text:
User talk:Lilithfire

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:26, 3 February 2009 (UTC)

title: User talk:Lilithfire


text:
User talk:Minakate

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 13:28, 3 February 2009 (UTC)

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

title: User talk:Minakate


text:
User:Collect

Same as Collect on WP. Thanks.

title: User:Collect


text:
Nonkilling Human Biology/Social responsibility of science

"In the years 1960-70s scientists became aware of the need of developing new ideas about the social responsibility of science."

Examples

 * The Union of Concerned Scientists was founded in 1969 to "initiate a critical and continuing examination of governmental policy in areas where science and technology are of actual or potential significance" and "devise means for turning research applications away from the present emphasis on military technology toward the solution of pressing environmental and social problems."

Before 1960

 * Pugwash Conferences on Science and World Affairs - "an international organization that brings together scholars and public figures to work toward reducing the danger of armed conflict and to seek solutions to global security threats".

More recent examples

 * "Is science dangerous?" by Lewis Wolpert. "The obligation of scientists is to make public both any social implications of their work and its technological applications". The Medawar Lecture, 1998.


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User:JennyRosen/Riley, Philip (2007) Language, Culture and Identity

Riley Philip (2007) Langauge, culture and identity

I sin bok utgår Riley från två idé traditioner; kunskapssociologi och etnolingvisitk. Inom kunskapssociologin har framförallt frågor om de sociala faktorer som påverkar hur och vilken kunskap som erkänns inom ett samhälle samt relationer mellan social struktur och tänkande (2007:3). Det handlar således inte om huruvida kunskap eller sann eller inte utan om varför den upplevs som sann av människor i en viss kontext (2007:4). Vad som anses sant är ett resultat av olika politiska, religiösa, ekonomiska och utbildnings- teorier, men frågan är vad exakt det är som gör att vi uppfattar sant, logisk eller självklart (2007:5). Kunskapssociologin kan således sägas handla om hur medvetande och verklighet konstrueras socialt. Kunskap kan således inte särskiljas från de som bär på den (2007:6). Etnolingvistiken har sina rötter både i kommunikativ etnografi, lingvistik antropologi och kommunikativ lingvistik och dess huvud fokus är relation mellan en grupp och dess kommunikativa praktiker (2007:8). En grupps erfarenheter organiseras och uttrycks genom dess språkliga redskap och entolingivistens uppgift är att utforska förhållandet mellan språk, samhälle och kultur (2007:8). Språk kan ses vara både ett redskap, ett innehåll och en form för de mänskliga tänkandet och kunskap är endast möjlig att mediera genom språk. Detta innebär att ett folks tänkande och kultur enbart kan studeras och analyseras på och genom deras språk (2007:9). Vidare innebär detta att varje språk beskriver världen på sitt eget unika sätt och därmed formas ett visst sätt av tänkande och uttryck som enbart kan förstås av ursprungstalare som fötts in i gemenskapen (2007:9). Etnolingvistiken strävar efter att förstå och beskriva språket betydelse för hur medlemmar i en grupp förhåller sig till världen, till varandra och till andra utanför gruppen. Dessa sätt att vara och veta är byggmaterial för våra identiteter (2007:11).

Identiteter har studerats inom en rad olika discipliner och med olika fokus. Ripley ger en översikt över en del av denna forskning, i vilken han ämnar att vara ämnesövergripande med fokus på olika sätt att förstå identitet snarare än att skriva in sig i ett ämne eller en disciplin. Utifrån kunskapssociologin delar Ripley förståelse av identitet såsom att a) personlig identitet är social och en produkt av social interaktion b) individers medvetenhet om identiteter (både sin egen och andras) är en del av deras övergripande kunskap om den sociala verkligheten (16).

Eftersom ämnet för seminariet denna vecka är kultur kommer jag därför att i huvudsak fokusera på kap 2 i Ripleys bok.

Begreppet kultur används precis som vad gäller identitet inom en rad discipliner och även i vardagsspråk. Kultur har ibland varit nära förbundet med civilisation, men i europeisk och särskilt tysk idétradition har kultur och civilisation kommit att skiljas åt, där det tidigare kommit att beteckna det lokala och det senare det universella. Kultur kom allt mer att förstås i förhållande till ett folk och dess språk. Ripley skriver ”’culture’ is local, the way of life and the world-view of a people, expressed in and through their language” (2007:25). En människas tankar är beroende av hennes språk vilket innebär att “Germans think like Germans because they think in German” (2007:25).

I dagens debatt har kultur (liksom etnicitet, vilket diskuterats i tidigare texter i denna kurs) kommit att bli en politisk korrekt synonym till ras (2007:26). Begreppet kultur ”is being used to refer to some putative innate moral, intellectual and social characteristic common to all members of the group in question” (2007:26). Denna använding av kulturbegreppet är dock problematisk, då kultur snarare kan ses som ett försök att förstå mänskligheten ifråga om vad och hur de lär (2007:26). Kultur är kunskap i vid bemärkelse och innefattar en grupps historia, traditioner, normer, värderingar, språk liksom vad som anses vara självklar kunskap. Kultur är således den kunskap som medlemmar i ett samhälle behöver för att kunna delta på ett kompetent sätt i olika situationer och aktiviteter (2007:36).

Vidare kan kulturella grupper inte ses som statiska där vissa karaktärsdrag eller kunskaper automatiskt förs vidare till nästa generation, utan som dynamiska och mer eller mindre öppna. Språk och identiteter tillägnas genom social interaktion i en kontext och är inte något genetiskt (2007:28). Även hudfärg bör ses som en kulturell artefakt snarare än något genetisk eftersom det är frågan om hur människor förstår och ser både sin egen och andras hudfärg som är intressant. Hudfärg är således aldrig objektiv (2007:26).

Rilleys modell av ”the social knowledge system” s. 30.

Kultur förmedlas framförallt genom interkation och diskurs vilket även påverkar hur den kulturella kunskapen är fördelad i samhället (2007:36). Eftersom kulturell kunskap inte kan ses som enhetlig kommer medlemmar i ett samhälle aldrig att ha exakt samma kunskaper utan olika kulturer (39) (vidare kan man se detta som att människor också inte enbart ingår i en kultur utan flera och att relationen mellan dessa blir unik för varje människa). Eftersom kultur förmedlas genom interaktion kommer alla teorier kring kultur även att innefatta kommunikation och de praktiker som representerar det ”sociala kunskapssystemets” strukturer och funktioner (2007:40).

Kulturell kunskap innefattar tre dimensioner; know-that, know-of, know-how (2007:40-41).

Kulturell kompetens kan definieras som den kunskap vi behöver för att ”make sense” (44).


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Talk:Conservation Entrepreneurship/Local Initiatives

Process for "interviews" I suggest that when we meet the person who made the initial contact introduce the interviewee. I can introduce the course and ask you all to real briefly introduce yourselves.

Then we can work through the questionsRbusch 17:11, 3 February 2009 (UTC)

Perfect plan! (...and always alliteration!) Bp 14:25, 4 February 2009 (UTC)


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User:Egm6322.s09.Three.ge/MyReport2

=PDE's linear with respect to 2nd derivative, but still not linear in general= L7 $$div[\bar{\kappa}\cdot grad\, u]+f(x,y,u,u_{x},u_{y})=0$$

$$\bar{\kappa}=\bar{\kappa}(x,y)$$

e.g.

$$div[\bar{\kappa}(x,y)\cdot grad\, u]+ ax^{2}+ by + \sqrt{u}+ (u_{x})^{4}+2(u_{y})^{2}=0$$

HW:Show PDE is linear with respect to 2nd order derivative, nonlinear as a whole.

if

$$D_{1}(\cdot)=div[\bar{\kappa}(x,y)\cdot grad\, u]$$ linear

$$D_{2}(\cdot):=D_{1}+(\cdot)^{\frac{1}{2}}+[(\cdot)_{x}]^{4}+[(\cdot)_{y}]^{2}$$ Nonlinear

$$D_{3}:=D_{2}+ax^{2}+by$$ Nonlinear

=PDE:Particular to General= L8 2nd order PDE's, linear in all orders. i.e. linear with respect to 1st order & zeroeth order.

