text:
User talk:Greenn

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 20 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 20 January 2010 (UTC)

title: User talk:Greenn


text:
User:Chandlerkempton

=Analytical Writing=

Statement of Intent
Through research and reason, I shall find my stance on the legalization of adult possession of marijuana in Washington. I hope to get a full grasp and understanding for the new initiative being filed by local activists that could possibly appear on the ballot next November. In counter, I hope to see how local anti-legalization activists respond to the initiative and better understand their view. Many benefits from Legalization could potentially happen to help benefit our country especially if we can tax it. Problems range from the drug being even more abundantly available to adolescents creating a stepping stone to harder drugs to letting immoral criminals jailed from Marijuana charges to walk free. Both the activists and the opposition have strong arguments regarding the Legalization of Marijuana in Washington State. Potential problems with exploring the issue are in abundance, but many revolve around false information being published and pushed out over the internet for all to read.

Schedule

 * Week 1
 * Research the History of Marijuana in US History
 * Week 2
 * Research Medical benefits and side effects of Marijuana
 * Week 3
 * Research Law against Marijuana Federal and State Law
 * Week 4
 * Research Marijuana growing
 * Week 5
 * Research other uses for Hemp
 * Week 6
 * Research other countries policy on Marijuana
 * Week 7
 * Build outline on key topics
 * Week 8
 * Opening statement, history, and background
 * Week 9
 * Opening Statements for and against legalization
 * Week 10
 * Conclusion
 * Week 11
 * Proof read

Week 6 Project Review

Before Or During Week 6

 * Opposing Viewpoints Resource Center at www.spl.org
 * Overview complete by week 6
 * Pro/Anti papers
 * Personal essay: personal history/health effects/medicinal use/legalization

Project

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

title: User:Chandlerkempton


text:
Children, Schools and Families Bill/Amendments proposed by Mr Nick Gibb, Tim Loughton and Bill Wiggin, 19 January 2010

This page shows the effect of the amendments to 19C and 19E of Schedule 1 that were proposed to the Bill Committee by Mr Nick Gibb, Tim Loughton and Bill Wiggin on 19 January 2010.

The original amendments are available at the website for the CSF bill.

See also earlier amendments proposed.

Amended text of Section 19A

 * 19A  Maintenance of home education register

 * (1)  A local authority in England shall maintain a register for the purpose of monitoring the provision of education to children of compulsory school age in their area who are not educated at a school or under section 19.

 * (1A) The register referred to in subsection (1) shall not be publicly available.

 * (2)  Regulations may make provision about maintenance of the register.

 * (3)  The regulations may, in particular, make provision about amendment of the register.

 * (4)  In this Act—

 * “home-educated child” means a child all of whose education is provided otherwise than at a school, and not under section 19;

 * “home education register” means a register maintained under this section.

Amended text of Section 19B

 * 19B    Entry of child’s details on home education register

 * (1)  This section applies where—

 * (a)  a parent of a child in the area of a local authority in England has applied to the authority, in the prescribed manner, for the child’s details to be entered on their home education register,

 * (b)  the child is of compulsory school age, and

 * (c)  it appears to the authority that the child is, or is intended to be while still of compulsory school age, a home-educated child.

 * (2)  Unless the authority consider—

 * (a)  that the child is within subsection (6) or (7), or

 * (b)  that subsection (8) applies to the child’s application,

 * they shall enter the prescribed details relating to the child on their home education register.

 * (2A) A decision under subsection (2) shall be made within 20 working days of the receipt of the application from the parent by the local authority.

 * (3)  If the authority consider—

 * (a)  that the child is within subsection (6), or

 * (b)  that subsection (8) applies to the child’s application,

 * they may enter the prescribed details relating to the child on their home education register.

 * But this subsection is subject to subsection (4), and to any provision made by virtue of section 19C(2)(a)).

 * (4)  If the authority consider the child is within subsection (7), they shall not enter the child’s details on their home education register.

 * (5)  The authority shall give the parent notice—

 * (a)  if they enter the child’s details on their home education register, of the registration;

 * (b)  if they decide not to enter the child’s details on the register under subsection (3), of this decision and the reasons for it;

 * (c)  if they consider the child is within subsection (7), of the reasons for this, and of the consequent refusal to enter the child’s details on their home education register.

 * (6)  A child is within this section if—

 * (a)  a parent of the child has previously applied in the prescribed manner for the child’s details to be entered on a home education register (whether maintained by the authority or another authority), and the application (or the most recent such application) did not succeed,

 * (b)  the child’s details have previously been registered on a home education register (whether maintained by the authority or another authority), and the registration (or the most recent such registration) has been revoked under section 19F, or

 * (c)  a school attendance order served under section 437 is in force in respect of the child.

 * (7)  A child is within this subsection if the authority consider that it would be harmful to the child’s welfare for the child—

 * (a)  to become a home-educated child, or

 * (b)  in the case of a child who is already a home-educated child, to continue to be a home-educated child.

 * (8)  This subsection applies to an application for registration of a child’s details on the authority’s home education register if the authority consider that information that has been provided in connection with the application is incorrect or inadequate in a material respect(whether or not it was so when it was provided).

 * (9)  An application is made in the prescribed manner, for the purposes of this section and section 19C, if it is made in a manner determined by or in accordance with regulations under subsection (1).

 * (10)  For the purposes of this section and sections 19C and 19D, references to entering details on an authority’s home education register, in relation to details that are already on the register, include references to keeping those details on the register.

Amended text of Section 19C
19C    Entry of child’s details on home education register: supplementary provision

 * (1)  Regulations may make provision about steps to be taken by an authority in connection with an application for a child’s details to be entered on their home education register.

 * (2)  The regulations may, in particular, make provision about matters that are or are not to be taken into account by an authority in deciding—

 * (a)  whether to register a child’s details under section 19B(3);

 * (b)  whether a child is within section 19B(7);

 * (c)  whether section 19B(8) applies to a child’s application.

 * (3)  Regulations under section 19B(1)(a) may, in particular, make provision within subsection (4) or (5).

 * (4)  Provision within this subsection is provision—

 * (a)  about how an application for registration of a child’s details is to be made;

 * (b)  requiring an application for registration of a child’s details to include a statement giving prescribed information about the child’s prospective education;

 * (c)  requiring an application to include other prescribed information;

 * (d)  about the form in which a statement mentioned in paragraph (b), or any other information required to be included in an application, is to be provided;

 * (e)  for an application for registration to include an undertaking to provide a statement mentioned in paragraph (b), or other prescribed information, to the authority within a period determined by or in accordance with the regulations.

 * (f)   the prescribed information mentioned in paragraph (b) shall not be burdensome and need not require detailed curriculum or teaching plans.

 * (5)  Provision within this subsection is provision permitting an authority to specify a period, prescribed by or determined in accordance with the regulations, within which an application to enter on their home education register the details of a child to whom subsection (6) applies may not be made unless the authority are satisfied that there has been a change of circumstances that justifies an application being made within that period.

 * (6)  This subsection applies to a child if—

 * (a)  a parent of the child has previously made an application in the prescribed manner for the child’s details to be entered on a home education register maintained by a local authority, and the application (or the most recent such application) did not succeed, or

 * (b)  the child’s details have previously been registered on a home education register maintained by a local authority, and the registration (or the most recent such registration) has been revoked under section 19F.


text:
Talk:Allelopathy

we, in PSU, Thailand, have done several experiments during these years, involving fermented organisms both plants and animal esp. fishes, which have been used in producing organic Spirulina. Solution from fermented fish showed more depressive effects in growing Spirulina than those from plants. Hwoever, the sources of organic as well as the concentrations applied to the culture are very important. generally materials were fermented anaerobically in a ratio of 1: 1: 0.1 (w/v/w) (Schroeder, 2004) to get stock solution for the Spirulina culture. Fishs: Rastreeliger brachysoma, Oreochromis niloticus, Osteogeiosus militarias, Caranx S. leolepis were used. Planst: Papaya(Carica papaya), morning glories, Local banana (Musa sapientum) Asystasia gangetica etc. have been tried. It is clearly that, the more the concentration of these organic were, the the worse of growth of the Spirulina was. we have been trying to get explaination of these phenpmena...in oes concentration of less than 2%Spirulina grew quite well in such media. Culture produces very few residue after harvest compared the those eapplying chemical, although significantly less cell density was..but it peak sig faster, easy and very cheap...the most important is environmentally friendfly.

there was a literature explaining the similar happening to blue-green algae in rice field but very un specific.

the word...allelopathy...is new for me..but it seems to be the way out for our problem..even beginning.

Duangrat 21.02.10

title: Talk:Allelopathy


text:
Talk:Votian/Plural Cases

Replacing &lt; with < has nothing to do with encoding.

Please spend your time creating some useful robots instead of annoying people.

title: Talk:Votian/Plural Cases


text: Category:Environmental Sciences

title: Category:Environmental Sciences


text:
User talk:Egmontaz

el:User talk:Egmontaz

title: User talk:Egmontaz


text:
User:Prithpal singh anand/Water purification

Bold text http://upload.wikimedia.org/wikipedia/commons/e/ea/Button_align_left.png 'MAIN PAGE ON WATER PURIFICATIONBold text There are various way/stages to purify the Water
 * FILTRATION
 * 1) PRESSURE SAND FILTRATION
 * 2) ACTIVATED CARBON FILTRATION
 * 3) BAG FILTRATION
 * 4) STEEL FILTRATION (SS)
 * 5) CANDLE FILTRATION

 * ULTRA FILTRATION
 * REVERSE OSMOSIS
 * 1) HIGH PRESSURE MEMBRANES
 * 2) LOW PRESSURE MEMBRANES
 * 3) BRACKISH WATER MEMBRANES
 * 4) SEA WATER MEMBRANES

 * NANO FILTRATION


text:
User talk:Egm6341.s10.team2.niki

hello !!!!

title: User talk:Egm6341.s10.team2.niki


text:
User talk:MarielA

 * Mariel,

This seems like a good goal for the quarter, though it also seems a little small, unless you're anticipating that the paper will be quite long. I think a good idea would be to write two papers, one about metaphorical passages and one about something else--perhaps a more personal paper about your reactions to the book. I could see each being about 2,500 words.
 * Best, Stevenarntson

 * Mariel,

Good start! Are you planning to develop this more, or move onto something else?
 * Best, Stevenarntson

title: User talk:MarielA


text:
User talk:TanaB

 * Tana,

This seems like a great project. In terms of the "Where the Money Goes" question, I think you have some options. If you do find out, then go ahead and write the paper. If you can't find out, consider writing a paper about that. In other words, write the story of how you tried, which could be just as illuminating. I think, ballpark, let's shoot for 2-3,000 words for each, total, or shorter if you have a third paper you'd consider adding.
 * Best, Stevenarntson

title: User talk:TanaB


text:
User talk:KerstinB

 * Kerstin,

This seems like a good research project. I think you could break it up into three papers, for the sake of convenience: a paper on historical information, one about contemporary tattoo art here in the states, and one about your personal views and how they've changed during that research. Each could be about 1,500 words, give or take.
 * Best, Stevenarntson

title: User talk:KerstinB


text:
User talk:DeannaConnell

 * Deanna,

I agree that the short story won't fit so well in this class--but the other two ideas are great. In terms of color theory and people's color responses, there are some great avenues to consider, especially as regards interior design (the color of the bathrooms at the Seattle Public Library is one of my favorite examples). I'd like to see you spend 1/2 the quarter on it, and then move on to your other idea.

