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Wiki Resources

Home | Learning Theories | Instructional Design & eAuthoring | ePortfolio | Storyboard | Wiki Analysis | Communication Tools | Resources Analysis | Group Work | Teaching Philosophy | Accessibility | Glossary

Introduction
This Wikiversity project is part of one of the requirements and learning outcomes of the MSc. in Applied eLearning at the Dublin Institute of Technology, specifically in the Instructional Design and eAuthoring module, as part of which students are required to work as a group to design and develop an activity/eLearning object that can be used as a tool for learning.

The genesis of this Wiki was the desire to provide a structure for students to identify and assimilate their knowledge, ideas and conclusions about the different digital technologies available to eLearning. The choice of Wikiversity as a platform for this project arose from the fact that, as an education project, it operates on an academic level and addresses a university community as its audience. The increasing sophistication in technology, along with advances in research in the eLearning environment, may in time render the information in this wiki inaccurate or even obsolete; therefore this wiki is not to be viewed as a definitive work, since users may continuously update it. Rather it is conceived as a dynamic expansion of resources and elements that in themselves constitute its continued usefulness. Future students might use it as a learning resource, and they may include or change concepts, links, images, videos, or add other elearning objects based on their studies and conceptual conclusions.

Learning Objectives
Although this project is not intended to be definitive, we hope that it will meet the following objectives:

 * 1) To motivate learners to explore, evaluate and record knowledge about diverse resources relevant to eLearning
 * 2) 	To operate as a digital laboratory wherein participants may experience and apply models and methods available for instructional design
 * 3) 	To serve as a guide to the various tools introduced on the course
 * 4) 	To provide a model that encourages new investigators wishing to explore eLearning
 * 5) 	To promote the skills needed to design instructional eLearning objects
 * 6) 	To support collaborative action and knowledge sharing

Instructional Design and eAuthoring Module
This section allows you to see the requirements on the Instructional Design and eAuthoring module in the MSc. Applied eLearning.

In this section you will find information about learning theories, models and techniques applied to instructional design. In addition, information about essential reading and module assessment is included.

You can jump to the Instructional Design and eAuthoring section by clicking on this blue arrow.

Learning Theories

This section presents a concise account of the learning theories and theorists most applicable to this eLearning project. For a project such as this to be of use to other users it is fundamental that it be based on sound pedagogical principles and each building block reflects this.

Go to the Learning Theories section by clicking on this blue arrow.

Storyboard

The first and perhaps most important phase in creating an elearning object is its storyboard. In this section you will discover the principles behind a storyboard, its creation and content, and its importance as an elearning project. Moreover you can view the storyboard created by the Wikiresources Group for this elearning object along with an interesting alternative experiment in storyboarding, called Storybird, which uses collaborative storytelling.

Go to the Storyboard and enjoy this section by clicking on this blue arrow.

Wiki Analysis
We believe that the initial step for our project should be based on a lucid examination of the tool used to develop the resource. Therefore we can begin by examining the pros and cons of our tool. The Wiki Analysis section will demonstrate how you can determine the best kind of platform or tool to employ according your learning objectives. Consequently the Wikiresources Group decided to examine a PMI analysis (Plus, Minus and Interesting) and a SWOT (Strength, Weaknesses, Opportunities and Threats) analysis of the wiki. An initial PMI analysis will afford valuable information about Wikis as a tool in our group elearning experience, in which we discuss and highlight why a wiki is suitable as an elearning resource. The entire discussion then is based on a fundamental question: Why this tool?

If you want to know the answer go to the Wiki Analysis section by clicking on this blue arrow.

ePortfolio

Part of this project is creating an ePortfolio, and identifying its significance and support for ideas and reflections. We created a Wikiresources Group website to support the creation of the ePortfolio. The contents of this website should be presented in greater detail to clarify our analysis of the course and also to explain why we consider a website as the best model. Below you will find a link to the Wikiresources Group website, which will provide more information on ePortfolios.

Go to the ePortfolio section by clicking on this blue arrow.

Resources Analysis

An eLearning environment affords a significant number of technological resources; yet these are continually replaced by more efficient and attractive devices. In this section we attempt to present the characteristics and ways that these artifacts can be used in eLearning, and to identify the most recent resources available. We have listed primarily the technological resources that are free of charge to the user. This does not however exclude paid options.

For information on various eLearning resources, go to Resources Analysis section by clicking on this blue arrow.

Communication Tools

This section will provides an analysis of communication tools that facilitate the flow of information between individuals and groups. It demonstrates how a tool can be applied in the eLearning field. Since there are many tools available that create efficient communication, we will present in this section some tools used by our group for our daily communication as we construct our eLearning project. You can go to the Communication Tools section by clicking on this blue arrow.

Accessibility
In this section you will have access to relevant information in relation to accessibility. The importance of the interface usability between the user and the object of learning.

Accessibility assumes that any learner can use the same means to full fill the requirements: identical if possible, equivalent when not.

An elearning object should be designed to be useful and accessible by learners with diverse abilities and respectful of diversity. They also should feel the learning object a fair and safe learning environment.

The Accessibility section is available by clicking on this blue arrow.

Group Work

A group is an interaction between a collection of people for the purpose of achieving a common objective. There are many factors and variables that contribute to a group dynamic and to a successful and productive outcome.

The Group Work section is available by clicking on this blue arrow.

Teaching Philosophy

To participate in any recurring activity usually involves adopting a methodology that underlies how that activity is structured. So too is the case in educational activities, where an underlying teaching philosophy guides what we do and how we do it. Such a philosophy is central to the planning, design and development of our courses. What we achieve in any course is linked to the clarity of our aspirations and the practical implementation of a sound and productive philosophy. In order to achieve these results, it is important to understand the principles behind teaching philosophies.

For the reasons why a Teaching Philosophy is desirable, click on the blue arrow.

Evaluation

Attempts have been made to create a resource that is as user-friendly as possible through the use of clear navigational direction, links, colour combinations, graphics, etc. Evaluation of the resource will be carried out by our current peers on the MSc course. Access to an evaluation questionnaire will be placed on the home page of the wiki for their use.

Go to the Evaluation section by clicking on this blue arrow.

Glossary

You may find some unfamiliar words in this wiki project. If so please consult the Glossary section for the meaning of these words by clicking on this blue arrow.

Feedback

Our group would appreciate if you give us your feedback about this project. If you have any query, suggestion or information, please contact us: mailto:wikiresourcesgroup@gmail.com.

title: Wiki Resources


text:
Introduction to psychology/Psy102/Textbooks

 * 1) Gerrig, R. J., Zimbardo, P. G., Campbell, A. J., Cumming, S. R., & Wilkes, F. J. (2008). Psychology and life (Australian edition). Sydney: Pearson Education Australia.
 * 2) Smyth, T. R. (2004). The principles of writing in psychology. New York: Palgrave Macmillan.

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


text:
Sensation

A sensation is a psychological or physical feeling that is created by external stimuli.

title: Sensation


title: User:Sbrown1992


text:
User:Phoenix715/Operating Systems/MINIX

Introduction
Dear student! This course is an introduction to the MINIX Operating System, an Operating System designed especially for the teaching of operating system principles.

Operating Systems programming can be difficult. Don't be put off if you are stuck on an assignment. Ask for help. You are not expected to understand a lot of this the first time you do it.

Completing the reading and programming assignments for one section can take awhile. If you would like feedback, the instructors are here to help.

Lessons

 * 1)  History of Computing
 * 2)  Basics of Computer Architecture
 * 3)  Personal Computers
 * 4)  What is an Algorithm
 * 5)  How To Implement a Problem Solution as a Program
 * 6)  Development Environment and Language Principles
 * 7)  Types and Variables
 * 8)  Operators and Expressions
 * 9)  Control Structures
 * 10)  Procedures and Functions
 * 11)  Arrays, Strings and Records
 * 12)  Basic I/O

Next Course

 * Introduction to Programming

Active Participants
Despite the best efforts of the authors, the material in this course is imperfect. If you have question or otherwise need help with this course, please post your question on the Help Page.

You may also contact those involved with developing this course below. When new active participants sign in please use 4 tildes (~) to correctly display the username.

 * AFriedman
 * Ren2k7 06:21, 5 January 2009 (UTC)

We also encourage you to join as an instructor. If you can't teach the course anymore, please remove your name from the list of active participants.

Related Wikiversity resources

 * Introduction to Computers - Beginners guide to computing.
 * Introduction to Information Technology - needs work. Will you help out?

Academic and other organizations

 * Association for Computing Machinery (ACM)
 * Computing Research Association (CRA)
 * Institute of Electrical and Electronics Engineers (IEEE)
 * The Internet Society (ISOC), an international organization which manages the Internet

Advice

 * How to Become a Computer Scientist
 * Advice for Computer Science College Students

Other E-books

 * Java Programming (Wikibooks)
 * Introduction to Computer Science Using Java (Wikibooks)
 * Introduction to Programming Using Java (Creative Commons licensed)
 * Thinking in Java
 * The Java Tutorials from Sun
 * Java Expert Solutions (published in 1997)

Similar courses at other institutions

 * MIT's. Classes in a variety of subjects are available for free at the school's Open CourseWare website.
 * Princeton University's course in introductory computer science, complete with lecture slides, assignments and an online textbook.

