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User talk:Tulaporn

'''Hello! Mr. Brian My name is Tulaporn Treetasent My ID is 5080712'''

Which operating system is best for you
There are five types of Operating System.

1. GUI stands for Graphical User Interface

2. Multi-User allows for multiple users to use the same computer at the same time and/or different times.

3. Multiprocessing is capable of supporting and utilizing more than one computer processor.

4. Multitasking is capable of allowing multiple software processes to run at the same time.

5. Multithreading allows different parts of a software program to run concurrently.

As I search for information in the Internet, I found that Intel’s Atom N270 (Intel) is the operating System that creadted specifically for netbook's processor.

Moreover, there are other system names of operating system that also best for netbook which are

Ubuntu 8.10 and Windows 7 Beta

title: User talk:Tulaporn


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User:Michael C Price

See me on Wikipedia

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

title: User:Michael C Price


text:
User talk:Dc987

Quantum observer
Is it true that observation decreases an observer's entropy? For an idealised observer, with blank memory cells which get "filled" by observations, that might be true, but for real-world observers the reverse is probably true. E.g. observations lead to synapse development ==> more entropic. --Michael C Price 11:00, 1 October 2009 (UTC)

 * From the QM perspective. I think that observation increases the amount of information (bits) in the observer. The only way to get bits from the QM is to entangle something with something. Entangle electrons <01> + <10> - you have a bit sequence. Add another entanglement to say <01> and you get a longer bit sequence + . Think of observation as the same process as measurement. And measurement is entanglement.

 * Entropy is a measure of the uncertainty associated with a random variable. The random environment of the observer is the unentangled part of the universal state function. With the subjective time flow the observer can only get more entangled with the environment. So yes. The uncertainty decreases and the entropy decreases. --Dc987 19:58, 1 October 2009 (UTC)

 * Now the real-world observer, e.g. real-world experiences leads to synapse development. I think we need to analyze some simple case, e.g. what happens if some physicist measures the spin of an electron in some previously unknown to him state. This experience is definitely real.

 * From the classical perspective we have a closed system {environment, physicist}. Measuring apparatus and the electron are the part of the environment. Development of the synapse requires some low-entropy energy transfer from the environment to the physicist (and high-entropy energy back). The experience of having the measurement done results in the information transfer (ideally one bit) to the physicist. Combined result: the complexity of the physicist grows, the entropy of the physicist diminishes.

 * From the QM perspective, whatever physicist do or not do (he does not even have to be conscious or alive), the only thing that is changing (increasing) with the subjective time is the amount of the entanglement of the physicist with the environment. ('Disentangling' would be the equivalent of subjectively going backwards in time). Combined subjective result: the complexity of the physicist grows, the entropy of the physicist diminishes. --Dc987 22:43, 1 October 2009 (UTC)

I'm not sure. Your could argue: Entropy is uncertainty. Both before and afterwards the observer is in a definite state, so no uncertainty and no entropy (in principle, for an idealised observer). It's difficult because there are so many perspectives on entropy. You can also argue that it is only the clearing of the memory cells that increases entropy. --Michael C Price 10:12, 7 October 2009 (UTC)

Thought Experiment in the Limit of Zero Entropy
Let's consider first the application of the third principle of thermodynamics that can also be re-stated using statistical mechanics with the help of the partition function, Z. Consider a thought experiment in which the photon passes through a crystal near zero degree Kelvin; for example, 1 microKelvin would be sufficient. Furthermore, assume that both detectors are also at 1 microK. One can also do exact calculations in the limit of T ---> 0 deg K. Then, assume that the light is linearly polarized, and that the polarizations for the two crystals are rerspectively 0, and 90, deg. Because the harmonic quantum oscillator assumed in the model is near, or at, zero degree Kelvin, it is only capable of the zero level vibration mode--a single energy level which is nevertheless not zero. The exponent term proposed becomes however zero or negligible, and as expected, there are no entropy effects in this case, as the entire exponential term takes on the value of 1.00. However, the difference in polarization predicts different probabilities for the photon at the two detectors that have two different polarizations (v. Feynman's Lectures on Physics for a simple quantum electrodynamics calculation for polarized photons). Thus, symmetry considerations do enter into the picture at least via polarization, even if the entropic effects are either zero or negligible. Hope this suggestion helps.Bci2 04:28, 28 January 2010 (UTC)talk

 * Er. Yes. If we have linearly polarized light and two detectors that have two different polarizations clearly we are going to have different probabilities. But I don't see though how this is helping in the analysis of the original setup. And in the limit of zero entropy we a priory going to have a symmetric probability distribution (if the setup is symmetric).
 * If the setup is asymmetric and we have some extra stuff happening on one of the paths that may affect the probabilities. After the photon passes through a half-silvered mirror we have probability amplitudes, not probabilities. And all these extra potential microstates of the 'heater' may still play a part.--Dc987 03:15, 5 March 2010 (UTC)

title: User talk:Dc987


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User:Kohumiu

Kohumiu
WElcome to my Userpage! Here You can hand in assignments for the following school(s):
 * School of Numerical Order and Study

title: User:Kohumiu


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User:Kohumiu/School of Numerical Order and Study

School of Numerical Order and Study
School Purpose: to study number systems.

School Links


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User:JL 09/Filipino/Lesson 1.1

Lesson 1.1: The Filipino Alphabet (Ang Alpabetong Filipino)

Introduction/Panimula
In English The modern Filipino alphabet is made up of 28 letters based on the Latin alphabet. It uses the standard 26 letters, plus two additional ones. C, F, J, Ñ, Q, V, X, and Z are used mostly for loan words or regional words. The vowels are A, E, I, O, and U.

Sa Filipino Ang makabagong alpabetong Filipino ay binubuo ng 28 titik na base sa alpabetong Latin. Ito ay gumagamit ng batayang 26 na titik, at 2 pandagdag pa. Ang mga titik na C, F, J, Ñ, Q, V, X, at Z ay kadalasang ginagamit sa mga hiram na salita sa ibang wika. Ang mga titik naman na A, E, I, O, at U ay ang tinatawag na patinig.

title: User:JL 09/Filipino/Lesson 1.1


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User:Ura Lee Louis

Ms. Ura Lee Louis
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

title: User:Ura Lee Louis


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User:Aom58

Name: Aom Jinjutha AsadaMonGkol Age: 20 yrs D.O.B: 5/01/1989 Country. THAILAND highschool- Harrow International School School: MUIC Mahidol University International College. Major: TIM Interest: music, chilling, sports, cars, fashion, SHopping. Addicted- Coca-coLa, facebook, blackberry. Loves- dogs,shopping............. fave series- gossip girls, prison break, heroes. fave colour- pink

Processor Intel BX80601965 C ore i7 965 3.20 GHz LGA -1366 8MB 6.4 GT/sec 3 Y 	41,470.00

Mainboard ASUS M/B Rampage II Extream	 	12,474

Hard drive Western Digital	WD GreenPower	WD10EACS-5YEAR SATA 300 1,000 GB 5400-7200 8.9ms 16MB 5Y	4,400

Monitor or if you have more money to spend go for the new LED TV Asustek LCD Monitor 24" MK241H-24" Wide UWSXGA LCD, 2ms, 1920 X 1200, 450 cd/m, Contrast 3000 : 1 (ASCR), 2W. X 2 stereo(RMS) D-sub, DVI-D, HDMI (1080i/p), Webcam 1.3M. 15,200

Video card nVidia GTX295	1792 MB DDR3 ( 1.242 GHz), 648 MHz, DirectX 10, VGA/HDTV-Out/DVI-I/2nd DVI, Fan+Heatsink, ASUS Splendid,ASUS Gamer OSD,ASUS Video Security Online	3Y	21,900

Dvd writer combo Liteon DVDRW LH-20A1PU EzDub Ext. LH-20A1PU, +/- R 20x, +RW 8x,-RW 6x, +/-R9 8x, DVDRAM 12x READ 48X, Access Time 160ms Data Buffer 2MB TwoTune color and External, COPY & BACKUP DRIVE 	2,340	1 Year

Mouse Logitech Mouse MX3200	CORDLESS DESKTOP KB+LASER MS,VISTA SUPPORT,5 YRS. 3,370

Ram KINGSTON	HYPER-X DDR3 6GB Tripple 6GB 1600 MHz CL 8-8-8 TRIPLE	5950

Sound card CREATIVE	Sound Blaster X-FI Elite Pro Stereo Output : 116dB SNR quality- Control Box- 64MB of on-board X-RAM	16900

keyboard LOGITECH	diNovo Edge Keyboard Keyboard	6690

Memory Corsair XMS DDR3 2x1GB/1333Mhz

Floppy drive-- noone use it anymore.

Case Thermaltake XPRESSAR RCS100 Micro Refrigeration Case

Speaker Creative Gigaworks THX 22,900 Baht

Homework 2 How is Facebook and Twitter the same? Facebook and Twitter are both social networking. You can find people, friends in both twitter and facebook. You can update status and can see your friends status. You can connect with people. Communication now are very important Twitter and Facebook are very popular for people around the world.

Why do you think Facebook is worried about competition from Twitter?

Facebook is worried about competition from twitter because people starting to use twitter and people can follow other and updates thier messages. eventhough twitter doesnt have any games or applications. Twitter is more worldwide than facebook and many people started to use Twitter more.

title: User:Aom58


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Arthritis coping strategies

 Exercise as a pain reliever

Arthritis is a broad term that serves as an encompassing diagnosis for over 100 different joint affected disorders. These disorders are categorized into two major groups: inflammatory and non-inflammatory. The two most common arthritis diagnoses are osteoarthritis (OA), which is non-inflammatory, and rheumatoid arthritis (RA), which is inflammatory. In general, arthritis patients complain of stiffness, pain and loss of joint function, as well as an overall decrease in morale and self-efficacy. Fortunately, research shows that physical activity can lessen the depression and anxiety associated with arthritis and can potentially have the pain-relieving effects similar to pharmaceutical treatments.

On the other hand, the disorder’s complications often render the patient unable to adhere to an aerobic exercise regiment. A physician can properly assess cases on an individual basis according to their arthritis inflammatory/noninflammatory category and prescribe an appropriate physical activity intervention plan. Studies have proven that the most successful exercise types have been “low-intensity isokinetic training and physical training, intermediate intensity circuit training, and high intensity strength training.”

There are four major evidence based exercise programs proven to assist arthritis patients. The first two, the Arthritis Foundation Exercise Program and the Arthritis Foundation Aquatic Program, are both offered in the Northeast Missouri region. The exercise program boasts benefits of an increase in joint function and overall self-efficacy, as well as a decrease in depression. The aquatic program boasts an impressive “18% decrease in pain, 25% increase in functional ability, fewer physician visits, and a better perceived quality of life” among participants with OA and RA. Participants in the last two programs, EnhanceFitness and Active Living Everyday, enjoy benefits similar to those of the Arthritis Foundation’s programs.

Exercise is an effective method of arthritis pain management for seven important reasons. The first reason is that stretching exercises encourage greater flexibility for tight and achy arthritic joints. The second reason is that strength training will tone muscles that can serve as joint stabilizers and protectors. The third reason is that proper interventions like doing aquatic exercises, walking, cycling, and dancing serve as natural painkillers. The fourth reason is that exercise indirectly decreases back pain due to the weight loss that is a result of vigorous exercises. The fifth reason is that exercise boosts energy levels in those suffering from RA, therefore combating the fatigue normally associated with the disorder. The sixth reason is that exercise is beneficial for your mind as well as your body. Many who successfully participate in exercise programs experience an increase in confidence which carries over into other facets of their lives and gives them the motivation to stay active. Finally, exercise strengthens your bones and prevents osteoporosis, which is a disorder that further compounds arthritis aches and pains. The basic purpose of an exercise program for an arthritis patient is to preserve and protect the joints in order to decrease pain and increase overall range of motion, muscular strength, endurance, and flexibility. Physicians can prescribe suitable exercise programs according to the individual’s capabilities in order to fully achieve the benefits of physical activity.

 Other Options

In America today, there are 19 million people with doctor-diagnosed arthritis who report everyday activity restraints or limits due to their condition. The daily living activities that seem to be a basic part of one’s routine take more time and cause frustration in our aging population diagnosed with arthritis. Although exercise programs can serve as useful tools for pain alleviation, they may not be useful in assisting in everyday task completion. Even though the daily living activities of those with arthritis have become a bigger challenge, there are numerous adjustments that can be made to address some of the difficulties and valuable resources that can be utilized.

