text:
User:CarrieBerg/Roses In The Silence

Silently the roses twine around the castle ground,

The princess lies peacefully, but hasn’t yet been found.

For over two hundred years she’s been in this quiet repose,

When the prince will finally come, no one knows.

Dreams pierce the curtain that slumber does make,

Bringing visions of life when she will awake.

But these dreams grow old as the spell grows thin,

If she doesn’t wake soon, death will begin.

A layer of dust as thick as your hand,

Covers the castle where the court used to stand.

It is deathly quiet and no one could tell,

That this was the castle where the king did dwell.

The spell wears off, but the court is now gone,

They never realized it would take this long.

Now the torches dim, never again to glow,

And on the castle’s walls, roses silently grow.

title: User:CarrieBerg/Roses In The Silence


text:
Dutch Language/Landen

 * Countries where Dutch is an official language

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

title: Dutch Language/Landen


text:
User:Egm6322.s09.three.liu/project

 See my comments below. Egm6322.s09 14:29, 1 May 2009 (UTC)

=The Analytical and Numerical Solutions to the Shallow Water Equations=

Executive Summary
The analytical and numerical solutions to a hyperbolic PDE: linear shallow water equation are derived in this study. The analytical solution, which is solved by the method of separation of variables, consists of a steady part and a transient part. After the analytical solutions were derived, an implicit numerical scheme that applies conjugate gradient method and upwind method to solve the 2-D shallow water equation are developed. The numerical solution by this scheme is obtained and compared with the analytical solution. The comparison indicates that the two solutions are in good agreement.

Introduction
The Shallow Water Equations are widely used to model the propagation of disturbance in incompressible fluids such as tidal hydrodynamics, storm surge and atmospheric circulation. The equations are derived from the depth-integrated Navier-Stokes equation under the assumption that the horizontal length scale is much larger than the vertical length scale. The derivation is based on the equations of conservation of mass and conservation of momentum.

The partial differential equation for linear Shallow Water equation in one dimensional is:

$$\frac {\partial \zeta}{\partial t}+\frac{\partial U}{\partial x}=0  ...(1)$$

$$\frac{\partial U}{\partial t}+gH \frac{\partial \zeta}{\partial t}=0  ...(2)$$

$$\zeta$$: the water surface elevation.

$$U=\int_{-h}^{\zeta}u dz$$: the integral of the velocity with respect to depth.

$$H=h+\zeta$$

If the nonlinear advection terms are considered, then the Equations $$(2)$$goes to:

$$\frac{\partial U}{\partial t}+gH \frac{\partial \zeta}{\partial t}+U\frac{\partial U}{\partial x}=0$$

To solve the shallow water equations, the analytical solutions are usually complicated to obtain, so various numerical schemes have been developed to get the numerical solutions in multi-dimensions. However, the numerical solutions sometimes have to be compared with analytical to evaluate the accuracy of numerical schemes. Therefore, the derivation of the analytical solutions for shallow water equations is always necessary and worthwhile.

Project Description
This project is focused on a tide propagating in a semi-closed rectangular basin, which is shown in Figure 1.

Then length of the basin is 100 km, and the width is 50 km. Three of the boundaries are closed except the entrance to the basin, and a standing wave could be formed in this basin. The tide is a semidiurnal tide with an amplitude 0.5 m and period 12 hours.

 Remember to put a license in each image to prevent their removal. None of the uploaded images had a license; some may be removed soon. Egm6322.s09 17:27, 1 May 2009 (UTC)  The licenses have all been added. Egm6322.s09.three.liu 19:18, 1 May 2009 (UTC)

Project Goals
The goal of this project is to firstly derive the analytical solution for the linear Shallow Water Equation in one dimensional by the method of separation of variables, and then, apply the numerical model to solve the Shallow Water Equation in order to calculate the numerical solution. Finally, compare the analytical and numerical solutions.

Governing Equations
The governing equations for the tidal propagation problem are Shallow Water Equations.

The 1-D linear Shallow Water Equations are:

$$\frac {\partial \zeta}{\partial t}+\frac{\partial U}{\partial x}=0  ...(1)$$

$$\frac{\partial U}{\partial t}+gH \frac{\partial \zeta}{\partial t}=0  ...(2)$$

$$\zeta$$: the water surface elevation.

$$U=\int_{-h}^{\zeta}u dz$$: the integral of the velocity with respect to depth.

$$H=h+\zeta$$

Boundary Condition
The Boundary condition for this problem is:

$$U(x=0,t)=0$$ : the left boundary is closed;

$$\zeta(x=l,t)=a sin\omega t$$ : tide goes into the basin from the entrance;

$$\frac{\partial \zeta}{\partial x}|_{x=0}=0$$ : the elevation gradient in the left boundary is zero.

Initial Condition
The initial conditions are:

$$\zeta(x,t=0)=0$$: there is no water surface elevation in the basin before the tide comes in;

$$U(x,t=0)=0$$: water is stationary before the tide comes in.

Classification of the PDE
Theory Background 1: the Classification of PDE

In the general form of PDE:

$$Au_{xx}+2Bu_{xy}+Cu_{yy}+Du_{x}+Eu_{y}+Fu+G=0$$

it can be classified by the value of $$ac-b^2$$.

$$AC-B^2=det \underline A$$

$$AC-B^2<0 \Rightarrow$$ PDE is hyperbolic.

$$AC-B^2=0\Rightarrow$$ PDE is parabolic.

$$AC-B^2>0\Rightarrow$$ PDE is elliptic.

Combining Equation $$(1)$$ and $$(2)$$ gives the 2nd order wave equation in 1-D:

$$\frac{\partial^2 \zeta}{\partial t^2}=c^2\frac{\partial^2 \zeta}{\partial x^2}$$

$$c=\sqrt{gH}$$ which is the phase velocity.

Therefore, according to the classification of the PDE, for the 2nd order 1-D wave equation,

$$A=c^2;B=0;C=-1;D=0;E=0;F=0;G=0.$$

Then $$AC-B^2=-c^2<0$$,

So it is a hyperbolic PDE.

If the Shallow Water Equations are transformed into curvilinear coordinates which is widely used by ocean models, the characteristic of the hyperbolic Shallow Water Equation still remains the same, since the classification of PDE does not change with the coordinate transformation.

So it can be concluded that the Shallow Water Equations are a set of hyperbolic partial differential equations.

Theory Background 2: the Derivation of the Wave Equation (Hyperbolic) The Derivation of Wave Equation

Consider an infinite small segment of an elastic string shown in the picture, a small amplitude vibration of this string conform to the wave equation.

In the picture,

$$u(x,t)$$ is the vertical displacement of the string from the $$x$$ axis.

$$\theta(x,t$$) is the angle between the string and a horizontal line.

$$T(x,t)$$ is the tension in the string.

$$\rho(x)$$ is the mass density of the string.

$$F(x,t)$$ is the external force on the string.

Applying Newton's law in the vertical direction:

$$\rho(x) \sqrt{\Delta x^2+\Delta u^2} \frac {\partial^2 u}{\partial t^2}(x,t)=T(x+\Delta x,t)sin\theta(x+\Delta x,t)-T(x,t)sin\theta(x,t)+F(x,t)\Delta x$$

Divide $$\Delta x$$ on both RHS and LHS and take the limit as $$\Delta x \rightarrow 0$$ gives:

$$\rho(x)\sqrt{1+(\frac {\partial u}{\partial x})^2}\frac {\partial^2 u}{\partial t^2}(x,t)$$

$$=\frac {\partial}{\partial x}[T(x,t)sin\theta(x,t)]+F(x,t)$$

$$=\frac {\partial T}{\partial x}(x,t)sin\theta(x,t)+T(x,t)cos\theta(x,t)\frac{\partial \theta}{\partial x}{x,t}+F(x,t)$$ ...(1)

From the geometric relation in the picture,

$$sin\theta(x,t)=\frac{\frac{\partial u}{\partial x}(x,t)}{\sqrt{1+(\frac{\partial u}{\partial x}(x,t))^2}}$$

$$cos\theta(x,t)=\frac{1}{\sqrt{1+(\frac{\partial u}{\partial x}(x,t))^2}}$$

$$\theta(x,t)=tan^{-1}\frac{\partial u}{\partial x}(x,t)$$

$$ \frac{\partial \theta}{\partial x}(x,t)=\frac{\frac{\partial^2 u}{\partial x^2}(x,t)}{1+(\frac{\partial u}{\partial x}(x,t))^2}$$

Because $$\left | \theta(x,t) \right \vert<<1$$,

$$\sqrt{1+(\frac{\partial u}{\partial x})^2}\approx 1$$

$$ sin\theta(x,t)\approx\frac{\partial u}{\partial x}(x,t)$$

$$cos\theta(x,t)\approx1$$

$$\frac{\partial \theta}{\partial x}(x,t)\approx\frac{\partial^2 u}{\partial x^2}(x,t)$$

Substituting these into equation (1) gives

$$\rho(x) \frac{\partial^2 u}{\partial t^2}(x,t)=\frac{\partial T}{\partial x}(x,t)\frac{\partial u}{\partial x}(x,t)+T(x,t)\frac{\partial^2 u}{\partial x^2}+F(x,t)$$

Assume that the string only has transverse vibration, which means the horizontal force on it is zero.