In terms of video games, another interesting avenue to look at as types are studied is what demographics are aimed at by the games, especially as regards gender, where there are enormous biases.
 * Good luck! Stevenarntson

title: User talk:DeannaConnell


text:
User talk:Topher D

 * Topher,

You've got some good raw text right now,with somenice information.Right now, the way the page is laid out, I'm having trouble telling what's your final text and what's preperatory. Do make sure to give everythinga proof before the end--getting those details about "exciting" vs. "exiting", and "steeling" vs. "stealing", etc.
 * Best, Stevenarntson

 * Topher,

I'd like to see considerably more detail here--right now I'm not sure if this idea is a good fit for the class, as it seems more like creative writing than like analytical writing. What sorts of research do you imagine doing? How long will it take? How much writing will be produced (word count)? What will you discover? Once these questions are answered, I'll have a better sense whether it can work for the class.
 * Best, Stevenarntson

 * Topher,

I like this subject considerably better, and it's also an area of interest of mine. Right now, I think five pages might be a little short, and I'd consider writing a maybe three separate, slightly shorter papers:
 * One about current copyright law
 * One about "fair use" law
 * One about DJs in particular, maybe with emphasis on your own experiences so far.

Each might be about 1,100 words or so. Here are two videos online I'd highly recommend as starting points:

 * Lawrence Lessig
 * The Amen Break

 * Best, Stevenarntson

title: User talk:Topher D


text:
Category:Egm6341.s10

Egm6341.s10

title: Category:Egm6341.s10


text:
User talk:KattGoberTriesThisAgain

Your Statement of Intent is due today on your Userpage. Please post.
 * Best, Stevenarntson

 * Katt,

This seems great. We'll be watching a movie about food production in class this quarter, and you might find it useful for research. In my opinion the best book that's come out recently on the subject is The Omnivore's Dilemma by Michael Pollan.

I agree that maybe holding off a little on the home gardening section could be wise, but at the same time I also really believe that more home gardening is a part of the solution to our present predicament. During WWII when people grew "victory gardens," a full third of all food produced in the U.S. was in people's yards.
 * Good luck, Stevenarntson

title: User talk:KattGoberTriesThisAgain


text:
User talk:JasmineJ

Your Statement of Intent is due today on your Userpage. Please post.
 * Best, Stevenarntson

title: User talk:JasmineJ


text:
User talk:Chandlerkempton

 * Chandler,

This seems like a good topic. I would encourage you to consider it as three papers, rather than as one. First, a paper that is pro-legalization. Second, one that is against. Finally, write a personal essay about how your own views changed during the research process. Each will be about 1,000 words, I expect.

Marijuana is a subject that is very difficult to find good information about, because everyone is so devoted to their view, and just wants to yell their opinions. Where are the good, reliable studies? Your challenge will be to find them.
 * Best, Stevenarntson

title: User talk:Chandlerkempton


text:
User talk:BenLewis

 * Ben,

This seems like a great topic. I'd like to see you pursue a few different short papers here,instead of one long one. Even better would be a view that goes outside of the drum kit to discuss other kinds of cymbals. Are you familiar with gamelan orchestras? That kind of thing. Produce perhaps four papers on different sorts of cymbals, and then a final paper on what you learned from it all, personally.
 * Best, Stevenarntson

 * Ben,

We were supposed to meet this morning. I'd like to know how your project is proceeding--please send me an email to let me know what's happening with it, and if you have any questions.
 * Best, Stevenarntson

title: User talk:BenLewis


text:
User talk:AldousFLukito

Please post your Statement of Intent today.
 * Best, Stevenarntson

title: User talk:AldousFLukito


text:
User:MatthewH~enwikiversity

=Analytical Writing=

Statement of Intent
I state my intent.

Overview
I hope to write a short screen-play. Something about the Spanish civil war. I want to do a lot of research for my characters.

Rationale
I hope to get a screen-play i can use.

Publication
If the screen-play turns out to be any good i maybe able to use it for other things.

Schedule
Week #2 flesh out ideas week #3 research week #4 research week #5 have synopsis week #6 first draft week #7 first draft week #8 revisions week #9 second draft week #10 final revisions

Anticipated Problems
I may get stuck on ideas, and inspiration.. I hope to do a lot of research so i don't get stuck or bored.

title: User:MatthewH~enwikiversity


text:
User:Kmw2700

What is HTML

Challenge 4: Lists, lists and more lists: Done. :-D

title: User:Kmw2700


text:
User:Surfactants/HW1-7

= Problem 7 =

Find

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

f(x) = \frac{e^{x}-1}{x}=\frac{1}{x}\left[e^{x}-1\right] $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Part 1
Expand $$\displaystyle e^{x} $$ in Taylor series with remainder,
 * {| style="width:100%" border="0" align="left"

R(x) = \frac{(x-0)^{n+1}}{(n+1)!}e^{\xi(x)}. $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Part 2
Find Taylor series expansion and remainder of $$\displaystyle f(x) $$ to get (4) p.6-3,
 * {| style="width:100%" border="0" align="left"

f(x)-f_{n}(x)=R_{n}(x)=\frac{(x-0)^{n}}{(n+1)!}e^{\xi(x)},\quad \xi\in[0,x]. $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Solution
First, remember the Taylor series expansion for a function $$\displaystyle f(x) $$ around $$\displaystyle x=x_{0} $$:
 * {| style="width:100%" border="0" align="left"

f(x)=P_{n}(x)+R_{n+1}(x), $$ $$ where
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 1)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

P_{n}(x)=f(x_{0})+\frac{(x-x_{0})}{1!}f^{(1)}(x_{0})+\cdots+\frac{(x-x_{0})^{n}}{n!}f^{(n)}(x_{0}) $$ $$ and
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

R_{n+1}(x)=\frac{1}{n!}\int_{x_{0}}^{x}(x-t)^{n}f^{(n+1)}(t)dt=\frac{(x-x_{0})^{n+1}}{(n+1)!}f^{(n+1)}(\xi), \quad \xi\in[x_{0},x] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 3)
 * }
 * }

Part 1
Expand $$\displaystyle f(x)=e^{x} $$ in Taylor series around $$\displaystyle x=x_{0}=0 $$. Recall that $$\displaystyle \frac{d^{n}}{dx^{n}}\left(e^{x}\right)=e^{x}, \quad n=1, 2, \cdots. $$
 * {| style="width:100%" border="0" align="left"

P_{n}(x)=e^{0}+\frac{(x-0)}{1!}e^{0}+\frac{(x-0)^{2}}{2!}e^{0}+\cdots+\frac{(x-0)^{n}}{n!}e^{0} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Rightarrow P_{n}(x)=1+\frac{x}{1!}+\frac{x^{2}}{2!}+\cdots+\frac{x^{n}}{n!}=\sum_{j=0}^{n}\frac{x^{j}}{j!} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 4)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

R_{n+1}(x)=\frac{(x-0)^{n+1}}{(n+1)!}e^{\xi}=\frac{x^{n+1}}{(n+1)!}e^{\xi} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 5)
 * }
 * }

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

$$\displaystyle e^{x}=P_{n}(x)+R_{n+1}(x)=\sum_{j=0}^{n}\frac{x^{j}}{j!}+\underbrace{\frac{x^{n+1}}{(n+1)!}e^{\xi}}_{remainder} $$ $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * $$\displaystyle (Eq. 6)
 * }
 * }

Part 2
Expand $$\displaystyle f(x)=\frac{e^{x}-1}{x}=\frac{1}{x}\left[e^{x}-1\right] $$ in Taylor series using Eq.6.
 * {| style="width:100%" border="0" align="left"

\frac{1}{x}\left[e^{x}-1\right]=\frac{1}{x}\left[\cancelto{0}{1}+\frac{x}{1!}+\frac{x^2}{2!}+\cdots+\frac{x^n}{n!}+\frac{x^{n+1}}{(n+1)!}e^{\xi}\cancelto{0}{-1}\right] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 7)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Rightarrow\frac{1}{x}\left[e^{x}-1\right]=\frac{1}{x}\left[\sum_{j=1}^{n}\frac{x^{j}}{j!}+\frac{x^{n+1}}{(n+1)!}e^{\xi}\right] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 8)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Rightarrow\frac{1}{x}\left[e^{x}-1\right]=\frac{1}{x}\sum_{j=1}^{n}\frac{x^{j}}{j!}+\frac{1}{x}\frac{x^{n+1}}{(n+1)!}e^{\xi} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 9)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Rightarrow\frac{1}{x}\left[e^{x}-1\right]=\sum_{j=1}^{n}\frac{x^{j-1}}{j!}+\frac{x^n}{(n+1)!}e^{\xi} $$ $$ Therefore,
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 10)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

f(x)=\underbrace{\sum_{j=1}^{n}\frac{x^{j-1}}{j!}}_{f_{n}(x)=P_{n-1}(x)}+\underbrace{\frac{x^n}{(n+1)!}e^{\xi}}_{R_{n}(x)} $$ $$ Let's move the first term on RHS of Eq.11 to LHS. Then,
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 11)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

$$\displaystyle f(x)-f_{n}(x)=R_{n}(x)=\frac{x^{n}}{(n+1)!}e^{\xi} $$ $$ As Eq.12 shows, our final result is consistent with (4) p.6-3 of our lecture note.
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * $$\displaystyle (Eq. 12)
 * }
 * }

title: User:Surfactants/HW1-7


title: File:Egm6341.s10.mtg9.pdf


title: File:Egm6341.s10.mtg10.pdf


text:
User:ReaganC

=Analytical Writing=

Statement of Intent
Statement of Intent: I have decided to change my topic, I started to read about the God vs Gods sort of situation and found that it was definitely not what I wanted to write about, I want something I can enjoy writing about and that I will continue to be motivated about. So my new idea is to write a short story with the characters being Greek and I could incorporate traditions and other cultural things into the story and the characters. It’s going to be a love story; the only thing I am unsure about is how long a short story usually is. It would be great if you could help me come up with the word count.

Timeline: Week 5: Research Greek culture and create the plot of the story and characters Week 5-7: Write the rough draft of the ending of the story Week 7-8: Write the rough draft of the beginning of the story Week 9: Put parts together and revise Week 10: Proof read the entire story

What I want to take from this assignment: I have had this interest in possibly writing a book, I want to write this story to see if I can actually come up with a legitimately good story line and if I enjoyed writing to know if I would enjoy writing a book.

Things that could go wrong: I think my motivation could get in the way but I love anything Greek so I hope I will be interested enough to want to keep learning. Another thing that could go wrong is that my other class work could get in the way and I am trying to find a new apartment, I hope to avoid this by keeping my priorities straight and doing the work right away and not put it off until the last minute.

