13:22, 9 June 2010 (UTC)


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User:Solarplight

Hello All, I am here because I believe that all the collected knowledge of the human race belongs to all of us. I think it is excellent that there are people building such a resource as wikiversity and I would like to do what I can to help.

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

title: User:Solarplight


text:
User:Shawnanderson75

"I believe this whole website is some sort of program or virus program to steal people's information" Shawnanderson75 03:33, 22 December 2009 (UTC)

title: User:Shawnanderson75


text:
User:RichRoddy

From http://en.wikipedia.org/wiki/Andrew_Salter

Legacy:

Salter's techniques were revived among college students during the early and mid 1970's at Bernard M. Baruch College (City University of New York) by Richard Rodriguez (RichRoddy), a student leader and newspaper Editor-in-Chief of "The (Baruch College) Ticker". Rodriguez, who was introduced to Salter's work by ex-Marine and fellow student, Brian Guerre. After corresponding with Salter, Rodriguez held training sessions on campus in the office of his "Health Sciences Society" organization which he founded in 1972. Over a two year period, Rodriguez trained over two hundred students in progressive relaxation and autosuggestion, which improved the students' ability to study and perform better on exams. Mr. Rodriguez's motto was "relax to your purpose". Rodriguez has also advanced the theory that all human conflict is based on each individual's (or group's) unfulfilled (long term/life long) expections, which may be modified to a limited extent, through Salter's techniques of personality reconstruction.

Richard Rodriguez is a former math & science teacher; former NYCTA (MTA) manager; current member of The National Citizens Coalition for Nursing Home Reform [NCCNHR.org] and the National Association of Social Workers [NASW.org]; currently serves pro bono publico on the Board of Directors of the National Alliance of Family Councils, Inc. [UnitedFamilyCouncils.org] On July 4, 2008, Rodriguez created and posted an online journal exalting liberty and free speech at [FreedomQwest.org]. Since 2007, Rodriguez has served as President of East Haven Nursing & Rehab Center's Family Council of Bronx, New York [EastHavenFamilyCouncil.org].

In a recent phone interview, Rodriguez remarked: "Although we now know much more about the workings and chemistry of the brain then was known 65 years ago, Salter's techniques remain extremely effective and life altering. His works remained in print for over 25 years and have been translated in over a dozen languages and his books have earned numerous accolades. Proponents of Behavior Modification, Assertiveness Training, Auto-relaxation & Psychoprophylaxis have all used principles and applications proposed and/or developed by Salter, whether or not they acknowledge that reality."

title: User:RichRoddy


text:
User talk:Missa354

 Hello Missa354, 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 08:17, 22 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 22 December 2009 (UTC)

title: User talk:Missa354


text:
User talk:Khaleel1624

 Hello Khaleel1624, 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 08:18, 22 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 22 December 2009 (UTC)

title: User talk:Khaleel1624


text:
User:Ftkurt

 * Middle East Technical University
 * Electrical & Electronics Engineering 2006 - 2011

title: User:Ftkurt


text:
User:Fetchcomms

I would like to contribute here, but I'm focusing on Wikipedia for now.

Find me here.

title: User:Fetchcomms


text:
User talk:Dineshbhaim

 Hello Dineshbhaim, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 23 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 23 December 2009 (UTC)

title: User talk:Dineshbhaim


text:
User talk:Neeraj wadhwa

 Hello Neeraj wadhwa, 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 08:18, 23 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 23 December 2009 (UTC)

title: User talk:Neeraj wadhwa


text:
User talk:Jefferylinden

 Hello Jefferylinden, 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 08:18, 23 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 23 December 2009 (UTC)

title: User talk:Jefferylinden


text:
User talk:Want to learn

 Hello Want to learn, 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 08:18, 23 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 23 December 2009 (UTC)

title: User talk:Want to learn


text:
Wikiversity:Confirmed users

In some situations, it is necessary for accounts to be exempted from the customary confirmation period. The 'confirmed' group contains the same rights as the 'autoconfirmed' group, but can be granted by administrators as necessary. See Special:ListUsers/confirmed for a list of users in this group.

title: Wikiversity:Confirmed users


text:
User:Egm6341.s10

EGM 6341 Numerical Methods for Engineering Analysis 1, Spring 2010 Prof. Loc Vu-Quoc

University of Florida

I agree to multi-license all my contributions, including my user pages, as described below (MultiLicenseWithCC-BySA-Any):

Interesting news:

Free digital texts begin to challenge costly college textbooks in California, By Gale Holland, Los Angeles Times Staff Writer August 18, 2008. Would-be reformers are trying to beat the high cost -- and, they say, the dumbing down -- of college materials by writing or promoting open-source, no-cost online texts.

IMPORTANT: The perils of plagiarizing wikipedia; see Falling exam passes blamed on Wikipedia 'littered with inaccuracies', 21 June 2008, by Martyn Mclaughlin, News.Scotsman.com. "WIKIPEDIA and other online research sources were yesterday blamed for Scotland's falling exam pass rates."

Model report: Current version Archived version

MIT's OpenCourseWare course(s): Current version

Lecture plan, including lecture transparencies and references.

Report table

Writing tools: Mourning the Death of Handwriting, Op-Art: The Write Stuff
 * Writing tools, pros and cons

 * Almost-WYSIWYG wiki writing, Mediawiki environment templates, Create new account, Upload files, Link archived reports to Report table, APA Citation Style

 * Mediawiki syntax: Wikitext examples, Math formulas, Images upload/display, Citing references
 * Mediawiki tools: Mediawiki tools, Editing tools, Mediawiki external editors

 * Latex for Windows (open source), WinEdt (shareware). NOTE: Latex is included in linux and Mac OS.
 * Online collaborative Word-like processors: Google docs, Zoho writer (with latex equations)

 * Scalable vector graphic software (Windows, linux, open source): Inkscape, TexText (latex extension for Inkscape)

Other courses

Time: New York time, full screen Stopwatch full screen

title: User:Egm6341.s10


text:
User:Egm6341.s10/Lecture plan

= All versions =

Spring 2011, Spring 2010

= Recorded lectures, TA user page =

Recorded lectures in E-Learning at UF (password required): Click Continue, type username and password, click at EGM 6341, click Course Content; at "Lecture Videos" link, click at drop down menu, then select "Preview" to go to the web page with lecture video links.

TA user page: Summary of HW statements, for students to interact with TA.