So $$T(x+\Delta x,t)cos\theta(x+\Delta x,t)-T(x,t)cos\theta(x,t)=0$$

As $$\Delta x \rightarrow 0$$

$$\frac{\partial}{\partial x}[T(x,t)cos\theta(x,t)]=0$$

For small vertical vibration,$$cos\theta \rightarrow 1$$, and$$\frac{\partial T}{\partial x}(x,t)\rightarrow 0$$

Therefore, Equation (1) can be further simplified to:

$$\rho(x)\frac{\partial^2 u}{\partial t^2}(x,t)=T(t)\frac{\partial^2 u}{\partial x^2}(x,t)+F(x,t)$$

Assume the density is constant and no external forces, the second order 1-D wave equation finally goes to

$$\frac{\partial^2 u}{\partial t^2}(x,t)=c^2 \frac{\partial^2 u}{\partial x^2}(x,t), c=\sqrt{\frac{T}{\rho}}$$

In water waves, $$c$$ is the phase speed.

Derivation of the Analytical Solution to Shallow Water Equation
Based on the method of Separation of Variables, we may seek a solution with the following form :

$$\zeta(x,t)=\frac{a cos(kx)}{cos kl}sin \omega t+\sum_{k=0}^{\infty} A_n sin [k_n (l-x)] sin \omega_n t...(3)$$

$$k=\frac{\omega}{c}$$ which is the wave number.

Applying the boundary condition: $$\frac{\partial \zeta}{\partial x}|_{x=0}=0$$,

$$ \sum_{k=0}^{\infty} A_n cos k_n l sin \omega_n t=0$$

$$\Rightarrow cos k_n l=0$$

$$\Rightarrow k_n=\frac{(2n+1)\pi}{2l}$$

In Equation $$(3)$$ $$\omega_n=k_n c$$

Applying the initial condition: $$U(x,t=0)=0$$

$$\sum_{k=0}^{\infty} A_n sin [k_n (l-x)]=\frac{-a\omega cos(kx)}{coskl}$$

$$\Rightarrow A_n=\frac{-2a\omega}{l\omega_n}\int_{0}^{l}\frac{cos (kx)}{cos kl}sin [k_n (l-x)]dx=\frac{-2a\omega}{lc({k_n}^2-k^2)}$$

Therefore, the analytical solutions to the 1-D linear Shallow Water Equations are:

$$\zeta(x,t)=\frac{acos(kx)}{cos(kl)}sin\omega t+\sum_{k=0}^{\infty}\frac{-2a\omega}{lc({k_n}^2-k^2)}sin[k_n (l-x)]sin\omega_nt ...(4)$$

$$U(x,t)=\frac{accos(kx)}{cos(kl)}cos\omega t+\sum_{k=0}^{\infty}\frac{-a\omega}{l({k_n}^2-k^2)}cos[k_n (l-x)]cos\omega_nt ...(5)$$

The solutions can be divided into two parts:

the steady part:

$$\zeta_s=\frac{acos(kx)}{cos(kl)}sin\omega t$$

$$U_s=\frac{accos(kx)}{cos(kl)}cos\omega t$$

the transient part:

$$\zeta_t=\sum_{k=0}^{\infty}\frac{-2a\omega}{lc({k_n}^2-k^2)}sin[k_n (l-x)]sin\omega_nt$$

$$U_t=\sum_{k=0}^{\infty}\frac{-a\omega}{l({k_n}^2-k^2)}cos[k_n (l-x)]cos\omega_nt$$

The plot for the analytical solutions $$(4)$$ and $$(5)$$ at the location x=50 km is shown in Figure 2 and Figure 3.

Description of the Numerical Model
This model developed by the author uses conjugate gradient method to solve the Shallow Water Equations in 2-D. Under the condition that the bottom is flat, and the open boundary condition $$\zeta(x=l_x,y,t)=asin(wt)$$ is applied, the solutions can be compared with the 1-D analytical solutions.

 Nice animation. Egm6322.s09 17:27, 1 May 2009 (UTC)

The Shallow Water Equations in 2-D is:

$$\frac{\partial \zeta}{\partial t}+\frac{\partial U}{\partial x}+\frac{\partial V}{\partial y}=0...(6)$$

$$\frac{\partial U}{\partial t}+gH\frac{\partial \zeta}{\partial x}=0...(7)$$

$$\frac{\partial V}{\partial t}+gH\frac{\partial \zeta}{\partial y}=0...(8)$$

A simple space and time staggered finite difference mesh (50 by 25) is used to discretize the domain as depicted in Figure 1. The governing equations are discretize by the Upwind Method and solved implicitly to guarantee stability.

Applying the upwind method, the finite difference equations for the governing equations are:

$$\frac{\zeta_{i,j}^{n+1}-\zeta_{i,j}^n}{\Delta t}+\frac{U_{i,j}^{n+1}-U_{i-1,j}^{n+1}}{\Delta x}+\frac{V_{i,j}^{n+1}-V_{i,j-1}^{n+1}}{\Delta y}=0 ...(9)$$

$$\frac{U_{i,j}^{n+1}-U_{i,j}^n}{\Delta t}+gH\frac{\zeta_{i+1,j}^{n+1}-\zeta_{i,j}^{n+1}}{\Delta x}=0...(10)$$

$$\frac{V_{i,j}^{n+1}-V_{i,j}^n}{\Delta t}+gH\frac{\zeta_{i+1,j}^{n+1}-\zeta_{i,j}^{n+1}}{\Delta x}=0...(11)$$

Substituting Equation $$(10)$$ and $$(11)$$ into $$(9)$$ gives:

$$[1+2gH(\frac{\Delta t}{\Delta x})^2+2gH(\frac{\Delta t}{\Delta y})^2]\zeta_{i,j}^{n+1}-gH(\frac{\Delta t}{\Delta x})^2\zeta_{i-1,j}^{n+1}-gH(\frac{\Delta t}{\Delta x})^2\zeta_{i+1,j}^{n+1}-gH(\frac{\Delta t}{\Delta y})^2\zeta_{i,j-1}^{n+1}-gH(\frac{\Delta t}{\Delta y})^2\zeta_{i,j+1}^{n+1}$$

$$=\zeta_{i,j}^n-\frac{\Delta t}{\Delta x}(U_{i,j}^n-U_{i-1,j}^n)-\frac{\Delta t}{\Delta y}(V_{i,j}^n-V_{i,j-1}^n)...(12)$$

The open boundary condition is:

$$\zeta(i=nx,j,t)=asin(wt)$$

The Equation $$(12)$$ generates a sparse matrix which is mainly five diagonal. The Conjugate Gradient Method is an efficient way to solve the sparse matrix problem. Applying the conjugate gradient method, the values for $$\zeta_{i,j}^{n+1}$$ are all solved. Substituting the values of $$\zeta_{i,j}$$ into Equation $$(10)$$ and $$(11)$$ gives the values for $$U$$ and $$V$$. For a flat bottom, the velocity $$V$$ should be zero.

The propagation of the tide in a semi-closed basin simulated by this model is shown in Figure 4(1) (in this animation, the amplitude of the tide is 1 and the period is 1000 seconds), and the semidiurnal tide with a amplitude 0.5 m is shown in Figure 4(2). It is seen that a standing wave is formed in this basin.

Comparison between the analytical and numerical solutions
The comparison between the analytical and numerical solutions to the water surface elevation $$\zeta$$ and the longitudinal velocity $$U$$ at the location x=50 km is shown in Figure 5 and Figure 6.

From the comparison for the water surface elevation in Figure 5, it is seen that the analytical and numerical solutions are fit well. However, the numerical model is based on implicit method which may cause some numerical dissipation. So after 80 hours, there are some difference between the analytical and numerical solutions.

From the comparison for the longitudinal velocity in Figure 6, it is seen that the two solutions are generally fit well. The numerical model is developed for 2-D problem, and for a flat bottom, the velocity in y direction should be zero. However, in fact, the velocity in y direction is not zero, although very small (10-3 scale), due to some numerical errors. Hence, besides the implicit method that may cause dissipation, the non-zero velocity in y direction may also cause some errors to the longitudinal velocities.

Conclusion
The analytical and numerical solutions to a hyperbolic partial differential equation: linear Shallow Water Equation for tidal propagation in a semi-closed basin are derived and compared. The analytical solution consists of a steady part and a transient part. The numerical solution is obtained from an implicit numerical model which applies upwind method and conjugate gradient method. The comparison shows that the analytical and numerical solutions are generally in good agreement, and the analytical solution derived from the method of separation of variables can be used to evaluate the accuracy of the numerical solution.

title: User:Egm6322.s09.three.liu/project


text: User:Snowleopard

title: User:Snowleopard


text:
User:SamanthaLarson

Group Name
The Best Group EVER.