 Everyday Arthritis Problems and Solutions

The first problem that one with arthritis may run into is the new difficulty found in navigating one’s own home. Activities like climbing stairs now look as impossible as climbing a mountain. This can be especially tough to handle when you must use stairs routinely for bathroom visits, laundry, or for going to bed. Stairs become more approachable with the use of stair lifts, wheelchair ramps, and stair-climbing wheelchairs. For people living with arthritis, the pain caused by trying to maintain healthy grooming and hygiene habits could be great enough to keep them out of the bathroom. Fortunately, there are a few easy fixes for this problem. Transfer benches or shower chairs are an inexpensive way to ease getting in and out of the bathtub/shower and with much less hassle than having your bathtub/shower modified. Something as simple as an electric toothbrush makes dental hygiene much easier, while also alleviating pain in the wrists, hands, and elbows that is often associated with regular tooth brushing. Raised toilet seats allow additional height which helps people suffering from arthritis to stand easier when finished using the toilet. Hair brushing, shaving, and even dressing oneself become more complicated tasks, but can be helped with the use of elbow and wrist supports. Many suffering from arthritis will turn to Velcro and elastic to replace the more difficult shoelaces and buttons.

Gripping and grabbing motions present especially challenging situations for some with arthritis. Door handles, faucets, eating utensils, telephones, and pencils are just a few items used daily that will become increasingly difficult to use. For people with arthritis, items with traction are easier items to use and grips can be added to just about everything in the house for added support. Bigger pens and pencils will help in the process of writing. Items that require tightening also become a challenge, but can be made easy again with gas cap wrenches and jar openers.

 Self-Management Tool Kit  Perhaps one of the most valuable resources available to an arthritis patient is the Arthritis Self-Management Tool Kit. They are often available at your local Regional Arthritis Center free of charge. These kits include a Let’s Exercise! Guide Book with a two CD accompanying set, a Time for Healing relaxation music CD, and The Arthritis Helpbook by Dr. Kate Lorig and Dr. James Fries. The Let’s Exercise set offers varying intensities of strengthening and endurance exercises, while The Arthritis Helpbook offers an abundance of general arthritis information, as well as insightful self-help strategies. Also included is a user-friendly action plan manual. This tool kit is ideal for individuals with limited mobility who cannot make it out of their house or to exercise classes offered in the community.

title: Arthritis coping strategies


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Comparative Teaching of Old Greek and Latin/Lesson 02 Part 2

Comparative Teaching of Old Greek and Latin Lesson 02 Part 2

Translated from the Greek Wikipedia|Wikiversity: "Συγκριτική διδασκαλία των κλασικών γλωσσών / (Comparative Teaching of the Classical Languages)"

'''LESSON 02 PART 2. Grammatical and structural analysis of Old Greek and Latin texts.'''

'''2.2. Texts. Analyse and translate the texts:''' (Each text should be separated in periods, each period in sentences and each sentence should be  analysed grammatically  and syntacticly and later be translated.)

OLD GREEK

1.  Ἁπλοῦς ὁ μῦθος τῆς ἀληθείας ἐστί.

2.  Ὁ αἴρων τὴν ἁμαρτίαν τοῦ κόσμου.

3.  Οἱ μὲν ἄνδρες γεγόνασι γυναῖκες, αἱ δὲ γυναῖκες ἄνδρες.

4.  Πάντα ματαιότης τὰ ἀνθρώπινά ἐστι.

5.  Σὺν Ἀθηνᾷ καὶ χεῖρα κίνει!

LATIN

6.  In me’dio stat ve’ritas.

7.  Mens sana in co’rpore sano est.

8.  Poe’tae nascu’ntur, fiunt orato’res.

9.  Qui bene amat, bene casti’gat.

10.  Salus po’puli supre’ma lex esto.

Vocabulary - comments:

(Substantives will be given and  should  be learned with  their genitive, adjectives  and pronouns with the three genders, adverbs with the three degrees and  verbs with  their initial  tenses - in Latin  the present, the perfect, the supine and the present  infinitive.)

OLD GREEK

ἁπλοῦς: alone, simple, ἁπλοῦς, ἁπλῆ, ἁπλοῦν, ἁπλόος, -οῦς, ἁπλόη, -ῆ, ἁπλόον, -οῦν, adjectival determination.

μῦθος: the speech, fable,  ὁ μῦθος, -ου,  subject of the verb ἐστί.

τῆς ἀληθείας: of the truth, subjective genitive,   τοῦ κόσμου: of the world, possesive genitive.

αἴρων: the one that raises, present participle of the verb αἴρω, initial tenses:   αἴρω, ᾖρον, ἀρῶ, ἦρα, ἦρκα, ἤρκειν,   of the same root:  άρση, άρδην, αρτηρία, αιώρα (swing), έρανος, αορτήρας, άρτος, άρμα, έπαρση, αορτή, αντάρτης, μετέωρος, συνωρίς (a pair of horses), μετάρσιος, μίσθαρνος,   structures: αἴρω τι, αἴρομαι πόλεμον, αἴρω τὸν πόλεμον (I cease the war).

τὴν ἁμαρτίαν: the sin, direct object of the participle αἴρων.

γεγόνασιν: they have become,  perfect indicative of the verb  γίγνομαι, initial tenses:  γίγνομαι, ἐγιγνόμην, γενήσομαι, ἐγενόμην, γέγονα, ἐγεγόνειν,   of the same root: γένεση, γενιά, γηγενής, γνήσιος, γονέας, πρόγονος, gignor, ge’nitor,  circumlocutions:  γίγνομαι ἀπὸ δείπνου, ἐγγὺς γίγνομαι, ἐπί τινι γίγνομαι, ἐπί τινος γίγνομαι, (I deal with something), ὑπό τινος γίγνομαι, ἐν ὀργῇ γίγνομαι, ἐμποδὼν γίγνομαι.

Οἱ μὲν ἄνδρες: the men, subject of the verb γεγόνασιν, αἱ δὲ γυναῖκες: the women, subject,  γυναῖκες, ἄνδρες: predicative

τὰ ἀνθρώπινά: the human things, subject of the verb ἐστί, Attic structure, πάντα: all, predicative determination.

ματαιότης: vanity, predicative.

χεῖρα: the hand,   χείρ, χειρός, χειρί, χεῖρα, χείρ, χεῖρες, χειρῶν, χερσί, χεῖρας, χεῖρες, direct object of the verb κίνει.

κίνει: move, shake,  present imperative of the verb κινῶ,  initial tenses:   κινῶ, ἐκίνουν, κινήσω, ἐκίνησα, κεκίνηκα, ἐκεκινήκειν,  of the same root:  κίνηση, κίνημα, κινητός, κινητήρ, κούνια, κούνημα,  circumlocutions:  κινῶ πᾶν χρῆμα (I do everything).

σὺν Ἀθηνᾷ: together with Athena, prepositional determination.

LATIN

in medio: in the middle, in,   preposition  structured  with ablative or accusative, medius, -a, -um,  of the same root, me’dium, medi’ocris (mediocre), medio’critas, medio’criter, μέσος, -η, -ον, prepositional determination.

stat: it stands, it is found,   3rd  present indicative  person of the verb  sto,  initial tenses: sto, steti, statum, stare,   of the same root:   stabi’lio, stabi’litas (stability), sta’tio (stop, attitude), statim (immediately), stati’vus (permanent), sta’tua (statue ), statu’men (prop, support), sta’tuo (set up, erect), statu’ra (stature), ἵστα-μαι.

ve’ritas: the truth, ve’ritas, -a’tis,  feminine of the 3rd declension, subject of the verb stat.

mens: the mind, mens, mentis, feminine of the 3rd declension, subject of the verb  est.

sana: healthy, sanus, -a, -um,  of the same root:  sane (of course ), sana’tio (therapy), sana’bilis (curable), σανατόριο,   adjectival determination.

in co’rpore: in  the body,  corpus, co’rporis, neuter of the 3rd declension, prepositional determination.

poe’tae: the poets, poe’ta, -ae,  masculine of the 1st declension,   of the same root:  poe’sis, poe’tice, poe’ticus, ποιητής, subject of the verb nascuntur.

nascu'ntur: they are born, initial tenses: nascor, natus sum, nasci.

fiunt: they become,   initial tenses:    fio, factus sum, fi’eri,  I become.

orato’res: speakers,  ora’tor, -o’ris, masculine of  3rd declension, subject of the verb fiunt.

qui: whoever, qui, quae, quod, relative pronoun,  subject of the verb amat.

bene: well, adverb, bene, me’lius, o’ptime,   adverbial determination.

amat: he loves,  initial tenses:  amo, -a’vi, -a’tum, -a’re,  present tense indicative:  amo, amas, amat, ama’mus, ama’tis, amant, of the same root:  amor, ama’tio, ama’tor (lover), ama’trix (mistress), amato’rie (erotically).

casti’gat: he punishes,  initial tenses:  casti’go, -a’vi, -a’tum, -a’re.

salus: the salvation, subject of the verb esto.

po’puli: of the population, po’pulus, -i,  masculine of the 2nd declension,   of the same root: popula’res (democratics), popula’ritas, popula’riter, popula’ris, -is, (popular), ποπολάρος,  subjective genitive.

supre’ma: very big,   super, supe’rior, supre’mus and summus,  adjectival determination.

lex: law,  lex, legis,  feminine of the 3rd declension,  predicative.

esto: let it be, future  imperative  of  the auxiliary  verb to be, initial tenses: sum, fui, esse, future indicative:  ero, eris, erit, e’rimus, e’ritis, erunt,  future imperative: esto, esto, esto’te, sunto.

To continue look at: ../Lesson 02 Part 3/ To see the Introduction look at: ../Introduction/


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Health/Essays/Second hand smoke policies on college campuses

Definition
Second hand smoke encompasses two types of smoking: mainstream and sidestream smoke. Mainstream smoking is the smoke exhaled by the smoker while sidestream smoke is the smoke from the end of a lit tobacco product. Nonsmokers are exposed to the dangerous chemicals, such as carcinogens like Radon, Benzene, and Nickel, without their consent.

History
As more research has been conducted, it is possible to determine that secondhand smoke have a negative impact on a nonsmoker. California drew national attention by becoming the first state to ban indoor smoking in workplaces including bars and restaurants.1 By 2009, 17 states have enacted 100% smoke free policies for all workplaces include bars and restaurants. Those states include: Arizona, Delaware, Hawaii, Illinois, Iowa, Maryland, Massachusetts, Minnesota, Nebraska, New Jersey, New York, Ohio, Oregon, Rhode Island, Utah, Vermont, and Washington.2 Additionally, there are 437 municipalities with a local ordinance that requires bars and restaurants to be 100% smoke-free.2 Currently there are over 305 colleges and universities that have enacted 100% smoke-free policies on campus.3 Although accidents, suicides and homicides are among the leading causes of death among young adults, smoking kills more than alcohol, car accidents, suicides, AIDS, homicides, and illegal drugs combined.3 National-wide 71.8% of college students did not smoke in the past 30 days according to the Core Survey.4

Health Effects
Standford researchers have found that in order to avoid the negative effects of secondhand smoke, a nonsmoker must be 6 feet up-wind from the lit tobacco produce.5 The State of California has placed secondhand smoke on the most dangerous Class A carcinogen list.5 Furthermore there are more than 60 chemical compounds have been proven to be cancer-causing agents.5 The Surgeon General has stated that there is no risk-free level of exposure to second hand smoke.5 Secondhand smoke is not an incidental problem which only affects a few, select people. Secondhand smoke is the direct cause of more than 50,000 deaths among nonsmokers.6 3,000 nonsmokers will die because of lung cancer.6 The nonsmoking, asthmatic people will not only increase the number of attacks but also the severity of the attacks. These are all negative effects which the nonsmoker does not willing wish to participate in.