General form:

$$au_{xx}+2bu_{xy}+cu_{yy}+du_{x}+eu_{y}+fu+g=0...(1)$$

coefficients can be a function of x,y, or other constants in general if they are a function of u -> quasilinear.

(Picture of domain space again.) HW:Show that (1) is 2nd order and linear in all derivative orders.

{}=column matrix

$$ \begin{pmatrix} \partial _{x} & \partial_{y} \end{pmatrix} \begin{pmatrix} a & b\\ c & d \end{pmatrix}\begin{Bmatrix} \partial_{x}u\\ \partial_{y}u \end{Bmatrix}+\begin{pmatrix} d & e \end{pmatrix}\begin{Bmatrix} \partial_{x}u\\ \partial_{y}u \end{Bmatrix}+fu+g=0...(2)$$

let $$au_{xx}+2bu_{xy}+cu_{yy}=\alpha$$

$$\partial_{x}=\frac{\partial}{\partial x}(\cdot)$$ $$\partial_{y}=\frac{\partial}{\partial y}(\cdot) $$

$$\begin{bmatrix} \partial_{x} & \partial_{y} \end{bmatrix}\begin{Bmatrix} au_{x}+bu_{y}\\ bu_{x}+cu_{y} \end{Bmatrix}=\begin{Bmatrix} (au_{x})_{x}+(bu_{y})_{x}\\ (bu_{x})_{y}+(cu_{y})_{y} \end{Bmatrix}$$

Assuming a,b,c are constants, uxy=uyx.

$$[a_{x}u_{x}]+[b_{x}u_{y}]+[b_{y}u_{x}]+[...] $$

HW: fill in the rest. Find condition where uxy=uyx (continuous & smooth include proof. Rigorous)

Eqn (2)=> Eqn (1) only if a,b,c are constant, but d,e,f,g may be functions of x & y. eqn(2) is more general.

Rewrite eqn(1) p.8-1 so it is equivalent to eqn(2) p.8-1 (HW?)

$$(au_{x})_x+(bu_{x})_y+(bu_{y})_x+(cu_{y})_y+du_{x}+eu_{y}+fu+g=0$$

(3) L9 Showing equation 2 and equation 1 are the same form

$$(au_{x})_x+(bu_{x})_y+(bu_{y})_x+(cu_{y})_y+du_{x}+eu_{y}+fu+g=0$$

$$[au_{xx}+a_{x}u_{x}]+[2bu_{xy}+b_{y}u_{x}+b_{x}u_{y}]+[cu_{yy}+c_{y}u{y}]+du_{x}+eu_{y}+fu+g=0$$

=>

$$au_{xx}+2bu_{xy}+cu_{yy}+[d+a_{x}+b_{y}]u_{x}+[e+b_{x}+c_{y}]u_{y}+fu+g=0$$

Noting that:

$$\overline{d}=[d+a_{x}+b_{y}]$$

$$\overline{e}=[e+b_{x}+c_{y}]$$

the format of equation 1 is recovered.

HW: Using equation (4) as a hint, go from equation (1) [p. 8-1] to equation (2)

=Transformation of coordinates: Linear, nonlinear= [picture of $$\Theta$$ rotation here]

Linear transformation: Rotation of coordinate axes.

$$\begin{Bmatrix} x\\ y \end{Bmatrix}=\underline{V} \begin{Bmatrix} \overline{x}\\ \overline{y} \end{Bmatrix}$$

HW:Find V for rotation of $$\Theta$$

L10

Report 1 problem: diffusion operator

$$\mathcal D (u):=div(\kappa \cdot grad\ u)$$

$$=\frac{\partial }{\partial x_{i}}(\kappa_{ij} \frac{\partial u}{\partial x_{j}})$$

Expanding:

$$\sum_{i=1}^{2} \sum_{j=1}^{2}\frac{\partial }{\partial x_{i}}(\kappa_{ij} \frac{\partial u}{\partial x_{j}})$$

$$\frac{\partial }{\partial x_{1}}(\kappa_{11} \frac{\partial u}{\partial x_{1}})+\frac{\partial }{\partial x_{1}}(\kappa_{12} \frac{\partial u}{\partial x_{2}})+\frac{\partial }{\partial x_{2}}(\kappa_{21} \frac{\partial u}{\partial x_{1}})+\frac{\partial }{\partial x_{2}}(\kappa_{22} \frac{\partial u}{\partial x_{2}})$$

Linear if $$\alpha$$ and $$\beta$$ are constants:

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

$$\mathcal D(\alpha u+\beta v)=\alpha \mathcal D(u)+ \beta \mathcal D(v)$$

$$\forall \ u,v; \ \Omega\rightarrow  \Re, \ \forall \ \alpha, \beta \ \in \Re$$

$$div[\underline{\kappa} \cdot grad(\alpha u+ \beta v)] $$

Gradient is linear.

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

Matrix multiplication is a linear operation.

$$\underline{A}(\alpha \cdot \underline{x}+\beta \cdot \underline{y})= \alpha \underline{A} \cdot \underline{x}+ \beta \underline{A} \cdot \underline{y}$$

$$\underline{\kappa}grad \cdot(\alpha \underline{u}+\beta\underline{v})= \alpha \underline{\kappa} \cdot grad\ u + \beta \underline{\kappa} \cdot grad\ v$$

Vector fields a, b : $$\Omega \rightarrow R^{3}$$

=Definition of a linear operator= Additivity and homogeneity. \forall \ u,v; \ \Omega\rightarrow  \Re\\ \mathcal L(u+v)=\mathcal L(u) + \mathcal L(v) \end{matrix}$$ \forall \alpha \in \Re, \ \forall u: \Omega \rightarrow \Re\\ \mathcal L (\alpha u)=\alpha \mathcal L(u) \end{matrix}$$
 * 1) Additive: $$\begin{matrix}
 * 1) Homogeneous: $$\begin{matrix}

Equivalence between $$\mathcal L (\alpha u+ \beta v)=\alpha \mathcal L(u)$$

To prove additivity, set $$alpha=beta=1$$=beta=1. To prove homogeneity set $$\beta=0$$.

Homogeneity of $$\mathcal L(\cdot)$$ select either $$alpha=0$$ or $$u=0$$.

Image of zero under $$\mathcal L$$ is zero if $$\mathcal L$$  is a linear operator.

$$\mathcal L(0)=0$$

title: User:Egm6322.s09.Three.ge/MyReport2


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Talk:Wikipedia and the 2008 US elections/Sarah Palin

Contact list

 * 1) top 20 contributors
 * 2) Stub creator (IP)
 * 3) First major editor
 * 4) Editors in the news

Links to related projects
This is clearly an interesting page in the context of a class of projects or explorations about the elections as seen through the lens of Wikipedia. Can people working on this set of pages add links from each subpage (or perhaps include an infobox/template of links) to ways to use this information as part of a learning project? –SJ + > 23:48, 6 April 2010 (UTC)


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User:Juliancolton

Hi, I'm Juliancolton. See my Meta-Wiki userpage for more information.

title: User:Juliancolton


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User:James Lee

Summary
I have been inspired by the work of Joseph Campbell. Like many, I became aware of him through the PBS Series The Power of Myth. Since that time, I have read every book of his that I could get my hands on, such as:
 * The Masks of God
 * The Hero with A Thousand Faces
 * The Mythic Image
 * The Flight of the Wild Gander

Though my interests have changed and evolved over the years, my exploration of world religions has repeatedly led me to the feet of comparative mythology. I was drawn to the Wikiversity to further my studies, but I have found it lacking. It appears that it was founded in 2006, but very little has been developed. Therefore, I have decided to embark on my quest by providing content and direction, rather than being a mere consumer of knowledge.

title: User:James Lee


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User:SpencerC

=Bio=

My name is Spencer Cornwell. I am attending the Art Institute here in Seattle for a degree in Game art and Design. I love to read, and play video games, so i thought i'd do something i loved doing for a living.