Self Assessment
This term was a bit of a struggle in a few ways. It was difficult having a slow start, but that could not be helped. It did make me feel a little rushed. I also ran into some problems due to the fact that I had medical issues to deal with throughout this term, keeping me from class on certain weeks. It was hard for me to catch up on the missed work for all my classes, but I did try my best.

I was unaware for about two weeks that my actual focus on our paper was not tattoos, piercings, etc., and that the group had decided I was to write about gender reassignment instead. After I realized this, I had some internal struggle with whether or not I really felt up to writing this as it is a very personal subject to me (as we discussed at some point). I was certainly thankful in the end that my topic was changed. I didn't realize how good it was going to feel to write about the topic and try to shed some light on it to people who may not know much about it. I had to work around my personal views and try to keep my strong bias out of the piece and remain factual, but you can still tell how I feel. Which I think actually plays to the strength of what I wrote. I was also relieved to be able to speak about it in front of the class during presentations, and extremely grateful for the positive response I received from people just listening and the comments/questions I got.

To sum up how I feel about my performance this term, I am displeased that I missed as many classes as I did and my late start to my actual writing for the piece, but very pleased with what I wrote, how I presented it, and that people seemed to genuinely accept my information. I felt a small personal victory for getting to talk about a subject that affects me so deeply.

Thanks for the interesting and occasionally bizarre class, Steve!

title: User:SamanthaLarson


text:
BCP/Linum usitatissimum

Linum usitatissimum

title: BCP/Linum usitatissimum


text:
BCP/Linum usitatissimum/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * Ngravagna 18:32, 28 April 2009 (UTC)

title: BCP/Linum usitatissimum/Logs


text: File:Sine.jpeg

title: File:Sine.jpeg


text:
Boundary Value Problems/1-D Wave equation

Boundary Value Problems


text:
Survey research and design in psychology/Tutorials/Multiple linear regression/Exercises/English achievement

== English achievement ==

Francis 5.1.2 (pp. 120-122) Data file: SCHL8.sav

Research question: To what extent can English Achievement in Year 8 be explained by socio-educational level (of parents), student gender, amount of English homework done by students and attentiveness paid in class?
 * Design
 * DV = engach (English Achievement)
 * IV1 = sel (Socio-educational Level)
 * IV2 = sex (Student gender)
 * IV3 = enghomewk (Freq of English homework)
 * IV4 = attent (Attentiveness in Year 8)

 * Standard MLR

REGRESSION /DESCRIPTIVES MEAN STDDEV CORR SIG N /MISSING LISTWISE /STATISTICS COEFF OUTS CI R ANOVA ZPP /CRITERIA=PIN(.05) POUT(.10) /NOORIGIN /DEPENDENT engach /METHOD=ENTER sel sex enghomwk attent.

 * Hierarchical MLR

REGRESSION /DESCRIPTIVES MEAN STDDEV CORR SIG N /MISSING LISTWISE /STATISTICS COEFF OUTS CI R ANOVA CHANGE ZPP /CRITERIA=PIN(.05) POUT(.10) /NOORIGIN /DEPENDENT engach /METHOD=ENTER sex sel /METHOD=ENTER attent enghomwk.

 * Stepwise MLR

REGRESSION /DESCRIPTIVES MEAN STDDEV CORR SIG N /MISSING LISTWISE /STATISTICS COEFF OUTS CI R ANOVA CHANGE ZPP /CRITERIA=PIN(.05) POUT(.10) /NOORIGIN /DEPENDENT engach /METHOD=STEPWISE sex sel attent enghomwk.

Francis, G. (2007). Multiple linear regression (Section 5.1). In Introduction to SPSS for Windows: v. 15.0 and 14.0 with Notes for Studentware (5th ed.). Sydney: Pearson Education. Support site
 * Reference


text:
Nursing Skills Lab

Nursing Skills Lab - Faculty of Nursing - University of Manitoba NURS 2130 & 3280

This Wikiversity site was created for undergraduate nursing students to add their contributions on learning psychomotor skills. Each skill has specific components that need to be addressed. These include:
 * Finding readings
 * Create objectives
 * Create case study for skill
 * Develop principle-based evaluation criteria for the skill
 * Create 5 multiple-choice questions for the skill

A sample of this has been provided to you. Please see the template for details.

All of the information will be posted on this wikiversity page with the exception of the test questions. Please submit these directly to your course instructor.

title: Nursing Skills Lab


text:
User:Helloworld00

Things To Learn

 * Calculus
 * Advanced Chemistry
 * C++ or JavaScript
 * Many, many other things

Things To Fix
This wasn't my original idea...
 * This page
 * Any pages that need fixing anytime within the next 20 years

General Things To Do
^ D=<
 * Come up with new ideas for this page

title: User:Helloworld00


text:
Talk:FLOSS

NOTE: *nix redirects here. CQ 01:51, 29 April 2009 (UTC)

title: Talk:FLOSS


text:
User talk:Helloworld00

Rules
This section will be for discussion (I hope) and I wish to keep it clean, people! No:
 * Swearing / Profanity
 * Flaming
 * Excessive Posting
 * Links unless checked (by me)
 * Photos unless checked (by me)
 * Editing above editing line

Thanks guys. Just want to set some ground rules so this place doesn't get out of control. More rules can be added at any time, and must be followed. Please? Thanks in advance.

Helloworld00 23:12, 2 May 2009 (UTC)

School of Mathematics: Measures of Central Tendency: Large Edit and Growing
If you have any questions about what I did and why I did it or when I'll be finishing it, post here. Thanks. Helloworld00 23:12, 2 May 2009 (UTC)

title: User talk:Helloworld00


text:
Management as a profession

A profession is a well-defined body of knowledge which is learned intellectually, and with an organizational sense. To enter a profession, a person has to undergo the relevant course and write the exam. It is primarily concerned with serving others. Professionals work either for charges or fees.

For students of BBA

Requirements
A profession is an occupation which requires special skills. It's backed by knowledge and training. It needs skills and a special body of knowledge.

Reasons why it's not considered a profession
Management is a well-defined body of knowledge. There are organizations made to regulate whatever managers do. There's also a code of conduct for managers. But management is not considered a profession because it needs a minimum number of qualifications, it's essential for its' practitioners to register themselves with a professional body (though that's not obligatory) and there's no universally accepted code of conduct.

Reasons why it's considered a profession
It's considered a profession because it consists of special knowledge, has formal training methods, fees, has a code of conduct, and has a representative organization.

Conclusion
Profession is an activity where specialised knowledge in specific field is acquired and it is used for the welfare of the entire society. In return fees is charged, doctors, lawyers, CA, engineers, etc are professional.

title: Management as a profession


text:
Talk:BSD

Hi
I'm building a FreeBSD server that is intended for use as a Sandbox Server. The current server is here. Oh hey lookie - a free sample from NoStarch.com! Anyway, I have several machines to choose from. I'll get back with this later. • CQ 03:43, 29 April 2009 (UTC)
 * OK. The PowerEdge machine is on hold. I'm putting FreeBSD on a Gateway Destination Xtv just for grins. CQ 06:34, 7 May 2009 (UTC)

title: Talk:BSD


text:
Talk:Tiny Core Linux

Hi
I'm doing this project as a Learning by doing module. I have TCL running from the CD offline. I'm not quite set up yet but you can talk to the team at #tinycorelinux at freenode. • CQ 04:54, 29 April 2009 (UTC)

title: Talk:Tiny Core Linux


text:
Portal talk:Linux

Crickets chirping
Hmmm. I thought this Topic would be more active. Am I in the wrong place? I'm working on some content at Tiny Core Linux and would like to do some more at Ubuntu and others. Also we are in the Topic namespace. We should be using this space to organize all things Linux at Wikiversity. The Linux main resource needs to be formed a bit better. Category:Linux is a mess. Topic:Linux desktop should be merged into here. Is there anybody out there? • CQ 05:28, 29 April 2009 (UTC)

title: Portal talk:Linux


text:
Trigonometry/Trigonometric Analysis

Welcome to the Lesson of Analytical Trigonometry Part of the School of Olympiads

This topic deals with the analytical aspects of Trigonometry. Widely this topic covers Trigonometric Identities and Equations. And important part of this topic is trigonometry through Complex Numbers by the use of De Moivre's Law and its application.