University and Colleges with 100% Smoke-Free Campuses by State7
Arkansas including 33 campuses

California Cuyamaca Community College Fresno Pacific University Grossmont Community College Mesa College Oxnard College Point Loma Nazarene University San Jose City College Santa Monica College Santa Rosa Junior College Simpson University Stanford University Medical School University of California - San Francisco University of California - Davis Medical School West Valley-Mission Community College District Woodland Community College

Connecticut Hartford Community College

Georgia Athens Technical College Darton College Gainesville College Georgia Highlands College Medical College of Georgia Southwest Georgia Technical College

Commonwealth of Guam University of Guam

Idaho Boise State University College of Southern Idaho Ricks College

Illinois Aurora University

Indiana Anderson University Associated Mennonite Biblical Seminary Bethel College Crossroads Bible College Goshen College Grace College Huntington University Indiana State University Indiana University System (9 campuses) Indiana Wesleyan University Ivy Tech State College System (23 campuses) Martin University Purdue University - North Central Purdue University - West Lafayette Taylor University Taylor University - Fort Wayne University of Indianapolis Valparaiso University

Iowa All Public and Private Colleges and Universities

Kansas Butler Community College - Andover

Kentucky Bellarmine University University of Kentucky

Maine Kennebec Valley Community College

Maryland Columbia Union College Frederick Community College Garrett College Harford Community College Maryland Bible College and Seminary Montgomery College

Michigan Delta College Grand Rapids Community College Great Lakes Christian College Hope College Lansing Community College Saginaw Valley State University University of Michigan University of Michigan Medical School Washtenaw Community College

Minnesota Minnesota State University - Moorhead Minnesota West Community and Technical College Rasmussen College - Waite Park Ridgewater College University of Minnesota - Crookston University of Minnesota - Duluth Winona State University

Missouri A.T. Still University of Health Sciences Kansas City University of Medicine and Biosciences Ozarks Technical Community College St. Charles Community College St. Louis Community College - Meramac St. Louis Community College - Wildwood University of Missouri - Columbia Washington University

Nebraska College of St. Mary's Mid-Plains Community College

New Jersey Bergen Community College Burlington County College County College of Morris Raritan Valley Community College

New York Cazenovia College D'Youville College Maria College Rockland Community College State University of New York - Buffalo SUNY - Upstate Medical University Wells College

North Carolina Asheville-Buncombe Technical Community College Barber-Scotia College Bennett College Blue Ridge Community College Cape Fear Community College Central Carolina Community College Cleveland Community College College of The Albemarle Craven Community College Gardner-Webb University Greensboro College Guilford Technical Community College Haywood Community College High Point University Louisburg College Montreat College Peace College Richmond Community College Roanoke-Chowan Community College Stanly Community College Vance-Granville Community College Wayne Community College Wake Technical Community College Wingate University Winston-Salem State University

North Dakota Bismarck State College Jamestown College Minot State University University of North Dakota Valley City State University

Ohio Hocking College Malone College Miami University Mount Vernon Nazarene University Notre Dame College of Ohio Ohio Christian University University of Toledo - Health Science Campus

Oklahoma Oklahoma Christian University Oklahoma City University Oklahoma State University - Tulsa Southern Oklahoma Technology Center University of Central Oklahoma

Oregon Mt. Hood Community College National College of Natural Medicine Oregon Coast Community College Oregon College of Oriental Medicine Oregon Health & Science University Portland Community College Western States Chiropractic College

Pennsylvania Montgomery County Community College Pennsylvania State System of Higher Education Reading Area Community College

South Carolina Lander University University of South Carolina - Upstate 7 campuses

South Dakota Oglala Lakota College

Tennessee Austin Peay State University East Tennessee State University Vanderbilt University Medical Center

Texas Alamo Community College District 7 campuses Midwestern State University Northwest Vista College San Jacinto College - South Campus Tarrant County College University of Texas Health Science Center - San Antonio

Utah Brigham Young University

Washington Clark College

West Virginia West Virginia School of Osteopathic Medicine

Wisconsin Alverno College Chippewa Valley Technical College Medical College of Wisconsin Nicolet Area Technical College University of Wisconsin - Baraboo/County University of Wisconsin - Plattville Western Technical College

Colleges and Universities with Smoke-Free Policies expect minor exemptions for remote areas7
California Cabrillo College De Anza College Foothill College Golden West College Los Medanos College Mission College Monterey Peninsula College Moorpark College Ohlone College San Francisco State University San Joaquin Delta College Santa Ana College Santiago Canyon College Skyline College University of San Francisco West Valley-Mission Community College District

Colorado Naropa University University of Denver

Florida University of South Florida

Georgia North Georgia College and State University

Indiana Ancilla College Ball State University Earlham College Holy Cross College Purdue University - Calumet Saint Mary-of-the-Woods College Tri-State University University of Notre Dame Vincennes University

Maine University of Maine - Machias

Michigan Calvin College

Mississippi University of Mississippi

Missouri State Fair Community College

New Jersey Ocean County College

North Carolina Appalachian State University Belmont Abbey College Campbell University Catawba College Chowan University Elon University Pitt Community College Surry County Community College Western Piedmont Community College Wilkes Community College

Ohio Youngstown State University

Oklahoma  Oklahoma State University - Stillwater

Pennsylvania Penn State University- Lehigh Valley

Texas Bucks County Community College Alvin Community College

References:

1. Tobacco Free CA. Retrieved September 20, 2009 from: http://www.tobaccofreeca.com/secondhand_smoke.html

2. American Nonsmokers’ Rights Foundtion. (2009). Overview List- How Many Smoke Free Laws? Retrieved September 20, 2009 from http://www.no-smoke.org/pdf/mediaordlist.pdf

3. American Cancer Society. (n.d). Cigarette Smoking. Retrieved September 20, 2009 from: http://www.cancer.org/docroot/PED/content/PED_10_2X_Cigarette_Smoking.asp?sitearea=PED

4. Center for Disease Control and Prevention (n.d). Factsheet: Adults Cigarette Smoking Retrived September 20, 2009 from: www.cdc.gov/tobacco/data_statistics/Factsheets/adult_cig_smoking.htm

5. CA. Gen Laws. Ch 1 § 3 (2008). http://info.sen.ca.gov/pub/07-08/bill/sen/sb_1551-1600/sb_1598_bill_20080506_amended_sen_v97.pdf

6. American Lung Association. (n.d). Secondhand Smoke Fact Sheet. Retrieved on September 20, 2009 from http://www.lungusa.org/site/pp.asp?c=dvLUK9O0E&b=35422

7. American Non-smokers’ Right Foundation. (2009). U.S.Colleges and Universities with Smoke-Free Policies. Retrieved on September 20, 2009 from http://www.no-smoke.org/pdf/smokefreecollegesuniversities.pdf


text:
User:Wissutak/Homework No.1

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title: User:Wissutak/Homework No.1


text:
School Links

External Links:
 * 1) Wikipedia Unary Unary_numeral_system
 * 2) Wikipedia Binary Binary_numeral_system
 * 3) Wikipedia Ternary Ternary_numeral_system
 * 4) Wikipedia Quaternary Quaternary_numeral_system
 * 5) Wikipedia Quinary Quinary
 * 6) Wikipedia Senary Senary
 * 7) Wikipedia Septenary Septenary
 * 8) Wikipedia Hexadecimal Hexadecimal
 * 9) Wikipedia Number Systems w:Category:Positional_numeral_systems

Internal Links:

 * 1) cs.wikiversity Numeral systems in Czech language:Číselné soustavy

title: School Links


text:
User:Egm6321.f09.team3/HW3

 It would be nice to have a title for each problem so that the table of contents is more informative, making it easier to search for the desired problem; see Team 1.

See further comments below. Egm6321.f09 15:40, 15 October 2009 (UTC)

= Problem 1 =

{| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
$$ x^{m+ \frac{1}{2}}y^ny'' + 2x^{1+m}y^ny' + 3x^my^{n+1} $$

Find
m & n such that the ODE is exact.

Solution
$$f(x,y,p) = x^{m+ \frac{1}{2}}y^n$$

$$g(x,y,p) = 2x^{1+m}y^ny' + 3x^my^{n+1}\! $$

which satisfies the first condition of exactness.

Condition 2 is met by satifaction of the following equations:

$$ f_{xx} + 2pf_{xy} + p^2f_{yy} = g_{xp} + pg_{yp} - g_y \qquad{...(i)}$$

$$ f_{xp} + pf_{yp} + 2f_y = g_{pp} \qquad{...(ii)}$$

The partial derivatives are given below:

$$ \begin{align} f_x &= \left(m+ \frac{1}{2}\right)x^{m- \frac{1}{2}}y^n \\ f_{xx} &= \left(m- \frac{1}{2}\right) (m+ \frac{1}{2})x^{m- \frac{3}{2}}y^n \\ f_{xy} &= n \left(m+ \frac{1}{2}\right)x^{m- \frac{1}{2}}y^{n-1} \\ f_y &= nx^{m+ \frac{1}{2}}y^{n-1} \\ f_{yy} &= n(n-1)x^{m+ \frac{1}{2}}y^{n-2} \\ f_p &= f_{xp} = f_{yp} = f_{pp} = 0 \\ g_x &= 2(m+1)x^my^np + 3mx^{m-1}y^{n+1} \\ g_{xx} &= 2m(m+1)x^{m-1}y^np + 3m(m-1)x^{m-2}y^{n+1} \\ g_{xy} &= 2(m+1)nx^my^{n-1}p + 3m(n+1)x^{m-1}y^n \\ g_y &= 2nx^{m+1}y^{n-1}p + 3(n+1)x^my^n \\ g_{yy} &= 2n(n-1)2nx^{m+1}y^{n-2}p + 3n(n+1)x^my^{n-1} \\ g_p &= 2x^{m+1}y^n \\ g_{px} &= 2(m+1)x^my^n \\ g_{py} &= 2nx^{m+1}y^{n-1} \\ g_{pp} &= 0 \\ \end{align} $$

Substitute into i. to get:

$$ \left(m- \frac{1}{2}\right) \left(m+ \frac{1}{2}\right)x^{m- \frac{3}{2}}y^n + 2p\cdot n\left(m+ \frac{1}{2}\right)x^{m- \frac{1}{2}}y^{n-1} + p^2 n(n-1)x^{m+ \frac{1}{2}}y^{n-2} = 2(m+1)x^my^n + p \cdot 2nx^{m+1}y^{n-1} - 2nx^{m+1}y^{n-1}p + 3(n+1)x^my^n $$

Substitute into ii. to get:

$$ 0 + p \cdot 0 + 2 \cdot nx^{m+ \frac{1}{2}}y^{n-1} = 0 $$

Equation ii. suggests that n must be zero in order for the equation to be satisfied.

$$ n = 0 \!$$

Simplify equation i to get:

$$ \left(m- \frac{1}{2}\right) \left(m+ \frac{1}{2}\right)x^{m- \frac{3}{2}} + 0 + 0 = 2(m+1)x^m + 0 - 0 + 3x^m $$

Note the powers of x need to be the same to simplify, which suggests $$ m = \pm \frac{1}{2} $$.

$$ m = \frac{1}{2} $$ satisfies equation i.

Therefore,

$$ n = 0 \!$$

and

$$ m = \frac{1}{2} $$

The final ODE is

$$ xy'' + 2x^{\frac{3}{2}}y' + 3x^{\frac{1}{2}}my $$

or,

$$ y'' + 2x^{\frac{1}{2}}y' + 3x^{\frac{-1}{2}}my $$

 Why does $$m$$ appear in your final equation? You found $$m=\frac{1}{2}$$ so it should not appear. --Egm6321.f09.TA 04:07, 15 October 2009 (UTC)
 * }

= Problem 2 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
$$ xp - (2x^{\frac {3}{2}} - 1)y + k_1 = k_2 $$

Find
$$y(x)\!$$

Solution
The ODE is

$$ y' - \frac{2x^{\frac{3}{2}}-1}{x}y = k_2 - k_1 $$

 $$y- \frac{2x^{\frac{3}{2}}-1}{x}y = \frac{k_2 - k_1}{x}$$. Don't forget to divide both sides by $$x$$. - Egm6321.f09.TA 23:54, 27 October 2009 (UTC)

where

$$ a_0(x) = - \frac{2x^{\frac{3}{2}}-1}{x} \qquad{\text{and}} $$

$$ b(x) = k_2 - k_1 $$

This is a linear, first order ODE with varying coefficients.

In standard form, $$ N = 1 $$ and $$ M = a_0 \cdot y $$.

