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Calculus/Limits

Introducing Limits
Let's consider the following expression: $$\frac{n}{n+1}$$ As n gets larger and larger, the fraction gets closer and closer to 1. $$\left( \tfrac{1}{2}, \tfrac{2}{3}, \tfrac{3}{4}, \dots \tfrac{999}{1000} \right)$$

As n approaches infinity, the expression will evaluate to fractions where the difference between them and 1 becomes negligible. The expression itself approaches 1. As mathematicians would say, the limit of the expression as $$n \!$$ goes to infinity is 1, or in symbols: $$\lim_{n\rightarrow \infty}\frac{n}{n+1}=1$$.

An interesting sequence is $$S_{n}=\tfrac{1}{n}$$ As $$n \!$$ gets bigger (in symbols $$n\rightarrow\infty$$, we have smaller values of $$S \!$$, for
 * $$S_{1}=1 \!, S_{2}=\tfrac{1}{2}, S_{3}=\tfrac{1}{3}, S_{4}=\tfrac{1}{4}, S_{5}=\tfrac{1}{5}$$

and so on. Clearly, $$S \!$$ can't be smaller than zero (for if $$\tfrac{1}{n}<0$$ we have that $$n \!$$ is less than zero). Then we may say that $$\lim_{n\rightarrow \infty}S_{n}=0$$. Continuing with this sequence, we might want to study what happens when $$n \!$$ gets near to zero, and later what happens with negative values of $$n \!$$ going near to zero. Usually, the letter $$n \!$$ is reserved for integer values, so we are going to redefine our sequence as $$S_{n}=S(x)=\frac{1}{x}$$. If we take a sequence of values of $$x \!$$, say
 * $$x=1, x=\tfrac{1}{2}, x=\tfrac{1}{4}, x=\tfrac{1}{8}, x=\tfrac{1}{16} \!$$

We see that the respective values of $$S \!$$ grows indefinitely, for
 * $$S(1)=1 \!$$
 * $$S(2)=2 \!$$
 * $$S(4)=4 \!$$
 * $$S(8)=8 \!$$
 * $$S(16)=16 \!$$

In this case, we might say that the limit of $$\lim_{x\rightarrow 0^{+}}S(x)=\infty$$, in words, the limit of $$S \!$$ as $$x \!$$ goes to zero from right (as the sequence of values of $$x \!$$ goes to zero from the left in a graphic) diverge (or tends to infinity, or is unbounded, but we never say that it is infinity or equals infinity). Other case happens if we study sequences of values of $$x$$ such that every element of the sequence is lower than zero, the sequence is increasing but never exceeding zero. One example of such sequence is:
 * $$x=-1 \!$$, with $$S(-1)=-1 \!$$
 * $$x=-\frac{1}{2}$$, with $$S(-\frac{1}{2})=-2$$
 * $$x=-\frac{1}{4}$$, with $$S(-\frac{1}{4})=-4$$
 * $$x=-\frac{1}{8}$$, with $$S(-\frac{1}{8})=-8$$
 * $$x=-\frac{1}{16}$$, with $$S(-\frac{1}{16})=-16$$

The values of $$S(x)\! $$ decrease without bounds. The we say that $$\lim_{x\rightarrow 0^{-}}S(x)=-\infty$$, or that $$S(x)\!$$ tends to minus infinity when $$x$$ goes to zero from left.

Basic Limits
For some limits (if the function is continuous at and near the limit), the variable can be replaced with its value directly: $$\lim_{n\rightarrow x}f(n)=f(x)$$ For example, $$\lim_{x\rightarrow 5}\frac{x+10}{2x}=\frac{5+10}{2 \cdot 5}=\frac{3}{2}$$ and $$\lim_{m\rightarrow b}\frac{m+b}{m}=\frac{b+b}{b}=2$$ (with $$b$$ not equal to 0) Others are somewhat more complicated: $$\lim_{x\rightarrow \infty}\frac{5x+1}{x}=\lim_{x\rightarrow \infty}5+\frac{1}{x}=5+0=5$$ Note that in this limit, one may not immediately set $$x$$ equal to $$\infty$$ because this would result in the expression evaluating to $$\frac{\infty}{\infty}$$ which is an undefined expression. However, one may reduce the expression by separating the terms into separate fractions (in this case, $$\frac{5x}{x}$$ and $$\frac{1}{x}$$), which can be evaluated directly.

Right and Left Hand Limits
Sometimes, we want to calculate the limit of a function as a variable approaches a certain value from only one side; that is, from the left or right side. This is denoted, respectively, by $$\lim_{x\rightarrow_a-}$$ or $$\lim_{x\rightarrow_a+}$$. If the left-hand and right-hand limits do not both exist, or are not equal to each other, then the limit does not exist. The following limit does not exist: $$\lim_{x\rightarrow_0}\frac{1}{x}$$ It doesn't because the left and right handed limits are unequal. $$\lim_{x\rightarrow _0-} \frac{1}{x} = -\infty$$ $$\lim_{x\rightarrow _0+} \frac{1}{x} = \infty$$

Note that if the function is undefined at the point where we are trying to find the limit, it doesn't mean that the limit of the function at that point does not exist; for an example, let's evaluate $$g(x)=1/x^2$$ at $$x=0$$.

$$\lim_{x\rightarrow _0-} \frac{1}{x^2} = \infty = \lim_{x\rightarrow _0+} \frac{1}{x^2}$$

Therefore: $$\lim_{x\rightarrow _0} \frac{1}{x^2} = \infty$$

Some Formal Definitions and Properties
Until now, limits have been discussed informally but it shouldn't be all intuition, for we need to be sure of certain assertions. For an example, the limit
 * $$\lim_{n\rightarrow \infty}S_{n}=0$$

We have seen that the function decreases as $$n$$ increases, but how do we guarantee that there isn't a value $$y$$, say
 * $$y=0.000000000000000000000000000001$$

such that $$S$$ is never smaller than $$y$$? If there is such $$y$$, we might want to say that the limit is $$y$$, not zero, and we can't test every single possible value of $$y$$ (for there are infinite possibilities). We must then find a mathematical way of proving that there isn't such $$y$$, but for that we need to define formally what a limit is.