=Assignments=

Midterm
My name is Spencer Cornwell, and i have lived in the puget sound area all my life. Yet even being so close to a cultural center such as Seattle, I have never been a conisseur of the arts. When i went up to the sculpture park, i had no idea what to expect, and there for i was very surprised when i ended up liking almost everything in the park. A lot of the peices were very interesting to look at, even though many of them were very simple. However, i didn't enjoy one peice the first time i saw it. The sculpture "Eagle" by Alexander Calder frustrated me in many different ways. First, the name "eagle" seemed to have no bearing on the sculpture, and second, it seemed to by nothing more than a few peices of curved steel put to gether and painted orange. The sculpture bothered me for the rest of the day, and i couldn't stop disliking it.

The name "Eagle", to me, seemed in no way descriptive about anything on or about the sculpture. The orange color of the sculture didn't make me think of an eagle, and in fact it irritated me to see a bunch of steel painted a bright orange. The sculptures height also annoyed me in that it was one of the largest peices of work in the park, which made it seem very austentatious. It also seemed to me to have a decicive lack of effort or thought put into the overall work of the peice. All in all, when i looked at the sculpture I did not like it, and i couldn't make myself able to like it that first day that i saw it.

However, like the old saying goes, time heals all wounds, and indeed the sculpture had wounded me mentally as i tried to wrap my mind around it. After leaving the park i basically forgot about the sculpture and whether or not i liked or disliked it. A couple days later i was at home and i was thinking about the sculpture again and i decided to look it and its creator up. The first picture of the sculpture i saw was from an angle that i hadn't seen the sculpture from, and when i saw it that way, something clicked and suddenly I thought it didn't look bad at all. Something about that angle really did bring out an eagle-like image to the eye, and while talking to my mom she mentioned that perhaps because of it's height, "Eagle" fit as a title because it 'soared over all the others'. I thought this was corny at first, but the more i thought the more i seemed to accept it.

After finding out that i liked the sculpture i looked up the artist who'd created it, and i found out many interesting things. Alexander Calder was a world famous sculpture who worked a lot with steel and forming it into somewhat abstract shapes. He even has a foundation devoted to his work. Even though he is long dead, Alexander Calder's work is spread throughout the world, many different cities around the world feature sculptures of his in plazas and other such areas. He was born of a family of highly celebrated artists and was proclaimed one of the most influential artists of our time. I was also surprised to learn that he was inventor of the hanging mobile that is a more than common fixture in nursiries and childrens rooms.

After learning so much i had a new respect for the man, and found that i did in fact enjoy his art. When i took a closer look at his work later in the week i found many things that i had ignored before that i now saw as very elegant and impressive. His displayed peice, "Eagle" was made entirely out of steel, and though i had recognized this fact before, i had failed to acknowledge just how impressive it was. Each piece of steel had been bent and curved almost perfectly, without any hard angles or bumps in the curve, which amazed me when i thought of what he must have gone through to do that to such a large beam of steel. The name mo longer bothered me, because the sculpture did indeed hold its own form of beauty and majest and soaring freedom not unlike an Eagle. Overall I'm glad i ended up enjoying the peice of work, because I feel it's helped me open up my mind to at least a few new things, and to me, that's worth it.

Final
By the end of this quarter i want to: Expand upon, and possibly finish writing a book.

The research component of this goal is to: Find out what it takes to get a book published.

Week 2: Expand, spell check, and edit first half of existing chapters.

Week 3: Finish expanding, editing and spell checking existing chapters.

Week 4: finish writing chapter 6

Week 5: Write chapters 7+

Week 6: write more chapters

Week 7: write more chapters

Week 8: attempt to finish the book if near the ending

=Reflective=

title: User:SpencerC


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User talk:SpencerC

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 22:11, 3 February 2009 (UTC)

 * Spencer,
 * Excellent work on your midterm.
 * Stevenarntson

title: User talk:SpencerC


text:
User talk:Nbelt97

 Hello Nbelt97, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 22:37, 3 February 2009 (UTC)

I see you have an interest in astronomy. Feel free to drop me a note if you'd like to collaborate. --mikeu talk 22:37, 3 February 2009 (UTC)

title: User talk:Nbelt97


text:
User talk:Abdulzaheer

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 23:51, 3 February 2009 (UTC)

title: User talk:Abdulzaheer


text:
User:Egm6322.s09.bit.sahin/r2

Homework 1
$$div \left [\underline{\kappa}\left (x,y \right )\cdot grad u \right ]+ax_{2}+by+\sqrt{u}+\left (u_{x} \right )^{4}+2\left (u_{y} \right )^{2}=0$$

Linear operator for second order derivatives,

$$\mathcal{L}_{1}\left (\cdot \right )=div \left [\underline{\kappa}\left (x,y \right )\cdot grad\left (\cdot  \right )\right ]$$

To show the linearity,

$$\mathcal{L}_{1}\left (\alpha u+\beta v \right )=div \left [\underline{\kappa}\cdot grad\left (\alpha u+\beta v \right )  \right ]$$

$$grad\left (\cdot \right )$$  and matrix multiplication are linear operators,

$$\underline{\kappa }\cdot grad\left (\alpha u+\beta v \right )=\alpha \underline{\kappa }\cdot gradu+\beta \underline{\kappa }\cdot grad v$$

Since $$div\left (\cdot \right )$$ is also a linear operator we can write that

$$\mathcal{L}_{1}\left (\alpha u+\beta v \right )=\alpha div\left (\underline{\kappa }\cdot gradu \right )+\beta div\left (\underline{\kappa }\cdot gradv \right )$$

and

$$\alpha \mathcal{L}_{1}\left (u \right )+\beta \mathcal{L}_{1}\left (v \right )=\alpha div\left (\underline{\kappa }\cdot gradu \right )+\beta div\left (\underline{\kappa }\cdot gradv \right )$$

$$\mathcal{L}_{1}\left (\alpha u+\beta v \right )=\alpha \mathcal{L}_{1}\left (u \right )+\beta \mathcal{L}_{1}\left (v \right )$$

Therefore PDE is linear with respect to second order derivatives.

For the whole equation, linear operator is,

$$\mathcal{L}_{2}\left (\cdot \right )=\mathcal{L}_{1}\left (\cdot  \right )+\sqrt{\left (\cdot  \right )}+\left [\left (\cdot  \right )_{x} \right ]^{4}+2\left [\left (\cdot  \right )_{y} \right ]^{2}+ax^{2}+by$$

$$\mathcal{L}_{2}\left (\alpha u+\beta v \right )=\mathcal{L}_{1}\left (\alpha u+\beta v   \right )+\sqrt{\left (\alpha u+\beta v   \right )}+\left [\left (\alpha u+\beta v   \right )_{x} \right ]^{4}+2\left [\left (\alpha u+\beta v   \right )_{y} \right ]^{2}+ax^{2}+by$$

$$\mathcal{L}_{2}\left (\alpha u+\beta v \right )=\alpha \mathcal{L}_{1}\left (u \right )+\beta \mathcal{L}_{1}\left (v \right )+\sqrt{\left (\alpha u+\beta v   \right )}+\left [\left (\alpha u+\beta v   \right )_{x} \right ]^{4}+2\left [\left (\alpha u+\beta v   \right )_{y} \right ]^{2}+ax^{2}+by$$