This makes

$$ \begin{align} h(x) &= \exp \left( \int a_0(s) ds\right) \\ &= \exp \left( \int \left(-2 \sqrt{s} + s^{-1}\right) ds\right) \\ &= x \cdot \exp \left(- \frac{4}{3} x^{\frac {3}{2}}\right) \end{align} $$

I think your error above lead to an incorrect integrating factor. Your process is correct however. Egm6321.f09.TA 23:54, 27 October 2009 (UTC)

Multiply the ODE by the integrating factor to get:

$$ (hy)' = hb $$

Integrate to get:

$$ y(x) = \frac{1}{h(x)} \int h(s) b(s) ds $$

$$ y(x) = \frac{1}{x \cdot \exp \left(- \frac{4}{3} x^{\frac {3}{2}}\right)} \int s \cdot \exp \left(- \frac{4}{3} s^{\frac {3}{2}}\right) \cdot (k_2 - k_1) ds $$

 * }

= Problem 3 =

{| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
A class of exact linear second order ODEs with varying coefficients

Find
The mathematical structure of $$\phi$$

Solution
Since $$ F = \frac {d \phi}{dx} = \phi_x(x,y,p) + \phi_y(x,y,p) \cdot y' + \phi_p(x,y,p) \cdot y' $$

and $$ F = P(x) y'' + Q(x) y' + R(x) y \!$$

This suggests

i. $$ P(x) = \phi_p \!$$ ii. $$ Q(x) = \phi_y\! $$

iii. $$ R(x)y = \phi_x \!$$

From i.,

$$ \phi = \int P(x) dp = P(x) \cdot p + C(x,y) $$

From ii.,

$$ \phi = \int Q(x) dy = Q(x) \cdot y + C(x,p) $$

This suggests $$ \phi $$ has a structure of:

$$ \phi = P(x) \cdot p + Q(x) \cdot y + C(x,y) $$

Take the parital partial derivative with respect to x,

$$ \frac{\partial{\phi}}{dx} = \frac{\partial{P}}{dx} \cdot p + \frac{\partial{Q}}{dx} \cdot y + \frac{\partial{C}}{dx} $$

and compare to iii, which suggests C is not a function of x!

The final form is:

$$ \phi = P(x) \cdot p + T(x) \cdot y + k $$

where P(x) and T(x) are functions, and k is a constant.

 * }

Good result. very concise. Egm6321.f09.TA 01:58, 28 October 2009 (UTC)

= Problem 4 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
The conditions for exactness:

$$ \begin{align} &F = \frac{d\phi}{dx} = \phi_x + \phi_y \cdot y' + ... + \phi_{y^{n-1}} \cdot y^n \\ &f_i = \dfrac {\partial F}{\partial y^{(i)}} \qquad{\text{such that}}\\ &f_0 - \frac{df_1}{dx} + \frac{d^2f_2}{dx^2} - ... + (-1)^n \frac{d^nf_n}{dx^n} = 0 \end{align} $$

Find
the n= 1 case

Solution
$$ f_1 = \frac{\partial{F}}{dy'} = \frac{\partial{}}{dy'}(\phi_x + \phi_y y') = \phi_y $$

Therefore,

$$ f_0 - \frac{df_1}{dx} = \frac{\partial {F}}{dy} - \frac{d}{dy}(\phi_y) = \frac{\partial{(\phi_x + \phi_y y')}}{dy'} - \frac{d}{dx}(\phi_y) $$

$$ \frac{\partial{}}{dy'}(\phi_x + \phi_y y') - \frac{d}{dx}(\phi_y) = \phi_{xy} + \phi_{yy}y' - \phi_yx - \phi_{yy}y' $$

$$ \frac{\partial{}}{dy'}(\phi_x + \phi_y y') - \frac{d}{dx}(\phi_y) = \phi_{xy}  - \phi_yx $$$ = 0 $. The zero is what allows you to make the statement $\phi_{xy}=\phi_{yx}$

Therefore,

$$ f_0 - \frac{df_1}{dx} = 0 $$ is equivalent to $$ \phi_{xy}  = \phi_yx $$, which is the condition of exactness for the linear first order ODE!

 You have an operator $$\frac{\partial}{dy'}$$ which does not make sense. You cannot mix partials derivatives and total derivatives. Furthermore the $$y'$$ in the denominator should be $$y$$. --Egm6321.f09.TA 14:14, 15 October 2009 (UTC)
 * }

Also, be careful of the typo: $$\displaystyle \phi_yx$$ is not the same as $$\displaystyle \phi_{yx}$$; you need to use the curly brackets around the subscripts "$$\displaystyle xy$$" if you want to write $$\displaystyle \phi_{yx}$$. Egm6321.f09 15:40, 15 October 2009 (UTC)

= Problem 5 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
The conditions for exactness:

$$ \begin{align} &F = \frac{d\phi}{dx} = \phi_x + \phi_y \cdot y' + ... + \phi_{y^{n-1}} \cdot y^n \\ &f_i = \dfrac {\partial F}{\partial y^{(i)}} \qquad{\text{such that}}\\ &f_0 - \frac{df_1}{dx} + \frac{d^2f_2}{dx^2} - ... + (-1)^n \frac{d^nf_n}{dx^n} = 0 \end{align} $$

Find
the n=2 case

Solution
$$ f_0 - \frac{df_1}{dx} + \frac{d^2f_2}{dx^2} $$

Integrate with respect to x to get:

$$ \int f_0 dx - f_1 + \frac{df_2}{dx} $$

where $$ f_0 = \frac{\partial{F}}{dy} = \phi_{xy} + \phi_{yy} y' + \phi_{y'y} y'' $$

Therefore, $$ \int f_0 dx = \phi_y $$

Now, take the derivative with respect to x to get the original equation,

$$ \frac{d}{dx}(\phi_y) = \phi_{xy} + \phi_{yy} y' + \phi_{yy'} y'' $$

which is, of course, $$ f_0 \!$$

The final equations is validated:

$$ f_0 - \frac{df_1}{dx} + \frac{d^2f_2}{dx^2} $$

 These steps are not logically connected and do not prove the expressions in the problem statement. --Egm6321.f09.TA 01:32, 16 October 2009 (UTC)
 * }

= Problem 6 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
The Legendre linear, second order ODE with varying coefficients: $$ F = (1-x^2)y'' - 2xy' + n(n+1)y = 0\! $$

Find
Verify the exactness of the equation using:

a. equations 4 and 5 from 10-2

b. equation 5 from 14-1

Solution
a. Using the following 2 equations:

$$ \begin{align} &\text{(i)} \quad f_{xx} + 2pf_{xy} + p^2f_{yy} = g_{xp} + pg_{yp} - g_y \\ &\text{(ii)} \quad f_{xp} + pf_{yp} + 2 f_y = g_{pp} \qquad{\text{where}} \\ &F= f(x,y,p)y'' + g(x,y,p) \qquad{\text{and}} \\ &f(x,y,p) = 1-x^2 \\ &g(x,y,p) = -2xp + n(n-1) y \end{align} $$

The partial derivatives are:

$$f_x = -2x\!$$

$$f_{xx} = -2\!$$

$$f_{xy} = f_y = f_{yy} = f_{xp} = f_{yp} = f_p = f_{pp} = 0\!$$

$$g_x = -2p\!$$

$$g_{xp} = -2\!$$

$$g_y = n(n+1)\!$$

$$g_p = -2x\!$$

$$ g_{xx} = g_{xy} = g_{yy} = g_{yp} = g_{pp} = 0\! $$

Substitute to get:

i. $$ -2 + 2p \cdot 0 + p^2 \cdot 0 = -2 + p \cdot 0 - n(n+1) $$

ii. $$ 0 + p \cdot 0 + 2 \cdot 0 = 0 $$

The ODE is not exact because the equation i is not satisfied.

b. Using the following equation:

$$ f_0 - \frac{df_1}{dx} + \frac{d^2f_2}{dx^2} = 0 $$

where

$$ f_0 = \frac{\partial{F}}{dy} = n(n+1) $$

$$ f_1 = \frac{\partial{F}}{dy'} = -2x $$

$$ f_2 = \frac{\partial{F}}{dy''} = 1-x^2 $$

Combining,

$$n(n+1) - (-2) + (-2) = 0\!$$

Which is exact for the solution of

$$ n = 0 \! \qquad{\text{(trivial)}} \!$$

or

$$ n=-1 \!$$

However, the ODE can be made exact using the integrating factors method:

$$h(x,y) = x^my^n\!$$

Multiply by the ODEto get:

$$ x^my^n [ (1-x^2)y'' - 2xy' + n(n+1) y = 0 ] \!$$

which makes

$$ \begin{align} f(x,y,p) &= x^my^n - x^{m+2}y^n \qquad{\text{and}} \\ g(x,y,p) &= - 2x^{m+1}y^np + \alpha(\alpha+1)x^m y^{n+1} \end{align} $$

The partial derivatives are:

$$f_x = mx^{m-1}y^n - (m+2)x^{m+1}y^n\!$$

$$f_{xx} = m(m-1)x^{m-2}y^n - (m+2)(m+1)x^{m}y^n\!$$

$$f_{xy} = mnx^{m-1}y^{n-1} - (m+2)nx^{m+1}y^{n-1}\!$$

$$f_y = nx^my^{n-1} - nx^{m+2}y^{n-1}\! $$

$$ f_{yy} = n(n-1)x^my^{n-2} - n(n-1)x^{m+2}y^{n-2}\! $$

$$ f_{xp} = f_{yp} = f_p = f_{pp} = 0 \!$$

$$ g_x = -2(m+1)x^my^np + m\alpha (\alpha + 1)x^{m-1}y^{n+1} \!$$

$$ g_{xx} = -2m(m+1)x^{m-1}y^np + m(m-1)\alpha (\alpha + 1)x^{m-2}y^{n+1} \!$$

$$ g_{xy} = -2(m+1)nx^my^{n-1}p + m\alpha (\alpha + 1)(n+1)x^{m-1}y^{n} \!$$

$$ g_y = - 2nx^{m+1}y^{n-1}p + (n+1)\alpha(\alpha+1)x^m y^{n} \!$$

$$ g_{yy} = - 2n(n-1)x^{m+1}y^{n-2}p + n(n+1)\alpha(\alpha+1)x^m y^{n-1} \!$$

$$ g_p = -2x^{m+1}y^n\! $$

$$ g_{yp} = -2nx^{m+1}y^{n-1} \!$$

$$ g_{xp} = -2(m+1)x^my^n\! $$

$$ g_{pp} = 0 \!$$

Substituting into equation i:

$$ m(m-1)x^{m-2}y^n - (m+2)(m+1)x^{m}y^n + 2p \cdot (mnx^{m-1}y^{n-1} - (m+2)nx^{m+1}y^{n-1}) + p^2 \cdot (n(n-1)x^my^{n-2} - n(n-1)x^{m+2}y^{n-2}) = -2(m+1)x^my^n + p \cdot (-2nx^{m+1}y^{n-1}) - (- 2nx^{m+1}y^{n-1}p) + (n+1)\alpha(\alpha+1)x^m y^{n}) $$

and into equation ii:

$$ 0 + p \cdot 0 + 2 \cdot (nx^my^{n-1} - nx^{m+2}y^{n-1}) = 0 $$

Equation ii can only be solved by $$ n = 0 $$

which leaves equation i as:

$$ m(m-1)x^{m-2} - (m+2)(m+1)x^{m} + 2p \cdot (0 + 0) + p^2 \cdot (0 - 0) = -2(m+1)x^m + p \cdot (0) - (-0) + \alpha(\alpha+1)x^m) $$

Which may be satisfied for $$ m = 1 $$

(Incidentally, the solution requires $$ \alpha = 1 $$ to be true.)

 * }

 Avoid using the symbol $$\displaystyle n$$ in the integrating factor $$\displaystyle h(x,y) = x^m y^n$$ since $$\displaystyle n$$ may be confused with the order $$\displaystyle n$$ in the Legendre differential equation; use $$\displaystyle h(x,y) = x^a y^b$$ instead. It is not clear how $$\displaystyle m = 1$$ can be a solution to make the Legendre differential equation exact. See Team 1. Egm6321.f09 15:40, 15 October 2009 (UTC)

= Problem 7 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
The definitions of linearity:

$$ \begin{align} &\text{(a)} \quad L(\alpha u + \beta v) = \alpha L(u) + \beta L(v) \\ &\text{(b)} \quad \text{(i)} \quad L(u + v) = L(u) + L(v) \qquad{\text{and}} \qquad \text{(ii)} \quad L( \lambda u ) = \lambda L(u) \end{align} $$

Find
Show the two definitions are true.

Solution
Apply b. ii to get:

$$ L( \alpha u ) = \alpha L(u)$$

and

$$ L( \beta v ) = \beta L(v) $$

Combine using b. i to get:

$$ L( \alpha u + \beta v) = \alpha L(u) + \beta L(v) $$

which matches the definition of linearity given in a.

 clear explanation. --Egm6321.f09.TA 04:03, 16 October 2009 (UTC)
 * }

= Problem 8 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
Knowing the plots of the other shape functions

Find
Plot the shape function $$N_{j+1}^{2}(x)$$.