Right Limits, Left Limits, Limits and Continuity
Let $$f$$ be a real valued function. We say that
 * $$\lim_{x\rightarrow x_{0}^{-}}f(x)=c$$

if for every $$\epsilon>0$$ there is a $$\delta>0$$ such that, for every $$x'$$ between $$(x_{0}-\delta)$$ and $$x_{0}$$
 * $$|f(x')-c|<\epsilon$$

where $$|x|$$ is the absolute value of $$x$$.

This is the formal definition of convergence from the left. It means that for each possible error bigger than zero, we are able to find a interval such that for all $$x$$ in that interval, the distance between the value of the function and the constant $$c$$ is less than the error.

TODO: Graphics illustrating this.

In an analogous fashion, we say that
 * $$\lim_{x\rightarrow x_{0}^{+}}f(x)=c$$

if for every $$\epsilon>0$$ there is a $$\delta>0$$ such that, for every $$x'$$ between $$(x_{0})$$ and $$x_{0}+\delta$$, $$|f(x')-c|<\epsilon$$.

And to finish the necessary definitions,
 * $$\lim_{x\rightarrow x_{0}}f(x)=c$$

if
 * $$\lim_{x\rightarrow x_{0}^{-}}f(x)=c$$

and
 * $$\lim_{x\rightarrow x_{0}^{+}}f(x)=c$$.

Example:
 * $$\lim_{x\rightarrow 0}x^{2}=0$$

This is a assertion that must be proved. First, lets study the behavior of $$f(x)=x^{2}$$ near zero;
 * $$|x^{2}-0|<\epsilon\Rightarrow|x^{2}|<\epsilon\Rightarrow x^{2}<\epsilon\Rightarrow x<\sqrt{\epsilon}$$

where the arrow pointing right means implies. So, define the function
 * $$\delta(\epsilon)=\sqrt{\epsilon}$$

If $$|x-0|<\delta(\epsilon)$$, then $$|f(x)-0|<\epsilon$$. We have show how to find the delta in the definition of limit, showing that the limit of $$f$$ as x tends to zero is zero.

In fact, for any real number $$x_{0}$$,
 * $$\lim_{x\rightarrow x_{0}}x^{2}=x_{0}^{2}$$

Lets see how to construct a suitable function $$\delta(\epsilon)$$.
 * $$|x^{2}-x_{0}^{2}|=|(x-x_{0})(x+x_{0})|<(x+x_{0})^{2}$$, then $$(x+x_{0})^{2}<\epsilon\Rightarrow|x^{2}-x_{0}^{2}|<\epsilon$$

So,
 * $$(x+x_{0})^{2}<\epsilon\Rightarrow x+x_{0}<\sqrt{\epsilon}\Rightarrow \delta(\epsilon)=\sqrt{\epsilon}$$

implying that $$|x-x_{0}|<\delta(\epsilon)$$ makes $$|x^{2}-x_{0}^{2}|<\epsilon$$ for any $$x_{0}$$.

Functions with the property that
 * $$\lim_{x\rightarrow x_{0}}f(x)=f(x_{0})$$

are called continuous, and arise very naturally in the physical sciences; Beware that, against the intuition of most people, not every function is continuous.

Property of Limits
Property one: If $$\lim_{x\rightarrow x_{0}}f(x)=c$$, then
 * $$\lim_{x\rightarrow x_{0}}kf(x)=kc$$

for any constant $$k$$. Proof: Construct the function $$\delta(\epsilon)$$ for $$f$$. Then
 * $$|x-x_{0}|<\delta(\epsilon)\Rightarrow|f(x)-c|<\epsilon$$

So
 * $$|x-x_{0}|<\frac{1}{k}\delta(\epsilon)\Rightarrow|kf(x)-kc|=|k||f(x)-c|<\epsilon$$

Then the limit of $$kf$$ is $$kc$$, for the delta function of $$kf$$ is
 * $$\delta'(\epsilon)=\frac{1}{k}\delta(\epsilon)$$

QED.

TODO: Demonstrate main properties of limit (unicity, etc)

L'Hôpital's Rule
L'Hôpital's Rule is used when a limit approaches an indeterminate form. The two main indeterminate forms are $$\frac{0}{0}$$ and $$\frac{\infty}{\infty}$$. Other indeterminate forms can be algebrically manipulated, such as $$\infty-\infty$$.

L'Hôpital's Rule states if a limit of $$\frac{f(x)}{g(x)}$$ approaches an intederminate form as $$x$$ approaches $$a$$, then: $$\lim_{x\rightarrow a}\frac{f(x)}{g(x)} = \lim_{x\rightarrow a}\frac{f'(x)}{g'(x)}$$

Example: $$\lim_{x\rightarrow 0}\frac{\sin(x)}{x}$$ Both the numerator and the denominator approach zero as $$x$$ approaches zero, therefore the limit is in indeterminate form, so l'Hôpital's rule can be applied to this limit. (note: you can also use the Sandwich Theorem.) $$\lim_{x\rightarrow 0}\frac{\sin(x)}{x} = \lim_{x\rightarrow 0}\frac{\sin'(x)}{x'} = \lim_{x\rightarrow 0}\frac{\cos(x)}{1}$$ Now the limit is in a usable form, which equals 1.

If the limit resulting from applying l'Hôpital's Rule is still one of the two mentioned indeterminates, we may apply the rule again (to the limit obtained), and again and again until a usable form is encountered.

Where does it come from
To obtain l'Hôpital's Rule for a limit of $$\frac{f(x)}{g(x)}$$ which approaches $$\frac{0}{0}$$ as $$x$$ approaches $$a$$, we simply decompose both $$f(x)$$ and $$g(x)$$ in terms of their Taylor expansion (centered around $$a$$). The independent terms of both expansions must be $$0$$ (because both $$f(x)$$ and $$g(x)$$ approached $$0$$), so if we divide both the $$f(x)$$ and $$g(x)$$ by $$(x-a)$$ (or, equivalently, find their derivatives), our limit will stop being indeterminate.

It could be the case that the Taylor expansions of both the numerator and the denominator have a $$0$$ as coefficient of the $$(x-a)$$ term, thus yielding an indeterminate. This is the same case mentioned above where the trick was to repeat the process until a suitable limit was found.

The case of a limit which approaches $$\frac{\infty}{\infty}$$ can be transformed to the case above by exchanging $$\frac{f(x)}{g(x)}$$ with $$\frac{1/g(x)}{1/f(x)}$$, which obviously approaches $$\frac{0}{0}$$.