On the other hand,

$$\alpha \mathcal{L}_{2}\left (u \right )+\beta \mathcal{L}_{2}\left (v \right )=\alpha \mathcal{L}_{1}\left (u \right )+\alpha u^{1/2}+\alpha \left (u_{x} \right )^{4}+2\alpha \left (u_{y} \right )^{2}+\alpha \left (ax^{2}+by \right )+\beta \mathcal{L}_{1}\left (v \right )+\beta v^{1/2}+\beta \left (v_{x} \right )^{4}+2\beta \left (v_{y} \right )^{2}+\beta \left (ax^{2}+by \right )$$

$$\alpha \mathcal{L}_{2}\left (u \right )+\beta \mathcal{L}_{2}\left (v \right )=\alpha \mathcal{L}_{1}\left (u \right )+\beta \mathcal{L}_{1}\left (v \right )+\alpha u^{1/2}+\beta v^{1/2}+\alpha \left (u_{x} \right )^{4}+\beta \left (v_{x} \right )^{4}+2\alpha \left (u_{y} \right )^{2}+2\beta \left (v_{y} \right )^{2}+\alpha ax^{2}+\alpha by+\beta ax^{2}+\beta by$$

Eventually,

$$\mathcal{L}_{2}\left (\alpha u+\beta v \right )\neq \alpha \mathcal{L}_{2}\left (u \right )+\beta \mathcal{L}_{2}\left (v \right )$$

PDE is non-linear as a whole.

Homework 2
$$ \mathcal{L}\left (\cdot \right )=a\left (\cdot  \right )_{xx}+2b\left (\cdot  \right )_{xy}+c\left (\cdot  \right )_{yy}+d\left (\cdot  \right )_{x}+e\left (\cdot  \right )_{y}+f\left (\cdot  \right )$$

If it is a linear PDE, it has to satisfy that

$$\mathcal{L}\left (\alpha u+\beta v \right )=\alpha \mathcal{L}\left (u \right )+\beta \mathcal{L}\left (v \right )$$

$$\alpha \mathcal{L}\left (u \right )=\alpha au_{xx}+2\alpha bu_{xy}+\alpha cu_{yy}+\alpha du_{x}+\alpha eu_{y}+\alpha fu$$

$$\beta \mathcal{L}\left (v \right )=\beta av_{xx}+2\beta bv_{xy}+\beta cv_{yy}+\beta dv_{x}+\beta ev_{y}+\alpha fv$$

$$\alpha \mathcal{L}\left (u \right )+\beta \mathcal{L}\left (v \right )=\alpha au_{xx}+\beta av_{xx}+2\alpha bu_{xy}+2\beta bv_{xy}+\alpha cu_{yy}+\beta cv_{yy}+\alpha du_{x}+\beta dv_{x}+\alpha eu_{y}+\beta ev_{y}+fu+fv$$

and

$$\alpha \mathcal{L}\left (u \right )+\beta \mathcal{L}\left (v \right )=a\left (\alpha u+\beta v \right )_{xx}+2b\left (\alpha u+\beta v \right )_{xy}+c\left (\alpha u+\beta v \right )_{yy}+d\left (\alpha u+\beta v \right )_{x}+e\left (\alpha u+\beta v \right )_{y}+f\left (\alpha u+\beta v \right )$$

$$\alpha \mathcal{L}\left (u \right )+\beta \mathcal{L}\left (v \right )=a\left (\alpha u_{xx}+\beta v_{xx} \right )+2b\left (\alpha u_{xy}+\beta v_{xy} \right )+c\left (\alpha u_{yy}+\beta v_{yy} \right )+d\left (\alpha u_{x}+\beta v_{x} \right )+e\left (\alpha u_{y}+\beta v_{y} \right )+f\left (\alpha u+\beta v \right )$$

$$\alpha \mathcal{L}\left (u \right )+\beta \mathcal{L}\left (v \right )=a\alpha u_{xx}+a\beta v_{xx} +2b\alpha u_{xy}+2b\beta v_{xy}+c\alpha u_{yy}+c\beta v_{yy}+d\alpha u_{x}+d\beta v_{x}+e\alpha u_{y}+e\beta v_{y}+f\alpha u+f\beta v$$

Clearly it satisfies the linearity condition. Since the highest derivative is second, PDE is a second order and linear.

Homework 3
 Equality of mixed partials  Theorem: If $$f\left (x,y \right )$$ is of class $$ C^{2}$$ (is twice continuously differentiable), then the mixed partial derivatives are equal; that is

$$\frac{\partial ^{2}f}{\partial x\partial y}=\frac{\partial ^{2}f}{\partial y\partial x}$$

Proof: Consider the following expression (Figure 1)

$$S\left (\bigtriangleup x,\bigtriangleup y \right )=f\left (x_{0}+\bigtriangleup x,y_{0}+\bigtriangleup y \right )-f\left (x_{0}+\bigtriangleup x,y_{0} \right )-f\left (x_{0},y_{0}+\bigtriangleup y \right )+f\left (x_{0},y_{0} \right )$$

Holding $$y_{0}$$ and $$\bigtriangleup y$$  fixed, define

$$g\left (x \right )=f\left (x,y_{0}+\bigtriangleup y \right )-f\left (x,y_{0} \right )$$

so that $$S\left (\bigtriangleup x,\bigtriangleup y \right )=g\left (x_{0}+\bigtriangleup x \right )-g\left (x_{0} \right )$$, which expresses S as a difference of differences. By the mean-value theorem for functions of one variable,$$g\left (x_{0}+\bigtriangleup x \right )-g\left (x_{0} \right )$$ equals $$g'\left (\overline{x }\right )\bigtriangleup x $$ for some $$\overline{x }$$ between $$x_{0}$$ and $$x_{0}+\bigtriangleup x$$. Hence,

$$S\left (\bigtriangleup _{x},\bigtriangleup _{y} \right )=\left [\frac{d f}{d x}\left (\overline{x},y_{0}+\bigtriangleup y \right )-\frac{d f}{d x}\left (\overline{x},y_{0} \right ) \right ]\bigtriangleup x$$

Applying the mean-value theorem again, there is a $$\overline{y }$$ between $$y_{0}$$ and $$y_{0}+\bigtriangleup y$$ such that

$$S\left (\bigtriangleup _{x},\bigtriangleup _{y} \right )=\frac{\partial ^{2}f}{\partial y\partial x}\left (\overline{x},\overline{y} \right )\Delta x\Delta y$$

Because $$\frac{\partial ^{2}f}{\partial y\partial x}$$ is continuous, it follows that

$$\frac{\partial ^{2}f}{\partial y\partial x}\left (x_{0},y_{0} \right )=\lim_{\left (\Delta x,\Delta y \right )\to \left (0,0 \right )}\frac{1}{\Delta x\Delta y}\left [S\left (\Delta x,\Delta y \right ) \right ].$$

Noting that S is symmetric in $$\Delta x$$ and $$\Delta y$$, one shows in a similar way that $$\frac{\partial ^{2}f}{\partial x\partial y}$$ is given by the same limit formula, which proves the result.