Introdução à Ciência da Computação

title: User:Phoenix715/Operating Systems/MINIX


text:
User talk:Chandrasekharaiimb

hai iam new to this site plz guide me how to use it

 Hello Chandrasekharaiimb, 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! Jtneill - Talk - c 02:47, 1 November 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Chandrasekharaiimb


text: Category:Sleep

title: Category:Sleep


text:
User:Goodnewscharlie/Industrial Design

The School of Industrial Design

The subject of industrial design includes many courses that define and support the objectives for its qualified student body. Are you an artist? Are you an engineer? Are you interested in the business of designing a product, a process, or a system of processes, and to deliver them to contract? The subject is a broad one that visualizes the vastly growing applications of state-of-the-art technology. How such a vision can become reality for the student, is the discussion that includes the industrial design courses which make input along with the community of professional instructors. Students learn how to complete product designs and build their prototype graphically for proposal, so that production can be financed and eventually delivery made. The products of industrial design through a vast collaboration of specialists who contribute wholly or in part to its development. You may wish to consider learning the following:

Introduction to Design

English composition I

Analytical Geometry and Calculus I

Chemistry

Introduction to Contemporary History

Chemistry Lab

American Federal Government

English Composition II

Principles of Industrial Design I

General Physics for Engineering and Science Majors

Analytical Geometry and Calculus II

General Physics

Drawing for Industrial Design

Design Awareness

Principles of Industrial Design II

Analytical Geometry and Calculus III

Materials and Design

Psychology

Industrial Design I

Introduction to Computer Modeling

Visual Methods for Problem Solving

Sociology

20th Century Design I

Process and Design

Graphics and Design Industrial Design II

Imaging and Visualization

Presentation Graphics

Principles of Product Design

Industrial Design III

20th Century Design II

Marketing Art History

Human Factors in Design

Graphics for Industrial Design

Industrial Planning and Design

Theorizing Design

Design and Research Methods

Writing for the Professional

Advanced Industrial Design

Design Project

Taken from transcript from Suffield University, Twin Falls, ID, dated 5-13-07Goodnewscharlie 02:53, 8 November 2009 (UTC)

Goodnewscharlie 04:20, 1 November 2009 (UTC)

title: User:Goodnewscharlie/Industrial Design


text: Template:Psychology 102/Lectures

title: Template:Psychology 102/Lectures


text: Template:Psychology 102/Tutorials

title: Template:Psychology 102/Tutorials


text:
User talk:Mardjar

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 08:17, 1 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 1 November 2009 (UTC)

title: User talk:Mardjar


text:
User talk:Rselledge

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 08:18, 1 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 1 November 2009 (UTC)

title: User talk:Rselledge


text:
User talk:Stretcherbearer

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 08:18, 1 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 1 November 2009 (UTC)

title: User talk:Stretcherbearer


text:
User talk:Armani1513

 Hello Armani1513, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 08:18, 1 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 1 November 2009 (UTC)

title: User talk:Armani1513


text:
Technical writing/Requirements Discovering Customer Goals EE

Back to Writing Requirements and Functional Specifications(EE) back to Technical Writing at Wikiversity

Goals and Obtaining Information from a Customer
It is difficult to obtain information from a Customer. Customers often reply before they have all the information required. Customers do not want to appear to be stupid so they quickly reply rather than investigate and research for a full answer.

You must phrase questions in a way that encourages the customer to research for the answer. Reassure the customer that you value their expertise and intelligence and that you understand that you will have to wait for a full answer. If the Customer feels embarrassed then it will be even more difficult to work with them in the future. Visit the Customer and discover the working methods and environment. Always focus on discovering the details of the goals and ask open questions. An open question is a question that you cannot answer yes or no to.

Examples of Open, Alternate and Closed Questions
An Open Question starts with the words: Closed questions start with a verb. Closed questions can be answered Yes or No and Alternative Questions are answered by one of the alternatives supplied.
 * Who
 * What
 * Where
 * How
 * Please describe how

Examples of Open questions

What is the weather like? When do you want breakfast?

Examples of Closed Questions

Is it raining? Do you want eggs for breakfast?

Example of Alternative Questions Do you want beer or wine with your meal? Is your favourite colour blue, red or purple?

Questions to ask the Customer
The Customer will start with approximate goals. Help the Customer to define the Goals in finer detail. Some of the goals of the Customer may not be achievable or needed. Ask questions to discover exactly what the Customer needs. Remember the Customer may need to ask experts in their own organisation. So ask the questions early. And wait for the answer. Examples of open questions that are needed to see whether the project is feasible: The Customer needs help to establish the details of the Goals. The Customer cannot be an expert in all subjects. Intelligent questions will help to guide the Customer to define the goals to a sufficient level of detail to proceed with the project. Ask questions and Wait until the Customer has all the information needed. A quick answer is often a wrong answer. The better the Goals are defined then the more accurately the requirements will be stated
 * 1) What is the most important goal? This question is important if the project becomes de-scoped.
 * 2) When is the deadline? This deadline may change but it is better to have an approximate date than no date at all.
 * 3) If there is more than one Goal, which goal must be delivered first?
 * 4) What is the budget (total amount of money allocated) for this project? The budget may change but it is better to have an approximate amount than no budget at all.
 * 5) Can you give me an example of a similar system?
 * 6) Will all the goals increase your revenue?

Exercise 2 Draw a Picture from Instructions
See Exercises for Requirement specifications. The aim of the exercise is to show the value of open questions versus closed questions. A closed question has a yes or no answer.

Remember an open question starts with: Open Questions cannot be answered by Yes or No
 * Who
 * What
 * Where
 * How

Instructions:
Get a partner or colleague to find a picture of a building and tell them not to show it to you. Tell your partner or colleague only to answer the questions you ask and not supply any information if no questions has been asked. Ask Open questions to discover what type of building the picture shows. Try to draw the outline of the building from the details you receive from your partner. Find another picture and let your partner try to guess your picture.

Funnel Questions
To discover what the Customer’s goals are start by asking open questions. Follow these with more open questions. When the goals have been discovered then alternative questions define which of several options the customer prefers. Finally ask closed questions to steer the customer towards what is available.

\\

Questionnaires are a good way to ask questions
If there are a lot of questions to ask the customer then a good way to ask them is by sending the customer a list of questions as a text file. The customer can answer question by question and refer technical matters to the experts in written form. Give the customer time to answer the questions fully and be patient if not all the questions are answered the first time.

Start the questionnaire with open questions use:
 * Open questions to discover the customer’s goals.
 * Alternative questions where the options are limited
 * Closed questions to steer the customer towards industry standards or to discover which of a list of standard features is required in a particular project to produce greater detail.

Number all the questions uniquely and record the answers with a unique number that also indicates who answered the question.

The next module is The Development Process (EE)

Back to Writing Requirements and Functional Specifications(EE)


text:
Talk:Wiki Resources

 Hello Wikiresources, 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! --Gbaor 17:22, 5 November 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?

Wikiresources
Hi! I have seen that you are quite active in creating content pages. If you want us to delete some page that is no longer needed or created by accident (like Wikiresources/Why this tool? or New page) just mark it as delete my page and we will take care of the rest. You can consider making a redirect page as well. --Gbaor 17:21, 5 November 2009 (UTC)
 * Could you clarify if you still want why this tool? since you have Wikiresources/Why this tool? -- Jtneill - Talk - c 11:44, 7 November 2009 (UTC)

File:MARBUR~1.JPG
Hi there. I've deleted File:MARBUR~1.JPG because the image is already available under the name File:Marburger-Religionsgespräch.jpg. Regards. Adambro 19:37, 7 November 2009 (UTC)

\Communication Tools
Was this page perhaps intended for Wikiresources/Communication Tools? (If you so, you could move it and the mark the old page as delete my page. -- Jtneill - Talk - c 23:48, 7 November 2009 (UTC)

File:VUE.jpg.jpg
Thanks for uploading File:VUE.jpg.jpg. Do you have any source and copyright information for this image? The vast majority of images on the WMF projects are required to be freely licensed and so if that isn't the case here then I'm afraid it may have to be deleted. If you simply require an image of a mouse, rather than this specific mouse, then you should probably be able to find an appropriate image in the relevant category on Commons which can be used on Wikiversity by refering to its filename in the same way as an image uploaded locally. Regards. Adambro 16:08, 25 November 2009 (UTC)

 * Please provide this information for your other uploads. Additionally, can you provide the source of File:Jklyuio.jpg please. Thanks. Adambro 16:49, 25 November 2009 (UTC)
 * Sorry to bother you about this again but I'm afraid we have to insist that adequate source and copyright information is provided for all images on this and any of the other Wikimedia Foundation projects. Please provide this information for each of your uploads, a list of which you can find here, before uploading any more images. If you need any help or advice regarding this then please ask. Adambro 17:07, 25 November 2009 (UTC)

Moving pages
It's good to see the well-developed user page content is now in the main space. FYI, rather than copying, you can just move a page which leave a redirect behind. You can still add a redirect to your old pages - this would be preferable to leaving duplicate content. Hope this helps. -- Jtneill - Talk - c 13:23, 24 March 2010 (UTC)

title: Talk:Wiki Resources


text:
Technical writing/Requirements EE

Back to Writing Requirements and Functional Specifications(EE)

Requirements are essential for systems and software
Availability is the percentage of time that the system must operate without failure Example A telephone exchange must operate 99.9997% of the time. 100% Availability is unachievable)

A Functional Requirement describes the functions a system must perform.

A Non-functional requirement is how well the system performs the functions. These are, among others: Examples of such requirements include Requirements define the characteristics or features of the system.
 * performance requirements
 * quality of service requirements
 * The Availability of the system
 * How easy the system is to
 * Test
 * Maintain
 * Use

Well written list of requirements do not say how the system should implement the requirements

How the system implements the requirements is the job of the system designer.

Requirement Specification Topics
Most requirements specifications include the following nine topics.

The first three describe Functional Requirements:

 * Interfaces
 * Functional Capabilities
 * Data Structures/Elements

The last six topics address quality requirements and are considered non-functional:
 * Performance Levels
 * Safety
 * Reliability
 * Security/Privacy
 * Quality
 * Constraints & limitations

Remember the following when writing requirements:

 * The requirement specification is to express requirements, not an outline for a method to derive the requirements.
 * Use proper sentence structures and select words and phrases based on their formal definitions
 * Write simple direct statements. Follow a disciplined and iterative approach to create the requirement specification.

Exercise 2 Make a label for a bottle of Beer with known requirements
The exercise aim is to show how dangerous it is to assume you know what your Customer needs.

Your Customer then tells you the Requirements.

NOTE: If you assume then you make an ASS out of U and ME. (An Ass is a donkey)
 * 1) Pilgrim is a non alcoholic beer that complies with Islamic law.
 * 2) No representational art is allowed on the label.
 * 3) Pilgrim is also Halal

The Software(Systems)Development Life Cycle
The process for developing software and systems is called the SDLC, Software (or) System Development Life Cycle

Requirements are written in the first third of the Concept phase of life cycle, modified and tracked in the constructing phase, and used as testing and acceptance criteria in the constructing and Using phases. In addition, they provide the basis of user documentation and training, as well as the library of lessons learned for the next project.

How does the team transform an idea into a tool that people can use?

The process in steps
The Concept
 * Initialization
 * Analysis and Planning

Constructing the concept
 * Design
 * Development
 * Testing and Integration

Using the concept
 * Delivery
 * Maintenance
 * Improvement

Example 1 Construct an office building
The process is as follows:

The Concept

 * the Initialization  of the project.
 * 1) * Discover the Goals
 * 2) ** A one floor office suitable for a call centre with 50 workers
 * 3) ** Close to the centre of town
 * 4) analyse feasibility of the concept
 * 5) * Is there a Market for extra office space?
 * 6) * Will the local Municipality grant permission for the building?
 * 7) * Is there enough money to complete the project?
 * 8) * Is there enough room on the building site?
 * 9) * Will there be access by road?