= Lecture transparencies, report table =

Lecture transparencies
These

Lecture Transparencies were written in real time during the lectures (i.e., not prepared ahead of the lectures). Additional presentations (video, wiki, static html) made in class may not be recorded on these transparencies.

A mtg number n followed by a lowercase alphabet in parentheses ([a-z]) indicates that this pdf file had been updated with a 2nd version "b", 3rd version "c", etc. If you had downloaded this pdf file before, you want to clear the cache of your browser so to get the new version.

pdf: [[media:egm6341.s10.mtg1.pdf|Mtg 1]], [[media:egm6341.s10.mtg2.pdf|Mtg 2]], [[media:egm6341.s10.mtg3.pdf|Mtg 3]], [[media:egm6341.s10.mtg4.pdf|Mtg 4]] (extra), [[media:egm6341.s10.mtg5.pdf|Mtg 5]], [[media:egm6341.s10.mtg6.pdf|Mtg 6]], [[media:egm6341.s10.mtg7.pdf|Mtg 7 (b)]], [[media:egm6341.s10.mtg8.pdf|Mtg 8]], [[media:egm6341.s10.mtg9.pdf|Mtg 9]], [[media:egm6341.s10.mtg10.pdf|Mtg 10]], [[media:egm6341.s10.mtg11.pdf|Mtg 11]], [[media:egm6341.s10.mtg12.pdf|Mtg 12]], [[media:egm6341.s10.mtg13.pdf|Mtg 13]], [[media:egm6341.s10.mtg14.pdf|Mtg 14]], [[media:egm6341.s10.mtg15.pdf|Mtg 15]], [[media:egm6341.s10.mtg16.pdf|Mtg 16]],

djvu: (install the viewers evince or DjView4) [[media:egm6341.s10.mtg1.djvu|Mtg 1]], [[media:egm6341.s10.mtg2.djvu|Mtg 2]], [[media:egm6341.s10.mtg3.djvu|Mtg 3]], [[media:egm6341.s10.mtg4.djvu|Mtg 4]] (extra), [[media:egm6341.s10.mtg5.djvu|Mtg 5]], [[media:egm6341.s10.mtg6.djvu|Mtg 6]], [[media:egm6341.s10.mtg7.djvu|Mtg 7]], [[media:egm6341.s10.mtg8.djvu|Mtg 8]], [[media:egm6341.s10.mtg9.djvu|Mtg 9]], [[media:egm6341.s10.mtg10.djvu|Mtg 10]], [[media:egm6341.s10.mtg11.djvu|Mtg 11]], [[media:egm6341.s10.mtg12.djvu|Mtg 12]], [[media:egm6341.s10.mtg13.djvu|Mtg 13]], [[media:egm6341.s10.mtg14.djvu|Mtg 14]], [[media:egm6341.s10.mtg15.djvu|Mtg 15]], [[media:egm6341.s10.mtg16.djvu|Mtg 16]], [[media:egm6341.s10.mtg17.djvu|Mtg 17 (c)]], [[media:egm6341.s10.mtg18.djvu|Mtg 18]], [[media:egm6341.s10.mtg19.djvu|Mtg 19]], [[media:egm6341.s10.mtg20.djvu|Mtg 20]], [[media:egm6341.s10.mtg21.djvu|Mtg 21 (b)]], Mtg 22 (review), Mtgs 23+24 (Exam 1), [[media:egm6341.s10.mtg25.djvu|Mtg 25]], [[media:egm6341.s10.mtg26.djvu|Mtg 26]], [[media:egm6341.s10.mtg27.djvu|Mtg 27]], [[media:egm6341.s10.mtg28.djvu|Mtg 28]], [[media:egm6341.s10.mtg29.djvu|Mtg 29]], [[media:egm6341.s10.mtg30.djvu|Mtg 30 (c)]], [[media:egm6341.s10.mtg31.djvu|Mtg 31 (b)]], [[media:egm6341.s10.mtg32.djvu|Mtg 32]], [[media:egm6341.s10.mtg33.djvu|Mtg 33 (b)]], [[media:egm6341.s10.mtg34.djvu|Mtg 34 (b)]], [[media:egm6341.s10.mtg35.djvu|Mtg 35 (b)]], [[media:egm6341.s10.mtg36.djvu|Mtg 36 (c)]], [[media:egm6341.s10.mtg37.djvu|Mtg 37 (b)]], [[media:egm6341.s10.mtg38.djvu|Mtg 38 (b)]], [[media:egm6341.s10.mtg39.djvu|Mtg 39 (b)]], [[media:egm6341.s10.mtg40.djvu|Mtg 40]], [[media:egm6341.s10.mtg41.djvu|Mtg 41]], [[media:egm6341.s10.mtg42.djvu|Mtg 42]], Mtg 43 (review), Mtgs 44+45 (Exam 2). Extras: [[media:egm6341.s10.mtg46.djvu|Mtg 46 (b)]], [[media:egm6341.s10.mtg47.djvu|Mtg 47]],

 Mediawiki transcripts:  Mtg 1, Mtg 2, Mtg 3, Mtg 4: Mediawiki tutorial, Mtg 5, Mtg 6, Mtg 7, Mtg 8, Mtg 9, Mtg 10, Mtg 11, Mtg 12, Mtg 13, Mtg 14, Mtg 15, 16, Mtg 17, Mtg 18, Mtg 19, [Mtg 20], ... Mtg 34, ... Mtg 42,

Report table
Mourning the Death of Handwriting, By Claire Suddath. Time Magazine, Monday, Aug. 03, 2009.

Op-Art: The Write Stuff, by Inga Dubay and Barbara Getty, NY Times, 8 Sep 2009.