=Theorems=

Complex Numbers, De Moivre's Law and Argand Plane
=Examples=

=Resources=

Practice Questions
 { $$sin\frac\pi6=$${ 1/2|0.5_3 }
 * type="{}"}

{ $$cos\frac\pi3=$${ 1/2|0.5_3 }
 * type="{}"}

{ $$tan\frac\pi4=$${ 1_3 }
 * type="{}"}

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed).

title: Trigonometry/Trigonometric Analysis


text:
File talk:Questions feedback.PNG

Le mot "Choix" (or choice) peut être remplacé par objectif --Copyleft 09:45, 29 April 2009 (UTC)

title: File talk:Questions feedback.PNG


text: Introduction to graph theory/Lecture 6

title: Introduction to graph theory/Lecture 6


text:
Introduction to graph theory/Problems 2

Planar Graphs
The n-dimensional Cube $$Q_n$$ or hypercube can be seen as a graph. Its nodes are the words of length $$n$$ over the alphabet $$\{ 0,1 \}$$, or $$V(Q_n) = \{ 0,1 \}^n$$. Two nodes are adjacent if and only if they differ in exactly one position.

 * 1) How many nodes does $$Q_n$$ have? How many edges?
 * 2) Describe the degrees of the nodes in $$Q_n$$.
 * 3) Embed $$Q_1, Q_2, Q_3$$ and $$Q_4$$ into the plane - without intersections, if possible.
 * 4) Embed $$Q_4$$ intersection-free on the surface of a torus.

Skewness

The skewness of a graph is the minimum number of edges which have to be removed from $$G$$ so that the resulting graph is planar.
 * 1) Show that for a simple graph $$G$$ with $$n \ge 3$$ nodes and $$m$$ edges the following equation holds:
 * $$skewness(G) \ge m - 3n + 6$$

 * 1) Calculate the skewness for $$K_3, K_5, K_{3,3}$$

Trees

Show the equivalence of the following statements for a graph $$G$$ with $$n$$:
 * 1) $$G$$ is a tree, i.e. $$G$$ is connected and has circle-free.
 * 2) $$G$$ is connected and has $$n-1$$ edges.
 * 3) $$G$$ is circle-free and has $$n-1$$ edges.

title: Introduction to graph theory/Problems 2


text: User:CarrieBerg/Ephemeral Reveries

title: User:CarrieBerg/Ephemeral Reveries


text: File:EphemeralReveries CarrieBerg.png

title: File:EphemeralReveries CarrieBerg.png


text:
General psychology

Overview

 * Goals of Psychology
 * Schools of psychology:
 * Structuralism:
 * Functionalism:
 * Psychoanalysis:
 * Behaviorism:
 * Cognitive Psychology:
 * Humanistic Psychology:
 * Biology:
 * Sociocultural perspective:
 * Sociocultural perspective:

Biology

 * There are 2 kinds of cells in the nervous system.
 * Neuron: Functional unit. Communicators of the nervous system. Each neuron contains:
 * Cell Body: Central area of the neuron. Contains nucleus.
 * Dendrite: Receives information from other neurons or sense organs.
 * Axon: Send information to other neurons, muscle cells, or glands.
 * Myelin Sheath: Coating on an axon. Fatty substance produced by glia cells. Nerve impulses travel faster when an axon has a myelin sheath.
 * Neurotransmitters: Chemicals that can cross over to neighboring neurons and activate them. Released by terminal buttons at the end of each axon.
 * Sensory Neuron: A neuron conduction impulses towards the brain or spinal cord.
 * Motor Neuron: A nerve cell that conducts impulses to a muscle or gland.
 * Glia Cells: Make up the support structure of the nervous system, duties include:
 * Provide structural support to neurons.
 * Insulate neurons.
 * Nourish neurons.
 * Remove waste products.
 * Synapse: A region where nerve impulses are transmitted and received, containing the axon terminal, the axon, and dendrite.
 * Synaptic vesicles: small sacs inside terminal buttons containing neurotransmitters.
 * Reuptake: Neurotransmitter molecules detaching from receptors and returning to the presynaptic cell for reuse.
 * Action Potential: short-lived change in electric charge inside the neuron.
 * All-or-None Principle: Neuron either fires and generates an action potential, or it doesn’t.

Psychological Development

 * Stage Theory: Elements in systems move through distinct stages over time and these stages can be described by distinguishing characteristics.
 * Piaget's Theory:
 * Sensory Motor: 0-2 yrs.
 * Preoperations: 2-7 yrs.
 * Concrete operations: 7-11 yrs.
 * Formal operations: 11-16 yrs.
 * Erikson's theory:
 * Freud's Theory:

Learning Theory

 * Classical Conditioning
 * First described by Ivan Pavlov. A subject comes to respond to a neutral stimulus as he would to a non-neutral stimulus by learning to associate the two stimuli.
 * Unconditioned response: A response that occurs naturally. Salvation.
 * Unconditioned Stimulus: Stimulus that naturally evokes salvation. Food.
 * Conditioned Stimulus: Stimulus that dogs learned to associate with food.
 * Conditioned Response: usually the same as, or similar to, the unconditioned response, bell.
 * Extinction: gradual weakening and disappearance of a conditioned response.
 * Stimulus Generalization: The tendency to respond to a new stimulus as if it were the original conditioned stimulus. Little Albert.
 * Higher-Order Conditioning: The process by which a neutral stimulus comes to act as a conditioned stimulus by being paired with another stimulus that already evokes a conditioned response.
 * Operant conditioning: A type of learning in which responses come to be controlled by their consequences.
 * Law of Effect: The law of effect states that any behavior that has good consequences will tend to be repeated, and any behavior that has bad consequences will tend to be avoided.
 * Premack Principle: principle, described by David Premack, in which it is stated that the opportunity to engage in a pleasant activity later can be used to reinforce engagement in a less preferred or non-preferred activity earlier.
 * Shaping: Procedure in which reinforcement is used to guide a response closer and closer to a desired response.
 * Generalization: The tendency to respond to a new stimulus as if it is the original discriminative stimulus.
 * Extinction: Gradual disappearance of a response when it stops being reinforced.
 * Reinforcement: a delivery of consequences that increases the likelihood that a response will occur.
 * Positive Reinforcement: Presentation of a stimulus after a response so that the response will occur more often.
 * Negative Reinforcement: Removal of a stimulus after a response so that the response will occur more often.
 * Punishment: Delivery of consequence that decreases the likelihood that a response will occur.
 * Learned Helplessness: A laboratory model of depression in which exposure to a series of unforeseen adverse situation gives rise to a sense of helplessness or an inability to cope with or devise ways to escape such situation, even when escape is possible.
 * Aversive Control
 * Escape Learning: Escape a bad situation as it is happening.
 * Avoidance learning: Taking action in order to avoid a bad situation that could eventually happen.

Psychological Disorders

 * Defined with the 4 Ds
 * Deviance: Violating cultural standards.
 * Distress: Deviant thoughts, emotions, or behaviors that cause distruption and upset the person.
 * Dysfunction: Distress is so significant that it causes impairment in important activities(school, work).
 * Danger: Person becomes a danger to himself or others(suicide, homicide).
 * Insanity: a legal term (not psychological) referring to the inability to take responsibility for ones actions.
 * Anxiety Disorders: Chronic, high levels of anxiety indicates a disorder.
 * Generalized Anxiety Disorder: experiences persistent and excessive anxiety or worry that lasts at least six months.
 * Phobias: intense anxiety associated with an object or situation. Irrational fears.
 * Panic Disorder: Recurrent, unexpected panic attacks.
 * Obsessive-Compulsive Disorder: Experiencing obsessions or compulsions, or both.
 * Compulsions: Necessary, as seen by the doer, and at times repetitive behaviors that help to prevent or relieve anxiety.
 * Obsessions: Ideas, thoughts, impulses, or images that are persistent and cause anxiety or distress.
 * Post Traumatic Stress Disorder: Persistently re-experiencing a highly traumatic event. Avoids stimuli associated with the trauma.
 * Mood Disorders: Marked disturbances in emotional state.
 * Depressive Disorder: Unipolar depression. Only one major depressive episode required for diagnosis. Some symptoms are:
 * Low Energy
 * Loss of interest in social activities
 * Changed sleeping or eating patterns
 * Feelings of worthlessness or guilt
 * Difficulty concentrating
 * Suicidal
 * Bipolar disorder: Involve at least one distinct period when a person exhibits manic symptoms. Some manic symptoms are:
 * Irritability
 * Feeling high
 * Decreased need for sleep
 * Inflated self-esteem
 * Fast and pressured speech
 * Agitation
 * Increased interest in potentially harmful pleasurable activities
 * Somatoform Disorders: Real physical symptoms that cannot be fully explained by a medical condition.
 * Conversion Disorder: symptoms that effect voluntary motor functioning or sensory functioning.
 * Schizophrenia: Often have delusions or hallucinations, lose contact with reality.
 * Paranoid: Marked delusions or hallucinations and relatively normal emotional functioning.
 * Persecutory Delusions: Belief that one is being oppressed, pursued, or harassed.
 * Grandiose Delusions: Belief that one is very important or famous.
 * Dissociative: Disorganized behavior, disorganized speech, emotional flatness.
 * Catatonic: Unnatural movement patterns such as rigid, unmoving posture or purposeless movements. Unnatural speech patterns. Unresponsive.
 * Dissociative Disorders: Characterized by disturbances in consciousness, memory, identity, and perception.
 * Dissociative Amnesia: Inability to remember important persona information, following emotional trauma.
 * Dissociative Fugue: Suddenly leave their homes and disappear unexpectedly. They do not remember their past and are confused about their identity.
 * Dissociative Identity disorder: Certain aspects of identity, consciousness, and memory are not integrated.
 * Personality Disorders: Patterns of experience and behavior that differ noticeably from patterns that are considered normal in a personals culture.
 * Borderline Personality Disorder: Characterized by impulsive behavior and unstable relationships, emotions, and self-image.
 * Narcissistic Personality Disorder: Exaggerated sense of importance, desire to be admired.
 * Antisocial Personality Disorder: Lack of respect for other peoples rights, feelings, and needs.