Homework 4
$$\left (au_{x} \right )_{x}+\left (bu_{x} \right )_{y}+\left (bu_{y} \right )_{x}+\left (cu_{y} \right )_{y}+du_{x}+eu_{y}+fu+g=0$$

Here a,b and c are the functions of (x,y). This equation can be rewritten as

$$\left (a_{x}u_{x} +au_{xx}\right )+\left (b_{y}u_{x}+u_{xy}b \right )+\left (b_{x}u_{y}+bu_{xy} \right )+\left (c_{y}u_{y}+cu_{yy} \right )+eu_{y}+fu+g=0$$

$$au_{xx}+cu_{yy}+2bu_{xy}+\left (a_{x}u_{x}+b_{y}u_{x}+du_{x} \right )+\left (b_{x}u_{y}+c_{y}u_{y}+eu_{y} \right )+fu+g=0$$

In order to show that it is a linear PDE, we define the linearity operator for the second order derivatives as

$$\mathcal{L}_{1}\left (\cdot \right )=a\left (\cdot  \right )_{xx}+c\left (\cdot  \right )_{yy}+2b\left (\cdot  \right )_{xy}$$

$$\alpha \mathcal{L}_{1}\left (u \right )=\alpha a\left (u  \right )_{xx}+\alpha c\left (u  \right )_{yy}+2\alpha b\left (u  \right )_{xy}$$

$$\beta \mathcal{L}_{1}\left (v \right )=\beta a\left (v  \right )_{xx}+\beta c\left (v  \right )_{yy}+2\beta b\left (v  \right )_{xy}$$

$$\alpha \mathcal{L}_{1}\left (u \right )+\beta \mathcal{L}_{1}\left (v  \right )=\alpha a\left (u  \right )_{xx}+\beta a\left (v  \right )_{xx}+\alpha c\left (u  \right )_{yy}+\beta c\left (v  \right )_{yy}+2\alpha b\left (u  \right )_{xy}+2\beta b\left (v  \right )_{xy}$$

and

$$ \mathcal{L}_{1}\left (\alpha u+\beta v \right )= a\left (\alpha u+\beta v  \right )_{xx}+c\left (\alpha u+\beta v  \right )_{yy}+2 b\left (\alpha u+\beta v  \right )_{xy}$$

$$ \mathcal{L}_{1}\left (\alpha u+\beta v \right )=\alpha a\left (u  \right )_{xx}+\beta a\left (v  \right )_{xx}+\alpha c\left (u  \right )_{yy}+\beta c\left (v  \right )_{yy}+2\alpha b\left (u  \right )_{xy}+2\beta b\left (v  \right )_{xy}$$

Because $$ \mathcal{L}_{1}\left (\alpha u+\beta v \right )=\alpha \mathcal{L}_{1}\left (u  \right )+\beta \mathcal{L}_{1}\left (v  \right )$$  this PDE is linear wuth respect to second order derivatives.

For the first order derivatives,

$$\mathcal{L}_{2}\left (\cdot \right )=\mathcal{L}_{1}\left (\cdot  \right )+a_{x}\left (\cdot  \right )_{x}+b_{y}\left (\cdot  \right )_{x}+d\left (\cdot  \right )_{x}+b_{x}\left (\cdot  \right )_{y}+c_{y}\left (\cdot  \right )_{y}+e\left (\cdot  \right )_{y}$$

$$\alpha \mathcal{L}_{2}\left (u \right )=\alpha \mathcal{L}_{1}\left (u  \right )+\alpha a_{x} u_{x}+\alpha b_{y}u_{x}+\alpha du_{x}+\alpha b_{x}u_{y}+\alpha c_{y}u_{y}+\alpha eu_{y}$$

$$\beta \mathcal{L}_{2}\left (v \right )=\beta \mathcal{L}_{1}\left (v  \right )+\beta a_{x} v_{x}+\beta b_{y}v_{x}+\beta dv_{x}+\beta b_{x}v_{y}+\beta c_{y}v_{y}+\beta ev_{y}$$

$$\alpha \mathcal{L}_{2}\left (u \right )+\beta \mathcal{L}_{2}\left (v  \right )=\alpha \mathcal{L}_{1}\left (u  \right )+\beta \mathcal{L}_{1}\left (v  \right )+\alpha a_{x} u_{x}+\beta a_{x} v_{x}+\alpha b_{y}u_{x}+\beta b_{y}v_{x}+\alpha du_{x}+\beta dv_{x}+\alpha b_{x}u_{y}+\beta b_{x}v_{y}+\alpha c_{y}u_{y}+\beta c_{y}v_{y}+\alpha eu_{y}+\beta ev_{y}$$

On the other hand,

$$\mathcal{L}_{2}\left (\alpha u+\beta v \right )=\mathcal{L}_{1}\left (\alpha u+\beta v  \right )+a_{x}\left (\alpha u+\beta v \right )_{x}+b_{y}\left (\alpha u+\beta v  \right )_{x}+d\left (\alpha u+\beta v \right )_{x}+b_{x}\left (\alpha u+\beta v  \right )_{y}+c_{y}\left (\alpha u+\beta v  \right )_{y}+e\left (\alpha u+\beta v  \right )_{y}$$

$$\mathcal{L}_{2}\left (\alpha u+\beta v \right )=\alpha \mathcal{L}_{1}\left (u  \right )+\beta \mathcal{L}_{1}\left (v  \right )+\alpha a_{x} u_{x}+\beta a_{x} v_{x}+\alpha b_{y}u_{x}+\beta b_{y}v_{x}+\alpha du_{x}+\beta dv_{x}+\alpha b_{x}u_{y}+\beta b_{x}v_{y}+\alpha c_{y}u_{y}+\beta c_{y}v_{y}+\alpha eu_{y}+\beta ev_{y}$$

It is obvious that $$\mathcal{L}_{2}\left (\alpha u+\beta v \right )=\alpha \mathcal{L}_{2}\left (u  \right )+\beta \mathcal{L}_{2}\left (v  \right )$$ so, it is linear with respect to second order derivatives. As a result, even if a,b and c are functions of (x,y), PDE is still second order and linear with respect to all derivatives.

Homework 5
Second order, linear PDE:

$$au_{xx}+2bu_{xy}+cu_{yy}+du_{x}+eu_{y}+fu+g=0$$

here coefficients {a,b,....,g} are functions of (x,y). We can write this general form in matrix form as

$$\begin{bmatrix} \partial _{x} & \partial _{y} \end{bmatrix}\begin{bmatrix} a & b\\ b & c \end{bmatrix}\begin{bmatrix} \partial _{x}u\\\partial _{y}u

\end{bmatrix}+\begin{bmatrix} \left (d-a_{x}-b_{y} \right )&\left (e-b_{x}-c_{y} \right ) \end{bmatrix}\begin{bmatrix} \partial _{x}u\\\partial _{y}u

\end{bmatrix}+fu+g=0 $$

Homework 6
If system is rotated through a clockwise angle θ relative to the xy-coordinate system, this relationship may be written:

$$x=\overline{x}cos\theta +\overline{y}sin\theta$$

$$y=-\overline{x}sin\theta +\overline{y}cos\theta $$

In the matrix form,

$$\begin{bmatrix} x\\y

\end{bmatrix}=\mathbf{V}\begin{bmatrix} \overline{x} \\ \overline{y} \end{bmatrix}$$

where $$\mathbf{V}$$ is rotation matrix:

$$\mathbf{V}=\begin{bmatrix} cos\theta & sin\theta \\ -sin\theta & cos\theta \end{bmatrix}$$

Homework 7
Partial operator: $$\frac{\partial }{\partial x_{i}}\left (\cdot \right )$$

$$\frac{\partial }{\partial x_{i}}\left (\alpha u+\beta v \right )=\frac{\partial }{\partial x_{i}}\left (\alpha u \right )+\frac{\partial }{\partial x_{i}}\left (\beta v \right )=\alpha \frac{\partial u}{\partial  x_{i}}+u \frac{\partial \alpha}{\partial  x_{i}}+\beta \frac{\partial v}{\partial  x_{i}}+v \frac{\partial \beta}{\partial  x_{i}}$$

Since $$\alpha$$ and $$\beta$$ are real numbers

$$\frac{\partial \alpha }{\partial x_{i}}=0, \frac{\partial \beta}{\partial  x_{i}}=0$$

$$\frac{\partial }{\partial x_{i}}\left (\alpha u+\beta v \right )=\alpha \frac{\partial u}{\partial x_{i}}+\beta \frac{\partial v}{\partial x_{i}}$$

Therefore partial operator is a linear operator.