Constructing the Concept

 * 1) plan the building.
 * 2) * Requirements. There must be:
 * 3) ** Enough space for Call Centre 50 workers plus support workers
 * 4) ** Cleaning
 * 5) ** Reception
 * 6) ** Parking
 * 7) design the building
 * 8) * does the design of the building satisfy all the above Requirements and all the safety Requirements?
 * 9) Construct the building  with proper tools
 * 10) Integrate by connecting the building to the road system, electricity, water, gas, telephone,internet, waste water
 * 11) Test the building
 * 12) * Does the building satisfy all the above Requirements?
 * 13) * Does the building satisfy all the safety Requirements?

Using the concept

 * 1) Delivery of the building open the building to the occupants with all relevant documentation
 * 2) Maintenance of  the building
 * 3) Analyse the knowledge gained from constructing the building and construct a better building next time

Exercise 3 Paint a picture
The exercise aim is to
 * 1) conceive an image
 * 2) sketch the image
 * 3) modify the image
 * 4) design the image
 * 5) paint the image on the canvas (use correct the  tools)
 * 6) frame the finished picture
 * 7) take the picture to a gallery
 * 8) analyse the knowledge gained from painting the picture and paint a better picture next time

Writing Clear Requirements
Use imperatives to write requirements.

Imperatives (grammatical term) are direct commands

Example "eat your food"

Strong Commands	       Shall, Must, Will

Strong Prohibitions	Must not, Cannot, May not, Shall not, Must Never.

Weak Suggestions	       Can, May, Alternatively, if possible.

Useless General terms	Should, Big, Small, Easy, Friendly.

Remember use the strongest imperatives available.

General (non specific) terms must not appear in a requirement specification.

If the requirement cannot be measured or tested then restate the requirement and use strong language.

Using Commands
Deliverables are the product features that will appear in a contract.

Commands are a direct order.

Example "Eat all your food."

Note: The second person (you) is always implied Commands are imperative. Commands are strong and define:
 * what the developers must make
 * how to test that the function works

Testing the commands against the Deliverables is how Customers check whether they have received what they paid for.

Strong commands follow a pattern:
 * Commands are short
 * Commands use active voice
 * Commands use strong verbs
 * Use these verbs:
 * Shall
 * Must

The strongest verbs are Shall and Must. Shall and Must leave no doubt that what follows is a necessary. The word Will is reserved for a statement of fact.

Using Prohibitions
In safety warnings, negative prohibitions are necessary in requirements. Often the prohibitions will reflect safety and environmental concerns.

Strong Prohibitions:
 * Shall not
 * Must not
 * Cannot
 * May not
 * Do not
 * Never

Note: In the command form, Can and May are weak, but used as a prohibition, Cannot and May not are strong.

 * Never put needles in your ears.

 * The system must not allow users to delete files.

Requests
Requests must not appear in a strong requirement specification. Suggestions and requests will probably be ignored or badly implemented.

Never use:
 * Should
 * May
 * Can
 * possibly

Examples of suggestions

 * The parachute should open when you pull the ripcord
 * We should all live in peace and harmony with nature.
 * The system should store user information without loss of data.

The above are all nice ideas and wonderful concepts.

We all agree with the suggestions.

But realistically, they are just nice suggestions not requirements.

So avoid any kind of ambiguous request.

General terms do not specify
General terms do no supply enough information

 * How tall is high?
 * How little is small?
 * How big is large?
 * How much is enough?
 * How Quick is quickly?

If the requirements include terms that can be misunderstood then these terms that will require further explanation.

Do not use General terms.
Replace with General terms with specific measurable requirements.

How to convert a General term into a specification
Examples:

Too general: Enough memory for the users.

Specific: The system must provide 20 GB of free hard drive space for each user.

Too general: The system shall shut down quickly.

Specific: The complete power down sequence shall last no more than five (5) seconds.

Requirements
A Requirement is a single piece of information about what a product or service does or is. Developing engineers use Requirements. The Requirement identifies a necessary attribute, capability, characteristic or quality that must be of use to the person using the product.

Requirements show that the elements and function are necessary for the particular project.

Requirements are typically placed into these categories:

Functional requirements describe the functions that the system must execute; Non-functional requirements constrain the solution. Nonfunctional requirements are sometimes known as constraints or quality requirements. They can denote something about the system itself, and how well it performs its functions. Examples of such requirements include availability, testability, maintainability, and ease-of-use.

Often 'business need' and 'feature' are spoken of as types of requirements. Each functional requirement should be traceable up to system feature and business need. The requirements phase may be broken down into three phases: elicitation (from the end user), analysis (with the end user) and recording:
 * Elicit – the developer must obtain the end user’s requirements for the project by asking questions and drawing out every detail.
 * Analyse – the requirements must be evaluated for accuracy, completeness and deliverability by discussion between the developer and the end user.
 * Record – the requirements must be recorded flexibly, leaving room for additions and revisions. Use an open numbering/ID system for this.

Characteristics of good requirements
Good requirements should include statements that are:
 * Necessary – Something that must be included.
 * Unambiguous – Use strong words without vague terms.
 * Concise – Easy to read yet conveys the essence of what is required.
 * Consistent – Does not contradict other requirements. Contains a terminology list for key words.
 * Complete –Does not require you to look at additional text to know what the requirement means.
 * Achievable – A realistic requirement that can be implemented with the available money, resources, and time.
 * Testable – Can be tested by inspection, analysis, or demonstration.
 * Traceable - Has a unique identifier and is tracked through the entire SDLC.

The Requirements must contain all the required features
Requirement specifications must contain all required features, none must be left unrecorded. If it is difficult to define expected system action/output in some conditions, such issues should be recorded and clarified/defined later when it becomes possible. "Common sense" requirements sometimes are left unrecorded by analysts/developers. However, remember that "common sense" is an ambiguous characteristic. Record all requirements which are necessary even if you think they are "common sense".

Your requirements specification document must have a clear structure. It must be easy to find any information, navigate within the document. You should avoid referencing a reader back and forth within the document. If your reader must hold fingers on more than 2 pages when reading any requirement, consider re-writing it.

The requirements specification is a project deliverable whether or not it is required by a customer. Like any project deliverable, it must be tested. Ask your colleagues to review it. It's a good practice to have software architects, test engineers, and customers review your specifications and provide feedback.

Use Strong Words and Phrases

 * Use the simplest words appropriate to the intent of the statement.
 * Use imperatives correctly and be consistent. Remember, shall "prescribes", will "describes", must & must not "constrain", and should "suggests"
 * Avoid weak phrases such as "at a minimum", "be able to", "capable of", and "not limited to".
 * Do not use words or terms that give the provider an option on the extent that the requirement is to be satisfied such as "may", "if required", "as appropriate", or "if practical".
 * Do not use generalities where numbers are really required such as "large", "rapid", "many", "timely", "most", or "close".
 * Avoid fuzzy words that have relative meanings such as "easy", "normal", "adequate", or "effective"

Provide Examples
•	Ensure that the example is not mistaken as part of the specification by the use of italics, quotes, or being explicit. For example: "This is an example."
 * Immediately follow what is to be illustrated with the example.
 * Repeat an example if it is not already located on the same page. Its better to be repetitive than to divert the reader's attention.

Cite References
If the industry standards that apply to the project are too long to include in the document the site the original document as a reference.

Identify each reference cited with a unique number or identifier, such as "2.14". Cite references by: For example: "2.14 NASA Software Management, Assurance, and Engineering Policy, NMI 2410.10, March 26, 1991."
 * short or common title
 * full title
 * version or release designator
 * date
 * publisher or source
 * document number or other unique document identifier.

Use the same unique citation identifier when referencing information in the cited document. For example: " as defined by Section 3 of reference document 2.14."

Use Tables and Charts

 * Each table must have a unique Title and an Identify
 * List each table and chart in the Requirements Specification's table of contents by title, unique identifier and page number. Help the reader find it!
 * Identify the purpose of the table or chart in the text immediately preceding it.
 * Explain each aspect or element of the table or chart (columns, rows, symbols, blanks, etc.) from right to left then top to bottom

Use Careful Word Order in English
The general form of a requirement is. "who will do what where when followed by constraints".

The Requirements do not state how the system performs the functions required. The System Architect decides how to implement the functions. Requirements should be prioritized, allowing more effective management (e.g. release planning, change control), and also carefully structured so that relationships are made clear.

According to NASA each specification statement consists of four basic structural elements:
 * Entities
 * Actions
 * Events
 * Conditions

These elements can be used or modified by various cases such as:
 * Owner
 * Actor
 * Target
 * Constraint
 * Owned
 * Action
 * Object
 * Localization

The recommended model for a specification's structure is: [Localization] [Actor|Owner] [Action] [Target|Owned] [Constraint]

In this example: "The pizza boy will deliver the pizza to Fred's doorway no later than 13:30 GMT on 23 September, 2027, unless Fred doesn't pay." Localization: "Fred's doorway" Actor|Owner: "pizza boy" Action: "deliver pizza" Target|Owned: "pizza" Constraint: "Fred doesn't pay"

Keep it short

 * All your commands and prohibitions must be short.
 * Break long sentences and paragraphs into short commands and lists.
 * Use the active voice and present tense.
 * If a sentence has more than 3 punctuation marks, re-write it to make easier to understand.

Use consistent terminology

 * Define all technical terms in a glossary or terminology database so there is no disagreement on meaning.
 * Don't use synonyms. Always use the same term for the same meaning.

Break long sentences

 * Chunk the information to the level developers will understand.
 * Sort the chunks into comprehensible groups using tables and lists.
 * A sentence with many commas, or words like or, and, but, and/or, contains lumps of requirements. It must be broken down further.

Remember the reader

 * Target your writing to your reader.
 * Developers want exact, clear, organized prose with testable statements.
 * Testers want enough information to infer the test cases, but you don't have to write every possibility.
 * Avoid redundancy. State it once and then make references to that statement.

Testable requirements
Requirements must be testable.

If the requirement is difficult to test then use one of the following verification methods instead:
 * analysis
 * inspection
 * designe review

Certain requirements are not testable within a reasonable time limit.

Requirements that state that the system shall not fail for 25 years would take 25 years or more to test. It is better to state a Mean Time Between Failures (MTBF) which can be calculated by a mathematical formula. Such requirements are often rewritten to state a more practical time period.

Example of a simple requirement
A simple requirement could be:

Requirement ID	Requirement Description UR-040	Only authorized users can access the database

Each requirement leads to one or more test cases:

Requirement ID	Requirement Description	Test Cases UR-040	Only authorized users can access the database	Attempt to log in with an UserID not in the authorized user database Attempt to log in with a correct UserID and incorrect user password Attempt to log in from outside the firewall

Every time you write a requirement, you must ask yourself if it is testable. This means a tester must be able to prove the statement false. If it is not possible to prove the statement false, then you must restate the requirement.