Memory

 * 3 processes are involved in memory:
 * Encoding: Processing information into memory.
 * Structural: how words appear.
 * Phonemic: how words sound
 * Semantic: what words mean, requires deeper level of processing and usually results in a better memory.
 * Storage: Information is stored in three memory systems:
 * Sensory Memory: Ability to retain impressions of sensory information after the original stimulus has ceased.
 * Echoic memory (haptic memory): Auditory memory.(filters out unimportant messages)
 * Iconic memory: Short-term visual memory
 * Short-term memory: “working memory” once it is interrupted, it is forgotten. 20-30seconds. (what is in your head right now).
 * Magic number: 7 plus or minus 2.
 * Rehearsal: Repeating to keep something remembered indefinitely. Helps with duration of memory. Repeating a phone number over and over to yourself to keep in short-term memory.
 * Chunking: Helps expand the 7+ or -2 capacity of short term memory. Groups items together. 784-4669, 362-28-2000
 * Long-term memory: Information can be transferred from STM to LTM and from LTM to STM. Unsure of duration, but it is huge (always able to learn more). Lasts maybe forever, without injury or disease. This is everything we remember for longer than 30 seconds.
 * Declarative memory: aspect of human memory that stores facts. Refers to memories that can be consciously discussed, or declared.
 * Semantic memory: Theoretical knowledge, independent of time and place. Facts, figures, remembering a fact.
 * Episodic memory: Factual knowledge of a specific moment in time. Personal experience, episodes of life. Christmas, a kiss, a dance, portion of life.
 * Non-declarative memory: Being able to do something, learned emotional of physical response. Hesitance to touch a door once you’ve been shocked by it.
 * Procedural memory: Learned to do. Riding a bike, playing guitar, musical instrument.
 * Classically condition responses: Cowering from a hand raise, due to previous slaps.
 * Decay theory: If you don’t use it, you might lose it. Long-term memory.
 * Retrieval: Getting memories back out of the Long-term memory into Short-term memory. We inevitably make unintentional changes when retrieving memories. Therapy asks that clients retrieve unpleasant memories, in order to reattach new emotions to them.
 * Retrieval cues: stimuli that help the process of retrieval.
 * Priming: Recalling ideas becomes easier if another related idea is recalled first.
 * Repression: Motivated forgetting.
 * Indexed memory: Categories, associated memories. NBA teams, types of cars, famous men. Increases speed at which we retrieve memories.
 * Recall method: trying to retrieve a memory, but no retrieval cues. Fill in the blank test questions.
 * Recognition method: Some retrieval cues are present. Multiple choice questions on a test.
 * Relearning method: It’s one of the evidences that memory will stay around forever. Parts always remain. When we learn something, we retain traces. We relearn quicker and easier.
 * Serial learning: Learning letters of alphabet in order, can’t reproduce memories out of order. Lyrics to a song, a learned pattern. We remember things better when they are in order.
 * Serial position effect: Recall accuracy varies as a function of an items position within a study list. We remember things best at the beginning and at the end, often forget the middle.

Research Methods

 * Psychologists have four main goals when doing research:
 * Find ways to measure and describe behavior
 * Predict what behaviors will happen in the future
 * Understand why, when, and how events occur
 * Apply this knowledge to solving real-world problems
 * Scientific method: orderly systematic procedures used as we:
 * Figure out what we will research.
 * Collect and analyze data.
 * Draw conclusions on data.
 * Communicate our findings. If we do not communicate the findings, we are not following the scientific method.
 * It isn’t enough to know things even when they are obvious, you must do the research.
 * This is done to see if we can support a hypothesis.
 * Predictive hypothesis: Prediction about a relationship between two variables. Relationship between two things. Relationship between income level and amount of education.
 * Hypothesis: “Educational guess”, guess about what your research will conclude. Goal of research is to support or disprove your hypothesis. “Does two hours of study help grades?”
 * Variables: Subjects with the capability to change. Events, characteristics, behaviors or conditions that researches measure and studied.
 * Descriptive studies: Often used in predicting hypothesis. Describes behaviors and relationships, without cause and effect.
 * Naturalistic observation: Observing in natural environment, trying not to be noticed. Jane Goodall observing primates.
 * Strengths: Nothing artificial about behaviors, realistic view.
 * Weaknesses: Variables change behavior when observed. Possible interaction between observer and observee. Takes a while to obtain information.
 * Case Study: Done because something is new or unusual about subject. Done to find out as much information as possible. We don’t know as much about the subject. Often for rare disorders. This is an in depth study of one individual or a small group.
 * Strengths: A lot of data is produced, can find out new information.
 * Weaknesses: Even slower than naturalistic observations. Very small sample size and people, results are often limited to one person or group.
 * Survey Method: People answer questions. Questionnaires, verbal, telemarketing.)
 * Strengths: A lot of data obtained, fairly cheap. People are more likely to discuss personal information. You can collect data on subjects that are often not easily observed, such as sex.
 * Weaknesses: People lie, don’t take surveys seriously. Can’t verify honesty. Margin of error. People can be mislead by phrasing of questions: “You don’t like Obama, do you?” Also severely limited by demographics, who is taking the survey? Surveys are not always representative of all people.
 * Nondescriptive studies (correlational research methods): (Predictions based on) correlations- Measure of relationship between two variables. Variables must be quantifiable, put into a measurable number. Height, weight, anything that is measureable, age, hair, IQ. “Is there a relationship between height and IQ?” The relationships of correlations can be:
 * Positive correlations: When the amount of one variable increases, the other variable also increases. Positive correlations move in the same direction, both variables increase or both variables decrease. The taller a person, the heavier. The relationship is that when a variable goes up the other does also.
 * Negative correlations: When the amount of one variable increases, the amount of the other variable in the relationship decreases. The more alcohol consumed, the amount of coordination decreases. The amount of hours without sleep, the lower the grades received.
 * Coefficient of correlation: degree of relation. How much do they relate? -1 –– 0 ––   +1  The closer to zero, the weaker the relationship. 0=no relationship. +1= a perfect positive correlation between two variables, the strongest you can get, this happens almost never. An example of a perfect positive correlation is the faster you travel, the farther away you go.
 * Strongest relationships lie farthest from zero. Negative or positive is the direction of the relationship.
 * Strength of relationship relies on the distance of a number from zero, not on positive or negative traits.

Consciousness
A state of awareness. Of our perceptions, thoughts, feeling, sensations, and external environment.
 * States of consciousness
 * Directed consciousness: directed at a single source. Paying attention to a teacher, reading a book, being focused.
 * Flowing consciousness: mind just goes, not concentrating on anything. Most of our waking hours are spend here.
 * Day-dreams: mind flows onto a scenario, fantasy, occurs when bored. Semi-directed.
 * Divided consciousness: 2 or more things at a time, reading and thinking about something else, driving and thinking. Often happens when 1 or more tasks is well rehearsed.
 * Unconscious
 * Knocked out, hit on head
 * Freudian term, below our level of awareness. Part we cant access, but has an influence on us.
 * Preconsciousness
 * Sleep
 * Delta waves measure sleep
 * Most deep sleep takes place early on in the night
 * Sleep Cycle
 * Lasts 90 minutes.
 * Goes through 4 NREM sleep stages to REM.
 * hypnagogic
 * This is just before you fall asleep
 * NREM
 * Stage 1
 * Light sleep. Very few delta waves and is similar to hypnagogic.
 * Stage 2
 * Stage 3
 * 20% delta waves
 * Stage 4
 * 50% delta waves
 * Beginning of deep sleep
 * REM (rapid eye movement) cycle
 * consolidates and stabilized memories.
 * Neurotransmitters are replenished.
 * this is why babies sleep more, they are consolidating and stabilizing more memories.******REM sleep dreams have story-lines
 * During rem:
 * eyes move
 * senses seem real
 * muscle groups shut down (this is a natural defense so we do not injure ourselves while sleeping).
 * brain waves are similar to when awake
 * hypnapompic
 * This is just before you wake up.
 * Narcolepsy: chronic disorder of sleep characterised by experiencing extreme fatigue and falling asleep at inappropriate times.
 * Sleep apnea: losing breath, triggers us to wake up. Happens many times at nights, gasping choking snorting is possible. Associated with physiological difficulties. Fairly common, rarely fatal. Causes sleep cycle problems so you get a bad night of sleep.
 * Night terrors: wake up screaming, inconsolable, fall asleep soon after. Don’t remember a thing in the morning. Typically, this takes place in deep sleep 4, not in REM. Common in children.
 * Nightmares: dreams with bad or negative components. If child can relay what scares them, it is a nightmare.
 * Sleep walking: not acting out a dream, takes place during 3 or 4, safe to wake up person.
 * Sleep talking: any stage of sleep. Content is erratic, nothing realistic.
 * Dreams
 * our unconscious filter shuts down while we dream
 * we dream in symbols
 * very emotional things are represented
 * Day residue: we tend to dream about stuff going on in our daily life within the last couple of days.
 * Stimulus incorporation: we take current events from reality and place into our dream
 * Stimulus incorporation: we take current events from reality and place into our dream