Week 6 Project Review
My project is about some historical event that took place in Greece and tying that in with a fictional love story. I have done some research on the behaviors of Greeks but not necessarily on the specific event I want to incorporate into my story. I read something about the Greek revolution, but I can’t remember what time era that happened so I need to keep researching. As for any other progress I have made, it isn’t much aside from trying to get the plot line decided. Right now I’m in between writing the story in first person perspective or third person. I’m leaning towards first person, of a woman who went through this horrible tragedy during this war and needed to escape and I think she became a painter but I’m still unsure about that. I would need to do a little research on that part of the story as well. Such as information about having a showing and what all goes into putting one together. It wouldn’t be too extensive just the basics. For some reason I’m feeling very motivated today to come up with the story and start writing tonight, I feel like once I get the story down, everything else with be easier to correct and possibly redirect certain things.

Before and Including week 6

 * "Julian" by Gore Vidal Julian_(historical_novel)
 * 1) Who are the Greek Gods
 * 2) Transformation of Greek Gods into Roman Gods
 * 3) Polytheism vs. Monotheism
 * 4) How does a polytheistic impulse embody itself in a monotheistic culture (saints/mary &c.).
 * 5) Trinity.
 * 6) Sophia Cult.
 * 7) Mormonism.

Men Who Explain Things
I have found that this is true. At my age I haven't encountered a male with whom I have a difference in opinion with about a topic that as important as things like the author talks about. But it was interesting and more entertaining obviously entertaining to me more so because I am a woman and can relate more to the topic. But I particularly enjoyed the area about the guy who complains that she didn't include some guy called hayel or something close but she stated that he didn't read to page 202 where it indeed mentions him but that he isn't very important.

Project
Lost Love Reagan Cole

The night was quiet, Ophira had just arrived home from her night out with him, they had met in the local bakery, from the moment she met his brown eyes, he was all she could think about. The war had been going on for almost two years but Macedonia was facing the worst of the bombing. They bonded together through the war and comforted each other as they watch their loved ones either being evacuated or dying from starvation. Tonight he held onto her so tight she was sure she would be bruised tomorrow, when he kissed her, his lips lingered longer than usual, he barely spoke but never took his eyes off her as they walked along the beach back to her house. Tension hung around them like the stars on a clear night, they didn’t talk about the war but tried to think of a future together, a future they would never have. She awoke to lights flashing through her bedroom window, a faint rumbling from a little ways away; she opened her eyes to still darkness. She got up to see what was going on, as she peered out the window through the darkness she saw her neighbors scurrying down the street holding their children close. Before she could turn away she hears her neighbor screaming, as she searches the next house an explosion burst through her window shattering sending thousand of glass shards towards her, she throws her arms over her face and is sent flying across the room, debris and plaster covering her body. Smoke blinding her, she struggled to catch her breath as she tried to free herself of the rubble, stumbling out her door she sees bombs falling fast from the sky. Villagers rushed to get out of their crumbling houses, children were screaming and crying, desperately looking for their parents, the air was filled with smoke and ash. He knew the bombing would be at its worst tonight, he knew it would be their last night together. After he dropped her off he ran back to what they planned to be their escape route, adding more provisions to the bag for her in case she could escape. He couldn’t think about the possibility of her not getting away, she had to leave; he was going to make sure that she would. As he was walking back to his house he heard the rumbling of explosions farther down the street, he began to run to her house. The amount of people in the street grew and he wondered why she wasn’t out of her house already, he then heard loud screaming from the house to his right, before he could think an explosion blew the side of her house off, throwing him back to the other side of the street, without hesitation he got up and ran to her house. Searching for the best way to get in he felt someone grabbing his back sleeve, he turned praying it was her and she was alright. A young woman with a baby quiet and still in her arms was pleading that he help her baby, blood was trickling down her temple from a large wound to her skull, he knew she only had minutes before she was gone. Looking back at Phira’s house, he took her arm and led her to the side of the ruined house, her pulse was very weak and as he set her down he told her soon she will be with her baby again. She looked up at him and all he was Phira, the woman thanked him while another explosion rang in the air, he leaned his body over her to protect her from the scattering debris. When he looked back down at her she was still, placing his hand over her eyes to close them he said a prayer. By now he was probably too late to save Phira. He searched the side of her house again, deciding the back door was the safest he around the house. Ophira looked up and down the street hoping he’d be there looking for her, a woman sitting against her neighbor’s ruined house was holding a baby. She ran over to them feeling for their pulses, when she didn’t find one she looked at her eyes and realized they were closed, the skin still warm under her fingers tips, she realized the woman must have died in the explosion. Ophira searched the street one more time then ran down the street searching for him as she passed other villagers, when she got to his house she called his name as loud as she could. Panic filled her voice the longer she heard no response, his house hadn’t been hit so she ran through the door and searched his house still calling his name. When she found nothing she started down the street again towards the beach, they had planned for this, they knew this was going to happen, going away from the damaged village she hoped he’d be there waiting. As she grew closer to their meeting point searched the area, when he was nowhere in sight fear gripped her heart. The tears falling down her cheeks started to come faster and faster as time went by. He frantically searched her house, calling out to her but he neither heard nor found her anywhere. He searched her room where there was the most damage, the wall was completely knocked in causing most of the debris to pile against the opposite wall. He called her name again while he started moving her dresser and other things around the wall, hoping he’d find her alive under the ruins. He found nothing, running down to the street he called to her again, searching the faces of every woman running down the road. He ran back to his house standing undamaged, the door left open and her knew she had been there. Relief coursed through his body so fiercely he almost started to cry. He ran into the house calling her name again but the house answered in silence. Thinking frantically about where she could’ve gone, he went to the window to look outside for her again, as he turned away from the window he heard a loud bang from come from his roof. He sprints down the stairs but before he can make out the door his house explodes, causing him to fly through the air, he hits the ground hard. He laid there for a moment thinking he would never see her face one last time, never hear her soft voice say his name again, never feel her touch, he had to see her, he had to know she was alright. His head throbbing painfully, he got up and wiped the blood away from his eyes, not caring that his right leg was badly hurt he walked as fast as he could towards the beach. The bombing had stopped but there was still screams coming from the village, she sat down against a rock and stared up at the sky now filling with a dark haze. She thought about the first time she met him, he way his eyes danced when she said his name, the feeling of his skin touching hers sending heat coursing through her body, she thought about never having the future they dreamed of. Silently weeping for the man she loved she heard rustling behind her, she forced herself to stop crying and sat still in fear that it was the government forces coming to evacuate her. She strained to hear how many there were but she couldn’t make out the sounds, she heard a wheezing breath, a hard thump, and a long silence before she got up to see who had come for her. As she drew nearer she saw dark brown hair clumped with dried blood, the wheezing growing louder as she got closer, a hand started to move and she froze. “Phira?” She ran to him as her vision clouded with fresh tears of relief, joy, and fear. He reached for her as she knelt down by his side, her hands searching for his injury. All he could do was smile at her tear soaked cheeks, ash covered her face and clothes, he grazed his hand over the tears, wiping them away, he was losing his strength, it took all of his energy to come to the beach and see her one last time. He winced as she touched the side of his head. Ripping the hem of her skirt she tried bandaging the wound but he took her hands in his and kissed them. “Don’t, I want you to lay here with me.” “But if I can get this bandaged, we can start leaving, the bag we buried is just beyond the cliffs” she trailed off as she finally looked into his eyes. She refused to let him see her fear, when he just kissed her dirty knuckles she leaned down to touch her lips to his. He held his breath as her soft lips touched his, he wanted to carry this feeling with him forever, he wanted to lay here on the beach with her forever, and he wanted to love her forever. He started to cough, she drew back and searched his body again for other wounds, he started to laugh as her hands flew over his body, he started to make a joke but was choked off by another forceful cough. “Sshh, I’m here, don’t worry, we’ll lay here forever I promise.” She tried to control her voice but the thought of living without him made her panic. He smiled up at her and tried to pull her down on his chest, his tug was so faint tears welled in her eyes again, she lightly laid her head on his chest afraid to put her full weight on him. She quietly started to sing as his fingers glided through her hair, she wrapped her arms around him and when his breathing grew slower and slower she gripped tighter. “I love you Phira, you are my heaven, I will wait for you to meet me there where we can run away together, where our love can exist without the war. I’ll be waiting for you to take my and be free, please promise you’ll take my hand and run with me without a care in the world, without fear of stumbling, and with your heart full of love. Promise me Phira and I’ll be forever with you.” “No, you can’t leave, I love you. Be strong, I’ll get you to safety and you’ll heal. O gods please stay with me!” Her cries catching in her throat as she feels his last breath leave his body. She curls her body into his as she cries out, the hurt numbing her body to the cold. Suddenly she sees flashes of light and hears the siren of the government forces searching the beach for runaways. She kisses his lips then his hand as she tears herself away from his body, running as fast as she can to the cliffs where her things are hidden, she falls to her knees before the lights and spot her. Crawling the rest of the way, she starts digging with her hands that are covered in his blood. Grabbing the bag, she starts to climb the cliffs. When the lights and voices got closer she hid in the darkness of a ledge. The lights searched the water and the rocks, more lights were clumped together where she had left his body, she looked away to see men below and above her searching. Filtering through her bag she realizes he had added more provisions, she grabbed a jacket and laid it on the ground, slid as far as she can away from the edge and watched the men walking along the beach, and waited for them to leave.