Traceable requirements
With time, requirements will usually change - Customers change their minds. The market changes and demands additional requirements. Developers find new solutions that impact on the rest of the system. Attempting to set the requirements in stone is impossible. Instead, you define the requirements as clearly as you can, and anticipate they will evolve over the life cycle of the project. By assigning a unique identifier to every requirement, you can control this inevitable process.

Unique Identifiers and Tracking Changes
There are many ways to label and number requirements. Allow for the system to expand, use whatever is reasonable for your audience. For example, to create requirements for a pocket calculator the following types of requirements are necessary:

 * Size
 * Mathematics Functions
 * User Interface
 * Power

Each of these types of requirements contains many sub-requirements, so you can put them into a table:

Calculator Size Requirements (1st draft) S-010	The calculator must be no wider than 10 centimetres. S-020	The calculator must be no longer than 15 centimetres.

Over time, though, you discover new requirements and add them to the end of the list. Where it makes sense, you can also add requirements in the middle of your list:

Calculator Size Requirements (with new items)

S-010	The calculator must be no wider than 10 centimetres. S-011	The calculator must be no wider than 12 centimetres at the bottom. S-020	The calculator must be no longer than 15 centimetres. S-030	The calculator must be no heavier than 20 grams. S-031	The calculator when containing batteries must be no heavier than 30 grams.

Construct the Unique Identifiers so that more items can be added. In the example from a previous page, each Unique ID has an interval of ten so nine additional requirements can be inserted anywhere in the list. Of course you can also add items to the end of the list. Remember: DO NOT re-number Unique Identifiers. Once an item has an identifier, don't change it. (For this reason do not use the word processor's auto-numbering tools.)

Requirement Evaluation Check-list
A Requirement Specification is an iterative document that records the plans and intentions of the development team. As those plans and intentions change, then the specifications must change.

Ask these Questions every time there is a new requirement or a requirement is modified.

 * 1) Does the requirement state what is required rather than a solution?
 * 2) Is the requirement easy to understand and difficult to misunderstand?
 * 3) Does the requirement contain simple short statements with only one possible meaning (easy to understand and difficult to misunderstand)?
 * 4) Is there an example that explains the requirement? Is an example needed?
 * 5) Is there a diagram that illustrates the requirement? Is a diagram needed?
 * 6) Does the requirement contradict any other requirement?
 * 7) Is the requirement complete? (if the reader must search for information to understand the requirement then  the requirement is not complete)
 * 8) Is the requirement uniquely identified?
 * 9) Can the requirement be tested?
 * 10) Can the requirement be traced to and from a business objective?
 * 11) Can the requirement be achieved with the given resources, time and technology?

There is a suggested check-list available for download and use at SSC San Diego Process Asset Library http://sepo.spawar.navy.mil/SPIWG/SPIWG_RD_Writing_Requirements.doc. You can also try NASA's Automated Requirements Measurement (http://satc.gsfc.nasa.gov/tools/arm/) tool which is free for download and use.

Since the typical requirements specification has multiple authors, you'll find yourself editing what others have written. Similarly, you'll find others editing your words. This must be expected and encouraged.

At each phase the writers, managers, developers, architects, and the customers, must challenge and define the requirements. As this process continues, the requirements become better understood. Out of scope requirements are identified and eliminated. All the stakeholders set priorities, so managers can break the work into phases. The design becomes clear, and only when the most important issues have all been answered should you begin the actual development phase.

Definitions
A Requirement is: A well defined description of what a single aspect of a particular product or service must be or do. The description is an input to the design stage of product development.

A Functional Requirement describes the Functions a system must perform.

An MTBF is the Mean time between failures  and is calculated mathematically by taking account of all the components that coulkd fail

A Non-functional requirement is how well the system performs the functions.

A Customer is: a person or organisation with goals that pays for the project

Imperatives are direct commands, requests, and prohibitions.

'Example “be quiet”
 * Back to Writing Requirements and Functional Specifications(EE)
 * Back to Technical Writing Level 1
 * on to The Roles of the Development Team (EE)

title: Technical writing/Requirements EE


text:
Category talk:Computer programming

Merging
I think we should merge Category:Computer programming into Category:Programming, because the both corresponds to commons:Category:Programming.

On the contrary, commons:Category:Computer programming talks about some software screenshots. JackPotte (talk) 21:25, 14 September 2012 (UTC)

Finally I will move Category:Programming into Category:Computer programming to disambiguate with the scheduling or planning meaning. JackPotte (talk) 10:17, 15 September 2012 (UTC)
 * ✅ Now we have PHP and Java in the same category. JackPotte (talk) 10:34, 15 September 2012 (UTC)

title: Category talk:Computer programming


text:
User:Egm6321.f09.Team2/HW5

 See further comments in google doc for Team 2. Egm6321.f09 19:38, 26 November 2009 (UTC)

Homework Assignment #5 - due Wednesday, 11/4, 21:00 UTC

Problem 1
p.29-4 Complete equations (3) & (4) for i=2 and i=3 respectively.

Problem Statement: From the Laplace equation $$\mathcal {4}\psi={1\over h_1h_2h_3}\sum_{i=1}^3{\partial \over \partial \xi_i}\Bigg[{h_1h_2h_3\over (h_i)^2}{\partial \psi \over \partial \xi_i}\Bigg]$$ where $$h_1(\xi)=1$$ $$h_2(\xi)=rcos\theta=\xi_1cos\xi_2$$ $$h_3(\xi)=r=\xi_1$$ $$h_1h_2h_3=r^2cos\theta$$

Solve for when $$i=2, i=3$$

When $$i=2$$ $$\mathcal {4}\psi={1\over h_1h_2h_3}\sum_{i=1}^3{\partial \over \partial \xi_i}\Bigg[{h_1h_2h_3\over (h_i)^2}{\partial \psi \over \partial \xi_i}\Bigg]$$ becomes

$$\mathcal {4}\psi_{i=2}={1\over r^2cos\theta}{\partial \over \partial \phi}\Bigg[{r^2cos\theta\over (rcos\theta)^2}{\partial \psi \over \partial \phi}\Bigg]$$

$$\mathcal {4}\psi_{i=2}={1\over r^2cos\theta}{\partial \over \partial \phi}\Bigg[{r^2cos\theta\over (rcos\theta)^2}{\partial \psi \over \partial \phi}\Bigg]={1\over r^2cos\theta}{\partial \over \partial \phi}\Bigg[{r^2cos\theta\over r^2cos^2\theta}{\partial \psi \over \partial \phi}\Bigg]$$

$$\mathcal {4}\psi_{i=2}={1\over r^2cos\theta}{r^2cos\theta\over r^2cos^2\theta}{\partial \over \partial \phi}\Bigg[{\partial \psi \over \partial \phi}\Bigg]$$

 $$\mathcal {4}\psi_{i=2}={1\over r^2cos^2\theta}\Bigg[{\partial^2 \psi \over \partial \phi^2}\Bigg]$$

When $$i=3$$ $$\mathcal {4}\psi={1\over h_1h_2h_3}\sum_{i=1}^3{\partial \over \partial \xi_i}\Bigg[{h_1h_2h_3\over (h_i)^2}{\partial \psi \over \partial \xi_i}\Bigg]$$ becomes

$$\mathcal {4}\psi_{i=3}={1\over r^2cos\theta}{\partial \over \partial \theta}\Bigg[{r^2cos\theta\over (r)^2}{\partial \psi \over \partial \theta}\Bigg]$$

$$\mathcal {4}\psi_{i=3}={1\over r^2cos\theta}{\partial \over \partial \theta}\Bigg[{r^2cos\theta\over r^2}{\partial \psi \over \partial \phi}\Bigg]$$

 $$\mathcal {4}\psi_{i=3}={1\over r^2cos\theta}{\partial \over \partial \theta}\Bigg[cos\theta{\partial \phi\over \partial\theta}\Bigg]$$

Problem 2
p.30-2 Solve eq.(1) using the trial solution method where $$R(r)=r^\lambda$$

Problem Statement:

Solve $${d\over dr}\Bigg(r^2{dR\over dr}\Bigg)=kR$$ by trial solution: $$R(r)=r^\lambda$$

where,

$$R'={d\over dr}R=\lambda r^{\lambda-1}$$

$$R''=\lambda(\lambda-1)r^{\lambda-2}$$

$$r^2{dR\over dr}=r^2R'=r^2(\lambda r^{\lambda-1})=\lambda r^{\lambda-1+2}$$

$${d\over dr}\Bigg(r^2{dR\over dr}\Bigg)={d\over dr}\Big(\lambda r^{\lambda-1+2}\Big)=kR$$

$$\lambda (\lambda-1+2)r^{\lambda-2+2}=kr^\lambda$$

$$\lambda (\lambda+1)r^\lambda=kr^\lambda$$

Divide by $$r^\lambda$$

$$\lambda (\lambda+1)=k$$

Contributing Team Members
Joe Gaddone 02:03, 2 November 2009 (UTC) Kumanchik 15:46, 4 November 2009 (UTC) Egm6321.f09.Team2.sungsik 21:25, 4 November 2009 (UTC) Egm6321.f09.Team 2.walker

title: User:Egm6321.f09.Team2/HW5


text:
Sociology of mental illness

Sociology of mental illness is studied under the rubric of 'Sociology of Devience' or 'Sociological Social Psychology,' most notably known in the latter case as 'social psychology.' However, within sociology the notion of mental illness is not adopted as a legitimate explanation for problems in human behavior. Rather, 'problems in living' is used to explain behaviors that do no conform to communiy standards and of which are without reference to psychiatric diagnosis. The term problems in living was first used by Thomas Szasz then latter defined by Lloyd Gordon Ward and Robert Throop.

title: Sociology of mental illness


text:
User:Tyrewave

hello, i wold like to give a brief introduction about my person. iam from lebanon, and i work as a teacher of english, but i don't mind at all brushing up my education in math, science and other subjects as well. i am a male, of about 48. i like learning, reading, art,etc. i also like to share and be informed about opinions, information and educational interests in general. i hope i can be using Wikiversity more often to benefit from it.

title: User:Tyrewave


text:
User:Egm6321.f09.team3.diggs/HW5

= Problem 1: Solving for $$ \Delta \Psi $$ =

Given
The differential equation:

$$ \Delta \Psi = \frac{1}{h_1 \cdot h_2 \cdot h_3} \sum \frac {\partial}{\partial \xi} [ \frac{h_1 \cdot h_2 \cdot h_3}{(h_i)^2} \cdot \frac {\partial \psi}{\partial \xi}] $$

where

$$ (h_1,h_2,h_3) = (1, r \cdot cos \theta, r) $$

$$ (\xi_1, \xi_2, \xi_3) = (r, \theta, \phi) $$

Find
$$ \Delta \Psi_i $$ for i = (1, 2, 3)