Solution

[[media:HW3-8.jpg|Graph]]

 * }

correct. Egm6321.f09.TA 03:08, 28 October 2009 (UTC)

= Problem 9 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
$$x^2 y'' - 2xy' + 2y = 0\!$$

Find
$$y_{xxx} \qquad{\text{and}} \!$$

$$y_{xxxx}\!$$

Solution
Recall that

$$ \frac{d}{dt} y = \frac{dy}{dx} \cdot \frac{dx}{dt} = \frac{dy}{dx} \cdot e^t $$

Which yields

$$ y_t = y_x \cdot e^t $$

Rearrange to get:

$$ y_x = y_t \cdot e^{-t} $$

Take the third derivative:

$$ \begin{align} \frac{d^3}{dx^3}y =& \frac{d}{dx}\left(\frac{d}{dx}\left(\frac{d}{dx}\left(y\right)\right)\right) \\ =&\frac{dt}{dx}\frac{d}{dt}\left(\frac{dt}{dx}\frac{d}{dt}\left(\frac{dt}{dx}\frac{d}{dt}\left(y\right)\right)\right) \\ =& e^{-t}\frac{d}{dt}\left(e^{-t}\frac{d}{dt}\left(e^{-t}\frac{d}{dt}\left(y\right)\right)\right) \\ =& e^{-t}\frac{d}{dt}\left(e^{-t}\frac{d}{dt}\left(e^{-t} y_t\right)\right) \\ =& e^{-t}\frac{d}{dt}\left(e^{-t}\left(-e^{-t} y_t + e^{-t}y_{tt}\right)\right) \\ =& e^{-t}\frac{d}{dt}(-e^{-2t} y_t + e^{-2t}y_{tt}) \\ =& e^{-t}(2e^{-2t} y_t - e^{-2t}y_{tt} - 2e^{-2t}y_{tt} + e^{-2t}y_{ttt}) \\ =& 2e^{-3t} y_t - 3e^{-3t}y_{tt} + e^{-3t}y_{ttt} \\ y_{xxx} =& e^{-3t} (2y_t - 3y_{tt} + y_{ttt}) \end{align} $$

To find $$ y_{xxxx} $$ take an additional derivative:

$$ y_{xxxx} = \frac{dt}{dx}\frac{d}{dt}(2e^{-3t} y_t - 3e^{-3t}y_{tt} + e^{-3t}y_{ttt}) $$

$$ y_{xxxx} = e^{-t} (-3 e^{-3t}y_{ttt} + e^{-3t}y_{tttt} + 9 e^{-3t}y_{tt} - 3 e^{-3t}y_{ttt} - 6 e^{-3t}y_t + 2e^{-3t}y_{tt} $$

$$ y_{xxxx} = e^{-4t}(y_{tttt} - 6y_{ttt} + 11y_{tt} - 6y_t) $$

 * }

good solution. Cculd be expressed a little cleaner. Egm6321.f09.TA 03:22, 28 October 2009 (UTC)

= Problem 10 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
Solve equation 1 on p.16-1,

$$ x^2y''-2xy'+2y=0 $$

using the method of trial solution

$$ y=e^{rx}$$

directly for the boundary conditions

$$\left\{ \begin{array}{rl} y(1)=&3\\ y(2)=&4\\ \end{array}\right.$$

Compare the solution with equation 10 on p.16-3. Use matlab to plot the solutions.

Find
The solution using the method of trial solution $$ y = e^{rx} $$

Part 1
Assume a trial solution of the given ODE to be $$ y = e^{rx} $$, where r is a constant and x is the independent variable. By differentiating the trial solution we get the equations:

$$ y = e^{rx} $$

$$ y' = re^{rx} $$

$$ y'' = {r}^{2}e^{rx} $$

Therefore when we plug the trial solution into the given equation we get the solution

$$ {x}^{2}{r}^{2}e^{rx} - 2xre^{rx} + 2e^{rx} = 0 $$

Simplifying we can eliminate the $$ e^{rx} $$ because it appears in every term, leaving us with:

$$ {x}^{2}{r}^{2} - 2xr + 2 = 0 $$

Rearranging

$$ {r}^{2}{x}^{2} - 2xr + 2 = 0 $$

This solution of r must a function of x that cannot be solved directly, and thereby violating our initial assumptions. This departure from the assumption in the solution means that we must try another solution to find agreement. Therefore we should chose another guess and continue. The next most likely trial solution to try would be $$ y = {x}^{r} $$, which as shown in the note produces a viable solution.

Part 2
Assume the solution

$$ y = {x}^{r} $$

, where r is a constant, and the full solution is

$$ y(x) = {C}_{1}{x}^{{r}_{1}} + {C}_{2}{x}^{{r}_{2}} $$

$$ y = {x}^{r} $$

$$ y' = r{x}^{r-1} $$

$$ y''= r(r-1){x}^{r-2} $$

Plugging in these values

$$ {x}^{2}r(r-1){x}^{r-2} - 2xr{x}^{r-1} + 2{x}^{r} = 0 $$

Simplifying with standard algebraic techniques we get the solution

$$ {r}^{2} - 3r + 2 = 0 $$, which determines $$ {r}_{1} = 1 $$ and $$ {r}_{2} = 2 $$.

Therefore we have our solution

$$ y(x) = {C}_{1}{x} + {C}_{2}{x}^{2} $$

using the boundary conditions we obtain:

$$ 3 = {C}_{1} + {C}_{2} $$

$$ 4 = 2{C}_{1} + 4{C}_{2} $$

And solving for the constants:

$$ {C}_{1} = 4 $$

$$ {C}_{2} = -1 $$

The solutions is therefore: $$ y(x) = 4x - {x}^{2} $$

The plot of this solution is shown below.

 * }

very good. Egm6321.f09.TA 03:47, 28 October 2009 (UTC)

= Problem 11 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
$$ u_1(x) z' + [a_1(x)u_1(x) + 2u_1'(x)]z = 0 $$

Find
Solution using the integrating factor method.

Solution
$$ z' + \left[a_1(x) + 2 \frac {u_1'(x)}{u_1(x)}\right]z = 0 $$

$$ a_0 = \left[a_1 + 2 \frac {u_1'}{u_1}\right] \qquad{\text{and}}$$

$$ b = 0 \!$$

The integrating factor h(x) is:

$$ \begin{align} h(x) =& \exp \left( \int a_0(s) ds \right) \\ =& \exp \left( \int a1(s) + 2\frac {u_1'(s)}{u_1(s)} ds\right) \\ =& \exp \left( \int a1(s) ds + 2 ln(x)\right) \end{align} $$

$$ (hz)' = 0 $$

Integrate to solve:

$$ hz = \text{constant} $$

Rearrange to solve for z:

$$ z = \frac {\text{constant}}{(u_1(x))^2} \cdot \exp \left[- \int a_1(s) ds\right] $$
 * }

very good. Egm6321.f09.TA 04:03, 28 October 2009 (UTC)

= Problem 12 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
The reduction of order method 2 using $$ y(x) = U(x)u_1(x) $$

Find
Alternate definitions of y(x) that create reduction of order method 2

$$\text{(a.)} \quad y(x) = U(x) \pm u_1(x) $$

$$\text{(b.)} \quad y(x) = \dfrac{U(x)}{u_1(x)} $$

$$ \text{(b.)} \quad y(x) = \dfrac{u_1(x)}{U(x)} $$

Solution
$$\text{(a.)}$$

Take the first and second derivatives of y(x) to get:

$$y'(x) = U' \pm u_1'$$

$$y(x) = U \pm u_1''$$

The desired form is

$$ y'' + a_1y' + a_0y = 0 $$

, multiply the above equations appropriately to get:

$$ a_0y + a_1y' + y = a_0U \pm a_0u_1 + a_0U' \pm a_1u_a' + U \pm u_1'' $$

which is

$$ 0 = a_0U \pm a_0u_1 + a_0U' \pm a_1u_a' + U \pm u_1 $$

The assumed form of y(x) here is not valid because the equation above is not missing U. The method cannot be developed further.

$$\text{(b.)}$$

Take the first and second derivatives of y(x) to get:

$$y'(x) = \dfrac{U'}{u_1} + \dfrac{U}{u_1'}$$

$$y(x) = \dfrac{U}{u_1} + 2\dfrac{U'}{u_1'} + \dfrac{U}{u_1''}$$

The desired form is

$$ y'' + a_1y' + a_0y = 0 $$

, multiply the above equations appropriately to get:

$$ a_0y + a_1y' + y = a_0 \dfrac{U}{u_1} + a_1 \dfrac{U'}{u_1} + a_1 \dfrac{U}{u_1'} + \dfrac{U}{u_1} + 2\dfrac{U'}{u_1'} + \dfrac{U}{u_1''} $$

which is

$$ 0 = a_0 \dfrac{U}{u_1} + a_1 \dfrac{U'}{u_1} + a_1 \dfrac{U}{u_1'} + \dfrac{U}{u_1} + 2\dfrac{U'}{u_1'} + \dfrac{U}{u_1} $$

The assumed form of y(x) here is not valid because the equation above is not missing U. The method cannot be developed further.

$$\text{(c.)}$$

Take the first and second derivatives of y(x) to get:

$$y'(x) = \dfrac{u_1'}{U} + \dfrac{u_1}{U'}$$

$$y(x) = \dfrac{u_1}{U} + 2\dfrac{u_1'}{U'} + \dfrac{u_1}{U''}$$

The desired form is

$$ y'' + a_1y' + a_0y = 0 $$

, multiply the above equations appropriately to get:

$$ a_0y + a_1y' + y = a_0 \dfrac{u_1}{U} + a_1 \dfrac{u_1'}{U} + a_1 \dfrac{u_1}{U'}+ \dfrac{u_1}{U} + 2\dfrac{u_1'}{U'} + \dfrac{u_1}{U''}$$

which is

$$ 0 = a_0 \dfrac{u_1}{U} + a_1 \dfrac{u_1'}{U} + a_1 \dfrac{u_1}{U'}+ \dfrac{u_1}{U} + 2\dfrac{u_1'}{U'} + \dfrac{u_1}{U} $$

The assumed form of y(x) here is not valid because the equation above is not missing U. The method cannot be developed further.
 * }

very good. Egm6321.f09.TA 04:15, 28 October 2009 (UTC)

= Problem 13 = {| class="toccolours collapsible collapsed" width="80%" style="text-align:left" !Please click on show to see the problem solution

Given
$$ (1-x^2)y'' - 2xy' + 2y = 0 $$

Find
u_1 and u_2 using the following two methods:

$$ y = ax^b \qquad{...(i)} $$

$$ y = e^{rx} \qquad{...(ii)}$$

and compare the two solutions and the solution using the reduction of order method 2 using the boundary conditions $$y(0) = 1$$ and $$y(1) = 2$$

Part 1
Given

$$ (1-x^{2})y''-2xy'+2y=0 $$ (Equation 1)

Find solution using the trial solution

$$ y=ax^{b} $$

$$ y'=bax^{b-1} $$

$$ y''=b(b-1)ax^{b-2} $$

Substituting into Equation 1

$$ (1-x^{2}) ax^{b-2} -2x bax^{b-1} +2 ax^{b}  =0 $$  This equation does not match the line below it. Egm6321.f09.TA 04:59, 28 October 2009 (UTC) $$ (1 - {x}^{2})*(a{b}^{2} - ab)*{x}^{b-2} -2 abx^{b} +2 ax^{b}  =0 $$

Dividing through by $$ {x}^{b} $$ $$ (1 - {x}^{2})*(a{b}^{2} - ab)*{x}^{-2} -2 ab +2 a  =0 $$ This results in the following equation:

$$ ({x}^{-2} - 1)*a*({b}^{2} - b) - 2 ab + 2 a  =0 $$

We can divide through by a, leaving us with:

$$ ({x}^{-2} - 1)*({b}^{2} - b) - 2 b + 2 = 0 $$

Therefore by comparison of forms we know:

$$ {u}_{1}(x) = {x}^{-2} - 1 $$ ,and $$ {u}_{2}(x) = 1 $$

$$ {k}_{1} = {b}^{2} - b $$, and $$ {k}_{2} = -2*b + 2 $$

Therefore the solution is $$ y(x) = ({b}^{2} - b)*({x}^{-2} - 1) + (-2*b + 2)*1 $$

using the boundary conditions to solve for b we obtain:

$$ 1 = -1*({b}^{2} - b) + (-2*b + 2) $$

$$ 2 = -2*b + 2 $$

Given these parameters $$ b = 0 $$, making the trial solution $$ a*{x}^{0} $$ , this trivial solution illustrates this is not a solution to the ODE. We must therefore try another solution. I am having difficulty following what you did in your trial solution. Egm6321.f09.TA 05:01, 28 October 2009 (UTC)