Ophira opened her eyes to the light that was pouring in from her bedroom window, the sky a beautiful clear blue and the sun spreading yellow warmth over her bed. Warmth that she doesn’t feel and hasn’t felt for almost six years since the night that he left her. She stretches slowly then turns to check on the little boy that’s sleeping soundly beside her. His face a perfect replica of his, she tries to push the hurt away as she watches his small body rise and fall and rise again. His hair the same shade of hers, light brown, so thin it wisps in curls around his face. She hears Geary downstairs in the kitchen, making breakfast for the three of them. Sliding as slowly as possible out of the bed, Ophira makes her way down the stairs to see what is going on. “Stupid pans making so much noise, I told her to move them but does she do what I say? Of course not. Oh good morning, I didn’t hear you get up.” Smiling at the sixty-year-old woman mumbling to herself she takes the pans and moves them across the counter to the opposite side. “You don’t have to do that, I’m using them anyway, and I’ve already woken you. You might as well leave them out.” “I don’t want to wake Alexander, he had a hard time falling asleep last night. So what are you making?” Ophira tries to peer past Geary’s should. “Oh no you don’t, since when have you ever wondered what I’m making, just put it in front of you and you’ll eat it without question, for all you know I could be poisoning you. “ “I know you would never poison me, who would do your gardening?” “Ha! Because you do such a good job, how would I ever find someone to replace you?” Geary smiles and winks at Ophira as she keeps cooking. They go about their morning chores as usual but today there is a parade to celebrate the seventh anniversary of the end of the war so they cut the chores short once Alexander wakes up. The street is crowded with familiar faces who all wave and smile at each other, children running around waiting for the parade to begin, parents attempting to control them but failing. Alexander stays close to her and Geary as they make their way to the side of the street. When the parade starts the children all scream and wave their hands at everyone going by, Alexander looks around beaming with excitement. “Mamma can I go over to see Sophia and her mom by the bakery? I promise I’ll be careful” He asks Ophira. She hesitates before answering, his pleading brown eyes locked with hers, Geary nudges her. “O go on and let him, he never does anything with his friends.” “ Alright, but don’t run in the street and don’t take anything form someone you don’t know. I’ll be right here if you need me.” He sprints off; watching him laugh and play with the other kids warms her heart. “You worry about him too much you know.” Geary says, “He’s old enough now to know what’s right and what’s wrong, you’re not going to lose him too.” Wincing from the truth Geary knows, all she can do is nod. They watch the rest of the parade and catch up with neighbors. She glances towards Alexander and sees him balancing on a ledge by the bakery; focusing on him she hopes he gets off soon. “Ophira, are you listening, I was telling Jaden about how the flowers are doing better than ever. Ophira?” Geary grabs at her arms just when Alexander trips over his shoe and falls off the ledge. His scream rings in her ears as she runs to him. Kneeling by his side she checks his body for injuries, tears filling her eyes from the fear of losing him. “Sshh, mamma I’m ok, I just tripped I promise, please stop crying.” “She looks into his brown eyes and see’s his father. “Can Sophia come over and garden with us? I told her our flowers were the most beautiful flowers she’ll ever see.” Laughing and clearing her voice, Ophira nods and sets him back on his feet. After cleaning up after dinner Ophira asks Geary to watch the kids while she steps out for some air. At the beach, she looks over the endless sea and remembers the night her life changed forever. She remembers his touch, the way his voice sounded when he told her he loved her. She sees his face every time she closes her eyes, she feels him everywhere she goes. “I love you. You are my heaven, I promise to take your hand and run with you, to run without a care in the world and without fear of stumbling. I promise to have my heart full of love for you and when I feel your hand in mine, I’ll know I’m in heaven.” She takes one last look over the water, one last look at the past, and walks away back to her what is her future.

Bibliography "History of Athens." Athens Info Guide. N.p., 2009. Web. 29 Jan 2010. .

"Military - Greek Civil War." GlobalSecurity.org. N.p., n.d. Web. 12 Feb 2010. .

Name-Meanings. name-meaning.com, 2004. Web. 2 Mar 2010. .

Smith, Helena. "Bittersweet Return for Greek Civil War's Lost Victims." guardian.co.uk. N.p., 17 Oct 2003. Web. 12 Feb 2010. .

Self-Assessment In this class, I found that it is really hard for me to stick with a story and really focus and correct that same story. I found myself constantly changing the story and starting over at the last minute. I did well at the researching, what I didn’t do well at was incorporating my research into the paper so the reader knows I actually did the research. I think that the research was more of an inspiration than anything else. I feel prepared for other writing assignments in that I need to keep my focus on my original goal or intent and not stray from that. I also need to stick to my schedule or timeline but I think the fact that I kept changing my mind is was put me behind schedule. I found that as I read other stories now, I look for a hidden meaning or deeper into the story to see if there is something else that I could be missing. What I came away with from this project is that I don’t have the patience to write a short story let alone a full novel, maybe when I’m older I will be able to focus more on the storyline and developing the characters than I was with this story. I found that what I planned could go wrong in fact did go wrong.

title: User:ReaganC


text:
User:FrancesSilva

=Analytical Writing=

Statement of Intent
Since my major is in Fashion Marketing, I intend to further examine the trends going on in the “urban” community of Seattle, more specifically in the sneaker subculture. The business of collecting shoes has been around for about 25 years, but has only been mainstream for about one year. Since this is such a broad topic, I want to focus on Nike SB’s and Jordans; these are the two types of Nikes that immensely appraise in value, sometime being three times their original retail price. What drives the market to spend $300 to $1000 on a pair of shoes? How do sneakers appraise in value? Why do people line up for days on end for them? How media affects the “sneakerhead” subculture? Most importantly, what’s the business in sneaker collecting? I want to conduct several interviews from boutique that host “Sneaker Release Parties" and how it affects their business.

Overview
I want to analyze the sneaker subculture through the business aspect, as well as, a trend. This is a community that I am a part of and want to learn more about. There are many terms that could be defined, so I was thinking about making a glossary to define the terms needed to better understand this project.

Rationale
I hope to gain knowledge of marketing techniques and trends, especially with a city like Seattle. Some other things I hope to understand is why I find myself partaking in these events.

Publication
I am hoping to turn this into a mini-documentary, assuming I know how to use all the equipment needed. If anything, I will, for sure, make this into a photo journal or magazine.

Schedule
Week 2:

Writing out a list of key term and defining it, so people can understand what I am talking about!

Calling for interviews - Rock, Paper, Scissors; Goods; Nike

Week 3:

History of shoe collecting and Michael Jordan.

Researching the top 10 Jordans and Nike SB's.

Week 4:

Photoshoots - People of this subculture.

Week 5:

Photoshoots cont.

Week 6:

Media; celebrities

What is HYPE and its affect on shoes?

Week 7:

Applying what I was taught about trends and marketing strategies.

Examine the quality of these shoes; then vs, now.

Finding out how shoes appraise in value.

Week 8:

Conducting personal interviews.

Piecing together past video shoots.

Week 9:

Finish up writing everything together.

Week 10:

Putting together documentary or photo journal.

Week 11:

Turn everything in.

Anticipated Problems
Some things that could go wrong could involve not getting an interview for this project. Some ways I could compensate are interviewing people who actually do line up, when they start and where they are in line. I could go more in depth with what they believe is valuable and how extensive their collections are. But let’s hope nothing goes wrong.

Week 6 Project Review
I have been on track lately with the project so far. I'm still working on the photoshoot and on Saturday I had an interview with Rock, Paper, Scissors. Last Thursday I went to the "secret" sneaker shop next to Neodandi. It was such an awesome store, but sadly I couldn't get an interview with the owner because he was closing his store down. I did get a pair of Alexander McQueen x Puma shoes!

I've been thinking about how I wanted to create my final project. I really like the photo journal idea, so hopefully that pulls through. I found it somewhat difficult to actually get businesses to talk to. I've been contacting Goods and they haven't gotten back to me; maybe I will just stop by their store. I have been direct by one of my friends to try interviews "the Cool" in Tacoma. They are not a sneaker shop but their workers are pretty much addicts to that scene.

I actually really enjoy this project so far. Relating drug dealing and sneaker collecting is quite amusing. I have found parallels that I never though about before; not just with sneaker collecting, but with that whole urban culture as well.

Before Or During Week 6

 * Hidden sneaker shop next to Neodandi in the 618 Western building
 * Interviews - owners/fans/critics (people who don't like this scene)
 * Neodandi location. The hidden candy shop/sneaker shop is just south of it.

 * Profiles- photo/essay about the person/people.
 * Eight total profiles - 250 words each
 * Sneaker/Drug Dealer - fictional story?

Project
I have given you a hard copy of the project - Wednesday, March 24, 2010!

title: User:FrancesSilva


title: User:Quentinv57


text:
User:Surfactants

[HW1-7]

title: User:Surfactants


text:
User:Egm6341.s10.team3.ynahn81/HW1-7

= (9) Taylor Series Expansion of $$\displaystyle f(x) = \frac{e^{x}-1}{x}=\frac{1}{x}\left[e^{x}-1\right] $$ with Remainder = Ref: Lecture notes [p.7-1]

Problem Statement

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

f(x) = \frac{e^{x}-1}{x}=\frac{1}{x}\left[e^{x}-1\right] $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

(i)Expand $$\displaystyle e^{x} $$ in Taylor series with remainder,
 * {| style="width:100%" border="0" align="left"

R(x) = \frac{(x-0)^{n+1}}{(n+1)!}e^{\xi(x)}. $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

(ii) Find Taylor series expansion and remainder of $$\displaystyle f(x) $$ to get (4) [p.6-3],
 * {| style="width:100%" border="0" align="left"

f(x)-f_{n}(x)=R_{n}(x)=\frac{(x-0)^{n}}{(n+1)!}e^{\xi(x)},\quad \xi\in[0,x]. $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Solution
First, remember the Taylor series expansion for a function $$\displaystyle f(x) $$ around $$\displaystyle x=x_{0} $$:
 * {| style="width:100%" border="0" align="left"

f(x)=P_{n}(x)+R_{n+1}(x), $$ $$ where
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 1)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

P_{n}(x)=f(x_{0})+\frac{(x-x_{0})}{1!}f^{(1)}(x_{0})+\cdots+\frac{(x-x_{0})^{n}}{n!}f^{(n)}(x_{0}) $$ $$ and
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

R_{n+1}(x)=\frac{1}{n!}\int_{x_{0}}^{x}(x-t)^{n}f^{(n+1)}(t)dt=\frac{(x-x_{0})^{n+1}}{(n+1)!}f^{(n+1)}(\xi), \quad \xi\in[x_{0},x] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 3)
 * }
 * }

 (i) Expand $$\displaystyle f(x)=e^{x} $$ in Taylor series around $$\displaystyle x=x_{0}=0 $$. Recall that $$\displaystyle \frac{d^{n}}{dx^{n}}\left(e^{x}\right)=e^{x}, \quad n=1, 2, \cdots. $$
 * {| style="width:100%" border="0" align="left"

P_{n}(x)=e^{0}+\frac{(x-0)}{1!}e^{0}+\frac{(x-0)^{2}}{2!}e^{0}+\cdots+\frac{(x-0)^{n}}{n!}e^{0} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Rightarrow P_{n}(x)=1+\frac{x}{1!}+\frac{x^{2}}{2!}+\cdots+\frac{x^{n}}{n!}=\sum_{j=0}^{n}\frac{x^{j}}{j!} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 4)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

R_{n+1}(x)=\frac{(x-0)^{n+1}}{(n+1)!}e^{\xi}=\frac{x^{n+1}}{(n+1)!}e^{\xi} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 5)
 * }
 * }

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

$$\displaystyle e^{x}=P_{n}(x)+R_{n+1}(x)=\sum_{j=0}^{n}\frac{x^{j}}{j!}+\underbrace{\frac{x^{n+1}}{(n+1)!}e^{\xi}}_{remainder} $$ $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * $$\displaystyle (Eq. 6)
 * }
 * }

 (ii) Expand $$\displaystyle f(x)=\frac{e^{x}-1}{x}=\frac{1}{x}\left[e^{x}-1\right] $$ in Taylor series using Eq.6.
 * {| style="width:100%" border="0" align="left"