Calculus/Limits/Exercises

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Learning to learn a wiki way
Hi Mystictim, I just wanted to say that I'm extremely interested in this page (indeed, it is pretty much bang along the lines of my PhD), so I'm very keen to get it going. However, i did tone down the implication that something was going to be done by November 1st - but, if you want to work on it together, we could start a bit of activity around it reasonably quickly. Incidentally, do you know User:Reswik? I had been convinced that he wrote the page when I read it and was shocked to find it was someone else! Still, it's always good to make new contacts - glad to make your acquaintance. Cormaggio 16:28, 7 October 2006 (UTC)

School of Education
I just posted a comment on School talk:Education, with the intention of reviving your older discussion about what it could be, and hopefully to kickstart the school itself. I feel this is deeply important for developing Wikiversity. I'd love if you were still interested, and could help generate some momentum behind the school, as well as developing resources within it. Cormaggio 12:31, 12 November 2006 (UTC)

Nietzsche
I have changed Topic:Nietzshe to Topic:Nietzsche. I would like to help with this topic, allthough i am not a philosopher.--Daanschr 13:44, 21 November 2006 (UTC)

 * I am Dutch, so i can pronounce Nietzsche pretty good.
 * Thanks for you support on the organized debates. It is more then a month ago that i started it and nobody has joined yet. Allthough it would be easy to get participants perhaps if i take on subjects that are popular or controversial. WikiProject for organized debate is primarily aimed at improving Wikipedia. For Wikiversity, it would be good to have some other kind of organization. I was enthusiastic about the ideas about the interlingual discussions on Wikiversity Beta. It is a pity that nobody is active in it. There are so many things possible at the moment on the internet that are simply not being done. I am wondering what will develop in the coming decades. It feels like being an explorer in an area where nobody has been before.--Daanschr 19:25, 23 November 2006 (UTC)

 * This sounds interesting. I'll take a look around.. Cormaggio | talk 13:19, 24 November 2006 (UTC)

I have the impression that there is too much talking and too less action on Wikiversity. I will plan an organized debate on Nietzsche for november next year. This will be a cooperation of Wikipedia and Wikiversity. An idea could be to search for participants in the first half year and to start a course on Nietzsche in may or june next year as an introduction to the debate. The debate will be interlingual with German as the main language (this to ensure that the original texts of Nietzsche are read). Do you like to join?

I prefer to do things instead of talking over and over about the details. By doing things, it becomes more clear what the setbacks and real problems will be. A joke in the spirit of Nietzsche would be that i don't want to be a donkey, i prefer to be the playing child.--Daanschr 13:33, 30 November 2006 (UTC)

 * The project has started.--Daanschr 13:41, 30 November 2006 (UTC)

I have joined Topic:Nietzsche. On Wikipedia, i have suggested that a course on Nietzsche could start in may or june 2007. Neither of us are experts so we can better wait untill an expert on Nietzsche joins our projects. I have followed a introduction course of cultuurfilosofie (filosophy of culture) at the philosophy department at Leiden University in which Nietzsche was the main subject, but i didn't do any exams. So, i know some of the basics of the philosophy of Nietzsche. I could use the notes i made during the course as material for the course online next year, but it would be better if a real expert would join us. If no expert will be joining us, then we can regard it as a good experiment on how we can organize courses on Wikiversity.--Daanschr 16:25, 30 November 2006 (UTC)

Blog
I really like the fact that you've started a blog here, Mystictim. Also that it's grounded in reflective practice - which is something I would love to see developing as a culture within Wikiversity. I'm curious though, is this blog of your own volition - do you see yourself as already a reflective practitioner (and a practitioner of what?), or are you trying to develop an understanding of yourself as one through a course you may be taking or have taken? As for myself, I'm sort of between the two identities outlined there - still working out what I'm doing, and how best to develop my own reflective practice. I'd be fascinated to start sharing experiences between us and other people who are interested in this methodology - as well as opening it out to the community through specific pages like Reflections, perhaps. What do you think? Cormaggio 11:47, 23 November 2006 (UTC)

 * Thanks :-). There's just so much to say on all of these topics, and I'm delighted to have found another person of very similar interests to myself. I'll post about Learning to learn a wiki way soon - either on its talk page or perhaps the Colloquium (I feel that action research is something that has an inherent "fit" with Wikiversity, and hope to generate some community interest that way.) But on this, do you have any experience with action research? What are your thoughts on the why, what and how of its methodology? Incidentally, I will be writing a page on Action research soon - that is, unless you beat me to it! :-) Cormaggio | talk 13:19, 24 November 2006 (UTC)
 * Oh, and just to say I also have a blog - and there are a number of other Wikiversity participants who blog - gosh, I even sense a category on the horizon.. Cormaggio talk 13:45, 24 November 2006 (UTC)

Astronomy Project
I just noticed this page and wonder if you have seen Astronomy Project. --JWSchmidt 22:13, 9 December 2006 (UTC)

page merge
I suggest that you copy the content from the page with the fewest edits into the other page. Then "move" (rename) that combined page to the desired page name. --JWSchmidt 00:09, 19 December 2006 (UTC)
 * Do not delete the page with fewer edits, leave it as a redirect page as described here. --JWSchmidt 00:18, 19 December 2006 (UTC)

 * Hmm, this is a bit unclear to me, as neither of these two pages (Introduction to Psychology and School:Psychology/Psy 1001) have substantial page histories. With a page merge, you have to lose one of the page's history, so generally the choice would be to lose as little information as possible. If a redirect is kept in place, then that page's history will always be visible there. Or, another alternative is to literally copy the text of the page's history into the talk page of the kept page.
 * In any case, my feeling is that the name "Introduction to Psychology" is better (numbers aren't so descriptive, or internationally recognisable - as well as the fact that the other is a subpage, and my personal preference is always to have page names as 'autonomous' as possible, and to link grouped pages by navigational boxes and/or categories). However, none of this is set in stone - we don't have fully worked out guidelines as of yet - so you're free to apply your best judgment to this situation. Hope this info might be of some use - if not, maybe we can learn something in the process.. Good to hear from you again in any case. :-) --Cormaggio talk 13:54, 19 December 2006 (UTC)

Organized debate
Hi Tim,

I have stoppoed the WikiProject organized debate, due to a lack of participance. I would still like to discuss Nietzsche if you want to. How are your lessons in German at the moment?--Daanschr 07:49, 29 December 2006 (UTC)

spelling
Why did you make this edit? --JWSchmidt 15:28, 5 January 2007 (UTC)
 * Hi JWSchmidt,