= References =

Books
$$\displaystyle \clubsuit$$ K. Atkinson, An Introduction to Numerical Analysis, Wiley, 1989. UF library QA297 .A84 1989 Google Amazon

$$\displaystyle \clubsuit$$ Suli & Mayers, An introduction to numerical analysis, Cambridge, 2003. UF library E-book Google Amazon

$$\displaystyle \clubsuit$$ M. Abramowitz & I. Stegun, Handbook of Mathematical Functions with Formulas, Graphs, and Mathematical Tables, New York: Dover Publications, 1972. Read online, Download Wikipedia

$$\displaystyle \clubsuit$$ L.N. Trefethen, Spectral Methods in Matlab, SIAM, Philadelphia, 2000. google matlab codes, e.g., clencurt

$$\displaystyle \clubsuit$$ L.N. Trefethen, Approximation Theory and Approximation Practice: A 21st Century Treatment in the Form of 32 Executable Chebfun M-Files, 2010 draft of first 8 chapters, pdf.

$$\displaystyle \clubsuit$$ J.D. Murray, Mathematical biology I: An introduction, 3rd edition, Springer, 2002. UF library QH323.5.M88 2002 google amazon

$$\displaystyle \clubsuit$$ R.H. Battin, An Introduction to the Mathematics and Methods of Astrodynamics, AIAA, 1999. google amazon. Battin was a speaker in the symposium Apollo: Reflections and Lessons (40th anniversary of the first moon landing), MIT, 11 Jun 2009.

$$\displaystyle \clubsuit$$ D. Zwillinger, Handbook of Differential Equations, Third Edition, Academic Press, 1998. ISBN-10: 0127843965. ISBN-13: 978-0127843964. UF library QA371.Z88 1989, 2 copies, one for in-library use. Google books Amazon.com

Web references
$$\displaystyle \spadesuit$$ Algorithm (wikipedia)

$$\displaystyle \spadesuit$$ Related MIT OpenCourseWare courses

$$\displaystyle \spadesuit$$ Wolfram|Alpha is ... "learning resource available to your students at no cost that works as a computational knowledge engine. Wolfram|Alpha is not a search engine like Google or Yahoo!, because unlike a traditional search engine, Wolfram|Alpha has the capability to instantly compute the answer to previously unasked questions instead of scouring the web and returning links to pages that already exist. The results are displayed in an easy-to-read, understandable format that can be used as a primary source for educational and academic purposes."

$$\displaystyle \spadesuit$$ EqWorld, The World of Mathematical Equations. It is a good idea to verify the sources, as the site is not responsible for accuracy and correctness; see Rights and obligations of contributors and website administration.
 * 2nd-order linear ODEs
 * 2nd-order non-linear ODEs
 * ODE education

$$\displaystyle \spadesuit$$ ODE (Wikipedia): Be careful; always verify the sources.

Papers
$$\displaystyle \clubsuit$$ L.N. Trefethen and Z. Battles, The Chebfun project, Oxford.
 * "Vision statement": Trefethen, Computing numerically with functions instead of numbers (Math. in Comp. Sci., 2007)
 * One-page summaries: Trefethen, Chebfun and Chebop (IMAJNA Newsletter, 2008), Approximation theory and practice  (Oxford Maths. Inst. Newsletter, 2009)
 * Survey of chebfun and chebop: Platte and Trefethen, Chebfun: a new kind of numerical computing (ECMI Proceedings, 2009)
 * Original chebfun paper: Battles and Trefethen, An extension of Matlab to continuous functions and operators (SIAM J. Sci. Comp., 2004)
 * Introduction of Chebops: Driscoll, Bornemann and Trefethen, The chebop system for automatic solution of differential equations (BIT Numer. Math., 2008)

$$\displaystyle \clubsuit$$ P. Kessler, Trapezoidal rule error, Math 128a, Berkeley, 2006. These notes were referred to in a paper by S.G. Johnson, 2008.

$$\displaystyle \clubsuit$$ S. G. Johnson, Notes on the convergence of trapezoidal-rule quadrature, online MIT course notes (2008). This document mentioned Kessler's notes in a footnote.

$$\displaystyle \clubsuit$$ Lloyd N. Trefethen, Is Gauss quadrature better than Clenshaw-Curtis?, SIAM Review 50 (1), 67-87 (2008).

$$\displaystyle \clubsuit$$ B.A. Cipra, The Best of the 20th Century: Editors Name Top 10 Algorithms, SIAM News, May 16, 2000. A look at ten algorithms named some of the "best" of the computer age. The Fast Fourier Transform (FFT) is one of them.

$$\displaystyle \clubsuit$$ D.N. Rockmore, The FFT — an algorithm the whole family can use, Computing in Science & Engineering, January/February 2000, Volume 2, Number 1, pp. 60--6. Contained a historical account of the development of the FFT.

$$\displaystyle \clubsuit$$ Sri Welaratna, 30 years of FFT Analyzers, Sound and Vibration (January 1997, 30th anniversary issue). A historical review of hardware FFT devices. See Fast Fourier transform (wikipedia).

$$\displaystyle \clubsuit$$ B.A. Conway, The choices available to space trajectory optimizers, seminar given at UF on Tue, 23 Feb 2010. By listening to this talk, I noticed an application of the Simpson's rule; I thought about teaching this application and searched the literature as shown below. Prof. Conway later graciously shared his talk slides with me (I did the literature search below, and found the paper by Hargraves & Paris 1987 and other papers before I received his talk slides, which I also shared with the students in the class). Another seminar on the use of the Hermite-Simpson algorithm was given at UF on 30 Mar 2010.

$$\displaystyle \clubsuit$$ Gauss, Legendre, ... pseudospectral methods
 * Web of Science literature search: Topic=(gauss legendre pseudospectral method*) Timespan=All Years. Databases=SCI-EXPANDED, SSCI, A&HCI.
 * Hermite-Legendre-Gauss-Lobatto Direct Transcription in Trajectory Optimization. Author(s): Williams P. Source: JOURNAL OF GUIDANCE CONTROL AND DYNAMICS  Volume: 32   Issue: 4   Pages: 1392-1395   Published: JUL-AUG 2009
 * Direct trajectory optimization using nonlinear programming and collocation, HARGRAVES, C. R., ; PARIS, S. W., Boeing Aerospace Co., Seattle, WA, Journal of Guidance, Control, and Dynamics 1987 0731-5090 vol.10 no.4 (338-342)
 * Direct optimization using collocation based on high-order Gauss-Lobatto quadrature rules, Herman, A.L., Conway, B.A., Journal of Guidance, Control, and Dynamics 1996 0731-5090 vol.19 no.3 (592-599).
 * Computational optimal control of the terminal bunt manoeuvre - Part 1: minimum altitude case, S. Subchan, R. Zbikowski, Volume 28 Issue 5, Pages 311 - 395 (September/October 2007). Bunt (maneuver): "2. (Engineering / Aeronautics) to cause (an aircraft) to fly in part of an inverted loop or (of an aircraft) to fly in such a loop".
 * Bryson, Denham, A steepest-ascent method for solving optimum programming problems, Journal of Applied Mechanics, Jun 1962, p.247-257.
 * Direct Trajectory Optimization by a Chebyshev Pseudospectral Method Fariba Fahroo, ; I. Michael Ross, Journal of Guidance, Control, and Dynamics 2002 0731-5090 vol.25 no.1 (160-166)
 * Rational Legendre pseudospectral approach for solving nonlinear differential equations of Lane-Emden type Author(s): Parand K, Shahini M, Dehghan M Source: JOURNAL OF COMPUTATIONAL PHYSICS  Volume: 228   Issue: 23   Pages: 8830-8840   Published: DEC 10 2009
 * Leaky mode analysis of optical waveguides by legendre and laguerre pseudospectral method Author(s): Huang CC Source: MICROWAVE AND OPTICAL TECHNOLOGY LETTERS  Volume: 50   Issue: 10   Pages: 2507-2509   Published: OCT 2008
 * Pseudospectral methods for infinite-horizon optimal control problems Author(s): Fahroo F, Ross IM Source: JOURNAL OF GUIDANCE CONTROL AND DYNAMICS  Volume: 31   Issue: 4   Pages: 927-936   Published: JUL-AUG 2008