Solution
for i = 1:

$$ \Delta \Psi_1 = \frac{1}{r^2 \cdot cos \theta} \cdot \frac {\partial}{\partial r} [ \frac{r^2 \cdot cos \theta}{(1)^2} \cdot \frac {\partial \psi}{\partial r}] $$

for i = 2:

$$ \Delta \Psi_2 = \frac{1}{r^2 \cdot cos \theta} \cdot \frac {\partial}{\partial \theta} [ \frac{r^2 \cdot cos \theta}{(r \cdot cos \theta)^2} \cdot \frac {\partial \psi}{\partial \theta}] $$

for i = 3:

$$ \Delta \Psi_3 = \frac{1}{r^2 \cdot cos \theta} \cdot \frac {\partial}{\partial \phi} [ \frac{r^2 \cdot cos \theta}{(r)^2} \cdot \frac {\partial \psi}{\partial \phi}] $$

Combined:

$$ \Delta \Psi = \frac{1}{r^2 \cdot cos \theta} [\frac {\partial}{\partial r} [ r^2 \cdot cos \theta \cdot \frac {\partial \psi}{\partial r}] + \frac {\partial}{\partial \theta} [ \frac{1}{cos \theta} \cdot \frac {\partial \psi}{\partial \theta}]  +  \frac {\partial}{\partial \phi} [ cos \theta \cdot \frac {\partial \psi}{\partial \phi}] $$

Simplified:

$$ \Delta \Psi = \frac{1}{r^2} \frac{\partial}{\partial r}(r^2 \frac{\partial \psi}{\partial r}) + \frac{1}{r^2 \cdot cos \theta} \frac{\partial }{\partial \theta}(\frac {1}{cos \theta} \frac {\partial \psi}{\partial \theta}) + \frac{1}{r^2} \frac{\partial ^2 \psi}{\partial \phi^2} $$

= Problem 2: Prove $$ \lambda (\lambda +1) = k $$ =

Given
The differential equation:

$$ r^2R'' + 2rR' - kR = 0 $$

where

$$ R(r) = r^{\lambda} $$

Find
Prove $$ \lambda (\lambda +1) = k $$

Solution
First, take the derivatives of R:

$$R' = \lambda r^{\lambda - 1}$$

$$R'' = \lambda (\lambda - 1) r^{\lambda - 2}$$

Substitute in:

$$ r^2 \cdot \lambda (\lambda - 1) r^{\lambda - 2} + 2r \cdot \lambda r^{\lambda - 1} - k \cdot r^{\lambda} = 0 $$

Simplify:

$$ \lambda (\lambda - 1) r^{\lambda} + 2 \lambda r^{\lambda} - k r^{\lambda} = 0 $$

Divide by $$ r^{\lambda} $$:

$$ \lambda^2 - \lambda + 2\lambda = k $$

Simplify:

$$ \lambda(\lambda + 1) = k $$, as expected!

= Contributing Team Members =

Angela Diggs

= Play area =

$$ 0 = -\dfrac{dp}{dx} + \mu \dfrac{\partial^2 w}{\partial x^2} + \mu \dfrac{\partial^2 w}{\partial y^2} $$

$$x* = \frac{x}{L}$$

$$y* = \frac{y}{L}$$

$$w* = \frac{w}{-\frac{L^2}{\mu} \dfrac{dp}{dx}}$$

$$\nabla^2{w*} = \dfrac{\partial^2 w*}{\partial x*^2} + \dfrac{\partial^2 w*}{\partial y*^2} = -1$$

$$\nabla^2 w* = -1$$

$$\nabla^2 W = \nabla^2 w* - \nabla^2 f = 0$$

$$\nabla^2 f = -1$$

$$f = \frac{1}{2} (a^2 - y*^2)$$

$$f = \frac{1}{2} (a^2 - x*^2)$$

$$\nabla^2 w* = \nabla^2 W = \nabla^2 f$$

$$w* = W + f$$

$$W(x,y) = X(x)Y(y)$$

$$w*(x,y=a) = 0$$

$$\dfrac{\partial w*(x,0)}{\partial y*} = 0$$

$$w*(x=1,y) = 0$$

$$\dfrac{\partial w*(0,y)}{\partial x*} = 0$$

$$0 = \nabla^2 W = \nabla^2[X(x)Y(y)] = XY + YX$$

$$\frac{Y}{Y} = -\frac{X}{X} = -\alpha$$

$$\frac{Y}{Y} = \frac{X}{X} = -\alpha$$

$$Y(y) = Acos(\alpha y) + B sin (\alpha y)$$

$$X(x) = C \exp(\alpha x) + D \exp(-\alpha x)$$

$$W(x,y) = (Acos(\alpha y) + B sin (\alpha y)) (C \exp(\alpha x) + D \exp(-\alpha x))$$

$$\dfrac{\partial Y(0)}{\partial y*} = 0 = B$$

$$\dfrac{\partial X(0)}{\partial x*} = 0 => C = D $$

$$W(x,y) = Acos(\alpha y) [\exp(\alpha x) + \exp(-\alpha x)]$$

$$W(x,a) = 0 => A cos(\alpha a) = 0$$

$$\alpha_n = \frac{(2n-1) \pi}{2a}$$

$$W(x,y) = \sum A_n cos(\alpha_n y) (2 cosh(\alpha_n x))$$

$$W(1,y) = \sum A_n cos(\alpha_n y) (2 cosh(\alpha_n)) = 0$$

$$A_n = \frac{2}{\alpha_n^3 a} \frac{a\alpha_n cos(\alpha_n a) - sin(\alpha_n a)}{cosh(\alpha_n)}$$

$$W(x,y) = \sum \frac{4}{\alpha_n^3 a} \frac{a\alpha_n cos(\alpha_n a) - sin(\alpha_n a)}{cosh(\alpha_n)}cos(\alpha_n y) cosh(\alpha_n x)$$

$$w*(x,y) = \frac{1}{2} (a^2 - y^2) + \sum \frac{4}{\alpha_n^3 a} \frac{a\alpha_n cos(\alpha_n a) - sin(\alpha_n a)}{cosh(\alpha_n)}cos(\alpha_n y) cosh(\alpha_n x)$$

$$W(x,y) = \sum A_n cos(\alpha_n y) cos(\alpha_n x)$$

= in error =

$$w*(x,y) = \frac{1}{2}(a^2 - y*^2) + \sum A_n cos(\alpha_n y) (\exp(\alpha_n x) + \exp(\alpha_n x))$$

$$w*(1,y) = \frac{1}{2}(a^2 - y*^2) + \sum A_n cos(\alpha_n y) (1 + \exp(-2\alpha_n)) = 0$$

$$\frac{1}{2}(y*^2 - a^2) = \sum A_n cos(\alpha_n y) (1 + \exp(-2\alpha_n))$$

title: User:Egm6321.f09.team3.diggs/HW5


text:
User:Egm6321.f09.team3/HW5

 See further comments in google doc for Team 3. Egm6321.f09 19:38, 26 November 2009 (UTC)

= Problem 1: Solving for $$ \Delta \Psi $$ =

Given
The differential equation:

$$ \Delta \Psi = \frac{1}{h_1 \cdot h_2 \cdot h_3} \sum_{i=1}^3 \frac {\partial}{\partial \xi_i} \left[ \frac{h_1 \cdot h_2 \cdot h_3}{(h_i)^2} \cdot \frac {\partial \psi}{\partial \xi_i}\right] $$

where

$$ (h_1,h_2,h_3) = (1, r \cdot \cos \theta, r) $$

$$ (\xi_1, \xi_2, \xi_3) = (r, \theta, \varphi) $$

Find
$$ \Delta \Psi_i $$ for i = (1, 2, 3)

Solution
for i = 1:

$$ \Delta \Psi_1 = \frac{1}{r^2 \cdot \cos \theta} \cdot \frac {\partial}{\partial r} \left[ \frac{r^2 \cdot \cos \theta}{(1)^2} \cdot \frac {\partial \psi}{\partial r}\right] $$

for i = 2:

$$ \Delta \Psi_2 = \frac{1}{r^2 \cdot \cos \theta} \cdot \frac {\partial}{\partial \theta} \left[ \frac{r^2 \cdot \cos \theta}{(r \cdot \cos \theta)^2} \cdot \frac {\partial \psi}{\partial \theta}\right] $$

for i = 3:

$$ \Delta \Psi_3 = \frac{1}{r^2 \cdot \cos \theta} \cdot \frac {\partial}{\partial \varphi} \left[ \frac{r^2 \cdot \cos \theta}{(r)^2} \cdot \frac {\partial \psi}{\partial \varphi}\right] $$

Combined:

$$ \Delta \Psi = \frac{1}{r^2 \cdot \cos \theta} \left[\frac {\partial}{\partial r} \left( r^2 \cdot \cos \theta \cdot \frac {\partial \psi}{\partial r}\right)\right] + \frac {\partial}{\partial \theta} \left[ \frac{1}{\cos \theta} \cdot \frac {\partial \psi}{\partial \theta}\right]  +  \frac {\partial}{\partial \varphi} \left[ \cos \theta \cdot \frac {\partial \psi}{\partial \varphi}\right] $$

Simplified:

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

$$ \Delta \Psi = \frac{1}{r^2} \frac{\partial}{\partial r}\left[r^2 \frac{\partial \psi}{\partial r}\right] + \frac{1}{r^2 \cdot \cos \theta} \left[\frac{\partial }{\partial \theta}\left(\frac {1}{\cos \theta} \frac {\partial \psi}{\partial \theta}\right)\right] + \frac{1}{r^2} \frac{\partial ^2 \psi}{\partial \varphi^2} $$
 * style="width:2%; padding:10px; border:2px solid #1888aa" |
 * style="width:2%; padding:10px; border:2px solid #1888aa" |
 * }
 * }
 * }

= Problem 2: Prove $$ \lambda (\lambda +1) = k $$ =

Given
The differential equation:

$$ r^2R'' + 2rR' - kR = 0 $$

where

$$ R(r) = r^{\lambda} $$

Find
Prove $$ \lambda (\lambda +1) = k $$

Solution
First, take the derivatives of R:

$$R' = \lambda r^{\lambda - 1}$$

$$R'' = \lambda (\lambda - 1) r^{\lambda - 2}$$

Substitute in:

$$ r^2 \cdot \lambda (\lambda - 1) r^{\lambda - 2} + 2r \cdot \lambda r^{\lambda - 1} - k \cdot r^{\lambda} = 0 $$

Simplify:

$$ \lambda (\lambda - 1) r^{\lambda} + 2 \lambda r^{\lambda} - k r^{\lambda} = 0 $$

Divide by $$ r^{\lambda} $$:

$$ \lambda^2 - \lambda + 2\lambda = k $$

Simplify:

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

$$ \lambda(\lambda + 1) = k $$
 * style="width:2%; padding:10px; border:2px solid #1888aa" |
 * style="width:2%; padding:10px; border:2px solid #1888aa" |
 * }
 * }
 * }

, as expected!