Personality

 * Main theories:
 * Behaviorism: based on classical conditioning and operant conditioning. Operant is most important. We are who we are because our environment punishes and reinforces us.
 * Psychoanalysis: unconscious urges, motivations, drives.
 * ID: born with ID, basic animalistic survival instinct: sex and aggression. Liveso n pleasure principle. Potentially troublesome
 * Ego: piece of ID breaks off, becomes ego around age 1. Reality principle, has to deal with IDs wants while responding to reality. Working toget with ID until about 5 years old. Tries to regulate things.
 * Superego: around age 5. We finally get a conscience. Morals, ethics
 * Cognitive theories: What we think determines who we are
 * Similar to behaviorism except different in 3 key ways:
 * we have minds of our own,
 * we are active players in development
 * Modeling: we do what we see being done to others. We tend to copy behaviors.
 * we can change our environment and our environment can change us.
 * Humanistic

title: General psychology


text:
Talk:General psychology

I have posted some of my personal psychology 101 notes. Kevinjvokes 17:55, 29 April 2009 (UTC)

title: Talk:General psychology


text:
User:MurphyDiep

Memorization
<>

title: User:MurphyDiep


text:
User talk:LibertarianLibrarian

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

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User talk:Sempeter

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

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User talk:Feministo

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

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text:
User:Derek Blair

Bio
Hi! I'm Derek, and I am in your Literature class. Awesome.

Response
I am writing my Response to Oliver's Ekphrastic, “Little Mag's Adventure” First of all, I enjoyed the details and descriptions throughout the whole thing. They really helped bring me into the world of Little Mag. I also thought it was clever that instead of “Mag” being short for Maggie or Magdalene, it was a nickname that hearkened back to her origins, being found on a pile of magazines. It also alludes to her interest in the typewriter, as it is a tool used to create magazines. The imagery of the dusty old orphanage was nice, and the sheer scale of the place was a nice contrast to the small stature of Mag, and adds to the feeling of adventure. Mag is portrayed well in a charming light, and adds an element of whimsy to her quest. This is especially evidenced in her snagging a flashlight from the janitor as he cleaned up an accident. The nature of Mag also gave me an image of her actually causing the accident in order to distract him. After Mag walks to the west end of the mansion, and gets the hallway with nothing but doors, she immediately chooses the first one, and moves on. Given her curious nature, it might have been fun to have her maybe open a couple of them, and peer in, just to quench her curiosity, and add some build-up to when she finally chooses a room to fully explore. You could also use this as an opportunity to add more history and magic to the orphanage, and paint it as more of a character in itself. When Mag enters the room, and “Old men just stared at (her) as she walked in...” it was a little confusing. A little clarification that these were ornate paintings of old men, creepily watching her as if they were alive, would have been helpful. Or maybe they are alive! When she enters the secret room with the typewriter, it would have been nice to get some imagery as to what the secret room looks like. As a reader, a secret room is exciting and awesome, but the lack of detail and imagery lessened the overall impact of the discovery. The “small nook on a window that led to the garden” could have benefited from a more detailed description. I have no idea what a small nook off a window looks like, and if there is a nook, do you have to climb out the window to get there? And if the nook leads to the garden, then the garden could technically lead to the secret room, making it not-so-secret anymore. Just something to think about. Overall, I enjoyed the whimsical nature of the story, and felt the charm that you were instilling into the character of Little Mag. I also liked the scale of the orphanage, and the magical and mysterious possibilities for Mag in the future are essentially endless. The ending left me wanting to keep reading, and experience the vast gardens of the mansion with Little Mag. All in all, a good read.

Response to Your Chrestomathy
Hey Derek

So I am here to respond to some of your works, and the first one I will comment is your short poem Seasons in you Style section. So first I want to say how clever it was that you only used the letter “s” as the start at every line, so having said that, the next thing I want to compliment you on is your use of imagery that makes me see a clear picture in my mind and they also go really well with the words you chose to use it makes more of an impact in the mind of the reader sort of giving it a little Shakespearean twist to the whole text. The other part of your chrestomathy I wanted to comment on was your Personal section where you decided to right the style as a 3rd person POV but since I know you and know that the guy is you in the story it was predictable but that’s only because it’s me reading it, had it been someone else that doesn’t know you for sure they would consider turning the person into anybody they wished. Going back the work itself, I really liked the style you wrote it in, kinda reminded me of the lead character from the movie “Wanted.”

Style
Seasons Slovenly, I slumbered, seeing seasons in my sleep Slowly more encumbered with the seasons as they creep Saddled with the scenes of Spring, when life returns anew Summer succeeds, then Autumn leads, and Winter swings for you Sloppily, I scrutinized the savageries of time Seeing seasons sabotaged, either soon or syne Scenery, it sloughs away, like simple stacks of schist Supine against barbarity, shiftless to subsist Suddenly, I sever from my sedentary state Seething from suspicion, that I am simply bait Snared and snagged and sentenced, degrading in the span Succumbing to my seasons, slowly in this age of man

Description: Essentially, I wanted to write a short poem, using alliteration and rhyme as the dominant stylistic devices. While alliteration is usually used to replace rhyme, I thought it could be fun and interesting to mix them. Diction is also used heavily, and was necessary to differentiate each verse. The rhyming scheme is in heroic couplets with a meter of iambic pentameter. As for influence, I guess it would be Chaucer.

Other Media
Here's Huck!

Poetic
A Sonnet

Her eyes are deep and radiant But she says they're tired today When light hits, and shows their gradient I see they have much more to say These eyes, these windows to her soul Seem sullied from their years Of losing love that made her whole Oh the pain behind those spheres If only I could let them see The way my eyes see her now How my heart exudes in revelry With every glimpse they are allowed And in her eyes, so deep and dark, mine can only hope to find That as I meet her passive gaze, her eyes will change their mind

Analysis
First Gloss When I first read Sonnet XV by Shakespeare, I took away from it the general theme of struggle, between the inconspicuousness of human life, compared the the overall scope of time and the universe. Shakespeare refers to the world as a "huge stage," where men grow like plants or weeds, and are boastful and brave simply because they don't know any better. However, man realizes how short his life really is, and eventually time will take him away. Shakespeare is arguing that no matter what you do you, you cannot defeat time. Instead of being arrogant and boastful, man should embrace love and make the best of the time he has. Second Gloss After researching Sonnet XV more deeply, I feel I have a better understanding of what Shakespeare was trying to say. Everything that grows has but a brief moment of perfection, and humans grow as plants do, nourished by the sky. Men flaunt their vitality until they reach their prime, and then begin to decline, and their youth passes from memory. Upon thinking of their short stay on earth, memories of their youth are brought vividly back to their minds. Time takes the love of your life away, and by immortalizing his love in verse, Shakespeare declares a war on Time. Historical Context In Line 4, Shakespeare says "Whereon the stars in secret influence comment." In this time period, it was generally believed that man's behavior and events were influenced, though not determined, by the stars, and such influence is described as a "secret" because it worked behind man's back like a political cabal or theatrical claque. Astrologers of the time claimed to penetrate this "secret influence." Dictionary / Definition Vaunt - show-off, extravagant self-praise Engraft - to fix or set securely or deeply Sullied - to soil, stain, or tarnish