\frac{1}{x}\left[e^{x}-1\right]=\frac{1}{x}\left[\cancelto{0}{1}+\frac{x}{1!}+\frac{x^2}{2!}+\cdots+\frac{x^n}{n!}+\frac{x^{n+1}}{(n+1)!}e^{\xi}\cancelto{0}{-1}\right] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 7)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Rightarrow\frac{1}{x}\left[e^{x}-1\right]=\frac{1}{x}\left[\sum_{j=1}^{n}\frac{x^{j}}{j!}+\frac{x^{n+1}}{(n+1)!}e^{\xi}\right] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 8)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Rightarrow\frac{1}{x}\left[e^{x}-1\right]=\frac{1}{x}\sum_{j=1}^{n}\frac{x^{j}}{j!}+\frac{1}{x}\frac{x^{n+1}}{(n+1)!}e^{\xi} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 9)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Rightarrow\frac{1}{x}\left[e^{x}-1\right]=\sum_{j=1}^{n}\frac{x^{j-1}}{j!}+\frac{x^n}{(n+1)!}e^{\xi} $$ $$ Therefore,
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 10)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

f(x)=\underbrace{\sum_{j=1}^{n}\frac{x^{j-1}}{j!}}_{f_{n}(x)=P_{n-1}(x)}+\underbrace{\frac{x^n}{(n+1)!}e^{\xi}}_{R_{n}(x)} $$ $$ Let's move the first term on RHS of Eq.11 to LHS. Then,
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 11)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

$$\displaystyle f(x)-f_{n}(x)=R_{n}(x)=\frac{x^{n}}{(n+1)!}e^{\xi} $$ $$ As Eq.12 shows, our final result is consistent with (4) [p.6-3] of our lecture note.
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * $$\displaystyle (Eq. 12)
 * }
 * }

title: User:Egm6341.s10.team3.ynahn81/HW1-7


text:
User:Egm6341.s10.team3.ynahn81

HW1-2 HW1-7  HW2-3 HW2-8 HW2-13 HW2-15  HW3-5  HW4-6(c) HW4-7(c) HW4-8(c)  HW5-4 HW5-6 HW5-11  HW6-1  HW7-6

title: User:Egm6341.s10.team3.ynahn81


text:
User talk:Viviannguyen

 * Vivian,

I'm interested in this, but right now I'm not exactly sure what you'll be writing. Will you be researching different kinds of cosmetics? Discussing body image? Writing a business plan? Add some specifics, as well as a ballpark word/page count for each section, and I can get a better sense of your intent. Drop me an email after you revise so I can take a look.
 * Best, Stevenarntson

 * Vivian,

This seems like an interesting topic. To make it commensurate with what other people are doing,though, I'm going to require that it be a bit longer than you currently indicate. I'd like to see it ending up at about 2,700 words--a good course will be to break it up into separate sections, as you've indicated in your week-by-week.

As you start looking for causes of our predicament, make sure you are careful in your reasoning. Cutting down the rain forests might be responsible for some situations in the world, but not in the straightforward way you suggest here.
 * Good luck! Stevenarntson

title: User talk:Viviannguyen


text:
User talk:SamanthaPearson

 * Samantha

This seems great. Let's say each paper will be 1,000-1,500 words in length, roughly.
 * Good luck! Stevenarntson

title: User talk:SamanthaPearson


text:
Category:CC-BY-SA-Any-3.0

Files from these users are multi-licensed as CC-BY-SA-3.0 and CC-BY-NC-SA-3.0 similar to Wikipedia:Template:MultiLicenseWithCC-BySA-Any.

title: Category:CC-BY-SA-Any-3.0


text:
User talk:ScottS~enwikiversity

 * Scott,

This is shaping up well. Remember to cite and list your sources both in the text and at the end.
 * Best, Stevenarntson

 * Scott,

This seems like an interesting subject to tackle. I'd like a few more specifics as to what your sub-papers will be. Also, please put up a schedule so I have a bit of an idea what you'll be doing week-too-week. Drop me an email and let me know when these items are up, and I'll take a look.
 * Good luck! Stevenarntson

 * Scott,

We were supposed to meet today. Let me know what's going on with your project, and if you have questions. Also, please post any additional work you've got.

Based on what's here right now, I don't see these as separate papers--some are as short as a paragraph. I would combine all the historical periods into one paper, and then start another paper about possible futures based on those trajectories. Each should be 1,000 words.

 * Best, Stevenarntson

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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 ScottS. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name ScottS~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:56, 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) 06:21, 19 April 2015 (UTC)

title: User talk:ScottS~enwikiversity


text:
User talk:FrancesSilva

Please post your Statement of Intent today.
 * Best, Stevenarntson

title: User talk:FrancesSilva


text:
User:The bellman

Hi,

My real name's robin shannon. I was active here way back when wikiversity was first being set up but I haven't done anything for ages.

title: User:The bellman


text:
User talk:NatashaB

 Hello NatashaB, 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 08:18, 21 January 2010 (UTC)

title: User talk:NatashaB


text:
User talk:Flintla

 Hello Flintla, 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 08:18, 21 January 2010 (UTC)

title: User talk:Flintla


text:
User talk:Surfactants

 Hello Surfactants, 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 08:18, 21 January 2010 (UTC)

title: User talk:Surfactants


text:
User talk:Me student

 Hello Me student, 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 08:18, 21 January 2010 (UTC)

title: User talk:Me student


text:
User talk:ReaganC

 * Reagan,

Your topic is looking good! Let me know if there's anything I can help with.
 * Best, Stevenarntson

 * Reagan,

Your new idea is an interesting one, but I worry that it's going too far toward creative writing, and away from analytical writing. My suggestion for a compromise: Make the plot of the piece itself rooted in an historical event. That way you can learn about Greek culture &c., but also on a specific occurrence, which can be the basis for the plot of the story.
 * Best, Stevenarntson

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 21 January 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 21 January 2010 (UTC)

title: User talk:ReaganC


text:
Votian/Numerals

== Numerals  ==

Simple numerals
 1, 2, 3, 5  and  6  - are declined like the X Declension: -e stems.

 7, 8, 9, 10  and  1000  - are declined like the XIII Declension: -m & -n stems.

 4  - is declined like the VIII Declension: -ä stems.

 100  - is declined like the III Declension: -a stems.

Agreement

 * 1) Partitive marks a matter which is measured. In such a case it's preceded by a quantity unit or a number, e.g.  kahs pihua sūrimoi  ("Two handfuls of pearl-barley.").
 * 2) Countable nouns will be in singular, e.g.  kahs pihua  ("Two handfuls.").
 * 3) Uncountable nouns will be in plural, e.g.  pihu sūrimoi  ("A handful of pearl-barley.").
 * 4) Partitive, which expresses partiality, is opposed to  nominative , which marks the whole , e.g.  ühs  pihu  sūrimoi  ("A handful of pearl-barley." Here the word  pihu  is in singular nominative.),  koko  pihu   ("A whole handful." ),  kõikk  sūrimaD   ("All the pearl-barley." Here the word  sūrimaD  is in plural nominative.).
 * 5) Partitive marks a  partial    subject   while  nominative  marks a  total subject  of a sentence, e.g.  mā-mune̮ita lēB  ("There will be some potatoes (for you)." - plural partitive) vs.  māmunaD om pe̮lloll  ("(All the) potatoes (what we are talking about) are on the field." - plural nominative)
 * 6) See the page of  main cases  for further details.

Usage
Instructive may indicate:
 * 1) a   distributive  number , something is done by e.g.  kahē̮ko tȫ rōpā seittä ?  ("Were there two of you eating out the porridge ? "),  mȫ assuzimma tētä mȫ ke̮лmē̮  ("There was three of us walking along the way."),  ke̮лmē̮ tšümmenī kopeikō ve̮tti nagлassa  ('She took thirty copecks for a pound.'),  ke̮лmē̮   vellehsē ~ vellessē  ('(It was done) by three brothers '),  e̮limma seittsemē naizikō  ("We were seven women."),  e̮livad ̮ vīzī päivī  ("They were there five days each time.").
 * 2) an  approximate number  e.g.  kasenna taлve̮nna eväd ̮ javod ̮ mahza kui ke̮лmī, nellī rubĺī  ("This winter flour doesn't cost but about three - four roubles.").

Time expressions:
 * 1)  kahste̮·šše̮met̄   tunnia ȫllä  ("Twelve O'Clock at night.")
 * 2)  vītē tunnīsē̮ssā  ("Till five O'Clock.").

Compound numerals
To get the teens, te̮·šše̮me̮tta (in Kattila dialect) is added to the shorter nominative of base number, e.g. ke̮mte̮·šše̮me̮tta ("13", meaning "three of the second ten" ~  kò'm-tò's̀'k̀ém'ét́-ta <~ kò'm-tò's̀'k̀ǜm'èn-̀ta <~ kòlme tòis-ta kümmen-ta  -  tò's̀'k̀ém'ét́-ta <~ tòis-ta kümmen-ta  is a partitive  as explained above in the paragraph of agreement.).

To get the decades, tšümmettä is added to the shorter nominative of base number, e.g. ke̮mtšümmettä ("30", meaning "three tens" ~  kò'm-k̀ümmen-̀ta <~ kòlme kümmen-ta  -  k̀ümmen-̀ta <~ kümmen-ta  is a partitive  as explained above in the paragraph of agreement.).
 * Note that stš cluster in the border of two stems will be pronounced š́tš́ !

To get the hundreds and thousands, their partitive  satā or tuhatta respectively is added to the shorter nominative of base number, e.g. ke̮msatā ("300", "three hundreds"), nellätuhatta ("4000", "four thoudands").

Usage
In a more complex compound numeral it's components follow each others in the descending order, e.g.
 *  kahe̮ллa sāллa kūvve̮̮ллa tšümmenellä kahe̮ssame̮ллa  ("268=200+60+8" - singular adessive)

Declension
Usually each component of a compound numeral is declined separately, e.g.
 *  kahe̮ллa sāллa kūvve̮̮ллa tšümmenellä kahe̮ssame̮ллa  ('268' - singular adessive)
 *  ühtäte̮·šše̮me̮tta  ('11' - singular partitive)
 *  ühelēte̮·šše̮me̮лē̮̮  ('11' - singular allative)

Yet we may decline also only the last component of a compound numeral, e.g.
 *  kahtšümmet̄  kahe̮ssame̮лta  ('28' - singular ablative)
 *  ühste̮·šše̮mē̮̮  ('11' - singular genitive)
 *  ühste̮·šše̮me̮лē̮̮  ('11' - singular allative)

Morphophonology and pronunciation
Final vowel of a word may be omitted depending in it's position in a sentence (especially in the middle of a compound number). , e.g.  kahtšümmet̄   ('20' - singular nominative) ,  kahtšümmet̄  kahe̮ssame̮лta  ('28' - singular ablative)

Simple numerals
 3. - 1000.  - are declined like the XIII Declension: -m stems.

Suppletion
Suppletive ''' 1., 2.  and  vīmein ''' - are declined like the XII Declension: -nen stems.