= Contributing Team Members =

Angela Diggs Egm6321.f09.team3.diggs 02:05, 4 November 2009 (UTC)

Catherine Snow EGM6321.f09.Team3.cgs 15:22, 4 November 2009 (UTC)

Barrett Mooney Egm6321.f09.team3.mooney 13:10, 3 November 2009 (UTC)

Francisco Kuljevan --Egm6321.f09.team3.Kuljevan.Francisco 04:56, 4 November 2009 (UTC)

title: User:Egm6321.f09.team3/HW5


text:
User talk:Tyrewave

 Hello Tyrewave, 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! Jtneill - Talk - c 21:15, 1 November 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:Tyrewave


text:
User:Rtw314

I am currently getting ready to join the Air Force as an Airborne Cryptolinguist. I have a passion for foreign languages and cultures and also for mathematics. I plan to contribute any knowledge I can to the wikiversity community. I am fluent in Spanish and have some knowledge of French, Portuguese, Chinese Mandarin and Japanese. I have taken University classes on single and multi-variable calculus and am quite knowledgeable in that field as well.

title: User:Rtw314


text:
User:Xzit/Templates/L-Arriba

{| width="100%" cellspacing="0" cellpadding="0" valign="top" border="0" |

Uso
Para crear un conjunto de pestañas o lengüetas usar los cinco siguientes elementos. Mantener las pestañas en el mismo orden en todas las páginas y usar Lengüeta1 para la página actual.

(úsalo solamente para alinear a la derecha otro nombre de página)

-- » Xzit « ≈ (Comentar) 06:09 06 may 2009 (UTC)

title: User:Xzit/Templates/L-Arriba


text:
User:Xzit/Templates/L-1

| style="padding:0 .3em; background-color:white; border:solid 2px #A3B1BF; border-bottom: 0; text-align:center; font-weight:bold;" width="%" |
 * style="border-bottom:2px solid #A3B1BF" width="2%" |

Uso
Para crear un conjunto de pestañas o lengüetas usar los cinco siguientes elementos. Mantener las pestañas en el mismo orden en todas las páginas y usar Lengüeta1 para la página actual. Si se usa Plantilla:Lengüeta escogerá automáticamente entre Lengüeta1 y Lengüeta2 dependiendo del nombre de la página. El parámetro Número de lengüetas es opcinal, pero se recomienda su uso para más de 4 lengüetas. De esta forma las lengütas quedan distribuidas uniformemente.

(úsalo solamente para alinear a la derecha otro nombre de página)

-- » Xzit « ≈ (Comentar) 06:09 06 may 2009 (UTC)

title: User:Xzit/Templates/L-1


text:
User:Xzit/Templates/L-2

| style="padding:0 .3em; background-color:#CEE0F2; border:solid 2px #A3B1BF; border-bottom: 0; text-align:center" width="%" |
 * style="border-bottom:2px solid #A3B1BF" width="2%" |

Uso
Para crear un conjunto de pestañas o lengüetas usar los cinco siguientes elementos. Mantener las pestañas en el mismo orden en todas las páginas y usar Lengüeta1 para la página actual. Si se usa Plantilla:Lengüeta escogerá automáticamente entre Lengüeta1 y Lengüeta2 dependiendo del nombre de la página. El parámetro Número de lengüetas es opcinal, pero se recomienda su uso para más de 4 lengüetas. De esta forma las lengütas quedan distribuidas uniformemente.

(úsalo solamente para alinear a la derecha otro nombre de página)

-- » Xzit « ≈ (Comentar) 06:09 06 may 2009 (UTC)

title: User:Xzit/Templates/L-2


text:
User:Xzit/Templates/L-3

| style="padding:0 .3em; background-color:#CEE0F2; border:solid 2px #A3B1BF; text-align:center" width="%" |

Uso
Para crear un conjunto de pestañas o lengüetas usar los cinco siguientes elementos. Mantener las pestañas en el mismo orden en todas las páginas y usar Lengüeta1 para la página actual. Si se usa Plantilla:Lengüeta escogerá automáticamente entre Lengüeta1 y Lengüeta2 dependiendo del nombre de la página. El parámetro Número de lengüetas es opcinal, pero se recomienda su uso para más de 4 lengüetas. De esta forma las lengütas quedan distribuidas uniformemente.

(úsalo solamente para alinear a la derecha otro nombre de página)

-- » Xzit « ≈ (Comentar) 06:09 06 may 2009 (UTC)

title: User:Xzit/Templates/L-3


text:
User:Xzit/Templates/L-Abajo

|}

Uso
Para crear un conjunto de pestañas o lengüetas usar los cinco siguientes elementos. Mantener las pestañas en el mismo orden en todas las páginas y usar Lengüeta1 para la página actual. Si se usa Plantilla:Lengüeta escogerá automáticamente entre Lengüeta1 y Lengüeta2 dependiendo del nombre de la página.

(úsalo solamente para alinear a la derecha otro nombre de página)

-- » Xzit « ≈ (Comentar) 06:09 06 may 2009 (UTC)

title: User:Xzit/Templates/L-Abajo


text:
User:Xzit/XztBrowserText-tan

Wikipedia ≈ Commons ≈ WikiQuote

Descripción

 * Esta Plantilla es usada por Xzit para Facilitar la Navegación de los que visitan su Página de Usuario, tanto en Wikipedia como en Commons y Wikiquote.

title: User:Xzit/XztBrowserText-tan


text:
User:Xzit/XztBrowser-tan

Descripción

 * Esta Plantilla es usada por Xzit para Facilitar la Navegación de los que visitan su Página de Usuario, tanto en Wikipedia como en Commons y Wikiquote.

title: User:Xzit/XztBrowser-tan


text:
User:Xzit/XztClick-tan

 |

title: User:Xzit/XztClick-tan


text:
User:Xzit

es:Usuario:Xzit

title: User:Xzit


text:
User talk:Xzit

{| style="border-spacing:8px;margin:0px -8px" {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#ffffff; -moz-border-radius:10px"
 * class="MainPageBG" style="width: 61%; border: 1px solid #153255; background-color: #ffffff; vertical-align: top; -moz-border-radius:10px" |

! style="background-color:#87CEEB; font-family:Verdana, Arial, Helvetica, sans-serif; font-size: 100%; border: 1px solid #cedff2; text-align: left; padding-left: 7px;  -moz-border-radius:10px"  | » F.A.Q. « Wikipedia ≈ Commons ≈ WikiQuote
 * style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: 90%" |
 * style="font-family:Verdana, Arial, Helvetica, sans-serif; font-size: 90%" |

How to leave my comment?

 * Solo tienes que dar Click en +, localizado en la parte Superior de la Página.
 * Luego escribe el Tema o Título y el Mensaje donde Corresponda.

 * ¿Listo?, ahora dale Click en "Grabar Página" y listo. Para ver como quedara antes de guardar, dale Click a "Mostrar Previsualización".
 * }
 * }
 * }

 * class="MainPageBG" style="border:1px solid #153255; background-color:#ffffff; vertical-align:top; -moz-border-radius:10px"|
 * }

title: User talk:Xzit


text:
User talk:Mr. Ed

Be
 * Interestingly,
 * Amusingly,
 * Mysteriously,
 * Aware,
 * Awake,
 * Appreciative,
 * and
 * Alive.

title: User talk:Mr. Ed


text:
User:Mr. Ed

Be
 * Interestingly,
 * Amusingly,
 * Mysteriously,
 * Aware,
 * Awake,
 * Appreciative,
 * and
 * Alive.

Education about the vital imperatives of Justice and Liberty is an imperative of Love.

title: User:Mr. Ed


text:
User talk:Daniel1521

 Hello Daniel1521, 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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 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Mu301Bot 08:18, 2 November 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 2 November 2009 (UTC)

title: User talk:Daniel1521


text:
User:B9 hummingbird hovering/Mūlamadhyamakakārikā first chapter in romanized Sanskrit with diacritics

Mūlamadhyamakakārikā by Nagarjuna (first chapter in romanized Sanskrit with diacritics)

Text according to Prasannapadā as emended by J. W. De Jong (1978) and further emended by Akira Saito (1985)

A

अनिरोधमनुत्पादमनुच्छेदमशाश्वतम्।

anirodham anutpādam anucchedam aśāśvataṃ |

अनेकार्थमनानार्थमनागममनिर्गमम्॥१॥

anekārtham anānārtham anāgamam anirgamaṃ ||

non-extinction (anirodham), non-origination (anutpadam), non-destruction (anucchedam), non-permanence (asasvatam), non-identity (anekartham), non-differentiation (ananartham), non-coming into being (anagamam) and non-going out of being (anirgamam)

This is effectively a class action negating the Eight Limits that collapse the expanse of Shunyata. The eight consist of two groups of four, which are in turn paired within their set and without. The first four may be viewed as focused on qualifying phenomena and the second four upon qualifying identity. The four corners and their mirror are amplifications of a primordiality (atemporal, nonlocal): a superposition that is evident in all amplifications of temporality and locality. As I conveyed in Catuskoti, if we plot the Eight as equidistant from the epicentre of 'Zeroness' (Shunyata) and each is demarcated from the other by a common unit, they form the diameters to the Quarters (and their mirror negation) which qualify a sphere (mandala).