= Motivation: Simulations =

An asteroid breakup 160 Myr ago as the probable source of the K/T impactor, William F. Bottke, David Vokrouhlický & David Nesvorný, Nature 449, 48-53 (6 September 2007).

Asteroids: Spun in the sun, William F. Bottke, Nature 446, 382-383 (22 March 2007).

Asteroids: How to make a flying saucer, William F. Bottke, Nature 454, 173-174 (10 July 2008).

Asteroid, NASA. Pictures of asteroids Ida, Eros, and Chicxulub impact (Yucatan peninsula), extinction of dinausaurs.

Large asteroid impacting the Earth, simulation

Hubble Space Telescope Captures Rare Jupiter Collision, 07.24.09

Near Earth Objects Program, JPL.

Solar system collision: Set Target Earth (land only), Projectile Rock, Projectile diameter 10 km, Projectile velocity 60 km / sec; click Kaboom; see photo of Chicxulub impact.

= Numerical integration of functions: Preliminaries =

Atkinson, 1989, p.249

Norms
Atkinson, 1989, p.10

Integral mean value theorem
Atkinson, 1989, p.4

Mean value theorem (wikipedia)

Simpson's rule
On the history of the Newton-Raphson method:

Computation, comparison

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

$$  \displaystyle I = \int\limits_0^x \frac{e^t - 1}{t} d t = Ei(x) - ln(x) - \gamma
 * style="width:95%" |
 * style="width:95%" |

$$  (1)
 *
 * }

The exact result of the above integral is given in Abramowitz & Stegun, p.230, with the Euler's constant $$\gamma\,\;$$ given in Abramowitz & Stegun, p.255.

A more accurate Euler's constant can be found at Wolfram|Alpha.

See also Euler–Mascheroni constant (wikipedia) and Euler–Mascheroni constant (wolfram).

Since the exponential integral is defined as

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

$$  \displaystyle Ei(x) := ln(x) + \gamma + \sum_{n=1}^{\infty} \frac{x^n}{n n!} $$  (2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

the integral in Eq.(1) is nothing but the series in the 3rd term in Eq.(2), which can also be obtained by integrating the Taylor series.

Newton-Cotes formula
On Thu, 11 Feb 10, I listened to the following interesting NPR program at the University of Illinois at Urbana-Champaign; of course Newton plays an important role in the current course (and in many other areas):

Composite rule
= Lagrange interpolation error: Theorem =

Atkinson, 1989, p.134

Derivative mean-value theorem
Atkinson, 1989, p.4

Mean value theorem (wikipedia)

Rolle's theorem
Rolle's theorem (wikipedia)

Composite rules
= Higher-order error analysis of trapezoidal rule =

Euler-MacLaurin series
Euler–Maclaurin formula

googled for "matlab bernoulli number"

 * Matlab function for Bernoulli numbers (matlab central)

 * MATLAB routines for computation of Special Functions CETA (Center for Electromagnetic Theory and Applications), MIT.

Corrected trapezoidal rules $$CT_k (n)$$
Another notation $$CT_k (n) \equiv CT^{(2i+1)}_n (f)$$ with (2i+1)th derivative and (n+1) integration points.

Elliptic integral of second kind
Ellipse (wikipedia)

Orbital mechanics
The 18th-century battle over lunar motion, Siegfried Bodenmann, Physics Today, Jan 2010. In a dispute with more than just scientific import, Alexis Clairaut, Leonhard Euler, and Jean le Rond d’Alembert each employed their own strategies to establish that they were the first to understand a puzzling feature of the Moon’s orbit.

The Sky Is Falling; The Threat of Near Earth Objects (audio) (From the US National Academies) The US spends approximately $4 million each year searching for near-Earth objects to detect those that may collide with Earth. What is the true threat that we are facing and what can we do about it?

The Phuto Files (video): An excellent, funny, lively, and highly informative NOVA program on the history of the discovery and the current status of the (dwarf) planet Pluto.

The case for Pluto (talk video), Alan Boyle, MSNBC, Distinctive voices @ the Beckman Center, National Academies, 2010. While watching this presentation, it may be useful to take a look at the excellent article Pluto (wikipedia) now and then to identify the names of different people mentioned in the talk; the main story of the talk is also recorded in this Wikipedia article.

Clenshaw-Curtis quadrature
The Clenshaw-Curtis quadrature is used in spectral methods for efficient integration, and the spectral methods are among the important numerical methods of the 20th century:

L.N. Trefethen, Approximation Theory and Approximation Practice: A 21st Century Treatment in the Form of 32 Executable Chebfun M-Files, 2010 draft of first 8 chapters, pdf.

Discrete cosine transform
Fourier transform
 * Sine and cosine transforms
 * Discrete cosine transform
 * Computation, Fast Fourier transform

S.A. Khayam, The Discrete Cosine Transform (DCT): Theory and Application (pdf), 2003: Application of DCT to image/video compression.

Chebyshev polynomial expansion
= Application: Optimal control of trajectory =

Supersonic interceptor at minimum time
Bryson, Denham, A steepest-ascent method for solving optimum programming problems, Journal of Applied Mechanics, Jun 1962, p.247-257.

Minimum altitude aircraft bunting maneuver
Computational optimal control of the terminal bunt manoeuvre - Part 1: minimum altitude case, S. Subchan, R. Zbikowski, Volume 28 Issue 5, Pages 311 - 395 (September/October 2007). Bunt (maneuver): "2. (Engineering / Aeronautics) to cause (an aircraft) to fly in part of an inverted loop or (of an aircraft) to fly in such a loop".