I'm just trying to restore the page to the state as the edits that [User:Ifroggi] made have advesley effected the formating and meaning of the article. Mystictim 15:33, 5 January 2007 (UTC)

Two requests
Please do not edit pages so as to leave them without a category. Also, please provide edit summaries for your edits. --JWSchmidt 15:37, 10 January 2007 (UTC)
 * I figured that if I put pages that need to be categorized into Category:Content they would get categorized. Do you know if there is anything like ? If there is one it should be at Category:Wikiversity maintenance and mentioned at Help:Category. --JWSchmidt 16:30, 10 January 2007 (UTC)

Category:Learning activities
I find it astounding that I could work on the creation of Wikiversity learning activities for so long and still not understand what you are doing. I never dreamed that collaboration could be so difficult. I'll leave you to your project. Good luck. --JWSchmidt 20:26, 11 January 2007 (UTC)

re-creation of previously deleted page
Why did you re-create User:WIKIVERSITY IS FASCISM !? --JWSchmidt 18:53, 13 January 2007 (UTC)
 * I'm sorry I didn't realise that is what I did. I was looking here and notice User:WIKIVERSITY IS FASCISM halfway down the page. When I clicked the link I it looked like a User page so I put in a request for it to be deleted. I now realise that the page had been deleted and when I saved it with a request for deletion I brought it back to life. I won't do that again. On the positive side this incident has depend my understanding of how the Wikimedia software works.

 * No problem. I think it is only custodians who get a message about pages having previously been deleted. I'm not sure why that is the case....it seems like useful information for everyone. --JWSchmidt 19:24, 13 January 2007 (UTC)

global_warming/Brainstorming
Hello Mystictim, thank you very much for your explanation between weather and climate. I wanted to answer you here, so that the brainstorming page stays focused for just idea collection for the moment. I think this is then also a good topic for the project to make distinctions and definitions. Erkan Yilmaz (evaluate me!, discussion ) 21:36, 23 January 2007 (UTC)

Quizzes, etc.
Sorry it's took so long to get back to you, I was on vacation and am only just now catching up.

The templates were based on some other templates (I forget their names)... we should probably just have a "quiz template" category for people to work with. --SB_Johnny | talk 23:09, 1 February 2007 (UTC)

Vandals
Thanks for restoring the PedaGlue page after the vandal was busy. --Ian Kennedy 06:06, 7 February 2007 (UTC)

Scratch Pages for Hist Phil
Each scratch page has a different author so I dont think I should put them under my user page. I do have class today and so I will bring your note with the instructions on how to move the pages. I will see what I can do to get everybody on board. If not the pages may need to remain where they are. If they become edited or deleted, cest la vie. Eventually the content of those pages will be incorporated into the pages already in use in the course and then deleted. User:MaryCordova

The problem is that most of the sutdents are not wiki savvy. With the pages where they are now the others can find them easily. If I move them, which would be better, the others will not know what to do. Once I can get my classmates up to speed I will probably have them link the pages to their user page.

Self Paced Reading Labs
Hi Mystictim, I noticed your interest in the Education Department and though you might like to help with a new learning project proposal/project I am trying to get initiated. Any feedback or constructive criticism or ideas on how the project can be improved and setup for development by participation by a cast of thousands and soon millions would be of great interest to me. I am trying to structure the project so it works for children as part of the One Laptop Per Child initiative and help take kids and adult learner from first steps in reading up to post graduate skill levels. Hope to hear from you soon. Thanks! Mirwin 01:08, 12 February 2007 (UTC)

Mystictim
Hi Dionysios, good to see that you're interested in Continental philosophy. Things have been a bit quiet in that department for some time. I've been meaning to find some good introductory materials on the net and build some lessons around them. If you've got any ideas let me know. I'm curious as to why you duplicated the Philosophy message board with the page Philosophy Department Message Board. Generally this isn't a good idea because it courses confusion about which page to edit and loses the edit history of the page. I'd like to suggest that unless there is some specific reason you need this duplicate page, that you ask for this duplicate page to be deleted by adding the template to the duplicate page. Any way drop me a line on my talk page about your thoughts on the Department of Continental Philosophy. Mystictim 16:39, 23 February 2007 (UTC)

Dionysios
Date: February 23, 2007

To: Mystictim

From: Dionysios

Message:

Greetings Mystictim!

Your Servant didn't mean to duplicate the Message Board; but he didn't see any other way to accomplish what he was attempting to do. He could not find the original link to the Philosophy message board and therefore duplicated it.

He will properly link it and ask for deletion of the duplicate.

Thank you for your assistance.

Best regards,

(s) Dionysios 2007-02-23 17:27:00 UTC

Mystictim
Hi Dionysios, thanks for the reply. It can be difficult finding pages on a wiki especially if you don't know its name. Be careful using the search box to click on Search rather than Go. Unfortunately you missed my talk page at User talk:Mystictim and ended up creating a new page at  UserTalk:Mystictim wiki software is sensitive to both spaces and capitalisation. The easiest way to get to someone's talk page is to click on the User name link and then click on the discussion tab at the top of the page. You could have a look at editing help for a quick refresher. Mystictim 18:51, 23 February 2007 (UTC)

Dionysios
Date: February 23, 2007

To: Mystictim

From: Dionysios

Message:

Greetings Mystictim!

Thank you again for your assistance and for your patience with Newbies.

Your Servant has marked the his Unintended Creations for speedy deletion; and he is doing and and will continue to do his best to clean up after himself.

Best regards,

(s) Dionysios 2007-02-23 21:36:00 UTC

Action research
Hi Mystictim, I thought I should let you know about a course on Action Research facilitated by Bob Dick through email - details here. I've just subscribed - it's due to start sometime soon - thought you might be interested. Regardless, I think we need to find ways of moving on both AR projects (Learning to learn a wiki way and Developing Wikiversity through action research). I'd love to talk more about what you personally want from this, or how you think we should proceed - is a Skype call or IRC chat a possibility? (Btw, have you seen this proposed meeting about Wikiversity research?) Reading up on Derrida now - still trying to get to grips with Wikiversity as narrative! Cheers. Cormaggio beep 10:03, 28 February 2007 (UTC)

Wikimania paper
Hi Mystictim,

this is a bit out of the blue, but I'm currently writing a paper for this year's Wikimania and I was hoping to include an extract of a discussion that you participated in. This discussion is at: Colloquium/archives/January_2007, and I'm hoping to use it to highlight differing opinions about structuring or even defining learning materials. I also hoped I could use a comment from your reflective blog:. However, I want to check with you first to see if this is ok.