Part 2
Given

$$ (1-x^{2})y''-2xy'+2y=0 $$ (Equation 1)

Find solution using the trial solution

$$ y=e^{rx} $$

$$ y'= re^{rx} $$

$$ y''= r^{2}e^{rx} $$

Substituting into Equation 1

$$ (1-x^{2}) r^{2}e^{rx} -2x re^{rx}  +2 e^{rx}  =0  $$ Assuming $$ y=er^{x}\neq0$$, divide through by $$  er^{x}$$ $$ (1-x^{2}) r^{2} -2x r  + 2 = 0 $$          Following this results we can construct our solution:

$$ {u}_{1}(x) = 1 - {x}^{2} $$ ,and $$ {u}_{2}(x) = -x*r + 1 $$

$$ {k}_{1} = {r}^{2} $$, and $$ {k}_{2} = 2 $$ Therefore the solution is $$ y(x) = {r}^{2}*(1 - {x}^{2}) + 2*(-x*r + 1) $$

using the boundary conditions to solve for r we obtain:

$$ 1 = {r}^{2} + 2 $$

Therefore $$ r = \sqrt{-3} $$

$$ 2 = -2*r + 2 $$

Therefore $$ r = 0 $$

Since one of the roots of r is zero (similar to the previous case) making the solution of the form, $$ y(x) = e^{0} $$, it is shown that this is also not the solution.
 * }

You should be able to make one of these techniques work. Egm6321.f09.TA 05:31, 28 October 2009 (UTC)

= Contributing Team Members =

Angela Diggs Egm6321.f09.team3.diggs 01:36, 7 October 2009 (UTC) Barrett Mooney Egm6321.f09.team3.mooney 17:30, 6 October 2009 (UTC) Catherine Snow EGM6321.f09.Team3.cgs 16:27, 7 October 2009 (UTC) Francisco Kuljevan -- Egm6321.f09.team3.Kuljevan.Francisco 18:55, 7 October 2009 (UTC)

title: User:Egm6321.f09.team3/HW3


text:
Comparative Teaching of Old Greek and Latin/Lesson 02 Part 3

Comparative Teaching of Old Greek and Latin Lesson 02 Part 3

Translated from the Greek Wikipedia|Wikiversity: "Συγκριτική διδασκαλία των κλασικών γλωσσών / (Comparative Teaching of the Classical Languages)"

'''LESSON 02  PART 3. Grammatical and structural analysis of Old Greek and Latin texts .'''

2.3.1.  Analyse and translate the dialogues:

'''Α. Old Greek'''

Teacher: Τίς ἀγορεύειν βούλεται;

Student: Ἔγωγε, ἄσμενος, διδάσκαλε.

Teacher: Ποῖός (of what kind) ἐστιν ὁ μῦθος τῆς ἀληθείας;

Student: Ἁπλοῦς ὁ μῦθος τῆς ἀληθείας ἐστί.

Teacher: Τίς ἐστιν ὁ αἴρων τὴν ἁμαρτίαν τοῦ κόσμου;

Student: Ἰησοῦς Χριστός ἐστιν.

Teacher: Τίνος οἱ ἄνδρες γεγόνασι γυναῖκες καὶ τοῦ (whose) ἕνεκα;

Student: Ξέρξου, ἐπεὶ δειλίᾳ ἔλιπον τὴν τάξιν.

Teacher: Οὐκοῦν (well, then) βούλει σὺν Ἀθηνᾷ καὶ χεῖρα κινεῖν.

Student: Πάνυ μὲν οὖν (of course).

Teacher: Φέρε δὴ (go on) τὴν βύβλον ἀνοίξας ἀνάγνωθι τὸ δρᾶμα!

Student: Ἀνέωχα καὶ ἀναγιγνώσκω, διδάσκαλε.

Teacher: Ἄγε δή (go on)!

Student: Ὦ κοινὸν αὐτάδελφον.

Teacher: Τίς ὁ λέγων ἐστί;

Student: Ἀντιγόνη, ἡ Οἰδίποδος θυγάτηρ.

Teacher: Εἶεν! Τίς ὁ συγγράψας ἐστί;

Student: Σοφοκλῆς Κολωνῆθεν.

Teacher: Πηλίκος (how old) εἶ, ὦ παῖ;

Student: Πεντεκαιδεκέτης (fifteen years old), ὦ διδάσκαλε.

Teacher: Εὖγε! Ἴθι!

Student: Χαῖρε, ὦ διδάσκαλε!

Teacher: Ἔτι ἐνταῦθα εἶ (are you yet here ); Καὶ σύ γε χαῖρε!

'''Β. Latin:'''

Praeceptor: Quis (who) loqui (to speak) vult (he wants)?

Discipulus: Ego, magi’ster.

Praeceptor: Veni (come) in ta’bulam (the blackboard)!

Discipulus: Libe’nter (with pleasure), magi’ster.

Praeceptor: Ubi (where) stat ve’ritas?

Discipulus: Ve’ritas stat in me’dio.

Praeceptor: Mens sana in quali (of what kind) co’rpore est?

Discipulus: Mens sana est in co’rpore sano.

Praeceptor: Utrum (which of two) poe’tae nascu’ntur an (or) fiunt?

Discipulus: Poe’tae, certe (certainly), nascu’ntur, non fiunt.

Praeceptor: Quis casti’gat bene?

Discipulus: Qui (whoever) amat bene casti’gat.

Praeceptor: Quae (which) lex opo’rtet (it must) supre’ma (supreme) lex esse?

Discipulus: Salus po’puli, certi’ssime (of course).

Praeceptor: Ubi est liber (the book) tuus?

Discipulus: Meo in sa’cculo (in my bag), magi’ster.

Praeceptor: E’xtrahe (take out) eum et lege (read)!

Discipulus: Quid legam (what to read), magi’ster?

Praeceptor: Lectio’nem (the lesson) hodie’rnam (of today) lege!

Discipulus: Ecce (here you are), lego!

Praeceptor: Habe’sne (do you happen to have) a’liquid ede’ndum (something to eat) in sa’cculo?

Discipulus: Ita est (yes), magister, ha’beo panem (bread), lac (milk) et li’quamen fru’ctuum (marmalade).

Praeceptor: Bene (well), puer, i (go) in sedi’le (bench) tuum!

Discipulus: Gra’tias tibi ago (I thank you), magi’ster!

2.3.2. Analyse structurally  the following  sentences:

1. Σιλανὸς ὁ μάντις ἀπεκρίνατο τὰ ἱερὰ καλὰ εἶναι.

2. Μετὰ ταῦτα οἱ στρατηγοὶ βραχέα ἕκαστος ἀπελογήσατο.

3. Ὦ παῖ, σὺ μέγα ἤ μικρὸν ἀγαθὸν ἤ κακὸν ἔσει.

4. Ἔγωγε διδάσκειν σε ἐβουλόμην.

5. Οὐ πείσονται οἱ πολλοὶ ὅτι σύ οὐκ ἠθέλησας ἀπιέναι (to leave).

1. Claros (famous) scripto’res (writers) lauda’mus (we praise).

2. Ro’mulus Romam co’ndidit (he founded ).

3. Vectiga’lia (the taxes) necessa’ria (necessary) sunt civita’tibus (to the states).

4. In Grae’cia multi (a lot of) scripto’res vixe’runt (they lived).

5. Archime’des anti’quus (ancient) Graecus erat (he was).

2.3.3. Analyze the following expressions:

1. Ἀντιβολῶ σε μὴ φεύγειν! (Please, do not leave!!)

2. Πῶς λέγεις; Τὶ φῇς; (What do you say?)

3. Δεῦρο, παῖδες, λάβετε τὸ ἀκράτισμα (breakfast)!

4. Δεινόν γε (it is terrible) τὸν παῖδα ἀπιόντα ( leaving) ὁρᾶν (to see)!

5. Εἰς καιρὸν ἥκεις. (you came on the right time).

6. Ἄγω εἰρήνην. (I live quietly)

7. Εὖ φρονῶ. (I think rightly)

8. Ὀρθῶς γε λέγεις (you speak rightly)!

9. Magnum mihi gau’dium est! (how do you do)

10. Vale! Vale tu quoque! (Hello! Hello!)

11. Quid Oly’mpus est? (What is Olympus?)

12. Ubi est stultus ami’cus meus? (Where is my foolish friend?)

13. Pater et mater cari’ssimi! (My dear father and mother!)

14. Age, vi’dulos para! (Go and prepare your suitcases!)

15. Terram atti’ngo. (I am landed )

16. Salu’tem dico. (I say farewell)

2.3.4. Recognize grammatically and syntacticly the words of the following expressions:

1. Ἄβυσσος ἡ ψυχὴ τοῦ ἀνθρώπου (Soul is unexplored).

2. Ἀπεκδύομαι τῆς εὐθύνης (I deny any responsibility).

3. Περὶ ὄνου σκιᾶς (About the shade of a donkey,  for  insignificant things).

4. Φθείρουσιν ἤθη χρηστὰ ὁμιλίαι κακαί (Bad companies corrupt  good  characters).

5. Ὁ σῲζων ἑαυτὸν σωθήτω! (Whoever can be saved  let him be saved !)

6. Ἔχουσιν γνῶσιν οἱ φύλακες (The guardians have knowledge, i .e.  they have been taken all necessary  measures).

7. Διὰ πυρὸς καὶ σιδήρου (Through fire and iron,  i.e.  by any hard way).

8. Ἐν τούτῳ νίκα! (By this win, i.e. using this be victorious!).

9. Μέμνησο τῶν Ἀθηναίων! (Remember of Athenians,  i.e.  do not leave unpunished ).

10. Πορεύου ἐν ειρήνῃ! (Go in peace!).

11. Ve’ritas o’dium parit (Truth gives birth to hate).

12. Ta’bula rasa (Unwritten board).

13. Dra’matis perso’nae (The persons, the characters of a play).

14. Bis dat qui cito dat (He gives twice whoever fast gives).

15. A’lea jacta est (Dies have been fallen, i.e. decisions have been taken).

16. Audia’tur et a’ltera pars! (Let us hear and the other side!)

17. Carpe diem! (Live the day, enjoy your life!)

18. Manus manum lavat (One hand washes the other).

19. Graecum est, non le’gitur (It is Greek, it is not readable,  i.e. it is difficult).

20. Credo in unum Deum (I believe in one God ).

2.4. Information about the Classic Culture.

1. οἱ μὲν ἄνδρες γεγόνασι γυναῖκες, αἱ δὲ γυναῖκες ἄνδρες: (The men have become women and the women have become men)

1.  During  the naval battle of Salamis,  480 B.C.,  according  to Herodotus,  Xerxes had set up his throne on the mountain  Aegaleo,  in the city of  today’s Perama, and  he watched  the development of the naval battle. He sometime saw Artemissia, the girl of Lygdamis, king of  Halicarnassos,   who  participated with  five boats in the expedition of Persians against Greeks,  beat  a Persian boat, in her effort to slip. Xerxes thought that she had beaten a Greek boat and said the above written  phrase, in order to  honour Artemissia, because he had been disappointed with the men leaders of Persian fleet.

2. σὺν Ἀθηνᾷ καὶ χεῖρα κίνει: (Together with Athena and you move your hand!)

This is an ancient proverb  also  known  from  Aesop’s fable  (Aesop lived in  the 7th  century B.C.  and is considered as the  father  of Mythography),  ” shipwrecked man”,  identical  to  the Modern Greek proverb " Without oars and  sails, Saint Nickolas  help with!". This proverb declares the conviction of Ancient Greeks that  human beings should  use their own forces, in order to  create work, and not  to expect  all from  gods. This faith and philosophy led to the growth of Ancient Greek cities. In this conviction, which did not come in conflict with the faith in the gods in the ancient years, all the creative efforts of Greeks  were and are based  diachronically.