Application: Population dynamics
J.D. Murray, Mathematical biology I: An introduction, 3rd edition, Springer, 2002. UF library QH323.5.M88 2002 google amazon

Butterfly effects
= Orthogonal polynomials =

title: User:Egm6341.s10/Lecture plan


text:
Votian/Genitive

== Genitive, accusative , instructive ==

Pronunciation

 * The final -n is usually pronounced as a prolongation of the preceding vowel e.g. isä+n > izǟ  ("father's"), jǟ+n > jǟ  ("of ice"),  ve̮i+n > ve̮i  ("of oil").

 * The final -n may be preserved mainly in front of the following words  e̮ma, aлā, aллa, aлta, ete̮, ēzä, ēssä, nain ~ naine̮, aika  e.g. minūn  ̮ e̮ma  ("mine"),  лahzē̮n   ̮ e̮ma  ("something belonging to a child"),  siллān   ̮ aлā  ("under the floor"),   pǟn   ̮ aллa  ("under head"),   rässǟn   ̮ aлta  ("under the roof (out) "),   rehēn   ̮ etē  ("into the vestibule"),   saunān   ̮ ēzä  ("into the vestibule of the sauna"),   izǟn   ̮ aikana  ("at my father's time"),   t r i f o n ān   ̮ nain  ("wife of Trifona").
 * In such cases the final -n usually moves into the beginning of the following word ( liaison) e.g. minū  ̮ ne̮ma  ("mine"),  siллā   ̮ naлā  ("under the floor"),   rehē   ̮ netē  ("into the vestibule").

 * The final -n has not been preserved in plural.
 * The plural morpheme -iten may have totally lost it's -ten component to be pronounced as a pure  plural stem   e.g. jaлka+iten > jaлkoi  ("leg" plural genitive),  лahse̮+iten > лahsai  ("child" plural genitive),  lintu+iten > lintui  ("bird" plural genitive),  lino+iten > linoi  ("flax" plural genitive),  rattā+iten > rattai  ("wheel" plural genitive),  ōne̮+iten > ōne̮i  ("building" plural genitive),  se̮rme̮+iten > se̮rmī  ("finger" plural genitive),  ke̮ikke̮+iten > ke̮ikkī  ("everyone" plural genitive),   ińehmīse̮+iten > ińehmīsī  ("human" plural genitive).
 * Yet the morpheme -iten is usually pronounced as  -jē   (   -jē̮  depending in vowel harmony in some dialects )  e.g. jaлka+iten > jaлkojē  ("leg" plural genitive), лahse̮+iten > лahsajē  ("child" plural genitive),  lintu+iten > lintujē  ("bird" plural genitive),  lino+iten > linojē  ("flax" plural genitive),  rattā+iten > rattajē  ("wheel" plural genitive),  ōne̮+iten > ōne̮jē  ("building" plural genitive).
 * In every dialect (e.g. Jarvikoištšülä) we may find the  pronunciation   -d́d́ē   (  in some dialects  -d́d́ē̮  depending in vowel harmony )  in words like seipǟ+iten > seipäd́d́ē  ("picket" plural genitive), jǟ+iten > jäd́d́ē  ("ice" plural genitive),  koi+iten > kod́d́ē  ("moth" plural genitive),  tüttärikko+iten > tüttärikkod́d́ē  ("girl" plural genitive).

Morphophonology

 * All the genitive suffixes take a vowel stem e.g. rataz ('wheel' singular nominative) vs. rattā  ( singular genitive ), rattajē ( plural genitive ).
 * Singular genitive is usually in a grade opposite to singular nominative, caused by consonant gradation in stems e.g.  kotti ('bag' singular nominative) vs. kotī ( singular genitive ),  uhsi ('door' singular nominative) vs. uhzē̮  ( singular genitive ),  ammaz (' tooth' singular nominative) vs. ampā (singular genitive).
 * Plural genitive is always in the strong grade   e.g.  rataz ('wheel' singular nominative) vs. rattajē ( plural genitive ),  linnuD ('bird' plural nominative) vs. lintujē  ( plural genitive ).

Phonological history
Later on
 * Genitive may have included the former accusative  marker -m by a  protofinnic sound change *  m > n  in the end of a word e.g. * sütäm > * sütän > süǟ  ~ *südän  (in  Rudja  dialect )  ("heart")  vs. süämmē  ( singular genitive ).
 * The final -n was lost in Votian, Estonian and Livonian dialects of Baltic Finnic group.
 * The plural genitive marker of Votian, Ingrian,  Karelian ,  Vepsian ,  East Finnish  and  South Estonian  dialects * -iten was composed of :
 * 1) a  plural  marker -i
 * 2) another  plural  marker -t
 * 3) a  buffer  -e-
 * 4) and a genitive marker -n
 * 1) t melt together with -i into  -d́d́  or  -j  caused by consonant gradation in suffixes.
 * 2) The final n melt regularily into preceding vowel ē.
 * 3) Long vowel disappeared in  Jõgõperä  and the dialects of Estonia.

Usage

 * 1) Genitive serves as an  attribute  of a (following) noun e.g.   poigā tširja  ('a letter from (my) son'),   se on sigā suku  ("They are pig's relatives" = immoral folks),   tševǟllä on lintui лauлu iлoza  ("In spring the singing of birds is beautiful.").
 * 2) In lyrics an attribute should not necessarily precede the noun, what it is qualifying e.g.  pilvi e̮лi tuллu taivā  (" A cloud of the sky had came .").
 * 3) Genitive may serve as an independent  possessive  noun e.g.  se e̮лi minū  (" It was mine ."),   štop  ̮ se e̮лe̮is̄   tämǟ   (" It should be  his  .") vs.  minūn   ̮ e̮ma  ("mine"),  лahzē̮n   ̮ e̮ma  ("something belonging to a child").
 * 4) Genitive marks the agent (in an  ergative  construction) e.g.   f j o k л a    on karū revittü  ("Fyokla has been ripped by a bear ."),   izǟ tuллe̮za kotōsē̮  ("The time, when father comes home .").
 * 5) Genitive may have  dative  functions (like in   Finnish ) e.g.   ke̮ikkī piti e̮ллa  (" Everybody had to be (there)."),   kumpa sinū näüttīp  ̮ pare̮p  ke̮ikkia  ("Which one (of those two) looks the best for you ."),   ohto sinū on savve̮a  se̮tkua  ("It's enough for you to knead the clay !"),   minū be̮лe̮  kuhe̮ mennä  (" I have nowhere to go .").
 * 6) Genitive marks a  total   object  of a clause e.g.  sōje̮tin vē  ("I warmed up the water ").
 * 7) Partitive marks a  partial    object   while  nominative  or  genitive  mark a  total object  of a sentence e.g.   tōn süvvä lihā i ve̮ita    ("I'll bring (you) some meat and butter to eat." - singular partitive ) vs.  tōn lihā i ve̮i   ("I'll bring all the meat and butter." - singular genitive ).
 * 8) See the page of  main cases  for further details.