Homework 8
Proof of equivalence of definitions of linearity

Definition of linear operator in class,

$$\mathcal{L}\left (\alpha u+\beta v \right )=\alpha \mathcal{L}\left ( u\right )+\beta \mathcal{L}\left ( v\right )$$ ....(1)

Definition in Kolmogorov & Fomin, 1975 p.123,

1- Additivity: $$\forall u,v \epsilon \mathbb{R}:\Omega \to \mathbb{R}$$

$$ \mathcal{L}\left ( u+ v \right )= \mathcal{L}\left ( u\right )+\mathcal{L}\left ( v\right )$$ ...(2)

2- Homogeneity: $$\forall \alpha \epsilon \mathbb{R},\forall u :\Omega \to \mathbb{R}$$

$$\mathcal{L}\left ( \alpha u \right )=\alpha  \mathcal{L}\left ( u\right )$$ ...(3)

Part 2) Necessary condition ($$\Leftarrow $$): [Eq. 1]$$\Leftarrow $$[Eq. 2 & Eq. 3]

Lets define $$ \alpha $$ and $$\beta$$ as arbitrary numbers.Using the additivity property we can write that,

$$ \mathcal{L}\left ( \alpha u+ \beta v \right )=\mathcal{L}\left ( \alpha u\right )+\mathcal{L}\left ( \beta v\right )$$

Using the homogeneity property,

$$\mathcal{L}\left ( \alpha u\right )=\alpha \mathcal{L}\left ( u\right )$$

$$\mathcal{L}\left ( \beta v\right )=\beta \mathcal{L}\left ( v\right )$$

Hence,

$$ \mathcal{L}\left ( \alpha u\right )+\mathcal{L}\left ( \beta v\right )=\alpha \mathcal{L}\left ( u\right )+\beta  \mathcal{L}\left ( v\right )$$

Eventually,

$$\mathcal{L}\left (\alpha u+\beta v \right )=\alpha \mathcal{L}\left ( u\right )+\beta \mathcal{L}\left ( v\right )$$

It proves that definition of linear operators as shown in class is equivalent to the definition in Kolmogorov & Fomin, 1975 p.123.

Homework 9
$$u_{y}\left (x,y \right )=\frac{\partial }{\partial y}\overline{u}\left (\overline{x},\overline{y} \right )=\overline{u}_{\overline{x}}\frac{\partial \overline{x}}{\partial y}+\overline{u}_{\overline{y}}\frac{\partial \overline{y}}{\partial y}$$

In matrix form

$$\frac{\partial u}{\partial y}=\begin{bmatrix} \frac{\partial \overline{x}}{\partial y} & \frac{\partial \overline{y}}{\partial y} \end{bmatrix}\begin{bmatrix} \partial _{\overline{x}}\\ \partial \overline{y}

\end{bmatrix}\left (\overline{u} \right )$$

References:

title: User:Egm6322.s09.bit.sahin/r2


text: File:NK Barnstar.png

title: File:NK Barnstar.png


text:
User talk:James Lee

 Hello James Lee, 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! --mikeu talk 02:00, 4 February 2009 (UTC)

title: User talk:James Lee


text:
Comparative Mythology/Introduction

Summary
Participants in "Introduction to Comparative Mythology" create and participate in course for a brief introduction to the field of comparative mythology. Various learning projects will be made and used to help others understand comparative mythology.

Prerequisites

 * This is an introductory course and there are no prerequisites except a willingness to learn.

Goals
The goals of this course are as follows:

 * 1) Be able to clearly define comparative mythology.
 * 2) Learn about the different approaches to comparative mythology.
 * 3) Learn about some of the standard parallels between the myths of different cultures.
 * 4) Learn about some of the widespread recurring themes and plot elements of myths.

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

title: Comparative Mythology/Introduction


text:
Comparative Mythology/Monomyth

Welcome to the Monomyth Learning Center, part of the School of Comparative Mythology.

Prerequisites

 * This is an introductory comparative mythology resource. Introduction to mythology is recommended, but no prerequisites are required.

Goals
The goals of this course are as follows:

 * 1) Be able to clearly define the Monomyth.
 * 2) Learn about the different narrative patterns of the Monomyth.
 * 3) Learn about some of the standard parallels between the hero myths of different cultures.

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

title: Comparative Mythology/Monomyth


text:
User talk:Stevenarntson/group spaces/analytical writing/group 3

 * Hi Group 3
 * You've got a great format here, and excellent legwork on figuring out some of the wiki formatting issues for citations. Good luck this next week populating the topic--I think it's going to be interesting!
 * Stevenarntson 05:28, 4 February 2009 (UTC)

 * Hi Group 3,
 * As this develops, guide the terminology carefully--I'm wondering, for instance, if the gender roles and machismo leveraged by the Hungry Man TV dinner ad are the same issue as placing an attractive person next to a product.
 * Stevenarntson 14:51, 11 February 2009 (UTC)

 * Group 3,
 * I'd like to see some of the discussion on the main page moved over here to the discussion page, so it's easier to tell what's the writing and what's the idea generating. I'd love to see some Solutions revision, based on the class discussion as well.

Best, Stevenarntson

We will be doing our report on the politics of the sexuality in advertisement. This will focus on hetero-sexual advertising, as that is the majority of American advertising. We will branch out to talk about other types of advertising, but will center on the "sex sell" motto.

 To My Group Members! Please read... This group project requires that we cite any sources we use in our "papers". I have added the necessary "notes" section below. Any citations that we use on our page will show up down there near the bottom. In order to create a footnote use the process outlined Here. Basically, after any sentence, quote, or paragraph that needs a citation you put

The "details of the citation" must be in MLA format. Just like in a bibliography at the end of a term paper. Use the same formatting, just put it in between the reference brackets. This will create a number directly after your sentence that corresponds to your source, which will appear at the bottom under the "notes" section I have already created. If you have questions, email or call me.

Next If you want to make a link to an outside page (for an example, video, picture, blog, etc...) use this code:

[websiteurlhere text goes here]

for example Fall Out Boy would look like this: Fall Out Boy

Aaronmorris 03:11, 2 February 2009 (UTC)

Hey,

So I know I definitely screwed up, but did everybody submit their stuff over the weekend? I'm putting mine up right now.

Ehren

Hey, Adam and I put all of our stuff up... david did not. Aaronmorris 00:28, 18 March 2009 (UTC)

Group please read this for info on this topic

David, check this out...


text:
Template:Moodle

Usage

 * Specify the desired text and link for an accompanying Moodle site course e.g.,

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Template talk:Moodle

Logo
FYI, waiting to see if Mr. Dougiamas will give permission for use of the Moodle logo:. -- Jtneill - Talk - c 06:21, 4 February 2009 (UTC)

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text: Category:Survey research and design in psychology/Readings


text: Category:Survey research and design in psychology/Readings/Textbooks/AllenBennett


text: Category:Survey research and design in psychology/Readings/Textbooks


text: Category:Survey research and design in psychology/Readings/Textbooks/Howell


text: Category:Survey research and design in psychology/Lectures


text: Category:Survey research and design in psychology/Tutorials


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title: User:Daydreamer302000


text:
Ethics/Nonkilling/Psychology

 * This Course is based mainly on "The Psychology of Nonkilling", chapter prepared by Professor V. K. Kool (State University of New York) and Professor Rita Agrawal (Guru Nanak Dev University) for Toward a Nonkilling Paradigm (Honolulu: Center for Global Nonkilling, 2009). The Course is part of the Interdisciplinary Program on Nonkilling Studies at the School of Nonkilling Studies.