Personal
"Helltown Grocery" At 6:10 AM, one crisp January morning, a young man sits at his desk. He has not just woken up to embrace the day, but is still awake, overcome with an insatiable urge to vent and spout to Microsoft Word. He works part-time at a small grocery store in a zombie-infested ghetto called Belltown. And he deals with these zombies on a daily basis. The zombies are not of the undead variety, but they might as well be, with their drooling and bleeding and shitting all over themselves, thirsty for their own form of brains; crack-cocaine. But because he sees them everyday, and they see him, and talk to him, and he sells them Tilt, he is free to walk amongst them, like a fucking Daywalker. And with the zombies come the crack-harlots, with their fake weaves and drag-queen make-up, reeking of stale cigarettes and blowjobs. And with the crack-harlots come the pimps and dealers, in gaudy-ass hoodies from BossWear and draped in fake chains, to "take care of their girls" by getting them some candy and a bag of fucking Doritos to eat, and paying with crumpled, filthy, disgusting money. Money that has changed hands so many times that its thin, and waif-like, and fuzzy. And we can't forget about the alcoholics, a close relative of the zombie, who somehow have the ability to survive solely on a liquid diet of Icehouse and Sparks. These "people" are about 80% of his clientele at this small grocery store. Sure, there's the senile old ladies, and the flamingly-gay gay guys, and the crazy people from the psych clinic down the street, and the construction workers, and the rich people who wandered too far from their condo, and the tourists who wandered too far from their hotel, and the scene kids who are really just jaded shitheads, and the Mexicans who just arrived in the country and need copies of their papers, and the bar-owners, and the musicians, and the college students, etc...but they are STILL the remaining 20%. But one thing his job has shown him, is what he never wants to be; a filthy vagrant who smells like the outdoors, with a look of sadness in his eyes like he knows what he's done to himself, but doesn't know anything else anymore, with his dirty hands outstretched, asking for some spare change from people on the street, because he's too fucked up to make the money himself. He's in his 10th quarter of school and only has a few left. He should be graduating after his 12th quarter, but he dicked around and partied too much for his first couple quarters and has to make some classes up. But he'll still have a Bachelor's in 4 years, and that's fine with him. Even though he's in the meat and potatoes of his program, and he absolutely loves what he's working for more than anything, he's getting burnt out on bullshit classes and really just wants to finish, and get a job in the video game industry, and stop racking up ridiculous amounts of money in student loans. In the meantime, he stays creative designing websites, and logos, and t-shirts, and brochures, and pamphlets, and posters, and cd covers, and all that other creative-service stuff that comes about. His first love is still drawing, and he pursues and obsesses over the Great Masters like Pontormo, Rafael, Titian, Watteau, Gerome, Buscher, Delacroix and a host of others. And his sketchbooks all start with a quote from his mentor, "Good is the enemy of Great." And he yearns to be great, to squash his peers in all areas, because competition is healthy and he knows he can. He also re-discovered his voracious love of Soul music and it vibes with him like no other music ever could. The best thing about working at that small grocery store in Belltown, with its cavalcade of crooked, conniving characters, is that he knows it's merely a chapter. This isn't it for him. Because there is no way in hell that he'll be THAT GUY, 8 years from now, living in a cramped apartment being choked out with a lifetime's worth of crap that's built up over the years, biding his time until something else comes along. Because sooner or later, that same sad look in the smelly vagrants eye who knows what he's done to himself but can't help it, starts to appear in THAT GUY's eyes, and then it's all over.

This is basically a narrative of a recent time in my life, written in Third Person. I guess my influences would be my own personal frustration, not only with my life, but also the frustration that comes with seeing people destroy themselves, and knowing there's nothing you can do about it. Also, zombie movies played a part in my head while I thought of the homeless wraiths that inhabit Belltown.

Memorization
"Annan Water" By: Colin Meloy Annan water You loom so deep and wide I'll cross over If you would stem the tide Build a boat That I might thwart the other side To reach the farther shore Where my true love lies in wait for me In wait for me In wait for me In wait for me

Oh, gray river Your waters ramble while The horses shiver And bide against the bridal But I will cross If mine own horse is pulled from me Though my mother cries that if I try I sure will drown it be Will drown it be Will drown it be Will drown it be

But if you cull And let me pass You may render me a wrack When I come back So calm your waves And slow the churn And you may have my precious bones on my return

Annan water Oh hear my true love's call Hear her holler Above your water's pall God, that I could That my two arms could give me way And I would cross your breath And rest my breast about her amber ring Her amber ring Her amber ring

But if you cull And let me pass You may render me a wrack When I come back So calm your waves And slow the churn And you may have my precious bones On my On my Return

Self Assessment
When this Literature class began, we were all asked why we were taking it. I believe at the time, I replied, “Because it's required for me to graduate.” While this is true, I have taken away much more than I had initially thought I would. I have always been one who respects and admires creativity. However, in my studies of animation, writing and literature have generally taken a backseat to the more visual arts of storytelling, like composition or pose or color theory. But I have always been a reader, and I have always respected the power of written word, and this class has re-ignited an old flame. I thoroughly enjoyed every assignment, from the creative to the more analytical. It required me to use my brain, unlike many classes at this school, and I appreciate it, because it feels good. I feel I did the Chrestomathy assignments well, but I could have improved on them had I actually been able to find a copy of the books we read and discussed in class. And I really did try to find them. But as it turns out, My Jim is a very popular book in Seattle, and apparently everyone and their mom bought a copy. I contributed to the other students in the class by participating in discussions, and they contributed to me as well. It was refreshing to hear the different takes and viewpoints from students with varying backgrounds. Contribution was also a large part of the Chrestomathy, and the fact that we could view and read what other students had written, and comment on what we took from it, was a clever twist and allowed for a much deeper, more enjoyable class experience. In the wrong hands, this class could have been drab and boring. But you are a badass educator, and I appreciate your passion for your craft. Thanks for a great quarter, Steve.

title: User:Derek Blair


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User talk:Kevinjvokes

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

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title: User talk:Kevinjvokes


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User talk:Derek Blair

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

 Hello Derek Blair, 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.
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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! --Gbaor 20:59, 29 April 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

Derek Blair: Helltown Grocery I love that you made an everyday sort of life story into something more fun with limited amounts of explosions and exaggerations. I feel like you are humorously going to describe things from a jaded point of view at first, which is usually entertaining, but then you go farther and do better by showing a bit of hope in your determination to craft the pain into inner strength and a determination not to become what you see, but rise out of it and take command of your life with vigor! I apologize for that run on sentence, but refuse to adjust it. I think describing the people of Belltown as zombies makes quite a bit of sense, and rotting is a large portion of what many of them do while walking about. You feel remorse for the loss of fellow human beings, but at the same time your anger keeps you from feeling as though that is all there is to see, and it shows that you mean it when you wear it outside your mind as well. You used to wear t-shirts, hoodies, and jeans constantly, I was wondering “why the new duds.” Now it all makes sense. Nice work, and nice working it out! Sethleneelliott

title: User talk:Derek Blair


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User talk:Timothyleary

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 21:00, 29 April 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:Timothyleary


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 Hello Anish27, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 21:06, 29 April 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

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User talk:BenBlackDranzer

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 21:06, 29 April 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?

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text: User:Lohara

title: User:Lohara


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User talk:Lohara

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 21:20, 29 April 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:Lohara


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User:Egm6322.s09.bit.la/edp

= Introduction =

Overview about estuaries
Estuaries are classified as a semi-enclosed coastal body of water that have a free connection with the open ocean and where the salt water is gradually diluted by the fresh water coming from the river discharge. Estuaries have a great importance for animal species and also they are used as habitats, since that is in this environment that some aquatic animals, mainly fishes and crustacean (shrimp), use as nesting. Besides the environmental importance, estuaries are fundamental to the humanity. The influence of men in this environment considerably increase in the last decades, the consequence growth of the population in the cities next to the estuaries (nowadays approximately 60% of the world population live around these areas), is putting in risk the sustainable development of these environments. The spread use of the estuaries around the world is because they are good places to build harbors, an important access to interior areas, fertile areas to agriculture and their waters are periodically renewed by the influence of tides.

Their environmental conditions are very special, which make them highly vulnerable and they can be easily affected with abrupt changes in some of the environmental parameters. The estuary dynamics is particularly complex, due the influence of flood tides, ebb tides and river discharge.

Project goals
The aim of this report is to solve a partial differential equation (PDE) that describe the circulation in a cross section of an estuary using the balance between the friction and the barotropic term with different types of bathymetry.

=Modeling with PDE`s=

Due the complexity of the natural phenomenon and the difficult of make repetitions in laboratories or in the field, the application of numerical models is being used more often with the intent to represent the physics in the real world.

The partial differential equations represent a quantitative description of natural phenomenos. The researchers have to determine a set of valid equations and apply the correct initial and boundary conditions. This is called the mathematical model and, in practical applications, it is sufficient to find a solution to a specific set of data.