Compound numerals
Each component or only the last component of a compound numeral may get an ordinality  marker -ǹs', -ttema (-ǹt̀è , -ǹtema) , e.g.
 *  ühste̮·šše̮me̮iZ  ('11.' - singular nominative)
 *  kahtš́ümmeneiZ  ('20.' - singular nominative)

Vs. Jõgõperä dialect
 *  nelläste̮·iš́tš́ümneZ  ('14.' - singular nominative)
 *  ke̮лme̮š́́tš́ümmeneZ  ('30.' - singular nominative)

Usage
In a more complex compound numeral each 1000, 100 and 10 besides the last component of a compound numeral should get an ordinality  marker -ǹs', -ttema (-ǹt̀è , -ǹtema) , e.g.
 *  sāz ̮ nellätšümmeneäiZ esimein  ("141." - singular nominative)
 *  kahtšümmenäiZ ühessämäiZ  ("29." - singular nominative)

Usually each component with an ordinality  marker of a compound numeral is declined separately, e.g.
 *  kahtšümmenettomā ühessämättomā  ("29." - singular genitive)

Fractions

 * ½ -( pōл ~ pōli )
 * 1½ -( pōlite̮issa - "and half of the second one" )
 * 2½ -( pōlike̮лmatta - "and half of the third one" )
 * 4½ -( pōlivīd́d́että - "and half of the fourth one" )

Only the first component of halfs is declined, e.g.
 *  pōлta ke̮лmatta  ( 2½ - singular partitive)
 *  pōлe̮ssa nellättä  ( 3½ - singular elative)

 * ⅓ -( ke̮лmaiz ̮ e̮sa - "a third part" )
 * ¼ -( nelläiz ̮ e̮sa - "a fourth part", Russian loans:  tšetvertti ~ tšetvertakka  )
 * 1/5 -( vīd́d́eiz ̮ e̮sa - "a fifth part" )
 * 2/5 -( kahs vīd́d́että e̮sā - "two fifth parts" )

 * 1/40 -( Russian loan:  sorokofka ~ sorokovgā  )

== Dialectal alternatives ==

 * 1000 - If singular nominative of 1000 is pronounced tuhatta, then singular genitive should be tuhatā.

Final vowel of a word may be omitted depending in it's position in a sentence (especially in the middle of a compound number). , e.g.  kahtšümmet̄  kahe̮ssame̮лta  ('28' - singular ablative)

t of plural partitive  may have been preserved by some speakers ( in some dialects ) , e.g. (tšümmen)ītä ~ iä / (ke̮лm)īta ~ ia

The plural genitive  morpheme -iten may have totally lost it's -ten component to be pronounced as a pure  plural stem , e.g. (kahe̮ssam)ījē ~ ijē ~ ī

 *sen >   -sē, -sē̮   may be added to  illative  once more as a duplicate , e.g. tuhatte̮mē̮ ~ tuhatte̮mē̮sē̮

 * Votic of Ingria
 * Eastern Votic dialect
 * 1. may be  esimeine ~ essimeine .
 * 3. may be  ke̮лmaZ .
 * 4. may be  nellǟZ ~ nelläZ .

 * Western Votic dialects
 * Hill dialect:
 * 3. may be  ke̮лmaiZ ~ ke̮лmaiZe̮ ~ ke̮лmaZ .
 * Kerstova dialect
 * 1. may be  es´mein .
 * 4. may be  nelläZ .
 * Pihlaala dialect (Russian: Пиллово)
 * 4. may be  nelleZ .
 * Kattila dialect
 * 1. may be  esimein ~ esimenē ~ esime̮ine̮ .
 * 4. may be  nelläiZ ~ neĺĺäiZ ~ neĺĺäiZe .
 * Untovõõ ~ Undova dialect
 * 4. may be  nellǟZ .

 * Valley dialect:
 * 3. may be  ke̮лmaiZ ~ ke̮лmāZ ~ ke̮лmaZ .
 * Mati dialect
 * 1. may be  esimein ~ esimmein ~ esimene .
 * 4. may be  nellǟZ ~ neĺĺǟZ .

 * Vaipooli
 * 1. may be esimeine.
 * 3. may be  ke̮лmaiZ ~ ke̮лmaZ .
 * Luuditsa - Liivtšülä dialect
 * Luuditsa dialect
 * 3. may be  ke̮лmaiZ ~ ke̮лmāZ ~ ke̮лmaZ ~ ke̮лme̮Z .
 * 4. may be  nelläZ ~ nellǟZ ~ neĺĺǟZ .
 * Liivtšülä dialect (Russian: Пески)
 * 4. may be  neĺĺäZ .
 * Jõgõperä - Rajo dialect
 * Jõgõperä dialect
 * To get the teens, te̮·iš́tš́ümmeD is added to the shorter nominative of base number, e.g. ke̮mte̮·iš́tš́ümmeD ("13", meaning "three of the second ten" ~  kò'm-tòis̀'k̀ümme'-t' <~ kòlme tòis-ta kümmen-ta  -  tòis̀'k̀ümme'-t' <~ tòis-ta kümmen-ta  is partitive  as explained above in the paragraph of agreement.).
 * š́tš́ cluster may alternate with šš, e.g. ühste̮·iš́tš́ümmeD ~ ühste̮·iššümmeD ("11").
 * 2 - Plural genitive : kahtojē̮ ,  Plural partitive : kahtoita  ,  Plural illative : kahtoisē̮  ,
 * 4. may be  nelleZ ~ neĺĺäZ ~ neĺĺǟZ ~ neĺĺeZ .
 * Rajo dialect
 * 1. may be esimeine ~ esimene .

 * Kreevin dialect
 * 1. may be  äsemine .
 * 4. may be  nelges .
 * Kukkuzi dialect
 * 1. may be  esimein .
 * 3. may be  kolmaiZ .

== Other Finnic dialects ==

1
 * Standard Finnish : yksi, yhden (< * ükten - singular genitive)
 * Karelian dialects :  ükśi
 * Vepsian dialects :  ükś
 * Ingrian dialects :  üks
 * Standard Estonian :  üks
 * South Estonian dialects :  üt́s , üt̆tè (< * ükten - singular genitive)
 * Livonian dialects :  ik̀š

2
 * Standard Finnish : kaksi, kahden (< * kakten - singular genitive)
 * Karelian dialects :  kakši
 * Vepsian dialects :  kakś
 * Ingrian dialects :  kaks
 * Standard Estonian :  kaks
 * South Estonian dialects :  kat́s , kat̆tè̮ (< * kakten - singular genitive)
 * Livonian dialects :  kak̀š

3
 * Standard Finnish : kolme (< * kolmet )
 * Finnish dialects : kolmet
 * Karelian dialects :  kolme
 * Vepsian dialects :  kūme
 * Ingrian dialects :  kolD
 * Standard Estonian :  kolm
 * Livonian dialects :  kuol̀m

4
 * Standard Finnish : neljä
 * Karelian dialects :  ńeĺĺä
 * Vepsian dialects :  ńel̄́
 * Ingrian dialects :  neljä
 * Standard Estonian :  neli
 * Livonian dialects :  nēĺa

5
 * Standard Finnish : viisi, viiden ( - singular genitive)
 * Karelian dialects :  vīźi
 * Vepsian dialects :  vīž
 * Ingrian dialects :  vīZ
 * Standard Estonian :  viis
 * Livonian dialects :  vīš

6
 * Standard Finnish : kuusi, kuuden ( - singular genitive)
 * Karelian dialects :  kūži
 * Vepsian dialects :  kūź
 * Ingrian dialects :  kūZ
 * Standard Estonian :  kuus
 * Livonian dialects :  kūš

7
 * Standard Finnish : seitsemän
 * Karelian dialects :  šeit́t́š́imen
 * Vepsian dialects :  śītšeme
 * Ingrian dialects :  seitsemän
 * Standard Estonian :  seitse  (< * seitsen)
 * Livonian dialects :  seìs̀

8
 * Standard Finnish : kahdeksan
 * Karelian dialects :  kahekšan
 * Vepsian dialects :  kahesa
 * Ingrian dialects :  kaheksan
 * Standard Estonian :  kaheksa
 * Livonian dialects :  kā̭ ̉də̑ks

9
 * Standard Finnish : yhdeksän
 * Karelian dialects :  ühekšän
 * Vepsian dialects :  ühesa
 * Ingrian dialects :  üheksän
 * Standard Estonian :  üheksa
 * Livonian dialects :  ī ̉də̑ks

10
 * Standard Finnish : kymmenen
 * Karelian dialects : kümmenen
 * Vepsian dialects :  ḱümńe
 * Ingrian dialects :  kümmenän
 * Standard Estonian :  kümme  (< * kümmen)
 * Livonian dialects :  kim̄

100
 * Standard Finnish :  sata
 * Karelian dialects :  šata
 * Vepsian dialects :  sada
 * Ingrian dialects :  saDa
 * Standard Estonian :  sada
 * Livonian dialects :  sadà

1000
 * Standard Finnish :  tuhat
 * Karelian dialects :  tuhatta
 * Vepsian dialects :  tuha
 * Ingrian dialects :  tuhaD
 * Standard Estonian :  tuhat
 * Livonian dialects :  tu ̉onttə̑

11
 * Standard Finnish : yksitoista
 * Karelian dialects :  ükśitoista(kümmeńd́ä)
 * Vepsian dialects :  ükśtošt́ḱüme
 * Ingrian dialects :  ükstoist(kümmenD)
 * Standard Estonian :  üksteist(kümmend)
 * Livonian dialects :  ik̀štuois̀tə̑n

20
 * Standard Finnish : kaksikümmentä
 * Karelian dialects :  kakšikümmeńd́ä
 * Vepsian dialects :  kakśḱüme
 * Ingrian dialects :  kakskümmenD
 * Standard Estonian :  kakskümmend
 * Livonian dialects :  kak̀škim̀də̑

In a more complex compound numeral it's components follow each others in the descending order, e.g. Though there was a more ancient pattern, which is now more actively used in teens only, e.g.
 * Standard Estonian :  kakskümmend üks  ("21")
 * Standard Finnish : kaksi kolmatta ("22", meaning "two of the third ten")
 * Standard Estonian (F.J.Wiedemann) :  üks neljat  ("31", meaning "one of the fourth ten")

Usually each component of a compound numeral is declined separately, e.g. Yet in Standard Estonian we should decline only the last component of a compound numeral, all the other components are in genitive, e.g.
 * Standard Finnish : kolmessakümmenessä ('30' - singular inessive)
 * Karelian dialects :  neĺĺäĺĺäkümmeneĺĺä  ('40' - singular adessive)
 * Vepsian dialects :  ühthetošt́ḱümńehe  ('11' - singular illative)
 * Ingrian dialects :  kūv̆vēl kümmenǟl vījēl  ('65' - singular adessive)
 *  kolmesaja kuuekümne kaheksal  ('368' - singular adessive)

3.
 * Standard Finnish : kolmas
 * Finnish dialects : kolmansi
 * Karelian dialects :  kolmaš
 * Vepsian dialects :  kūmańź
 * Ingrian dialects :  neljä(n)Z  (4.)
 * Standard Estonian :  kolmas
 * Livonian dialects :  kuol̀mə̑Z

Usually each component or only the last component of a compound numeral may get an ordinality  marker (< s < * ns < * nsi < * nti < * nte ), e.g. Yet in Standard Estonian and Livonian dialects only the last component of a compound numeral may get an  ordinality  marker, e.g.
 * Karelian dialects :  kaheškümmeneškolmaš  (23.)
 * Standard Estonian :  kahekümne kolmas  (23.)
 * Livonian dialects :  kak̀škim̀də̑Z  (20.)