Dialectal alternatives

 * Votic of Ingria
 * Eastern Votic dialect
 * Short consonants were geminated in front of a long vowel e.g.  niz̆zū  ("wheat" singular genitive),  tšül̆lǟ  ("village" singular genitive).

 * Western

 * Vaipooli

 * Jõgõperä dialect
 * The unstressed final long vowel has not the full length any more e.g. tütterikò  ('girl' singular genitive), tämä nōre̮pà poiga nain  ('the wife of his younger son'), tähti+iten > tähtijè  ("star" plural genitive), tšülä+iten > tšülije  ("village" plural genitive).
 * The plural morpheme -iten may be doubled >  -d́d́eje  (   -d́d́e̮ je̮  depending in vowel harmony )  e.g. pū+iten > pud́d́e̮ je̮   ("tree" plural genitive).

== Instructive ==

Pronunciation

 * The final -n is usually pronounced as a prolongation of the preceding vowel e.g.  tšiusa+n  >  tšiuzā  ("despite of (obstacles)"),  tšīre+n >  tšīrē  ("quickly").

 * The plural morpheme -in is pronounced as a plural stem  with prolonged last vowel e.g.   ava+in >  avē̮  ("wide open"),  pe̮лve̮+in > pe̮лvī  ("on (his) knees").

Morphophonology

 * Instructive is in a grade opposite to singular nominative, caused by consonant gradation in stems e.g.  ke̮ikki > ke̮ikī  ("everyone").

Usage
Instructive is almost out of use and occurs mainly in adverbs. It may indicate:
 * 1) a way how something is done e.g.   tēn tȫtä üvī mēlī   ('I work with pleasure.'),   en ve̮ta vätšizī  ("I don't take with force."),    лahze̮d   ̮ johse̮vat   ̮ paĺĺai päi  ("Kids are running bareheaded.").
 * 2) a  tool , what something is done with e.g.   tšäzī tehtī  ('It was done by hand.'),   tulimma jaлkazī ~ jaлkazē̮  ("We came on foot.").
 * 3) a   distributive  number , something is done by e.g.  kahē̮ko tȫ rōpā seittä ?  ("Were there two of you eating out the porridge ? "),  mȫ assuzimma tētä mȫ ke̮лmē̮  ("There was three of us walking along the way."),  ke̮лmē̮ tšümmenī kopeikō ve̮tti nagлassa  ('She took thirty copecks for a pound.'),  ke̮лmē̮   vellehsē ~ vellessē  ('(It was done) by three brothers '),  e̮limma seittsemē naizikō  ("We were seven women."),  e̮livad ̮ vīzī päivī  ("They were there five days each time.").
 * 4) an  approximate number  e.g.  kasenna taлve̮nna eväd ̮ javod ̮ mahza kui ke̮лmī,  nellī rubĺī  ("This winter flour doesn't cost but about three - four roubles.").

title: Votian/Genitive


text:
User:Egm6341.s10/Report table

 Please keep this table and the wiki code tidy. Use exactly the same format that I created. Remember to log in before you check in your team's HW report. Egm6341.s10 17:49, 23 December 2009 (UTC) Lecture plan, TA user page

Good model reports

(a) : The deadline for any report is in general on a Wed, unless extended by formal announcement (e.g., to accommodate the travel schedule of students, etc.), or upon a reasonable request.

(b) : Deadline for HW1 was extended from Wed, 20 Jan 10, to Wed, 27 Jan 10, to allow for newly formed teams to start working together. Deadline for HW2 extended from Wed, 3 Feb 10, to Wed, 10 Feb 10, due to additional lectures. Deadline for HW4 extended from Wed, 3 Mar 10, to Sun, 7 Mar 10, to accommodate some students having other mid-term exams and job-related deadlines; similarly for HW5, extended from Wed, 24 Mar 10 to Fri, 26 Mar 10. Deadline for HW7 extended from Wed, 21 Apr 2010, 5pm EDT, to Fri, 23 Apr 2010, 5pm EDT, due to students having exams.

(c) : 21:00 UTC = 17:00 EDT = 5:00 pm EDT = 4:00 pm EST. From the first Sunday of November, the Eastern time changed back to the EST, and we used 22:00 UTC = 5:00 pm EST.

Other report tables: EGM 6321 Report table EGM 6322 Report table EAS 4200C HW report table EML 4500 HW report table

title: User:Egm6341.s10/Report table


text:
User:Vatansever~enwikiversity

This is my Userpage

title: User:Vatansever~enwikiversity


text:
User:Teknowilly

I am Teknowilly.

 With my introduction to this oasis of knowledge and learning I will contribute my willingness to learn and my willingness to teach. Knowledge is a beautiful right that everyone deserves to share. With this I welcome myself and others who aspire as well to be student and teacher. [] My Myspace Page

title: User:Teknowilly


text:
User:Positivesigner

The wikiversitarian Positivesigner uses this user page to test lessons prior to deployment to a learning project.

American Sign Language (to be linked from Topic: Visual Languages)

Welcome to the learning project on American Sign Language/Lesson1!

Learning project summary
Summary:

Students learn a brief history of the American Signed language and the Deaf culture. Students then learn the basic parts of sign production. Grade/Level: High school Time Frame:

1 class period -35 minutes Subject(s):

American Sign Language Introduction Topic(s):

Deaf culture and sign production

Content summary
This project is intended to create a basic understanding of how to use American Sign Language.

Goals
Students will : Understand the need for signed languages

Learning materials
Online :

 * Google Search

Readings and other resources
Resources :

 * Last, F. (2009). The title of an article, This Periodical. Retrieved from http://some.url.com/subfolder/file.html

Lesson
American Sign Language is a visual language.

Activities

 * Activity 1: Students use the internet to find a Deaf person's VLOG with English subtitles.

Assignments

 * Find an online ASL dictionary.

Active participants
Active participants in this Learning Group
 * Enter your name above this line

'''[ [Category:|] ]

title: User:Positivesigner


text:
User:Positivesigner/Lesson1

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" American Sign Language is a visual language
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

What is American Sign Language?