I would be happy to send you a copy of the paper before I upload it anywhere. Please let me know what you think, or if you have any suggestions or reservations about it.

Thanks,

Cormaggio talk 20:25, 13 May 2007 (UTC)

 * Thanks Mystictim - good to see you again! I hope to reinvigorate our discussions and activity of past - I'll keep you posted... Cormaggio talk 15:00, 9 June 2007 (UTC)

welcome back
Hello, and welcome back! I just noticed you've edited some pages on climate change - a topic that I also share an interest in. Coincidently, SB_Johnny and I were just discussing the idea of starting a project in this area. I look forward to participating there. --mikeu talk 14:44, 11 February 2011 (UTC)

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Visual Basic/Functions and Subroutines

This lesson will instruct you on the creation and usage of functions and subroutines using Visual Basic 6.0. This lesson assumes that you can navigate the Visual Basic IDE, and create a simple project with which to test code. It is recommended that you read the Introduction to VB6 as well as the Variables and Types in VB6 lesson before starting.

--182.66.149.114 (discuss) 21:22, 1 May 2013 (UTC)

What Are Subroutines?
Subroutines can be thought of as miniature programs. A subroutine has a name attributed with it, much like a variable does. Unlike a variable, a subroutine doesn't hold data. Instead, it holds code. When the code in a subroutine is executed, the subroutine is said to be "called". Therefore, one subroutine can "call" another subroutine. Some subroutines are called automatically when certain actions are performed. For example, the Form_Load subroutine is automatically called when a form loads. This is where you have been inserting your test code before. What you were actually doing was adding code to this subroutine.

Why Use Subroutines?
You may ask yourself why subroutines would even be used. Why wouldn't you simply put all of your code in one place? Subroutines are useful because they eliminate redundancy. Consider a complicated program like a word processor. When certain actions are performed, such as closing the program, opening a file, or closing an individual file, the word processor would probably check to see if you had modified your document. If the user had modified the document since they opened it, the user would be prompted to save the file before performing the action. You could imagine that checking if the document was modified, prompting the user, and acting on the input would require many lines of code. If the programmer had literally typed this code into all of the places in the program where this check was to be made, it would still work fine. However, what would happen if the way the program handles documents changed, and therefore this code needed to be changed? The programmer would have to change the code in every place where this check was made. Even worse, what if the programmer changed the code in a few places but not in another? This would lead to bugs that are difficult to track down. Instead, if this code was put in a subroutine, the subroutine would simply be called from all of these places. If the code then needed to be changed, the programmer would only have to change it in one place; inside the subroutine. By doing this, subroutines eliminate redundant code, making the entire program easier to manage.

Creating A Subroutine
Creating a subroutine involves two lines of code. Luckily though, the Visual Basic code editor is smart, and will insert the second line for you! A subroutine begins with the word "Sub", followed by a space, then a name identifying the subroutine. Two parentheses follow, which are used for a parameter list. Don't worry about these yet, they will be covered later in the lesson.

After you enter the first line and press Enter, the second line will automatically be added for you. These lines represent the start and end of the subroutine. Any code inserted between these lines will be executed when the subroutine is called. A subroutine can be called in one of two ways: using the Call keyword, or by simply stating its name. You can also use the Call keyword, as mentioned above:

Comments
The previous listing introduced a new syntax element: the comment. A comment is a line that is NOT source code. Instead, it is there as guidance to the person reading the code. When programmers write programs, they usually (or at least they should) add comments describing large sections of code that could potentially be confusing. Comments begin with an apostrophe (" ' ") and end with a new line. Everything that you type after the apostrophe is ignored by Visual Basic, which is the entire point of comments. You will see comments in all future listings describing new concepts and syntax.

Subroutine Scope
The declaration of a subroutine has an optional keyword that can be used before "Sub". You may enter a keyword representing scope here. "Private" and "Public" are examples of scopes. You may have noticed that the Form_Load subroutine has the word "Private" before "Sub". This declares that this subroutine has a Private scope. If you don't specify the scope of a subroutine, Visual Basic will use a default scope. You should never rely on default scope, however. Get in the habit of always explicitly declaring the scope of your subroutines.

What Is Scope?
In the context of subroutines, scope represents where in your program the subroutine can be called from. Subroutines with a Private scope can only be called from the source file from where they were defined. Subroutines with a Public scope can be called from anywhere in your program. For example, a subroutine with a Private scope in a form can not be called from another form, whereas it can if it has a Public scope.

Why Use Scope?
Why would you ever limit where you can call a subroutine from? Why wouldn't you make all subroutines Public so that there are no limitations on your program? Subroutine Scope is one of many tools that programmers can use to find bugs. If you know that your subroutine should never be called from a different source file, you should declare the subroutine to be Private. This will prevent you from making a silly mistake and calling this subroutine where it shouldn't be called. This will prevent mistakes that could be extremely damaging and hard to detect. Instead, your program will crash with an error rather than executing the subroutine with unpredictable results.

Parameters
Parameters, also called Arguments, are variables that can be "passed into" a subroutine. A subroutine with parameters looks like this:

A new subroutine has been declared called DisplayAdd. This declaration is different than the declarations that you have seen so far, however, as code has been added between the parenthesis. From your knowledge of variables, this syntax should look somewhat similar to you. x As Integer and y As Integer appear to be variable declarations without the "Dim" keyword. These declarations are separated by a comma. These variables are the Parameters for the DisplayAdd subroutine. Code within the subroutine can access x and y as usual, as if they were normal variables. However, when the subroutine is called, the calling subroutine will also provide values for these parameters. Therefore, the subroutine has now become dynamic. The code can act on input without caring where the input came from. When the Form_Load subroutine calls DisplayAdd with the parameters 5 and 2, the code within DisplayAdd is executed. The first line adds x and y together and displays the result. x and y have already been filled with the values 5 and 2 from the Form_Load subroutine. The calling subroutine doesn't have to use numeric constants, however. It can use variables as well:

This code has identical results. Note that DisplayAdd cannot access a and b. As far as DisplayAdd is concerned, a and b are represented as x and y.  Attempting to access a or b from DisplayAdd would result in an error.