Suppletive ordinal numerals 1. and 2. are derived  from  pronouns.

1.
 * Standard Finnish : ensimmäinen
 * Karelian dialects :  enžimmäńe
 * Vepsian dialects :  eźḿäińe
 * Ingrian dialects :  enZimäin
 * Standard Estonian :  esimene
 * Livonian dialects :  e ̉ž́mi

2.
 * Standard Finnish : toinen
 * Karelian dialects :  toińe
 * Vepsian dialects :  toińe
 * Ingrian dialects :  toin
 * Standard Estonian :  teine
 * Livonian dialects :  tuoì

title: Votian/Numerals


text:
User:Win5180464

In Class Active Quiz 12/02/2010 1.How do you open the Select Pane in PowerPoint 2007? Answer: Click on the edge of the textbox > Format > Arrange > selection pane.

2.In PowerPoint 2007, how do you change the maximum number of Undoes to 30? Answer: Go to office button > power point options > advanced > editing options > then change the maximum number of undos to 30.

3.How do you save a PowerPoint 2007 file as a web page? Answer: Go to office button > save as> change the save as type from powerpoint presentation to webpage > click save.

4.How do you change the color of a SmartArt object in PowerPoint 2007? Answer: Go to SmartArt Tools > design > change color.

5.In PowerPoint 2007, how do you include slide numbers on every slide? Answer: Go to Insert > Text > Slide number > Slide > tick Slide number > Apply to all.

6.How do you change the slide orientation of a PowerPoint 2007 presentation to portrait? Answer: Go to design > Page setup > Page setup > Orientation > slide > portrait > ok.

7.How do you modify a textbox so that its text shrinks to fill the space in the shape in PowerPoint 2007? Answer: Double click on text box > drawing tool > format > insert shapes > edit shape. 8.How do you add a circle shape to a slide in PowerPoint 2007? Answer: Go to insert > illustration > shapes > basic shapes > select the circle shape.

9.On the Ribbon in PowerPoint 2007, how do you change text in the textbox to WordArt? Answer: Go to insert > text > WordArt.

10.How do you open a current presentation in PowerPoint 2007? Answer: Go to slide show > start slide show > from current slide.

11.How do you turn on the grids in PowerPoint 2007? Answer: right click > grid and guides > Grid setting > tick display grid on screen > OK. 12.What will allow you to quickly make a PowerPoint presentation as quickly as you can type? Answer: Go to outline tab on the left hand side then type what you want.

13.How do you go to Handout Master in PowerPoint 2007? Answer: View > presentation view > handout master.

14.What does the Contrast function do in PowerPoint 2007? Answer: It is used to adjust the viewing.

15.In PowerPoint 2007, how do you print out the slide you are currently looking at? Answer: Go to office button > print > print range > current slide > OK.

Retrieved from "http://en.wikiversity.org/wiki/User:Icns141/In-Class_Active_Quiz/February_12,_Section_2"

HOMEWORK 5

specifications

CPU Intel Core i7-975, clock speed 3.33GHz, LGA 1366 socket.

memory G.Skill DDR3 SD RAM, 4GB (2GBx2), bus speed (front side bus) 2000mhz.

Hard drive Western Digital faviar Green WD20EADS, 2 TB capacities, SATA-II 32MB.

Motherboard Rampage II Extreme, socket 1366 (compatible with intel core i7), chipset x58+ICH10R, multi graphic card technology support such as SLI (NVIDIA) or crossfire (ATI).

Power Cooler Master extreme 500 watts.

Graphic Accelerator XFX HD5870 ZNF9, 1GB DDR5 memory, 850 cores/4800 mem.

Heatsink Zalman CNPS 10x quiet.

Mouse Razer Death Adder infrared mouse, 3500 dpi, 1000 hz ultra response, 1ms response time, Teflon feet,on-the-fly sensitivities adjustment, five programmable buttons, ergonomic right-handed design.  Keyboard Razer Lycosa Mirror keyboard, non-slip rubber finish, backlight illumination, programmable keys with macro capability, 1000 hz ultrapolling, 1ms response time.

Case Lian-li Aluminum medium tower case. Front Fan 140mm@900RPM Rear Fan : 120mm at 1000RPM, I/O Ports : USB2.0 x 2, IEEE1394x 1, HD+AC94 Audio.

Monitor HP dream color LCD flat panel, 1920x1200 display resolution, 24 inches screen size, LED backlight technology, 1000:1 dynamic contrast ratio.

Assignment 4: Second life                                                                  by Navin Brownell ID5180464 Section2

1.What are MMOGs and how do they differer from regular video games? 2.Would there be stresses in living in a virtual world? 3.Look at e-bay and see what is being sold from secondlife and other on-line game forum. Is the economy from these games real?

1.Answer : MMOG stands for Massively Multiple Online game. It can handle up to around 1000 players or more at the same time It enables players to communicate with other players easily. For example, players can talk to other players by chatting weather in public or private. On the other hand, regular video game is played by one person. This makes you cannot communicate to other players.

2.Answer: No, there aren’t. In virtual world, you can have your own lifestyle which you cannot have in the reality. You can do things that it is difficult or impossible for you to do in the real life. This includes having ideal jobs, travel around the world or doing any extreme experience that does not have consequences or responsibilities. For example, you want to become a doctor but you have a poor academic performance or do not have enough money to afford, there is no way in reality that you can become a doctor. However, in virtual world it is possible for you. It lets you have the chance to earn money or find a job that you want which is quite realistic. 3.Answer: Yes it is real. People do buy items for online games on e-bay. The items in the e-bay are mostly rare items or items that are hard to be found or received. For example, you can buy gears from the game World of Warcraft, a popular massively multiple online role-playing game, such as clothes being sold in the ebay. For Second Life, there is a collection of outfits sold. According to the article “Is Virtual Life Better Than Reality?” by Christine Lagorio, millions of active users are playing MMOGs game and around $1 billion was spent from selling and buying items in virtual items. This shows that virtual world business is successful and the economy does really exits.

title: User:Win5180464


text:
User:Egm6341.s10.team3.Min/homework1

min do homework. $$abc$$

title: User:Egm6341.s10.team3.Min/homework1


text:
User:Egm6341.s10.team3.ynahn81/HW1-2

= (2) Taylor Series Expansion of $$ f(x)=e^{x} $$= Ref: Lecture notes [[media:Egm6341.s10.mtg2.pdf|p.2-3]]

Problem Statement
$$\displaystyle f(x)=e^{x} $$

Find (i)$$\displaystyle P_{n}(x) $$ and

(ii)$$\displaystyle R_{n+1}(x) $$

Solution
From [[media:Egm6341.s10.mtg2.pdf|p.2-2]] and [[media:Egm6341.s10.mtg2.pdf|p.2-3]] of the class note, $$\displaystyle P_{n}(x) $$ and $$\displaystyle R_{n+1}(x) $$ are defined by
 * {| style="width:100%" border="0" align="left"

P_{n}(x)=f(x_{0})+\frac{(x-x_{0})}{1!}f^{(1)}(x_{0})+\cdots+\frac{(x-x_{0})^{n}}{n!}f^{(n)}(x_{0}) $$ $$ and
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 1)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

R_{n+1}(x)=\frac{1}{n!}\int_{x_{0}}^{x}(x-t)^{n}f^{(n+1)}(t)dt=\frac{(x-x_{0})^{n+1}}{(n+1)!}f^{(n+1)}(\xi), \quad \xi\in[x_{0},x] $$ $$ respectively.
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }

Also, note that the following property of $$\displaystyle e^{x} $$:
 * {| style="width:100%" border="0" align="left"

\frac{d^{n}}{dx^{n}}\left(e^{x}\right)=e^{x}, \quad n=1, 2, \cdots. $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 3)
 * }
 * }

(i) Let's plug $$\displaystyle f(x)=e^{x} $$ into Eq. 1.
 * {| style="width:100%" border="0" align="left"

P_{n}(x)=e^{x_{0}}+\frac{(x-x_{0})}{1!}\frac{d}{dx}\left(e^{x_{0}}\right)+\cdots+\frac{(x-x_{0})^{n}}{n!}\frac{d^{n}}{dx^{n}}\left(e^{x_{0}}\right) $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 4)
 * }
 * }

Now, use Eq. 3 to simplify Eq. 4. Then,
 * {| style="width:100%" border="0" align="left"

$$\displaystyle \Rightarrow P_{n}(x)=e^{x_{0}}+\frac{(x-x_{0})}{1!}e^{x_{0}}+\cdots+\frac{(x-x_{0})^{n}}{n!}e^{x_{0}} $$ $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * $$\displaystyle (Eq. 5)
 * }
 * }

(ii) Let's plug $$\displaystyle f(x)=e^{x} $$ into Eq. 2.
 * {| style="width:100%" border="0" align="left"

R_{n+1}(x)=\frac{1}{n!}\int_{x_{0}}^{x}(x-t)^{n}\frac{d^{n+1}}{dt^{n+1}}\left(e^{t}\right)dt=\frac{(x-x_{0})^{n+1}}{(n+1)!}\frac{d^{n+1}}{dx^{n+1}}\left(e^{x}\right), \quad x= \xi, \quad \xi\in[x_{0},x] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 6)
 * }
 * }

Now, use Eq. 3 to simplify Eq. 6. Then,
 * {| style="width:100%" border="0" align="left"

$$\displaystyle \Rightarrow R_{n+1}(x)=\frac{1}{n!}\int_{x_{0}}^{x}(x-t)^{n}e^{t}dt=\frac{(x-x_{0})^{n+1}}{(n+1)!}e^{\xi}, \quad \xi\in[x_{0},x] $$ $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * $$\displaystyle (Eq. 7)
 * }
 * }

Hence $$ \displaystyle f(x)$$ can be expressed as follows: $$\displaystyle f(x)=e^{x} $$ can be expressed in Taylor series expansion by
 * {| style="width:100%" border="0" align="left"

$$\displaystyle f(x)=e^{x}=\underbrace{e^{x_{0}}\sum_{j=0}^{n}\frac{(x-x_{0})^{j}}{j!}}_{P_{n}(x)}+\underbrace{\frac{(x-x_{0})^{n+1}}{(n+1)!}e^{\xi}}_{R_{n+1}(x)}, \quad \xi\in[x_{0},x] $$ $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * $$\displaystyle (Eq. 8)
 * }
 * }

title: User:Egm6341.s10.team3.ynahn81/HW1-2


text:
User:Egm6341.s10.team3.Min/HW1-5

= Problem 5: Show Taylor series by integration =

Given

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

$$ $$
 * $$\displaystyle f(x) = f(x_0) + \frac{(x-x_0)}{1!}\ f^{(1)}(x_0) + \int_{x_0}^{x} (x-t) f^{(2)}(t)\, dt
 * $$\displaystyle f(x) = f(x_0) + \frac{(x-x_0)}{1!}\ f^{(1)}(x_0) + \int_{x_0}^{x} (x-t) f^{(2)}(t)\, dt
 * $$\displaystyle (Eq. 1)
 * }
 * }