3. mens sana in co’rpore sano: (The healthy mind is in healthy body )

Latin translation of the saying «Νοῦς ὑγιὴς ἐν σώματι ὑγιεῖ». Romans, as Ancient Greeks, believed that the mental health presupposes the bodily health, that is why they  gave big attention  to athletics and  to exercising   the body, both  through the system of education and through athletic fights. Apart from the teaching of gymnastics by teachers there were developed also sports that aimed at the growth of body and spirit and were also established  "international" for that  era games, as Olympic Games, with games  as  chariot races, running one, two, twenty four stadiums,  fight, boxing, pentathlon,  soldier races etc.

4. salus po’puli supre’ma lex esto: (The salvation of the people let be the supreme law)

The big offer of Romans in the world culture is the Roman Right. Romans advanced in coding  their legislation much later from   Dracon’s, So'lon’s and Cleisthenis’  reforms  (from end of 7th century B.C. to end of  6th century  B.C.). In 451 B.C.  Roman  Laws, after hard fights  between Patricians and   plebeians,  were written in twelve tables that constituted the Dodecadeltos. Extracts from the tables have been saved up to today. Basic principle of this legislation was the safeguarding of salvation of population,  which  is also included in  modern  democratic constitutions.

To continue look at: ../Lesson 03 Part 1/ To see the Introduction look at: ../Introduction/


text:
User:Papz~enwikiversity

My name is Nutthasith Vasoontornbodee. I'm 21 years old. I'm Thai. I'm studying BBA at Mahidol International College, major marketing. I have 2 brothers, which one is older than me and one is younger than me. I graduated high school from St. Michael Grammar school in Melbourne, Australia.

HOMEWORK

Yoyotech i7epower

PC CASE	         HAF 932 ATX CASE POWER SUPPLY	 700W SILENT ATX MOTHERBOARD	 X58 ATX MOTHERBOARD PROCESSOR	   INTEL i7-960 QUAD CORE - O/C @ 3.73Ghz CPU COOLER	   THERMALRIGHT 120 + FAN MEMORY	            9GB DDR3 - 1800Mhz PERFORMANCE MEMORY SOLID STATE DRIVE	80GB SATAII SSD HARD DRIVE	     1TB SATAII OPTICAL DRIVER	        BLU-RAY WRITER GRAPHICS CARD ONE	RADEON 4870x2 - 2GB DDR5 GRAPHICS MODE	     SINGLE CARD SOUND	              5.1 CHANNEL OPERATING SYSTEM	VISTA HOME PREMINUM 64 BIT - PRE LOADED

2nd Homework The differences between the twitter and facebook are substantial.Twitter is simple and feels like Google, but Facebook offers a portal-like interface somewhat reminiscent of Yahoo. Facebook appeals to people looking to reconnect with old friends and family members or find new friends online; the mashup of features like email, instant messaging, image and video sharing, etc. feels familiar, while Twitter is a bit harder to get your arms around at first. Most people can very quickly grasp how to use Facebook to connect to friends and family, using it to share thoughts, images, etc. Like MySpace but more geared to adults than teens, Facebook is a social networking Portal; beckoning you not to leave but rather to stick around and communicate within the network. Twitter on the other hand, encourages you grab ideals in byte-size chunks and use your updates as jumping off points to other places or just let others know what you’re up to at any given moment. Moreover, there are some difference between these two, shich are pros and cons. Twitter pors - Easy to navigate and update, link to and promote anything - Reach far beyond your inner circle of friends - Potential future advertising and/or enterprise subscription-based revenue streams - Pure communication tool, rapid responsiveness Facebook pros - Application mashup; find people, make connections, email, instant messaging, image/video sharing, etc - Huge, rapidly growing installed user base

Twitter cons - Limited functionality; find people, send brief messages, direct replies - Limited to 140 characters per update - Over-emphasis on follower counts facebook cons - More difficult to navigate and update - Requires investment of time to realize sustained benefit - Less immediate responses; unless you stay logged on continually

title: User:Papz~enwikiversity


text:
User:Apinut

My name is Apinut Palarit or you can just call me Oat. I was born on 31st of July 1990. I graduated high school from Shrewsbury School. I like playing football. I registered this course because I have special interest in Computing and I am hoping to gain as much as I can from this "Computer Essential" class.

Homework: Fastest PC

Maingear ePhex

Processor - Intel 3.33GHz Core i7 975 @ 4GHz MOBO - Asus Rampage II RAM''' - 12GB DDR3/1600 Videocard- Three water-cooled GeForce GTX 285 in tri-SLI Soundcard - X-Fi Titanium Fatal 1ty Pro Memory- Two 80GB Intel X-25M SSD in RAID 0, Western Digital 2TB Caviar Green Optical - Pioneer BDC-202, HL-DT-ST GH22LS30 Case/PSU - Silverstone TJ-10 / PC Power and Cooling Turbo-Cool 1200

Facebook/Twitter

Facebook is for people looking to reconnect with old friends and family members or find new friends online. The features like email, instant messaging, image and video sharing, etc. While Twitter is a bit harder to play at first.

Most people can very quickly manage how to use Facebook to connect to friends and family, using it to share thoughts, images, etc. Like MySpace but more fot to adults than teens, Facebook is a social networking Portal. It attacts you not to leave the network but rather to stick around and communicate within the network.

Twitter on the other hand, encourages you to update your status as jumping off points to other places or just let others know what you’re up to at any given moment.

Twitter allow you to reach far beyond your circle of friends. It is a pure communication tool unlike facebook where there are many various applications. In Facebook you can update as long as you want but in twitter you cannot update exceed 140 characters. However more and more people find Facebook more difficult to navigate as there are more application and updates to the network.

title: User:Apinut


text:
User:Tanawat

My name is Tanawat Arsirawichai or Mai. My birthday is 1/1/89 which makes me 20 years old already. I'm at my third year in MUIC and my major is BBA International Business. My family live in Rayong. I finished high school from RayongWitayakom. My hobby is to play football and some other sports. Ihad once been to South Africa on an exchange student.

The best specs for PC

CPU :  Intel Core i7 920 LGA1,366 (2.66GHz / 45nm / FSB1,333 / L2 256KB x4MB / L3 8MB)

M/B :  ASUS P6T Deluxe Intel X58 Chipset

RAM :  Kingston DDR3 PC3 10,600 (1,333MHz) 1GB x 3 Triple chanel

HDD :  Seagate ST31000340AS 1TB (1,000GB) SATA-II Buffer 32MB support NCQ

VGA : HD4890 ZDF7 1GB DDR5 (CrossfireX x4

LCD :  HP W2408h .. 24" Widescreen @ 1920*1200 pixel with HDMI

DVD WRITER : LITEON IHAS324 24X, SATA-Interface x4

MOUSE & KEYBOARD :  Logitech Standard Wireless Optical Set

PSU :  Tagan BZ-Series 600W

CASE :  CoolerMaster CM690

Montior : Apple Cinema HD Display (30" flat panel)

Soundcard :Creative Labs Sound Blaster X-Fi Elite Pro

2nd assignment due 19th oct,2009

1.How is Facebook and Twitter the same?

- the lay out

-status message updates

-both of them tagging

- share links

- share photos

-share videos

-connect friends and family

-social networking

2.Why do you think Facebook is worried about competition from Twitter?

- Facebook is getting worried of that Twitter will continue to attract large companies and celebrities which it has been doing. This creates the possibility of Twitter becoming the new Facebook.

title: User:Tanawat


text:
Pirates Don't Clean Their teeth

Author
Adrian Summerson

Illustrator
Chris Scotcher

History
Pirates don't clean their teeth is a children story aimed at 3-6 year olds.

Written in 2001, as a bed time story for his son Ben, Pirates follows the story of Ben as he plays make believe pirate adventures through the house.

He is joined on his adventures by a group of cuddly toys, who soon join Ben as part of his motley crew.These are based on real toys that still live with Ben today.

Pirates has taken a long time to turn into a real story - initially sold as a stand alone Ebay story - The futility of this was soon realised, and Adrian set off to find a publisher.

The first round of publishing submissions resulted in a series of rejection letters, and also one a commission from Allegra Publishing.

The commissioned series - The Entertainers - never actually saw the light of day. The only book completed was Joko the Juggler.

Pirates then entered a period of quiet reflection, and mainly lived in a draw in a study.

However, a chance conversation brought Adrian into contact with Chris Scotcher, who took up the illustration work as part of his academic project work.

This collaboration bought together the work that now exists as Pirates Don't clean their teeth which is due for release in November 2009.

Pirates has received positive initial reviews - and Sarah Jane HoneywellSarah-Jane_Honeywell, has given a positive quote for the work which can be found on the promotional website.

title: Pirates Don't Clean Their teeth


text:
Bioethics/Life, but not as we know it

In May 2007, Dr J. Craig Venter addressed the General Assembly of the International Union of Biological Sciences in Washington DC. He explained that on a quest to create a fully synthetic chromosome and organism, the Venter Institute had sequenced the microbial flora found in the vagina, oral cavity and human gut and created a synthetic version of PhiX 174, a virus that attacks bacteria. He advised that the first prokaryote created from first principles (i.e., from inorganic chemicals rather than by clipping together DNA extracted from other organisms), would be made in his laboratories by April 2008, and that he anticipated the first eukaryote would be manufactured by 2012. The Venter Institute has been able to make these extraordinary advances because of the vast computing power at its disposal (it has the largest non-government computing facility on the planet) and the enormous database of genomic material that it has sequenced – particularly from organisms that the Institute has collected from the Gulf of Mexico. When questioned about the ‘nature of life’ (I asked Dr Venter whether he considered being alive simply a measure of a sufficiently high level of complexity), he replied that he had no idea.

Considerations
 * If the Venter Institute succeeds in making a new living organism, who will own it?
 * If a higher eukaryote is produced, especially a sentient one, what rights should it have?
 * Much of the funding for Venter’s research has come from public grants. In light of this, should the Venter Institute be able to patent DNA sequences?
 * Is it morally right to try to make new organisms?
 * Even if Dr Venter agreed to stop this research, is it feasible to anticipate that it would not be undertaken elsewhere?
 * Should legislation be put in place to prevent patenting of a complete genome? (If preventive legislation were enacted, what would be the likely consequences?)
 * Much of a chromosome is made up of ‘junk DNA’. It is called this because it has no known function. Some laboratories are currently patenting this junk DNA. Is this action moral?

 * Environmental bioethics
 * Animal Rights and Conservation
 * Dimethylmercury or CO2

title: Bioethics/Life, but not as we know it


text: Category:Lab reports

title: Category:Lab reports


text:
User:Kyk~enwikiversity

This is going to my User page.

The Story continues ...

title: User:Kyk~enwikiversity


text:
Communication Devices in the Preschool Classroom

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Grade Level: Preschool
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

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

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Sub-Subject: Communication Devices
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Length/Duration: 45 minutes
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#b4b4b4" style="border: 0px #cccccc solid;" |Technologies Used: PECS, GoTalk, Tech/Speak, Dynavox/Mayer-Johnson, Proloquo2Go
 * }

{| cellpadding="5" cellspacing="5" style="width: 90%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: #e4e3c8; border: 2px solid #969696; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" rowspan="2" |

Why are you looking into a communication device for your child?

 * As a way to further my child’s communication in and out of the classroom
 * To help my child transition into kindergarten with a consistent means of communication
 * To further their speech development and expand their vocabulary
 * To test it out and see if it’s right for my child

Who can you talk to about this decision?

 * Speech Language Pathologist
 * Occupational Therapist
 * ABA Therapist
 * Resource Specialist
 * Special Education Teacher
 * General Education Teacher
 * Advocate
 * Friends and family

Where do I start?
PECS: Picture Exchange Communication System
 * PECS is the first step in creating a communication system for any child. It is considered a low-tech device that is designed around the interests and strengths of each individual child.
 * When PECS is first introduced, actual pictures of objects and foods will be used on the cards to familiarize the child with the communication system and how it works. As the child grows, so will their PECS vocabulary.
 * Once a child has developed an understanding of the PECS communication system, Mayer-Johnson pictures and symbols will be introduced and most actual picture cards will be faded out.
 * The PECS communication system ranges from simple preschool age pictures to complex adult verbs and commands.

 * PECS Resources
 * PECS Success Story: http://www.pecs-usa.com/bencomplete.htm
 * http://www.pecs-usa.com/whatispecs.htm
 * http://www.polyxo.com/visualsupport/pecs.html

What other low-tech communication devices are available for my preschooler?
 GoTalk
 * Like PECS, GoTalk is a low tech device.
 * The set of GoTalk communication devices ranges from pocket size 6-button devices to lightweight 20-button devices. Each interface has 3-5 “channels” making the device dynamic and useful for many settings. This also lets the device grow with the child.
 * Each GoTalk device is designed to be used by preschool or early elementary aged user.
 * GoTalk devices are great for young kids because of the east use and reasonable price in comparison to the dynamic display devices.