The text for this course may be downloaded free at Nonkilling.org. This page may be used to discuss the course material.

title: Ethics/Nonkilling/Psychology


text:
Research proposal

Research proposal components might include a description of:
 * 1) Research topic
 * 2) Research purpose, consider scope and parameters
 * 3) Research question, gives focus and a specific goal
 * 4) Hypotheses, gives precision
 * 5) Research method, is about how
 * 6) Sampling, gathering a representative sample
 * 7) Data analysis, how hypotheses will be tested
 * 8) Research ethics, explain risks and benefits
 * 9) Timeline
 * 10) Costs

A research proposal might answer questions such as:
 * 1) What are your study parameters?
 * 2) When will you carry out the research?
 * 3) How long will data collection last?
 * 4) Who is your target population?
 * 5) What are your time and cost constraints?
 * 6) What research method will be used?

Obtaining critical appraisal about a research proposal is an important step in the research process and is vital to good scholarship. There are many potential research traps, for example, which can be prevented by first subjecting a research proposal to peer review.

title: Research proposal


text: User talk:Hornoir

title: User talk:Hornoir


text: User:Hornoir

title: User:Hornoir


text:
Introduction to Category Theory/YOUR LESSON TITLE

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text:
Introduction to Category Theory/Equivalence of categories

Given two categories C,D, we can have functors going both ways. If there were two functors f:C ->D and g:D->C such that the two compositions gf: C->C and fg: D->D are naturally isomorphic to the identity functors in C and D respectively, then we say that "C and D are equivalent categories"; and that "f and g give an equivalence of categories C and D".

Exercise
1. Take your favourite field (for example, the field of real or complex numbers). Consider the category C of finite-dimensional vector spaces over it. Then consider the category D of finite-dimensional vector spaces together with the datum of a fixed basis. Are they equivalent?


text:
User:JennyRosen/Reflektioner kring Diana Mulinaris föreläsning

19 janauri fick deltagarna i kursen KOIIA 2 besök av Diana Mulinari. Nedan är några av mina reflektioner kring hennes föreläsningar.

Intersektionalitetsbegreppet har utvecklats och utvecklas inom genusvetenskap. Genom att kartlägga ett begrepps ursprung och framväxt får vi en klarare förståelse för begreppet, dess dynamik och möjliga användningsområden. För att bli en aktör i begreppets intersektionalitets utveckling behöver vi således känna till dess rötter.

Inom genusvetenskapen kom forskare och aktivister inom Black feminsim och "Tredje världen feminism" att allt mer kritisera den universella förståelsen av kvinnan i termer av vita medelklass kvinnors erfareheter.

Ojämlikhet

Rasifiering

Exploatering - Stigmatisering

Inlkudering - Exkludering

Vems begrepp ska forkaren använda?

Autencitet, Kampen för reprsentation.


text:
User:Liinanna

Welcome to my Wikiversity page!
My name is Annaliina Gynne and I am a PhD student in Didactics at Mälardalen University and Örebro University, Sweden. My research concerns bilingual (Sweden Finnish) adolescents and their multiculturalism, literacy practices and identity construction. I started my PhD studies in January 2009.

This page includes texts reflecting on themes such as culture, identity, intersectionality, categorization and multilingualism. I use the page mainly for publishing reading logs and other texts that have been written at the courses KOIIA 1 and KOIIA 2 (Communication and Identity Issues in Institutionalized Arenas) at Örebro University. The course syllabuses and literature lists can be found in the following links: and  Both of the courses are a part of my PhD studies. This page will be built up during the following five years as I am working with my PhD studies until 2013. N.B.! Some of the texts are written in Swedish.

KOIIA 1
This course, though thematically a predecessor to KOIIA 2, finally suited my schedule for the spring term 2011, so I am actually studing these issues in reverse order. At this point (prior to course start) I am rather excited to see how not only my scientific thinking but also relation to working with Wikiversity have changed since last time.

For course web page in Wikiversity, see KOIIA I @ Wiki

Course themes and texts relating to them
 Course introduction and intersectionality  (Jan 25, 2011)

 * Reflections on De los Reyes, Paulina & Mulinari, Diana (2005): Intersektionalitet: kritiska reflektioner over (o)jämlikhetens landskap 141 s. Malmö: Liber

 * Reflections on European Journal of Women’s Studies (2006) Volume 13 (3) s. 187-290, 103 s. Sage Journals, Online.

 * Reflections on McCall, Leslie (2005): The complexity of intersectionality. Signs: Journal of Women in Culture and Society. Volume 3 (3) s. 1771-1800, 29 s.

 * Reflections on Staunaes, Dorthe (2003): Where have all the subjects gone? Bringing the concepts of intersectionality and subjectification, s. 101-110, 9 s. NORA Volume 11 (2)

 Identities & their enactments in human life  (Feb 14, 2011)

 * Reflections on Fishman, J. & Garcia O. (2010) Handbook of language and ethnic identity. Disciplinary and regional perspectives. 2nd ed. Oxford: Oxford University Press. Ch 6, 7, 8

 * Reflections on Davies, Alan (2003). The Native Speaker: Myth and reality. 2nd ed. 237 s.

 * Reflections on Jonsson, Rickard (2007) Blatte betyder kompis: Om maskulinitet och språk i en högstadieskola 319 s.

 Identities & communities of practices  (March 18, 2011)

 * Reflections on Hornberger, Nancy (ed.) 2003. Continua of Biliteracy. An Ecological framework for educational policy, research and practice in multilingual settings. Clevedon:Multilingual matters. 370 s.

 * Reflections on Wenger, Etienne (1998). Communities of Practice. Learning, Meaning and Identity. 307 s.

 Theorizing communication, identities & learning  (April 14, 2011)

 * Reflections on Per Linell: Rethinking Language, Mind and World Dialogically. Interactional and contextual theories of human sense-making, Charlotte, NC: IAP, INC (Series editors introduction, Preface, chapters 1 - 20)

 * Reflections on Wenger, Etienne (1998). Communities of Practice. Learning, Meaning and Identity. 307 s.

Final paper at KOIIA I
Information concerning my Final paper in this course will be submitted shortly.

My fellow students at KOIIA I
My fellow students at KOIIA I have also pages at Wikiversity. You can reach them through the links below.

Ingela Holmström

Giulia Messina Dahlberg

Sören Högberg

Course leader Prof. Sangeeta Bagga-Gupta User:Sangeeta_BG

KOIIA 2
This course was the first one I attended as a PhD Graduate during the spring term 2009.

Course themes and texts relating to them
Culture

 * Bhabha, Homi (1994): The Location of Culture. London: Routledge. 285 pages.

 * Riley, Philip (2007): Language, Culture and Identity. An Ethnolinguistic Perspective. London: Continuum International Publishing Group Ltd. 265 pages.

 * Wikan, Unni (2002): Generous Betrayal. Politics of Culture in the New Europe. Chicago: The University of Chicago Press. 69-114 pages.

Reflections on Bhabha, Riley and Wikan

Categorization

 * Feinberg, Walter (1998): Common schools uncommon identities. National unity and cultural difference. New Haven: Yale University Press. Chapters 1, 3 & 9. Ca 80 pages.

 * Feuer, Avital (2008): Who does this language belong to? Personal narratives of language claim and identity. University of Maryland. 137 pages.

 * Tannen, Deborah (2007): Talking Voices. Repetition, Dialogue and Imagery in Conversational Discourse. Cambridge University Press. 233 pages. Chapters 1 & 7.

Reflections on Feuer

Reflections on Tannen

Reflections on Feinberg

Identity

 * Hjörne, Eva & Säljö, Roger (2008): Att platsa i en skola för alla. Elevhälsa och förhandling om normalitet i den svenska skola. Norstedts Akademiska Förlag. 174 pages.

 * McRuer, Robert (2006): Crip Theory. Cultural Signs of Queerness and Disability. New York: New York University Press. 283 pages.

 * Tatum, Beverly Daniel (1997): ”Why are all the black kids sitting together in the cafeteria?” And Other Conversations About Race. Basic Books. Del I, III & V. Ca 80 pages.