Part 1
Repeat int. by parts to reveal the following items with remainder

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

 * $$\displaystyle \frac{(x-x_0)^2}{2!}\ f^{(2)}(x_0) + \frac{(x-x_0)^3}{3!}\ f^{(3)}(x_0) $$

 * }

Part 2
Assume (4)and (5) in [[media:egm6341.s10.p2-2.png|Lecture p.2-2]] are true, do int. by parts one more time

S 1
Int.$$\int_{x_0}^{x} (x-t){f^{(2)}(t)} dt $$ by parts in Eq 1:

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

\int_{x_0}^{x} \underbrace{(x-t)}_{U^\prime} \underbrace{f^{(2)}(t)}_{V}\, dt & = \left [ UV \right ]_{x_0}^x -  \int_{t=x} UV^\prime\, dt \\ & = \left [ -\frac{(x-t)^2}{2}\ f^{(2)}(t) \right ]_{t=x_0}^{t=x} + \underbrace{\int_{x_0}^{x} \frac{(x-t)^2}{2}f^{(3)}(t)\, dt}_{W1} \\ & = \cancelto{o}{-\frac{(x-x)^2}{2}\ f^{(2)}(x)} + \frac{(x-x_0)^2}{2}\ f^{(2)}(x_0) + W1\\ & = \frac{(x-x_0)^2}{2!}\ f^{(2)}(x_0) + W1\\ \end{align} $$ $$
 * $$ \displaystyle \begin{align}
 * $$ \displaystyle \begin{align}
 * $$\displaystyle (Eq. 2)
 * }
 * }

Use Eq 1, Eq 2, we have:
 * {| style="width:100%" border="0" align="left"

$$ $$
 * $$\Rightarrow \ f(x) = f(x_0) + \frac{(x-x_0)}{1!}\ f^{(1)}(x_0) + \frac{(x-x_0)^2}{2!}\ f^{(2)}(x_0) + \frac{1}{2!}\int_{x_0}^{x} {(x-t)^2}f^{(3)}(t)\, dt
 * $$\Rightarrow \ f(x) = f(x_0) + \frac{(x-x_0)}{1!}\ f^{(1)}(x_0) + \frac{(x-x_0)^2}{2!}\ f^{(2)}(x_0) + \frac{1}{2!}\int_{x_0}^{x} {(x-t)^2}f^{(3)}(t)\, dt
 * $$\displaystyle (Eq. 3)
 * }
 * }

Int. $$\int_{x_0}^{x} {(x-t)^2}f^{(3)}(t)\,dt $$ by part one more time in Eq 3:
 * {| style="width:100%" border="0" align="left"

\int_{x_0}^{x} \underbrace{(x-t)^2}_{U^\prime} \underbrace{f^{(3)}(t)}_{V}\, dt & = \left [ UV \right ]_{x_0}^x -  \int_{t=x} UV^\prime\, dt \\ & = \left [ -\frac{(x-t)^3}{3}\ f^{(3)}(t) \right ]_{t=x_0}^{t=x} + \underbrace{\int_{x_0}^{x} \frac{(x-t)^3}{3}f^{(4)}(t)\, dt}_{W2} \\ & = \cancelto{o}{-\frac{(x-x)^3}{3}\ f^{(3)}(x)} + \frac{(x-x_0)^3}{3}\ f^{(3)}(x_0) + W2\\ & = \frac{(x-x_0)^3}{3}\ f^{(3)}(x_0) + W2\\ \end{align} $$ $$ Use Eq 3, Eq 4, we have:
 * $$ \displaystyle \begin{align}
 * $$ \displaystyle \begin{align}
 * $$\displaystyle (Eq. 4)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

$$\Rightarrow \ f(x) = f(x_0) + \frac{(x-x_0)}{1!}\ f^{(1)}(x_0) + \frac{(x-x_0)^2}{2!}\ f^{(2)}(x_0) + \frac{(x-x_0)^3}{3!}\ f^{(3)}(x_0) + \underbrace{\frac{1}{3!}\int_{x_0}^{x} (x-t)^3f^{(4)}(t)\, dt}_{Remainder} $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }

S 2
Int. $$\int_{x_0}^{x} {(x-t)^n}f^{(n+1)}(t)\,dt $$ by part one more time:

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

\int_{x_0}^{x} \underbrace{(x-t)^n}_{U^\prime} \underbrace{f^{(n+1)}(t)}_{V}\, dt & = \left [ UV \right ]_{x_0}^x -  \int_{t=x} UV^\prime\, dt \\ & = \left [ -\frac{(x-t)^{n+1}}{n+1}\ f^{(n+1)}(t) \right ]_{t=x_0}^{t=x} + \underbrace{\int_{x_0}^{x} \frac{(x-t)^{n+1}}{n+1}f^{(n+2)}(t)\, dt}_{W} \\ & = \cancelto{o}{-\frac{(x-x)^{n+1}}{n+1}\ f^{(n+1)}(x)} + \frac{(x-x_0)^{n+1}}{n+1}\ f^{(n+1)}(x_0) + W\\ & = \frac{(x-x_0)^{n+1}}{n+1}\ f^{(n+1)}(x_0) + W\\ \end{align} $$ $$
 * $$ \displaystyle \begin{align}
 * $$ \displaystyle \begin{align}
 * $$\displaystyle (Eq. 5)
 * }
 * }

Use Eq 5, (4)& (5) in [[media:egm6341.s10.p2-2.png|Lecture p.2-2]], we have:
 * {| style="width:100%" border="0" align="left"

$$\displaystyle \Rightarrow \ f(x) = \underbrace{f(x_0) + \frac{(x-x_0)}{1!}\ f^{(1)}(x_0) + \cdots + \frac{(x-x_0)^{n+1}}{n+1}\ f^{(n+1)}(x_0)}_{P_{n+1}(x)} + \underbrace{\frac{1}{(n+1)!}\int_{x_0}^{x} (x-t)^{n+1}f^{(n+2)}(t)\, dt}_{R_{n+2}(x)} $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |

 * }

title: User:Egm6341.s10.team3.Min/HW1-5


text:
Category:Redirects

ru:Категория:Перенаправления

title: Category:Redirects


text:
Learning the basics of French/Learn the tenses/Indicative

Present Tense
This is the tense we talk in most often. This is what is happening now as we speak. In French they have one translation for three English phrases. In English, one could say "they were running" in three ways. I run. I do run. or I am running are all translated into French as je cours (this is the French verb to run and it is an irregular verb.)

Regular Verbs
With regular verbs, each verb has a stem, which is the part that is common to all its inflected variants. With a regular verb, you will take the stem and add the ending that agrees with the subject.

For all of the regular verbs you simply drop the ending, either -er, -ir, or -re. For example, the stem for parler is parl (An example of an -er verb, all other regular -er verbs are the same.). This process is the same for -re, -ir, and -er verbs all alike, respectively (i.e. Finir becomes fin, and attendre becomes attend). So the stem for the verb parler (to talk) is parl, and to say I talk, you would simply add the corresponding ending -e. So, I talk in french is je parle.

Verbs ending in -re.
While verbs ending in -re tend to follow this conjugation table, verbs in this group are generally conjugated irregularly.

Irregular Verbs

 * Irregular verbs are verbs that do not follow the rules for regular verbs. In English, they include "to do" (I do, you do, he/she/it does, we do, you do (plural), they do) and in French they include "être" and "avoir" ("to be" and "to have").  They are a little more difficult to learn because they tend not follow rules, but don't let this put you off... It really is worth the effort to learn them off by heart!

We'll take the two french verbs mentioned above, "être" and "avoir", and I'll show you the conjugations for them:

 * Être - To Be
 * Je suis - I am
 * Tu es - You are (singular, informal)
 * Il/Elle est - He/She is
 * On est - One is (very informal)
 * Nous sommes - We are
 * Vous êtes - You are (plural, formal)
 * Ils sont - They are (male or including a male)
 * Elles sont - They are (entirely female)

 * Avoir - To have
 * J'ai - I have
 * Tu as - You have (singular, informal)
 * Il/Elle a - He/She has
 * On a - One has (very formal)
 * Nous avons - We have
 * Vous avez - You have (plural, formal)
 * Ils ont - They have (male or including a male)
 * Elles ont - They have (entirely female)

An other irregular verb :

 * Aller - To go
 * Je vais - I go
 * Tu vas - You go (singular, informal)
 * Il/Elle va - He/She goes
 * On va - One goes (very informal)
 * Nous allons - We go
 * Vous allez - You go (plural, formal)
 * Ils vont - They go (male or including a male)
 * Elles vont - They go (entirely female)

Irregular verbs are also scattered throughout the verbs ending with -er, -ir, and -re. While they may share some aspects of conjugation, their endings are usually different from one stage to another.

Past tense - Passé composé
The past tense indicates that an action occurred in the past. In English, you will see "He had finished...", with French using a similar pattern with "Il a fini..."

Regular verbs
The regular conjugation for the past tense involves conjugating Avoir, and adding the past participle afterwards. This past participle is created by taking the stem of the verb in question (removing the -er, -ir or -re ending) and replacing it with the past tense ending, as shown below:

 * J'ai écouté - I had listened
 * Tu as fini - you had finished
 * il a attendu - he has waited

As you can see, the passé composé ending for the three conjugations are é, i, and u respectivly.

Irregular verbs
The irregular verbs in french have a varying ending for passé composé, and there is no specific method for determing which one to use. As a result, you will need to consult a reference book or memorize them.

As an example, take a look for avoir and etre

 * J'ai eu
 * J'ai été

Être in passé composé
With some verbs in past tense, you need to conjugate them with être instead of avoir - these verbs usually include a change of state. The first line of these verb forms a mimic DR MRS VANDERTRAMP This list is not exclusive, as verbs used in an intrasitive fashion (without a direct object) are also conjugated with être - for example, it is possible to see "Il est fini", which has a different meaning than "Il a fini".

Many anagrams and tricks are used in schools to remember this list of words; particularly the anagram: DR. MRS. VANDERTRAMP

Close Future - futur proche
This tense is used to indicate that something is going to occurr in the near future. This conjugation results in a compound verb; first, aller is conjugated as if it were in the present tense, and is then followed by the infinitive of the original verb. Unlike passé composé, there is no change in the infinitive. Attention in French grammar is not considered a tense but as a grammatical construction.

In English, the literal translation of this tense is "subject is going to..."

Future - Futur simple
This tense involved an action that will occurr in the future (but not necessarily in the near future.)

It is formed by appending the endings below to the infinitive. Some verbs have a minor spelling change when conjugated in this tense; these exceptions must be memorized.


title: File:Egm6341.s10.mtg11.pdf


title: File:Egm6341.s10.mtg12.pdf