ByRef and ByVal
Parameters can be sent to a subroutine By Reference (ByRef) or By Value (ByVal). ByRef is the default, and means that changes to the variable in the subroutine will result in changes to the source variable outside of the subroutine. ByVal literally copies the values of the variables from the calling subroutine into the called subroutine. By doing this, the variables can be changed, but their values will not change outside of the called subroutine. ByVal can also be a lot slower with large variable types, however, since memory has to be copied from one location to another. If you don't have any reason to do so, there is no need to pass variables ByVal. You can explicitly state the way that a variable is passed to a subroutine by using these keywords before the variable name. Using the ByRef keyword, one could write a Swap function, which switches the values of 2 variables.

Notice that Call was used instead of simply stating the subroutine name. When using the Call method however, you must use parenthesis when calling the subroutine. Note that this program would also have worked without typing "ByRef" anywhere, since it is the default. The ByRef and ByVal keywords are rarely used in simple programs, however, but it's a nice trick for your toolkit.

Functions
Subroutines have a close cousin called Functions. Functions are basically the exact same as subroutines, except that they return a value. That means that the function itself has a type, and the function will return a value to the calling subroutine based on the code that it contains. An example of this would be a function that adds two numbers, shown below. A function is declared the exact same way as a subroutine, except using the "Function" keyword instead of "Sub". To return a value, assign a value of the proper type to the function's name, as if it were a variable.

Functions Or Subroutines?
The best way to determine which is better for your application is by asking yourself a simple question. Will you need to return a value? If so, use Functions. If you don't, use subroutines.

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Wikiversity:Learning goals

Share your learning goals with the Wikiversity community. What most interests you? What topics do you find intellectually stimulating? Wikiversity was created as a center for collaborative learning designed to serve the needs of learners. If you are new to wiki you might feel shocked and disoriented. Conventional bricks-and-mortar educational institutions have a menu of courses that you are forced to select from. Wikiversity is a place where learners participate and learn by doing. At a wiki website, "doing" means collaboratively editing webpages. So click the "edit button" and become a Wikiversity participant. By sharing your learning goals you will be able to find and join learning groups that share your interests and can facilitate your learning path. Click here to contribute to this page. Turn your learning goals or independent study project into a collaborative learning project.

See also:
 * Introductory tutorial for Wikiversity.
 * You may also want to ask a question or request help from a custodian.
 * Personal learning environment

=Share your learning goals= I want to read about philosophy. I am aware that there is actually a school under that topic but the thing is there's no content. I wondered if somebody would care to transfer those pages? Because philosophy is one thing I really want to get into but always feel disoriantated. I need a tutor or a guide! Help please! --Quinlan Vos 22:38, 31 August 2006 (UTC)
 * I'm puting a request in for b:Wikiversity:Introduction to Philosophy to be moved over. There also is Philosophy section over at wikibooks which might be useful.  Sorry I can't help more.--Rayc 04:15, 2 September 2006 (UTC)
 * I've transferred over b:Wikiversity:Introduction to Philosophy to Introduction to Philosophy.-- digital  _  me   04:25, 2 September 2006 (UTC)
 * Thanks a lot guys --Quinlan Vos 16:43, 5 September 2006 (UTC)
 * I'd like to improve and learn more italian. I'd also like to help see some more stuff with music... Bananagirl 10:08, 20 February 2007 (UTC)
 * see either Topic:Italian, Category:Italian or take part in the Italian Wikiversity itself
 * for music you could start with: Category:Music, Erkan Yilmaz uses the Chat + Identi.ca 19:19, 24 October 2011 (UTC)

I'm interested in doing some learning about Judaism, I"m new to this wikiversity thing, so I'm not quite sure how to go about this.--Keithg 12:43, 28 February 2007 (UTC)
 * see Topic:Jewish studies or Category:Jewish studies, Erkan Yilmaz uses the Chat + Identi.ca 19:19, 24 October 2011 (UTC)

Suggestions
Perhaps a collaberative effort between History, English, Math and Computer Science, for a cryptography or code-writing class/series?
 * You can go to Topic:Cryptography and get started. --JWSchmidt 20:35, 10 December 2006 (UTC)
 * Sorry I actually already added a Cryptography "page" thanks to the instructions on how to create a new page. It is currently located at http://en.wikiversity.org/wiki/Cryptography.  Not sure whether/how to merge the two existing topics.  If you do, leave a message for me (Pgbridge2000) so I know the new address.  The page I created is small but when I have the time I'll add more.  Also is there a way for me to add information from the WikiBooks on various forms of Cryptography (I believe I recall their being ones on Caesar Shifts, Substitution Cyphers, etc.).

Perhaps a department of History of Math and Science? Fokion 02:22, 9 September 2006 (UTC)
 * Go ahead and start it. --JWSchmidt 14:05, 9 September 2006 (UTC)

I would love a page teaching me how to solve my rubiks cube =D any one know how?!?! PhilB 11:08, 28 March 2007 (UTC)
 * See the resources mentioned at Optimal solutions for Rubik's Cube. --JWSchmidt 12:54, 28 March 2007 (UTC)

I would like a wikimedical school,for med students, that would give you access to medical textbooks such as gray's anatomy, practice tests,etc. And also stuff you need to know to practice medicine, like the fact that the body's four fluids are : blood, pleghm, bile and water. The five Fs of someone at risk for gallbladder disease are Fat, Female, Fortyish, Fertile, Flatulent. Things like that.-anonymous May 15, 2007

 * You might want to take a look at School:Medicine and if there's nothing there that fits the bill (and there doesn't seem to be), you could start this up up yourself, and try to gather support from interested participants. To this end, I've left a note on School talk:Medicine. Cheers, Cormaggio talk 16:45, 15 May 2007 (UTC)

Thanks a lot. I'll try to drum up support for this, but I don't know if I can really help much, 'cause those two little snippets of medical trivia are about all I know on the subject...:)

 * Ah - you see, I think that could be an interesting way of producing interesting learning materials - for a novice to suggest to a more knowledgeable person how they (knowledgable person) could be of help in helping them (novice) with some basic understandings of the subject. There are many opportunities for learning and producing or facilitating learning here on Wikiversity - the process doesn't have to start with "the production of learning materials", but possibly by making suggestions, asking questions etc. - if you can see what I mean. To help, I've noticed quite a lot of medical people here on Wikiversity - I'm sure this could get going with the right prompting... Cormaggio talk 12:00, 16 May 2007 (UTC)