Reflections on Hjörne & Säljö (N.B! In Swedish only!)

Reflections on Tatum

Multilingualism

 * Auer, Peter & Wei, Li (2007): Handbook of Multilingualism and Multilingual Communication. Mouton de Gruyter. 586 pages. ca 200 pages.

 * Gafaranga, Joseph (2007): Talk in two languages. Palgrave Macmillan. 225 pages. Chapter 5. ca 35 pages.

 * McCarty, Teresa L red. (2005): Literacy and power in Schooling. Mahwah, NJ: Lawrence Erlbaum Associates. 317 pages.

Reflections on Auer & Wei

Reflections on Gafaranga

Reflections on McCarty

Intersectionality

 * de los Reyes, Paulina, Molina, Irene & Mulinari, Diana red. (2006/2003): Maktens (o)lika förklädnader. Kön, klass & etnicitet i det postkoloniala Sverige. Stockholm: Atlas. 336 pages. ca 150 pages.
 * Eriksson-Zetterquist, Ulla & Styhre, Alexander (2007): Organisering och intersektionalitet. Stockholm: Liber. 206 pages. Chapters 2 & 7. ca 40 pages.
 * Iedema, Rick & Caldas-Coulthard, Carmen Roas red. (2007): Identity Trouble. Palgrave Macmillan. 295 pages. Part 1. 200 pages.
 * Peterson, Abby & Hjerm, Mikael red. (2007): Etnicitet. Perspektiv på samhället. Gleerups. Chapters 1, 3, 4, 10, 11, 13. ca 65 pages.

Reflections on de los Reyes, Molina & Mulinari (N.B.! In Swedish only!)

Reflections on Eriksson-Zetterqvist & Styhre and Peterson & Hjerm (N.B.! In Swedish only!)

Final paper KOIIA II
My final paper discusses representability and authenticity in research on ethnolinguistic minorities. Inspired by Diana Mulinari's lecture, I have done a small-scale charting of current units of research, researchers and recently published dissertations about Sweden Finns and Tornedalians. After presenting the charting I then move on to looking for answers to questions such as "Is minority research a question of rights of representability and authenticity?" The paper can be found through clicking the link below.

On representability and authenticity in research on ethnolinguistic minorities

Comments on the final paper

My fellow students at KOIIA II
My fellow students at KOIIA 2 have also pages at Wikiversity. You can reach them through the links below.

Karin Allard User:Karina

Sara Frödén User:Sara_F

Jenny Rosen User:JennyRosen

Marie Nordmark User:Nordmacca

Ingela Holmström User:Inhol24

Oliver St John User:Oliverst

Catarina Schmidt User:Catarina

Course leader Prof. Sangeeta Bagga-Gupta User:Sangeeta_BG

title: User:Liinanna


text:
User:Catarina

My name is Catarina Schmidt; if you clic on "discussion" above you will come to my page about identity development and learning.

Hej Marie! Om du klickar på "discusson" i det översta verktygsfältet (till höger om Catarina med den lilla figuren) så hittar du min sida. Detta har jag lärt mig av Annaliina, se nedan !! MVH Catarina

2009-09-11 Hej Marie och Catarina! Jag var inne och upptäckte era problem. Länken man ska klicka på heter "discussion" och där under finns Catarinas texter. Genom att klicka på "my talk" hamnar var och en tillbaka på sin egen sida. MVH Annaliina

2009-09-07 Hej Catarina!

Har inte funnit några texter så jag kan inte kommentera några enligt kursupplägg. Hör av dig om de finns på någon plats.

Vänligen

Marie

title: User:Catarina


text:
User talk:Liinanna

File:Leppänenkerttu.jpg
Hi there. I notice you've recently uploaded this image. Could you please provide the source of the image? Thanks. Adambro 13:06, 18 August 2009 (UTC)

Hi! The source of image is private (as I am the person who took it). I'd appreciate an advise as to where exactly this information should be provided. Thanks! 14:40, 10 January 2011 (UTC)
 * Hello. :) It is a beautiful picture - I love the composition. However, you currently have it as a copyrighted file, and unfortunately, we can't use fair use images on user pages. Would you be willing to consider releasing it under a creative commons license? Alternatively, you may need to change it to a free image, although given how nice it looks that would be a loss. :) - Bilby 17:29, 17 October 2011 (UTC)

Size of an image
Mediawiki can change the size of an image on the fly with this syntax:   stating the 100px width of the image. So you can replace the 100px size you want: 75px, 15px or 600px .Crochet.david 13:30, 18 August 2009 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Leppänenkerttu.jpg

MaintenanceBot (discuss • contribs) 15:28, 16 April 2016 (UTC)

title: User talk:Liinanna


text:
Conservation Entrepreneurship/Class Outlines and Readings

Class 1 January 7
 * Introduce concept of shared vision
 * Introductions
 * How this course came about and where I'm coming from
 * Introduce Senge's 5 Disciplines, Covey's 7 habits, Drucker's concept of the knowledge worker
 * Course goals and expectations

Class 2 January 14
 * Assignment: review business plans, summarize one on wikiversity, present a business venture idea of your own, identify and present on wikiversity one social entrepreneur
 * Non-profits vs. for-profits
 * Greening business (present and discuss various handouts)

Class 3 January 21
 * Reed Dees et al Chapters 1 and 3
 * Because of student turnover prior to this class, redo introductions and review classes 1 and 2
 * Brand value
 * Value proposition; product vs. commodity
 * Corporate Social Responsibility
 * Triple Bottom Line

Class 4 January 28
 * Read Drucker Chapter 12, Entrepreneurial Strategy
 * Deja Shoes and Perez Companc case studies

Class 5 February 4 pp. 13-52.
 * Read Senge, Kleiner, Roberts, Ross and Smith. 1994.  The Fifth Discipline Fieldbook: Strategies and tools for building a learning organization.

 * Read Drucker, The Essential Drucker. pp 20-27.

 * Site visits to 3 Gainesville social entrepreneurs: Volta, Indigo and Alternatives

Class 6 February 11:
 * Read Dees, et al. Chapter 8
 * Discuss competencies of the 3 Gainesville social entrepreneurs
 * Discuss course project, how we want to work together, and topics / schedule for remainder of semester

February 18:
 * Read Dees, et al. Chapter 10
 * Discuss Business Plans

Assignment for this week: Please go to http://en.wikiversity.org/wiki/Conservation_Entrepreneurship/Local_Initiatives and look under "comments and evaluation". There are 7 headings. Under each heading I would like 2 entries for each business. That is, under value proposition, there would be 2 entries for Volta, 2 for Indigo, 2 for Alternatives. Same for customers, same for competitors, etc.

This would be a total of 42 entries: 7 topics x 3 businesses x 2 different student perspectives. I suggest that each class member make 7 entries. That could be any combination of headings and businesses, first come, first served -- just don't everybody answer the same headings for the same businesses.


text:
User:Harrison

hi im harrison, 21, and im a culinary student working my way through the AIS cookin program. Livin in greenlake.

title: User:Harrison


text:
User:Cis4914.s09

CIS 4914 Senior Design, Spring 2009 Prof. Loc Vu-Quoc

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

Documentation

Other courses

title: User:Cis4914.s09


text:
User talk:Cis4914.s09

 Hello Cis4914.s09, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 16:38, 4 February 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Hey!
Wow! It's nice to see a professional academic over here. I saw your webpage and your work seems very interesting. I was wondering what you would like to gain from Wikiversity, and how you would like to see it develop. I'm especially excited that you're in Engineering, because I am active on Engineering related pages.

If you have any questions about WV just ask. --AFriedman 16:43, 4 February 2009 (UTC)

title: User talk:Cis4914.s09


text:
User talk:Egm6322.s09.Three.ge

 Hello Egm6322.s09.Three.ge, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 16:43, 4 February 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Egm6322.s09.Three.ge