Equation that Govern the Estuarine Circulation
The cross estuary circulation can be described by the equation of momentum or equation of motion (1)

$$\frac{\partial u}{\partial t}+u\frac{\partial u}{\partial x}+v\frac{\partial u}{\partial y}+w\frac{\partial u}{\partial z}-fv=-g\frac{\partial \eta}{\partial x}-\frac{g}{\rho }\int_{z}^{\eta }\frac{\partial \rho}{\partial y}dz+\frac{\partial }{\partial x}\left [ A_x\frac{\partial u}{\partial x} \right ]+\frac{\partial }{\partial y}\left [ A_y\frac{\partial u}{\partial y} \right ]+\frac{\partial }{\partial z}\left [ A_z\frac{\partial u}{\partial z} \right ] (1)$$

Where the terms in the equation are:

$$\frac{\partial u}{\partial t}$$ - local acceleration

$$u\frac{\partial u}{\partial x}+v\frac{\partial u}{\partial y}+w\frac{\partial u}{\partial z}$$ - advective acceleration

$$fv$$ - Coriolis term

$$g\frac{\partial \eta}{\partial x}$$ - Barotropic component of the pressure gradient

$$\frac{g}{\rho }\int_{z}^{\eta }\frac{\partial \rho}{\partial y}dz$$ - Baroclinic component of the pressure gradient

$$\frac{\partial }{\partial x}\left [ A_x\frac{\partial u}{\partial x} \right ]+\frac{\partial }{\partial y}\left [ A_y\frac{\partial u}{\partial y} \right ]+\frac{\partial }{\partial z}\left [ A_z\frac{\partial u}{\partial z} \right ]$$ - Friction terms

The equation (1) will be the starting point for the following analysis

Consideration
In order to achieve the objective of the study and calculate the balance between the pressure gradient (barotropic) and the friction term we can make some assumption. These assumptions are also based in an analysis of scale that measure the important parameters that will contribute to the estuarine circulation.

Using the continuity equation (2) and the Boussinesq approximation, the accelerations terms are disconsidered

$$\frac{\partial u}{\partial x}+\frac{\partial v}{\partial y}+\frac{\partial w}{\partial z}=0 (2)$$

The estuary will be considered with homogeneous waters, meaning that the density in the cross section of the estuary is constant or that the density doesn't change in the cross section direction (the baroclinic term of the pressure gradient in not important).

The estuary that will be used as an example is consider in shallow water and the Coriolis term in this case doesn't have an important component that will generate circulation.

The first two elements of the friction term will not be taking into account since we are analysing the cross section component of the velocit

Applying all assumptions described above

The equilibrium of the forces between the barotropic pressure and friction that will dominate the estuary is:

$$\frac{\partial^2 u }{\partial z^2}=\frac{\partial \eta }{\partial x} (3)$$

Boundary Conditions
It is important to determine the boundary conditions to the model carefully The coordinate system used is the most common used when you are describing a estuary

At z=-h

u=0

At z=0

$$\frac{\partial u}{\partial z}$$=1

Applying the boundary conditions and integrating twice the equation (3)

$$\int \frac{\partial^2 u }{\partial z^2}\partial z=\int \frac{\partial \eta }{\partial x}\partial z$$

we get: $$ \frac{\partial u }{\partial z}=z\frac{\partial \eta }{\partial x}+C_1$$

where: $$C_1$$=constant

Applying the superior boundary condition:

$$\frac{\partial u }{\partial z}=1=C_1$$

And the inferior boundary condition

u=0 at z=-h

$$\frac{\partial u }{\partial z}=-h\frac{\partial \eta }{\partial x}+1$$

$$\left (\frac{\partial \eta }{\partial x} \right )_{-h}=\frac{1}{h}$$

Getting:

$$\frac{\partial u }{\partial z}=z\frac{\partial \eta }{\partial x}+1$$

Integrating again

$$\int \frac{\partial u }{\partial z}=\int z\frac{\partial \eta }{\partial x}+1$$

Finally get the equation that will be used in the Matlab program

$$u=\frac{\partial \eta }{\partial x}\frac{(z^2-h(y)^2)}{2}+(z+h(y))$$

And the volume transport:

$$U=\int_{-h}^{0}udz=\frac{h^2}{2}-\frac{\partial \eta }{\partial x}\frac{h^3}{3}$$

Without net volume transport:

$$\int_{-1}^{1}Udy=\int_{-1}^{1}\frac{h^2}{2}dy-\frac{\partial \eta }{\partial x} \int_{-1}^{1}{\partial x}\frac{h^3}{3}dy=0$$

Creating an average in the cross-section transect

$$\frac{\partial \eta }{\partial x}=\frac{3}{2}\frac{h^2}{h^3}$$

Results of the Model
The figures 2 to 5 are the results of after the application of the program in Matlab (Annex A) to solve the problem.

The figures 2 to 5 show the patterns of velocity in the cross-section velocity using different shapes of the bathymetry. The negative values (blue colors) show inflow in the bottom layers and the positive values (red colors) show outflow in the surface.

Conclusion
The Matlab program developed to solve the PDE that describe the balance between friction and the barotropic component of the velocity showed important results. The method was very satisfactory describing the natural phenomenon. The comparison between the theoretical results obtained with different bathymetries and different estuaries showed a good agreement. Meaning that this methodology can be applied to describe the circulation in this environment.

=References=

=Annex =

Matlab code used

%% Wind Driven solution for different bathymetries

clear all close all

y=[-1:0.005:1]; z=[0:-0.0025:-1]; hy1=(1-(y.^2)); % for 1-y^2 hy2=(1-(y.^6)); % for 1-y^6 hy3=exp(-6*(y.^2)); %for exp(-6y^2) hy4=1-abs(y); % for 1-abs(y) slope1=1.5*((mean((hy1).^2))/(mean((hy1).^3))); slope2=1.5*((mean((hy2).^2))/(mean((hy2).^3))); slope3=1.5*((mean((hy3).^2))/(mean((hy3).^3))); slope4=1.5*((mean((hy4).^2))/(mean((hy4).^3)));

% for 1-y^2 for a=1:401 for b=1:401 if(-z(1,b)<=hy1(1,a)); u1(a,b)=(slope1*(z(1,b).^2-hy1(1,a).^2)/2)+(z(1,b)+hy1(1,a)); else u1(a,b)=nan; end end end

figure(1) rotu1=rot90(u1,-1); contourf(y,z,rotu1);hold on %plot(y,-hy1,'white','linewidth',10); colorbar title({'Wind Induced Flow','Bathymetry=1-y^2'}) xlabel('Nondimensional distance') ylabel('Nondimensional depth') print -djpeg fig1.jpeg

% for 1-y^6 for a=1:401 for b=1:401 if(-z(1,b)<=hy2(1,a)); u2(a,b)=(slope2*(z(1,b)^2-hy2(1,a)^2)/2)+(z(1,b)+hy2(1,a)); else u2(a,b)=nan; end end end

figure(2) rotu2=rot90(u2,-1); contourf(y,z,rotu2);hold on %plot(y,-hy2,'white','linewidth',10) colorbar title({'Wind Induced Flow','Bathymetry=1-y^6'}) xlabel('Nondimensional distance') ylabel('Nondimensional depth') print -djpeg fig2.jpeg

%for exp(-6y^2) for a=1:401 for b=1:401 if(-z(1,b)<=hy3(1,a)); u3(a,b)=(slope3*(z(1,b)^2-hy3(1,a)^2)/2)+(z(1,b)+hy3(1,a)); else u3(a,b)=nan; end end end

figure(3) rotu3=rot90(u3,-1); contourf(y,z,rotu3);hold on %plot(y,-hy3,'white','linewidth',10) colorbar title({'Wind Induced Flow','Bathymetry=exp-(6y^2)'}) xlabel('Nondimensional distance') ylabel('Nondimensional depth') print -djpeg fig3.jpeg

% for 1-abs(y) for a=1:401 for b=1:401 if(-z(1,b)<=hy4(1,a)); u4(a,b)=(slope4*(z(1,b)^2-hy4(1,a)^2)/2)+(z(1,b)+hy4(1,a)); else u4(a,b)=nan; end end end

figure(4) rotu4=rot90(u4,-1); contourf(y,z,rotu4);hold on %plot(y,-hy4,'white','linewidth',10) colorbar title({'Wind Induced Flow','Bathymetry=1-abs(y)'}) xlabel('Nondimensional distance') ylabel('Nondimensional depth') print -djpeg fig4.jpeg

=Signature=

Egm6322.s09.bit.la 16:54, 30 April 2009 (UTC)

title: User:Egm6322.s09.bit.la/edp


text:
Novial/Li Verdi Kordie

Back to the Novial front page

The original Esperanto course is found here:

title: Novial/Li Verdi Kordie


text:
Novial/Li Verdi Kordie/Lektione 1

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VOCABULARY
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title: Novial/Li Verdi Kordie/Lektione 1


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User:Goldblattster

I do not have a special userpage just for Wikiversity. That means that when you "click on the green", you will go to my Wikipedia user page.

title: User:Goldblattster


text:
User talk:Timothymcinnis

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

I hope I made it to the page, If so please let me know.

title: User talk:Timothymcinnis