Theology
Would you consider theology and religion classes?
 * See School:Theology and Topic:Religious Studies. --JWSchmidt 14:30, 27 June 2007 (UTC)

Adding on: My particular Christian denomination has little in the way of formal structure or established educational practice. I'd like to use Wikiversity as a tool for my own studies, and would be glad to interact with other interested parties--just as soon as I figure out how to work Wikiversity! Exfilia 02:10, 28 September 2010 (UTC)

Seniors
I am building a teaching website designed for seniors. I have a basic teaching site at http://www.itutorforyou.com This is geared toward seniors from 60-90 my current age group of students. I find that all the material available to me is ussuitable for my group. So I am building a collaborative site with the bare bones basics of beginners. Can we build a course from this? jbwarnken user

 * Yes, Wikiversity welcomes computer learning resources for seniors. If you need help getting started here let me know. --JWSchmidt 01:43, 18 September 2006 (UTC)

Critical thinking + problem solving
I would like to learn about Solving Problem and Critical thinking applied to Programming or Computer Sciences Topics 196.40.65.166 08:05, 6 November 2006 (UTC)
 * Try this one here: Software testing - critical thinking (e.g. hm, is this behaviour of software really correct? what would the user/customer say?) and problem solving (e.g. So, I have x days to test, if the testobject is good. How can I solve this problem with my ressources I have?) are the major part of it. :-) --Erkan Yilmaz 22:03, 1 December 2006 (UTC)

i am a beginner please help me
 * Try Introduction and the discussion page for Computer Science. --JWSchmidt 13:42, 9 September 2006 (UTC)

Quantum computing
I'm interested in learning quantum computing. --mikeu 02:22, 20 February 2007 (UTC)
 * It is an interesting topic. Maybe we should start working on a reading list at Topic:Quantum Computing. --JWSchmidt 02:39, 20 February 2007 (UTC)
 * I keep forgetting to check off the boxes on the search page (ie. Topic: namespace) --mikeu 18:05, 22 February 2007 (UTC)

Graphic Design
I'd like to learn graphic design with computers, specifically 3d, but I don't even know how to draw much. I'm noticing the wiki idea for this seems flawed because all we can do is wait until someone who does know about the topic writes something. --V2os 20:20, 11 September 2006 (UTC)
 * One of the best ways to learn something is to just start doing it and write down what you do. I have been doing that here as I learn about podcasting. --JWSchmidt 00:34, 12 September 2006 (UTC)
 * We now have classes starting up in Production Processes for 3D and 3D computer animation, game design and film making arts and skills such as sound tracks, storyboarding, etc. I invite you to come interact with us as we develop materials and learning groups.  There are links to other active classes at this one. [Modeling_and_Animation_Clips_using_Art_of_Illusion] Mirwin 09:39, 6 November 2006 (UTC)

Culinary Arts
A place to learn the art of baking and cooking?? -JRS
 * You could start a new page for this at the Practical Arts and Sciences portal. --JWSchmidt 16:56, 22 September 2006 (UTC)

Foreign Languages
Im new to this,how can I start a group in which I can learn greek? I think it would be great to have materials on learning foreign languages. I'm generally engaged in several, but in particular, courses for Chinese, German, or Latin would be helpful. Ultimately, I think one should have a department in every foreign language, were it possible. Jade Knight 06:44, 7 October 2006 (UTC)
 * I've now found the relevant School(s). It took a little to figure out how to navigate the system.  Jade Knight 09:06, 7 October 2006 (UTC)
 * Language --JWSchmidt 12:58, 15 October 2006 (UTC)

What about a the Hawaiian language?
 * Feel free to contribute here: Category:Hawaii, Erkan Yilmaz uses the Chat + Identi.ca 19:28, 24 October 2011 (UTC)

Any change of a Sign Language course (preferably BSL, but ASL or ISL would be fine)? It would be really great.
 * You can start here: Category:Sign languages, Erkan Yilmaz uses the Chat + Identi.ca 19:28, 24 October 2011 (UTC)

DIY and or Practical instructionals
A place to learn how to accomplish typical projects, like building a table or painting a house or just instructional pamphlet style educative resources like how to change a light globe? ,or more reasonbly add the simpler courses in aswell, not just the higher education ones, eg. Tradies department: Plumbing, Carpentry, Electrician, etc Artisans Department: Painter, Sculptor, Carver, etc Hospitality: Tourism, Restauranter etc

I think it would serve the community, quite well, would give the average joe insight into a vast myriad of skills and practices (would also serve to keep traditional practices alive, eg Copper Smelting or Egyptian Candle making)
 * Does anyone know if there are wikibooks on this sort of thing? The Jade Knight 07:06, 15 October 2006 (UTC)

 * Maybe learning resources for "typical projects" such as painting a house could go under Practical Arts and Sciences. Wikibooks has "How-tos" --JWSchmidt 13:08, 15 October 2006 (UTC)

Typography
I am most interested in developing skills in typography. My knowledge at the moment is most limited. Maybe we could group it with any graphic design class/course. --Curlicue 12:52, 22 November 2006 (UTC)
 * It might be good to plan for future growth. Topic:Graphic design could be a division with departments such as Topic:Typography. --JWSchmidt 14:22, 22 November 2006 (UTC)
 * You might wish to try out some of these and provide summaries or reviews at Topic:Typography if you are interested in helping Wikiversity learn how to tackle typing instruction at Topic:Typography.  Mirwin 03:09, 30 January 2007 (UTC)

Scripts
I intend to learn about written language, but not phonograms, or "letters" as thy're called, but ideograms and "symbols" as they're called. I'd also like to tech a bit if that's okay.--Engram 02:54, 23 December 2006 (UTC)
 * Tried School:Linguistics? The Jade Knight 11:24, 20 February 2007 (UTC)

New to Wiki

 * I am a beginner please help me
 * Try Introduction and the discussion page for Computer Science. --JWSchmidt 13:42, 9 September 2006 (UTC)

 * I would like to learn more about wikis. A little more about the mark up language, and lots more about their business applications.  And socially, how to get a family site going. User: MarkMayhew

 * Hi,first time doing this.am a bit confused.i love psychology,physics,education,communication.i plan to do my masters in educational psychology.but want to start here first.need help from someone here who knows how do i stsrt.thanks. Atikawski