 * American Sign Language is a visual language used by Deaf individuals and their families in the United States of America, Canada, and other English speaking countries. Words are formed by moving recognized hand shapes in specific patterns or to specific locations.  Hand gesturing does occur with every language, but these do not convey concepts.  American Sign Language, or ASL, is used to convey thoughts, feelings, and dreams.

Signed languages are developed with most every spoken language out of necessity to communicate with people who cannot hear or cannot hear well. Deaf people have a profound hearing loss and mostly cannot tell that noise is happening around them. Hard-of-Hearing people have significant hearing loss, but with the use of hearing aids may be able to understand speech.

As signed langauges are developed by families with common needs in a particular area, those families general share the same culture and native spoken language. As recent as 100 years ago, most Deaf people were dependent upon their immediate families to meet all their needs. Thus the Deaf population, and their family's or their country's signed language, did not tend to migrate far. Each country generally has their own signed language with their own syntax and grammar.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" ASL History
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

Thomas Hopkins Gallaudet

 * American Sign Language was congealed by American Thomas Hopkins Gallaudet in collaboration with Frenchman Laurent Clerc, a deaf man learned in French Sign Language, starting in 1815. With community impetuous they opened up the American School for the Deaf 1817 to seven deaf students.  This was the beginning of a centralized Deaf Culture in the United States.

Thomas Hopkins Gallaudet's son, Edward Miner Gallaudet, became the first principal of the Columbia Institution for the Instruction of the Deaf and Dumb and Blind in 1856. In 1864, Gallaudet sought college status for the Columbia Institution and got it when President Abraham Lincoln signed a bill into law which authorized the Columbia Institution to award college degrees. In 1986 it became known as Gallaudet College, today an icon of Deaf culture.

William Stokoe

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Conclusion title
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Sign Language Uses

 * Continue this lesson on Sign Language Uses

Contact your instructor

 * Your instructor for this class is Positivesigner. To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|32px]]

title: User:Positivesigner/Lesson1


text:
User talk:Everythingimpractical

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 24 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 24 December 2009 (UTC)

title: User talk:Everythingimpractical


text:
User talk:Karmacanic

 Hello Karmacanic, 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.
 * 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.
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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. --Mu301Bot 08:18, 24 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 24 December 2009 (UTC)

title: User talk:Karmacanic


text:
User talk:Oliverb515

 Hello Oliverb515, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 24 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 24 December 2009 (UTC)

title: User talk:Oliverb515


text:
User talk:BigGreenEarthStore

 Hello BigGreenEarthStore, 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. --Mu301Bot 08:18, 24 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 24 December 2009 (UTC)

title: User talk:BigGreenEarthStore


text:
Children, Schools and Families Bill/Amendments to Section 19I of Schedule 1

Current wording of Section 19I
19I    Home education register: statutory guidance

 * In exercising their functions under or by virtue of sections 19A to 19H, a local authority in England shall have regard to any guidance given from time to time by the Secretary of State.”

Proposed amendments
There are no proposed amendments to section 19I at this time

I don't like the idea of statutory guidance on registration and monitoring. They could take out most of the amendments to s.19 but if there were enabling powers for statutory guidance this is regulation by the backdoor. I therefore propose that this section be excised. FionaNicholson 14:17, 17 January 2010 (UTC)

How Section 19I would look when amended
(see current wording)


text:
Children, Schools and Families Bill/Proposed new Section 19J of Schedule 1

Current wording of Section 19J
(none)

Proposed amendment 1
Add section 19J:

In considering the cost-effectiveness of the registration scheme, Regulations may make provision for the entire scheme to be scrapped if it represents poor value for money.

How Section 19J would look when amended
19J    Termination of registration scheme

 * In considering the cost-effectiveness of the registration scheme, Regulations may make provision for the entire scheme to be scrapped if it represents poor value for money.


text:
Children, Schools and Families Bill/Amendments to Section 437 of EA 1996

Current wording of Section 5 of Schedule 1
School attendance orders

5    (1)   Section 437 of EA 1996 (school attendance orders) is amended as follows.

 * (2) Before subsection (1) there is inserted—
 * “(A1)   Subsection (B1) applies if—

 * (a)  it appears to a local authority in England that a child of compulsory school age in their area is not receiving suitable education, and

 * (b)  the child does not appear to the authority to be a home-educated child.

 * (B1)  The authority shall serve a notice in writing on the child’s parent requiring the parent to satisfy them within the period specified in the notice that the child is either—

 * (a)  receiving suitable education provided wholly or partly by regular attendance at school, or otherwise than at school under section 19,

 * (b)  registered on their home education register, or

 * (c)  in the area of another authority and registered on that authority’s home education register.”

 * (3) In subsection (1), after “authority” there is inserted “in Wales”.

 * (4) In subsection (2), for “That period” there is substituted “The period specified in a notice under this section”.

 * (5) In subsection (3)—

 * (a)  in paragraph (a)—

 * (i)  after “subsection” there is inserted “(B1) or”;

 * (ii)  after “authority” there is inserted “as specified in the notice”;

 * (iii)  the words “that the child is receiving suitable education, and” are omitted;

 * (b)  at the end of paragraph (b) there is inserted “and
 * (c)  in the case of a notice served under subsection (B1), the child does not appear to the authority to be a home- educated child,”;

 * (c)  for the words from “on the parent” to the end there is substituted “a school attendance order on the parent”.

 * (6) After subsection (3) there is inserted—

 * “(3A)  If it appears to a local authority in England—

 * (a)  that a child of compulsory school age in their area is a home-educated child, but is not registered on their home education register, and

 * (b)  that it is expedient that the child should attend school, the authority shall serve a school attendance order on the child’s parent.

 * (3B)  In determining for the purposes of subsection (3A)(b) whether it is expedient that a child should attend school, an authority shall disregard any education being provided to the child as a home-educated child.”

 * (7) After subsection (8) there is inserted—

 * “(9)  In this Act “school attendance order” means an order, in such form as may be prescribed, served on a child’s parent under this section and requiring the parent to cause the child to become a registered pupil at a school named in the order.”

Proposed amendment 1
Section 5(2), section (B1)(a) Remove "under section 19"

Proposed amendment 2
Section 5(6), section (3B) Replace with
 * "(3B)  In determining for the purposes of subsection (3A)(b) whether it is expedient that a child should attend school, an authority shall at all times consider

 * (a)  the child's well-being and previous educational history.

 * (b)  that the primary responsibility for the child's education rests with the parents.