B

yaḥ pratītyasamutpādaṃ prapañcopaśamaṃ śivaṃ |

deśayāmāsa saṃbuddhas taṃ vande vadatāṃ varaṃ ||

1

न स्वतो नापि परतो न द्वाभ्यां नाप्यहेतुतः।

na svato nāpi parato na dvābhyāṃ nāpy ahetutaḥ |

उत्पन्ना जातु विद्यन्ते भावाः क्कचन केचन॥३॥

utpannā jātu vidyante bhāvāḥ kvacana kecana ||

༄༅།བདག་ལས་མ་ཡིན་གཞན་ལས་མིན་༎གཉིས་ལས་མ་ཡིན་རྒྱུ་མེད་མིན་༎དངོས་པོ་གང་དག་གང་ན་ཡང༎སྐྱེ་བ་ནམ་ཡང་ཡོད་མ་ཡིན།

/bdag las ma yin gzhan las min//gnyis las ma yin rgyu med min//dngos po gang dag gang na yang//skye ba nam yang yod ma yin/

 * བདག་ལས་མ་ཡིན་ = not from itself, གཞན་ལས་ = parataH, compared to that, མིན་ = is not; non-; not, གཉིས་ = dvaya. dvi, two, ལས་མ་ = ཡིན་ = bhava, 	yes, be, existence, the linking verb "is", རྒྱུ་མེད་ = fortuitous, impossible, without any cause, no question of, no cause for = དངོས་པོ་ = bhAva. vastu, dravya; mUla; upadhi; padArtha; sat, 	thing; [functioning] thing; impermanent thing; phenomenon; entity; category; actuality, གང་དག་ = 	some, གང་ན་ཡང་ = wherever. + neg.; nowhere, སྐྱེ་བ་ = utpatti, birth; production; produce; grow; be born; arising, ནམ་ཡང་ = ever + neg = never, ཡོད་མ་ཡིན་ = 	non-existent; does not exist

 * Neither from itself nor from another,

 * Nor from both,

 * Nor without a cause,

 * Does anything whatever, anywhere arise.

2

catvāraḥ pratyayā hetur ārambaṇam anantaraṃ |

tathaivādhipateyaṃ ca pratyayo nāsti pañcamaḥ ||

3

na hi svabhāvo bhāvānāṃ pratyayādiṣu vidyate |

avidyamāne svabhāve parabhāvo na vidyate ||

4

kriyā na pratyayavatī nāpratyayavatī kriyā |

pratyayā nākriyāvantaḥ kriyāvantaś ca santy uta ||

5

utpadyate pritītyemān itīme pratyayāḥ kila |

yāvan notpadyata ime tāvan nāpratyayāḥ kathaṃ ||

6

naivāsato naiva sataḥ pratyayo 'rthasya yujyate |

asataḥ pratyayaḥ kasya sataś ca pratyayena kiṃ ||

7

na san nāsan na sadasan dharmo nirvartate yadā |

kathaṃ nirvartako hetur evaṃ sati hi yujyate ||

8

anārambaṇa evāyam san dharma upadiśyate |

athānārambaṇe dharme kuta ārambaṇaṃ punaḥ ||

9

anutpanneṣu dharmeṣu dirodho nopapadyate |

nānantaram ato yiktaṃ niruddhe pratyayaś ca kaḥ ||

10

bhāvānām niḥsvabhāvānām na sattā vidyate yataḥ |

satīdam asmin bhavatīty etan naivopapadyate ||

11

na ca vyastasamasteṣu pratyayeṣv asti tat phalaṃ |

pratyayebhyaḥ kathaṃ tac ca bhaven na pratyayeṣu yat ||

12

athāsad api tat tebhyaḥ pratyayebhyaḥ pravartate |

phalaṃ apratyayebhyo 'pi kasmān nābhipravartate ||

13

phalaṃ ca pratyayamayaṃ pratyayāś cāsvayaṃmayāḥ |

phalam asvamayebhyo yat tat pratyayamayaṃ kathaṃ ||

14

tasmān na pratyayamayaṃ nāpratyayamayaṃ phalaṃ |

saṃvidyate phalābhāvāt pratyayāpratyayāḥ kutaḥ ||

Source: http://wikisource.org/wiki/Mūlamadhyamakakārikā:_first_chapter_in_romanized_Sanskrit_with_diacritics


text:
Talk:Introduction to Italian

Today I created the Italian Wikiversity course. I noticed I've put the accents facing the wrong way on most of the vowels, and it could do with some pictures and audio. I will probably add those tomorrow. Anyway, feel free to edit it and all that. Wesmwatson 10:51, 2 November 2009 (UTC)

Sardinian + Illiterates
The Sardinian language isn't very similar to Italian (it's questionable if it is an italian dialect), because evolved from latin separately from italian (wide use of italian went a lot after unification by the level of illiterates).

The modern italian derivated principally by northern italian dialects so it's more similar to them than to the southern ones (except Romanesco / Roman dialect).

Illiterates

1861 (Italy unified) - 78% Illiterates (can't write their sign)

+ 19,5% Semi-illiterates (estimated)

1881 - 62%

1911 - 38%

1931 - 21% (38% in the south)*

1951 - 13% (28% in the south)

+ 21% Semi-illiterates (first time when it's directely asked).

1961 - 8.4% (15% in the south)**

1971 - 5.2%

1981 - 3.1.%

Source:

http://www.pbmstoria.it/dizionari/storia_mod/a/a045.htm

''C. M. Cipolla, Istruzione e sviluppo. Il declino dell'analfabetismo nel mondo occidentale, UTET, Torino 1971; C. Offe, Lo Stato nel capitalismo maturo, Etas Libri, Milano 1977; A. Petrucci, Scrivere e no. Politiche della scrittura e analfabetismo nel mondo, Editori Riuniti, Roma 1987; H.J. Graff, Storia dell'alfabetizzazione occidentale, Il Mulino, Bologna 1989; D. Marchesini, Il bisogno di scrivere. Usi della scrittura nell'Italia moderna, Laterza, Roma-Bari 1992.''

* Until 1910 (law legge 345 del giugno 1910) the radio had militar technology status, 1924 first official public transmitter station, 1937 firsts low price.

** 1949 experimental Tv transissions, 1954 official start of Tv transmissions, 1957 full signal cover (360k subscribers, usually people go to bar (pubs) o velthy neighbours/relatives to watch in), 60s goes to mass. From its starts programs follow a pedagogic purpose, like the famous Non è mai troppo tardi (It's never too late) 1960-1968, preceded by 'Telescuola' ('tele' + school) 1958-1966.

Have a nice day!

Nickh ²+, --151.34.35.43 (discuss) 13:14, 1 April 2016 (UTC).

title: Talk:Introduction to Italian


text:
User:Wesmwatson

I speak English as a native language. I speak Italian fairly well and I am presently learning Swedish. My interests are music, linguistics, politics, and philosophy.

title: User:Wesmwatson


text: File:PEW 26-10-2009.pdf

title: File:PEW 26-10-2009.pdf


text:
User:Egm6321.f09.Team1.vasquez/latex

Installing LaTeX for Microsoft Windows by using free open source tools. Here, MiKTeX is referred as the typesetting system and TeXnicCenter as the TeX editor.

MikTeX
MiKTeX is an implementation of TeX and related programs for Windows. MiKTeX only provides the tools to prepare documents using the TeX language (the Kernel of TeX for Microsoft Windows). It does not include a graphical environment.

Download
http://miktex.org/2.8/setup

TeXnicCenter
TeXnicCenter is an integrated documentation environment (IDE) for LaTeX (i.e. a graphical user interface to develop LaTeX documents). To install TeXnicCenter, it is required to install MiKTeX previously.

Download
http://www.texniccenter.org/resources/downloads/29

GhostScript
GhostScript is an interpreter for the PostScript language. When converting LaTeX documents to PDF format, TeXnicCenter first convert them to PostScript format. Therefore, it is required to set GhostScript as the post-processor which is used by TeXnicCenter when you create whether a PS or a PDF file.

Download
http://www.ctan.org/tex-archive/support/ghostscript/GPL/gs862/

Note: download gs862w32.exe for 32-bit processors and gs862w64.exe for 64-bit processors.

GSview
GSview is a graphical interface for GhostScript. It allows one to open PS files.

Download
http://pages.cs.wisc.edu/~ghost/gsview/get49.htm

TeXaide (optional)
TeXaide is a free equation editor that allows one to create complex LaTeX equations and then copy and paste them into the LaTeX editor (as if you were copying text).

Download
http://sunsite.bilkent.edu.tr/pub/tex/ctan/support/texaide/

JabRef (optional)
JabRef is a bibliography reference management software.

Download
http://jabref.sourceforge.net/

The Gimp (optional)
The Gimp is a raster graphics editor. It is useful (among plenty of other things) to convert the pictures to EPS (Encapsulated PostScript) format which is used when inserting figures into LaTeX documents.

Download
http://gimp-win.sourceforge.net/

proTeXt
proTeXt is a MiKTeX-based distribution for Windows provided by the TeX Users Group. They include MiKTeX, TeXnicCenter, Ghostscript and GSview into a self-extracting file.

Download
http://www.tug.org/protext/

External reference links
LateX project

Getting Started with LaTeX

A (Not So) Short Introduction to LaTeX2e

Egm6321.f09.Team1.vasquez 19:20, 2 November 2009 (UTC)

title: User:Egm6321.f09.Team1.vasquez/latex


text:
User:Egm6321.f09.team7/HW5

 See further comments in google doc for Team 7. Egm6321.f09 19:38, 26 November 2009 (UTC)

HW5: Problem 1
Problem Statement:  '''See attached file contains the Problem Statement!  Solution:''' '''See attached file contains the solution! '''

HW5: Problem 2
Problem Statement:  '''See attached file contains the Problem Statement!  Solution:''' '''See attached file contains the solution! '''

Contributing Authors
Egm6321.f09.team7.mm 03:16, 2 November 2009 (UTC) Egm6321.f09.team7.benedict 01:10, 7 November 2009 (UTC) Egm6321.f09.team7.hua 20:09, 2 November 2009 (UTC) User:Emg6321.f09.blanco 11:17, 2 November 2009 (UTC)

title: User:Egm6321.f09.team7/HW5


text:
User:Egm6321.f09.Team1.sallstrom/HW5

= Problem 1: Laplace' Operator = From lecture note slide 29-4.

Given
Laplace' operator acting on $$\displaystyle \psi$$ can be written
 * {| style="width:100%" border="0" align="left"

\Delta \psi = \frac{1}{h_1 h_2 h_3} \sum_{i=1}^3 \frac{\partial}{\partial \xi_i} \left[ \frac{h_1 h_2 h_3}{h_i^2} \frac{\partial \psi}{\partial \xi_i} \right] $$ $$ Using
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 1)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

h_1 = 1, \quad h_2 = r \cos \theta, \quad h_3 = r $$ $$ and
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\xi_1 = r, \quad \xi_2 = \varphi, \quad \xi_3 = \theta $$ $$ it can be shown that the first term in Eq. 1 is
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 3)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\frac{1}{r^2 \cos \theta} \frac{\partial}{\partial r} \left[ \frac{r^2 \cos \theta}{1} \frac{\partial \varphi}{\partial r} \right] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 4)
 * }
 * }

Find
Which are the to remaining terms of Eq. 1?