 Tech/Speak
 * GoTalk Resources
 * http://www.bindependent.com/gotalk.htm
 * The device is a light weight, multi level augmentative and alternative communication device that combine standard direct select communication device with the benefits clear voice output.
 * The Tech/Speak device has real voice audio reproduction.
 * Like the GoTalk, this device is lower in price than most dynamic display devices and can grow with the child.

 * Tech/Speak Resources
 * http://www.amdi.net/communicators/
 * http://www.mayer-johnson.com

What are dynamic display devices?

 * One of the most attractive features of a dynamic display device is the ability to navigate from screen to screen using programmable software. Typically, clients have a "home page" that acts as a menu for navigating to other screens. Potentially, clients can have a complex system of branching screens, storing vast amounts of vocabulary.
 * Like low-tech devices, dynamic display devices can be basic and only display what is necessary, or can be very extensive devices that give users the option of a full vocabulary everyday words and phrases.
 * These devices can be very costly, and like all technology, will have their share of problems and complications. They range in size, capability and can be tailored for almost all disabilities and capabilities.
 * A new dynamic device interface that has been recently developed is called Proloquo2Go, an iPhone app that performs all the essential functions of most dynamic display devices for a fraction of the price.
 * Dynamic Display Resources
 * http://www.e-bility.com/arataconf/abstracts/clarke.html
 * http://www.mayer-johnson.com
 * http://www.apple.com/downloads/macosx/home_learning/proloquo.html
 * Proloquo2Go Introduction: http://www.youtube.com/watch?v=ulf11Kg8-lI&feature=video_response

Technology and Literary Resources

 * UCP Toy Lending Library, San Diego
 * http://www.ucp.org/ucp_localsrv.cfm/45/15975/15976/1220

 * Information Ecologies: Using Technology with Heart, Article by Bonnie A. Nardi and Vicki L. O'Day
 * This article discusses the response we have as a community to new technologies introduced in our schools, homes and work places. The authors think that if the average person had more involvement or opinion on the new technologies presented to us everyday, we might be more apt to use them to their full extent and actually appreciate their purpose, rather than use them because they make life easier.
 * "When we adopt new technologies, we face uncertainty about how our quality of life may change." This quote from Bonnie A. Nardi and Vicki L. O'Day is the perfect description of adding a communication device to any persons life. Communication devices were created to instill a better quality of life in its users, yet without proper use and education about the technology, the users life is unaffected.
 * Your Child With Autism: When is augmentative and alternative communication (AAC) an appropriate option? Article By Joanne M. Cafiero and Ann Meyer
 * Cafiero and Meyer discuss the language and communication problems that children with autism are most often affected by, stating that "between 33 and 55 percent of individuals with ASD never develop communication skills that are sufficient to meet their most simple daily needs."
 * The article discusses the eligibility for an AAC device, the evidence for the use of the new technology, and the big difference it can make for a child in and out of the classroom.
 * They state the perfect description of what an AAC device is: "Augmentative and alternative communication (AAC) is any tool, strategy, or technology that compensates for, enhances, expands, or helps develop communication skills."

Resources:
 * Educational Technologies
 * Educational Technology Lesson Plans
 * }


text:
User:Raston 89

Robert Allan Muggleton, Bachelor Mechanical/Aerospace Engineering, The University of Queensland

title: User:Raston 89


text:
User talk:L3erriez

Hello !! My name is Chalakorn Termsombatboworn Major Tim ID 5080674

I'm so glad to study with you ka.. ^^*

I already post my intro, but it's lost

Homework #1 (The best PC computer)
Motherboard
 * MSI ECLIPSE+ / LGA1366 X58/ICH10R DDR3

Processor
 * Intel® Core™ i7-950 Processor
 * 1) (8M Cache, 3.06 GHz, 4.80 GT/s Intel® QPI)

Memory
 * G.SKILL F3-16000CL9T-6GBTD (TRIDENT Series)

Case
 * Zalman HD160 Home Theater PC Enclosure

Power supply
 * ThermalTake1500W

Floppy drive
 * Teac 1.44MB 3.5" Beige Floppy Disk Drive Model "FD235HFC291" OEM

Hard drive
 * Western Digital VelociRaptor WD3000GLFS
 * 1) 300GB 10000 RPM 16MB Cache SATA 3.0Gb/s 3.5" Hard Drive - OEM

CD/DVD
 * The Pioneer BDC-2202 (Internal Blu-ray Disc/DVD/CD Combo Drive)

Keyboard
 * Logitech® Illuminated Keyboard
 * 1) 18.03 x 7.56 x 0.37"
 * 2) 2.2lbs
 * 3) USB connection
 * 4) Windows XP/Vista compatible

Mouse
 * Apple Wireless Mighty Mouse

Video card [ GeForce GTX 295 Single PCB ]
 * EVGA e-GeForce GTX 295 CO-OP Edition

Monitor
 * Dell UltraSharp 2408WFP
 * 1) 24-inch Widescreen Flat Panel Monitor

Sound card
 * Creative Sound Blaster Audigy 4 Pro

Modem
 * Linksys WRT610N - Simultaneous Dual-N Band Gigabit Router, Storage Link USB 2.0, MIMO Technology

Homework #2 (Facebook VS Twitter)

 * How is Facebook and Twitter the same?
 * 1) Facebook and Twitter are both social networking sites.
 * 2) They have unlimited connections (Carlson, 2009).
 * 3) They have status updates that everyone can see.
 * 4) They have real-time search of shared news (Carlson, 2009).
 * 5) They also push updates over SMS (Carlson, 2009).
 * 6) They allow users to update a current status.
 * 7) They also allow users to post pictures and add a comment to those pictures.
 * 8) They allow you to add a new friend.

I think that Facebook is now worried about the rapidly increasing number of the Twitter's users because Twitter is now very popular with its theme called micro-blogging. According to Marketing Oops website, the percentage of global users who visit Twitter (3 month change) is +497.8% compared to the percentage of global users who visit Facebook (3 month change) is +31.41% (Twitter VS Facebook, 2009). Therefore, Facebook tries to copy the way Twitter is and also adds various applications in order to attract more people to become Facebook's users. Furthermore, many popular people have a Twitter such as Taksin, Obama, PM Aphisit, and there are a lot of people follow them. These make Twitter very popular now.
 * Why do you think Facebook is worried about competition from Twitter?

1.Carlson, N. (2009). Facebook Versus Twitter Is Getting Ugly For Twitter [webpage]. Retrieved 08th October, 2009 from http://www.businessinsider.com/facebook-is-crushing-twitter-2009-8
 * Reference list

2.Twitter VS Facebook (2009). Twitter VS Facebook: Which One Is More Popular? [webpage]. Retrieved 08th October, 2009 from http://www.marketingoops.com/digital/social-media/twitter-vs-facebook/

Homework #3 (operating system)

 * Look at different operating system (how many use it)

According to Web measurement company Net Applications,Windows XP's share is 71.8%, Vista's share is 18.8%; however, all versions of Windows still on the market at 93% (as cited by Kaizer, 2009). Compared to Microsoft Windows, Apple's Mac OS X has only 4.9% share. I think that Window XP is the most popular version for people now, and LINUX is a good choice for people to use because it is a free operationg system, and its applications are quite good. Anyway, I think LINUX does not have much users as Window XP. For Apple's Mac OS X, even though Apple products are very boom now in Thailand, the number of people who use Apple's Mac OS X operating system or whaterver version of Mac are quite low because Apple products are quite expensive and if you want to have Mac operating system in your PC, I think it is quite difficult to install in your PC when comparing to other operating systems.

For me, I will choose Mac OS X because of several reasons.
 * What operating systems should install on your notebook?
 * 1) Stability. Because it is based on the first system called UNIX, it is very stable.
 * 2) There is no virus because Mac OS X is spywares and viruses free. Therefore, no need to install an anti-virus.
 * 3) It comes with a lot of various useful applications, such as iTunes, iPhoto, iMovie HD, iCal, Mail, GarageBand, Safari (Web Browser).
 * 4) Applications rarely crash.
 * 5) It is easy to install or uninstall the programs. Installing and uninstalling applications is just simply drag and drop.
 * 6) Workflow. Mac doesn’t force you to focus on a single window, but keeps them all visible in the background ensuring a more efficient workflow.
 * 7) I think the design is good, I love it.

Keizer, G. (2009). Users Abandon XP for Vista, Windows 7 [webpage]. Retrieved 19/11/2009 from http://www.computerworld.com/s/article/9137381/Users_abandon_XP_for_Vista_Windows_7

title: User talk:L3erriez


text:
User:Gunn3688

My name is Gunn Nerasingh. im 21 years old and i've been studying in muic 3 years now. My favorite hobby is Soccer. i choose this subject as my free elective because i have some intrest in computers and i like playin games on it.

HOMEWORK:

The best possible specs for a normal PC are:

Motherboard: ASUS M/B Rampage II Extream

Processor:   Intel BX80601965 C ore i7 965 3.20 GHz LGA -1366 8MB 6.4 GT/sec

Memory:      Corsair XMS DDR3 2x1GB/1333Mhz

Case:        Thermaltake XPRESSAR RCS100 Micro Refrigeration Case

Power supply: ThermalTake TOUGH POWER 1500 W

Floppy drive: hard to find because most people doesn't use it anymore

Hard drive:  WESTERN WD20EADS 2000GB SATA II Transfer Rate 300MB/s 7200RPM Buffer 32MB

CD/DVD:      Liteon DVDRW LH20A1PX DVDRAM12xExt

Keyboard & Mouse: LOGITECH Cordless Desktop Wave Pro (mouse+keyboard)

Video card:  ASUS nVIDIA PCI-EX ENGTX280 TOP/HTDP/1G PCI-EX

Monitor:     Asustek LCD Monitor 24" MK241H

Sound card:  CREATIVE Int Sound Blaster X-FI Elite Pro / Stereo Output : 116dB SNR quality- Control Box- 64MB of on-board X-RAM

Modem:       NETGEAR DM111P-100ISS ADSL2+ MODEM W POWER SWITCH

title: User:Gunn3688


text:
User:Chayawat

hello my name is chayawat or you can call me Atom. i was studying in mahidol international school for 3years. i choose to study TIM because i love to give people services. in my free time i like to hang out with friend, play sports.

homework.........

best supercomputer is the "IBM Roadrunner" cost $133 million use for the goverment energy department national nuclear securty

the best desktop is the Zeus Jupiter -cost $748,720 or 8,000,000 japanese yen -intel core 2 duo cpu -2GM memmory -1TB hard disk drive -geforce 8400GS graphic card -suoer muti Blu-ray HD DVD -high resolution 24 inch wide screen monitor

title: User:Chayawat


text: Category:Advanced ANOVA/Tutorials

title: Category:Advanced ANOVA/Tutorials


text:
User:Arisara

The super computer 2009

Core i7 Processor: Overclocked Intel® CoreTM i7 975 3.60GHz (8MB Cache) Quad Core Processor

Motherboard: AlienwareTM Approved Intel®  X58 mATX Motherboard Operating System Options: Genuine Windows Vista® Ultimate 64-Bit

Power Supply: AlienwareTM 875 Watt Multi-GPU Approved Power Supply

Chipset: Intel® X58 Express Chipset w/ Unlocked BIOS for Overclocking

Video Card: (2) GeForce GTX 285 2GB DDR3 SLI

Processor Cooling: AlienwareTM High-Performance Liquid Cooling

Supported Memory: 12GB Triple-Channel 1600MHz DDR31

PCI Slots: (2x) PCI-e x1 Supported Storage- Hard Drives: 160GB Intel X25-M SSD Solid State

title: User:Arisara


text:
User talk:Airhead~enwikiversity

 Hello Airhead, 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, 2 October 2009 (UTC)

Your account will be renamed
Hello,

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

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

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

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:26, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:02, 19 April 2015 (UTC)

title: User talk:Airhead~enwikiversity


text:
User talk:Turramurra2~enwikiversity

 Hello Turramurra2, 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! --Mu301Bot 07:18, 2 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 2 October 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Turramurra2. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Turramurra2~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:08, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:Turramurra2~enwikiversity


text:
User talk:Tmh5725

 Hello Tmh5725, 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! --Mu301Bot 07:18, 2 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 2 October 2009 (UTC)

title: User talk:Tmh5725