 * (c)  the principle of the Children Act 1989 Section 1(5)

 * (d)  whether it has taken all reasonable steps to support the family and improve the suitability of the education being provided in the home."

How Section 5 of Schedule 1 would look when amended
School attendance orders

5    (1)   Section 437 of EA 1996 (school attendance orders) is amended as follows.

 * (2) Before subsection (1) there is inserted—
 * “(A1)   Subsection (B1) applies if—

 * (a)  it appears to a local authority in England that a child of compulsory school age in their area is not receiving suitable education, and

 * (b)  the child does not appear to the authority to be a home-educated child.

 * (B1)  The authority shall serve a notice in writing on the child’s parent requiring the parent to satisfy them within the period specified in the notice that the child is either—

 * (a)  receiving suitable education provided wholly or partly by regular attendance at school, or otherwise than at school,

 * (b)  registered on their home education register, or

 * (c)  in the area of another authority and registered on that authority’s home education register.”

 * (3) In subsection (1), after “authority” there is inserted “in Wales”.

 * (4) In subsection (2), for “That period” there is substituted “The period specified in a notice under this section”.

 * (5) In subsection (3)—

 * (a)  in paragraph (a)—

 * (i)  after “subsection” there is inserted “(B1) or”;

 * (ii)  after “authority” there is inserted “as specified in the notice”;

 * (iii)  the words “that the child is receiving suitable education, and” are omitted;

 * (b)  at the end of paragraph (b) there is inserted “and
 * (c)  in the case of a notice served under subsection (B1), the child does not appear to the authority to be a home- educated child,”;

 * (c)  for the words from “on the parent” to the end there is substituted “a school attendance order on the parent”.

 * (6) After subsection (3) there is inserted—

 * “(3A)  If it appears to a local authority in England—

 * (a)  that a child of compulsory school age in their area is a home-educated child, but is not registered on their home education register, and

 * (b)  that it is expedient that the child should attend school, the authority shall serve a school attendance order on the child’s parent.

 * (3B)  In determining for the purposes of subsection (3A)(b) whether it is expedient that a child should attend school, an authority shall at all times consider

 * (a)  the child's well-being and previous educational history.

 * (b)  that the primary responsibility for the child's education rests with the parents.

 * (c)  the principle of the Children Act 1989 Section 1(5)

 * (d)  whether it has taken all reasonable steps to support the family and improve the suitability of the education being provided in the home."

 * (7) After subsection (8) there is inserted—

 * “(9)  In this Act “school attendance order” means an order, in such form as may be prescribed, served on a child’s parent under this section and requiring the parent to cause the child to become a registered pupil at a school named in the order.”

How Section 437 of the Education Act 1996 would look when amended
437 School attendance orders

 * (A1)   Subsection (B1) applies if—

 * (a)  it appears to a local authority in England that a child of compulsory school age in their area is not receiving suitable education, and

 * (b)  the child does not appear to the authority to be a home-educated child.

 * (B1)  The authority shall serve a notice in writing on the child’s parent requiring the parent to satisfy them within the period specified in the notice that the child is either—

 * (a)  receiving suitable education provided wholly or partly by regular attendance at school, or otherwise than at school,

 * (b)  registered on their home education register, or

 * (c)  in the area of another authority and registered on that authority’s home education register.

 * (1) If it appears to a local education authority in Wales that a child of compulsory school age in their area is not receiving suitable education, either by regular attendance at school or otherwise, they shall serve a notice in writing on the parent requiring him to satisfy them within the period specified in the notice that the child is receiving such education.

 * (2) The period specified in a notice under this section shall not be less than 15 days beginning with the day on which the notice is served.

 * (3) If—

 * (a) a parent on whom a notice has been served under subsection (1) fails to satisfy the local education authority, within the period specified in the notice, that the child is receiving suitable education, and

 * (b) in the opinion of the authority it is expedient that the child should attend school,

 * the authority shall serve on the parent an order (referred to in this Act as a “school attendance order”), in such form as may be prescribed, requiring him to cause the child to become a registered pupil at a school named in the order.

 * (3A)  If it appears to a local authority in England—

 * (a)  that a child of compulsory school age in their area is a home-educated child, but is not registered on their home education register, and

 * (b)  that it is expedient that the child should attend school, the authority shall serve a school attendance order on the child’s parent.

 * (3B)  In determining for the purposes of subsection (3A)(b) whether it is expedient that a child should attend school, an authority shall at all times consider

 * (a)  the child's well-being and previous educational history.

 * (b)  that the primary responsibility for the child's education rests with the parents.

 * (c)  the principle of the Children Act 1989 Section 1(5)

 * (d)  whether it has taken all reasonable steps to support the family and improve the suitability of the education being provided in the home.

 * (4) A school attendance order shall (subject to any amendment made by the local education authority) continue in force for so long as the child is of compulsory school age, unless—

 * (a) it is revoked by the authority, or

 * (b) a direction is made in respect of it under section 443(2) or 447(5).

 * (5) Where a maintained or grant-maintained school is named in a school attendance order, the local education authority shall inform the governing body and the head teacher.

 * (6) Where a maintained or grant-maintained school is named in a school attendance order, the governing body (and, in the case of a maintained school, the local education authority) shall admit the child to the school.

 * (7) Subsection (6) does not affect any power to exclude from a school a pupil who is already a registered pupil there.

 * (8) In this Chapter—

 * “maintained school” means any county or voluntary school or any maintained special school which is not established in a hospital; and

 * “suitable education”, in relation to a child, means efficient full-time education suitable to his age, ability and aptitude and to any special educational needs he may have.

 * (9) In this Act “school attendance order” means an order, in such form as may be prescribed, served on a child’s parent under this section and requiring the parent to cause the child to become a registered pupil at a school named in the order.


text:
Hydrostatics and stability

Principal parameters to describe a ship

The main dimensions of a ship are: LBP = Length between perpendiculars LOA = Length overall LWL = Length at water line B = Breadth D = Height T = Draught (some use "d") F = Free board Some other used characteristics to describe a ship are: v = speed DWT = dead weight Δ = total mass of the ship with cargo

Buoyancy

The total weight of the ship: $$W=M*g$$

The absolute value of the water pressure: $$p=rho*g*(T-z)$$

Fz = Archimedes force

title: Hydrostatics and stability


text: File:ShipsMainDimensions.JPG

title: File:ShipsMainDimensions.JPG


text: File:ShipBuoyancy.JPG

title: File:ShipBuoyancy.JPG