Solution
The second term is
 * {| style="width:100%" border="0" align="left"

\Delta \psi_2 \frac{1}{h_1 h_2 h_3} \frac{\partial}{\partial \xi_2} \left[ \frac{h_1 h_2 h_3}{h_2^2} \frac{\partial \psi}{\partial \xi_2} \right] = \frac{1}{r^2 \cos \theta} \frac{\partial}{\partial \varphi} \left[ \frac{r^2 \cos \theta}{r^2 \cos^2 \theta} \frac{\partial \psi}{\partial \varphi} \right] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 5)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Delta \psi_2 = \frac{1}{r^2 \cos \theta} \frac{\partial^2 \psi}{\partial \varphi^2} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 6)
 * }
 * }

The third term is
 * {| style="width:100%" border="0" align="left"

\Delta \psi_3 = \frac{1}{h_1 h_2 h_3} \frac{\partial}{\partial \xi_3} \left[ \frac{h_1 h_2 h_3}{h_3^2} \frac{\partial \psi}{\partial \xi_3} \right] = \frac{1}{r^2 \cos \theta} \frac{\partial}{\partial \theta} \left[ \frac{r^2 \cos \theta}{r^2} \frac{\partial \psi}{\partial \theta} \right] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 7)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\Delta \psi_3 = \frac{1}{r^2 \cos \theta} \left[ \sin \theta \frac{\partial \psi}{\partial \theta} + \cos \theta \frac{\partial^2 \psi}{\partial \theta^2} \right] $$ $$ or
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 8)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

$$\displaystyle \Delta \psi_3 = \frac{\tan \theta}{r^2} \frac{\partial \psi}{\partial \theta} + \frac{1}{r^2} \frac{\partial^2 \psi}{\partial \theta^2} $$ $$
 * style="width:2%; padding:10px; border:2px solid #8888aa" |
 * style="width:2%; padding:10px; border:2px solid #8888aa" |
 * $$\displaystyle (Eq. 9)
 * }
 * }

= Problem 2: Euler's Equation = From lecture note slide 30-2

Given
The Euler equation is
 * {| style="width:100%" border="0" align="left"

r^2 R'' + 2 r R' - k R = 0 $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 1)
 * }
 * }

Find
Using the trial solution

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

R = r^\lambda $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }

show that

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

\lambda(\lambda + 1) = k $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 3)
 * }
 * }

Solution
Differentiate Eq. 2 twice
 * {| style="width:100%" border="0" align="left"

R' = \lambda r^{\lambda - 1} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 4)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

R'' = \lambda (\lambda - 1) r^{\lambda - 2} $$ $$ Insert Eqs. 2, 4 and 5 into Eq. 1
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 5)
 * }
 * }

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

\lambda (\lambda - 1) r^{\lambda} + 2 \lambda r^{\lambda} - k r^\lambda = 0 $$ $$ Divide by $$\displaystyle r^\lambda$$ and rearrange
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 6)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

k = \lambda (\lambda - 1) + 2 \lambda $$ $$ or
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 7)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

$$\displaystyle \lambda (\lambda + 1) = k $$ $$
 * style="width:2%; padding:10px; border:2px solid #8888aa" |
 * style="width:2%; padding:10px; border:2px solid #8888aa" |
 * <p style="text-align:right;">$$\displaystyle (Eq. 8)
 * }
 * }

title: User:Egm6321.f09.Team1.sallstrom/HW5


text:
The Roles of the Development Team EE

The Roles of the Development Team
It is important that each member of the Project Team understands the role that they perform. The work must be allocated to the appropriate person for the best possible results. Where it is not clear whose role a task is then often the task is left unperformed or performed twice. Clear and concise job descriptions are required for each member of the project development team, so that from the outset each team member knows:
 * The part of the process that they are responsible for
 * Who performs the next stage of the process
 * The limits of their own responsibility
 * How to escalate problems when they occur

The Project or Product manager
The Project or Product manager is appointed at the start of the process and is responsible for: The Project or Product manager is also responsible for setting the requirements for tasking the:
 * Controlling the overall project or product including the budget and deadlines
 * Defining whether the project is financially viable
 * The successful:
 * Planning of a project or product
 * Execution of a project or product
 * Monitoring of a project or product
 * Closure of a project or product
 * Business Analysts via the BA Pool
 * Solution Architects dedicated to the project
 * Developers via the development pool
 * Technical writers via the Group leader

The Project or Product manager appoints members of the Project Team Business Analysts and acts as a member.

The Business (or System) Analyst:
Note: If the Business analyst specifies how the goals are realised then often it damages the development. In smaller organisations where roles are combined the processes must be done separately so that no goals are lost.
 * 1) Gathers the Goals from the Sponsor
 * 2) Records the Goals from the Sponsor with unique identifications
 * 3) Translates those Goals into Requirements with the help of Experts
 * 4) Asks further questions to help the Sponsor discover and understand all the details of the project
 * 5) Communicates with the Product or Project manager
 * 6) Acts as a member of a team
 * 7) Must not specify how the goals are realised

The System Architect
Is responsible for defining:
 * The technical feasibility of the project
 * The Requirements (what is needed)
 * The Functional Specifications (what will be realized)
 * The Design (how the system will be realized)
 * How the system will be tested and verified

The Project (Development) Team
The Team of Experts for a project includes the following: The Project Team will also seek advice from Accountants and Legal Staff. The team is responsible for translating the goals into requirements with unique numbering and matching those requirements to uniquely numbered Functions and uniquely numbered Structures.
 * Business (System) Analysts
 * Product or Project Managers
 * Assistants to the above
 * Solution (System) Architects
 * Developers

The next module is Writing Requirements Discovering Customer goals (EE)

 * Back to Writing Requirements and Functional Specifications(EE)

 * Back to Technical Writing Level 1

title: The Roles of the Development Team EE


text:
User:EGM6321.f09.Team3.cgs/HW5

= Problem 1 =

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

Given
$$ \Delta\psi=\frac{1}{h_1h_2h_3} \sum_{i=1}^3 \frac{\partial}{\partial\xi_i}\lbrack\frac{h_1h_2h_3}{(h_i)^2}\frac{\partial\psi}{\partial\xi_i}\rbrack$$

Find
$$i_2 $$ and $$i_3$$

Solution
We know that $$ h_1=1$$, $$ h_2=r cos\theta$$, and $$h_3=r$$

We also know that $$\xi_1=r$$, $$\xi_2=\varphi$$, and $$\xi_3=\theta$$

Equation 1 in full form (without the summation)

$$ \Delta\psi=\frac{1}{h_1h_2h_3} \lbrack\frac{\partial}{\partial\xi_1} \frac{h_1h_2h_3}{(h_1)^2}\frac{\partial\psi}{\partial\xi_1}\rbrack+ \frac{1}{h_1h_2h_3} \lbrack\frac{\partial}{\partial\xi_2} \frac{h_1h_2h_3}{(h_2)^2}\frac{\partial\psi}{\partial\xi_2}\rbrack+\frac{1}{h_1h_2h_3} \lbrack\frac{\partial}{\partial\xi_3} \frac{h_1h_2h_3}{(h_3)^2}\frac{\partial\psi}{\partial\xi_3}\rbrack$$ (Equation 2)

If we solve equation 2 using these relations we arrive at the following equation:

$$ \Delta\psi=\frac{1}{r^2cos\theta} \lbrack\frac{\partial}{\partial r} (\frac{r^2cos\theta}{(1)^2}\frac{\partial \psi}{\partial r})\rbrack+ \frac{1}{r^2cos\theta} \lbrack\frac{\partial}{\partial\varphi} (\frac{r^2cos\theta}{(r cos\theta)^2}\frac{\partial\psi}{\partial\varphi})\rbrack+\frac{1}{r^2cos\theta} \lbrack\frac{\partial}{\partial\theta}( \frac{r^2cos\theta}{(r)^2}\frac{\partial\psi}{\partial\theta})\rbrack$$ (Equation 2)

$$ \Delta\psi=\underbrace{\frac{1}{r^2cos\theta} \lbrack\frac{\partial}{\partial r} (r^2cos\theta\frac{\partial \psi}{\partial r})\rbrack}_{i_1}+ \underbrace{\frac{1}{r^2cos\theta} \lbrack\frac{\partial^2\psi}{\partial\varphi^2}\rbrack}_{i_2}+\underbrace{\frac{1}{r^2cos\theta} \lbrack\frac{\partial}{\partial\theta}( \cos\theta\frac{\partial\psi}{\partial\theta})\rbrack}_{i_3}$$ (Equation 3)

Therefore,

$$i_1=\frac{1}{r^2cos\theta} \lbrack\frac{\partial}{\partial r} (r^2cos\theta\frac{\partial \psi}{\partial r})\rbrack$$

$$i_2=\frac{1}{r^2cos\theta} \lbrack\frac{\partial^2\psi}{\partial\varphi^2}\rbrack$$

$$i_3=\frac{1}{r^2cos\theta} \lbrack\frac{\partial}{\partial\theta}( \cos\theta\frac{\partial\psi}{\partial\theta})\rbrack$$

= Problem 2 =
 * }

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

Given
$$ Homework goes here $$

Find
m & n such that the ODE is exact.

title: User:EGM6321.f09.Team3.cgs/HW5


text:
User:Rlyon/Sign Up Instructions

''To sign up for office hours, please register first as a Wikiversity user (free, easy -- see link at top right ) - then login, click the "edit this page" tab above, - then scroll down in the edit window; - find the day you want  - and replace the blank lines with your name and time. - Below the editing window click the "Show Preview" button to see if you've entered your appointment correctly.  If you are satisfied, click the "Save Page" button. If not, click the "Cancel" link to the right. Please do not delete or change another students' appointment. Return to Sign Up page: User:Rlyon/NYU Stern Office Hours

October Lists: User:Rlyon/October_Lists

title: User:Rlyon/Sign Up Instructions


text:
User:Rlyon/October Lists

Return to Sign Up Page User:Rlyon/NYU Stern Office Hours Tuesday, Nov 3: (Time) / (Your name): 12:30-1:00_ / LUNCH 4:00-4:30/ Andrea Ortega

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Friday, Oct 30: (Time) / (Your name): APPOINTMENTS AVAILABLE: 10:00 a.m. till 1:00 p.m. 10:00-10:30 / Christopher Pearson _______ / ______________ _______ / ______________ 12:00-12:30/ Abhi Kanakadandila _______ / ______________

title: User:Rlyon/October Lists


text:
User:Gulmammad

w:User:Gulmammad

title: User:Gulmammad


text:
User talk:Flora~enwikiversity

Oral
Hi Flora! Please check your email. Best, YauKwanKiu 03:32, 3 November 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Flora. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Flora~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 23:32, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Flora~enwikiversity


text:
User:MMcGee~enwikiversity

=Humanities I/The Commons=

title: User:MMcGee~enwikiversity