 * The wiki world is getting rather large and complicated, but people are still really just figuring out the best ways to use this new technology for collaborative learning projects. There are several wiki farms that allow people to start a wiki for just about any purpose. At Wikiversity, we are starting to establish learning communities for various academic subject areas. General questions about getting started can be asked by editing the Colloquium page. --JWSchmidt 15:04, 30 December 2006 (UTC)

Linguistics
I want to read about linguistics.I need a tutor or a guide.Please help me. --DoğanCan 16:34, 10 January 2007 (UTC+2)
 * Have you been to School:Linguistics? --JWSchmidt 15:24, 10 January 2007 (UTC)

Forensics
I want to learn about forensics
 * We can start at the new School of Forensics. --JWSchmidt 03:17, 17 January 2007 (UTC)

CLEP
I want to take the CLEP tests and I was hoping to use this site to study for them.
 * Sorry, but Wikiversity is just getting started. The best we can do is start working on resources that would help for that: CLEP. --JWSchmidt 20:57, 22 January 2007 (UTC)

Interdisciplinary Innovation
Though organizational cohesion is a necessary element to furnishing any multifaceted database, I believe a greater focus on interdisciplinary approaches to topics and problems would make for a more unique online educational experience. For example, I am interested in the intersection between computer science, history, biology, and global sustainability. I'm sure someone has a lesson plan such an ambitious goal—he or she just needs a spot to place it. -68.239.193.157
 * You might be interested in Portal:Interdisciplinary Studies. --JWSchmidt 16:01, 21 February 2007 (UTC)

Where are all the Video Lectures?
I really wish there were more video lectures on Physics out there. Those from MIT are excellent for the undergraduate starting out in Physics. What I have'nt been able to find are high quality video lectures on Quantum Mechanics, Special Relativity or General Relativity. (I did provide a link to the only lectures I managed to find on GR).

I really think there is a HUGE need for qualified lecturers (or other experts) to share their knowledge in video format - not only with their students directly, but with ALL potential students worldwide - and what better format than with video lectures! - and what better forum for that than Wikiversity! What a shame it would be otherwise, if all those brilliant teachers fail to reach the masses through video.

So if anyone has any links to video lectures on Quantum Mechanics, Special Relativity or General Relativity, please let me know. Or if any of you know an expert in the field, please encourage them to add video lecture content to the web and to link to that content from the WIkiversity. Not only for Physics, but for all the other subjects as well. Jimbobjames 21:15, 26 February 2007 (UTC)

 * It is a goal of Wikiversity to provide links to existing learning resources. Did you see this: 302 General Relativity? --JWSchmidt 13:43, 28 February 2007 (UTC)

 * Yes thanks, I put that link in there. I was hoping someone else might have come across some similar links. I am glad to hear that linking to video resources is a goal of Wikiversity. Perhaps - hopefully! - it will encourage more lecturers and teachers and experts to provide more video content. This will truly become an amazing resource!! Jimbobjames 22:52, 9 March 2007 (UTC)
 * Doh! So much for my powers of investigation. --JWSchmidt 23:41, 9 March 2007 (UTC)

Food
Articles on making edible stuff.
 * see learning resources at Category:Food, Erkan Yilmaz uses the Chat + Identi.ca 19:29, 24 October 2011 (UTC)

Teaching
I want to teach people how to do things that don't really fit into a category - things like how to be a kid, and stuff about life in general. I want to teach but I'm not sure how to start.Fubsadoo 13:58, 9 April 2007 (UTC)

 * Hmm, interesting! Maybe you could start by breaking down life skills into specific skills that could be developed as topics. From your interests on your user page, "bushcraft" strikes me as an immediately practical field of study. Maybe start at Topic:Bushcraft and work things from there? These materials can (and should) be developed for different groups and needs (like for "kids" or "scouts") - I'm not quite sure what teaching about "being a kid" means, but I'd love to hear more! Cormaggio talk 16:03, 15 April 2007 (UTC)

Business, Economics, Finance, Accounting, Management, Marketing
'Schools' need to be established in these areas.

While this is all heavy subject matter to be cataloging, surely some basic subject skeletons can be proposed, laid out; and developed on a bloc by bloc basis, eg:

Economics - Supply and Demand, Gains from trade, etc.

This could really bring about social change across the developing world if people have open source access to the true reasons that govern our essentially capitalist planet. Ethikos 09:10, 15 April 2007 (UTC)

 * Try School:Business which has many links from it that might be useful. Feel free to develop these resources (and new ones) to understand and/or critique the capitalist viewpoint of the world! Cormaggio talk 15:26, 15 April 2007 (UTC)

Vocabulary enhancement!
I have always wanted a fun and easy way to improve my vocabulary other than the obvious browse through the dictionary. A group of flashcards broken down into adjectives, nouns, verbs, ect. would be great. Perhaps even in the form of a game. Thanks Wikipedia!Your friend,Stephen

 * In my experience, a good way to improve vocabulary is to read a good book. You might be interested in School:Computer Simulation and Game Design. --JWSchmidt 13:55, 27 June 2007 (UTC)

 * Before you dismiss the game of Scrabble as boring or just kids’ stuff, consider the comments of Jason Katz-Brown, a college student in the areas of engineering and computer science who also plays competitive Scrabble. In his commentary “No Loss for Words:  Why I play competitive Scrabble” (Technology Review, 2006), he tells of his inspirations and a couple of practice techniques.  In particular, he references an online tool called “quackle.org” which he plays against for practice.  If you are trying to learn new vocabulary, the artificial player on the site can show you which words you didn’t create but could have in the game.

I teach 8th graders, and we have a Scrabble tournament every spring. Throughout the year, I teach different word parts and how to manipulate them into various words with prefixes, suffixes, and various subtle tricks that change meaning. Seems like you could track even specialized vocabulary—say, from biology—in the same way. By the end of the school year, kids who really didn’t find the game appealing are eagerly awaiting the next round, even collecting words on flash cards or scraps of paper just so they can remember to consider them when that special high-number tile shows up in their game. Without a doubt, I have to agree with Katz-Brown: Scrabble can increase your vocabulary, and it “makes you smarter.” (p. M4)

Katz-Brown, J. (2006). No loss for words: Why I play competitive Scrabble. Technology Review, 109/5, M4.

 * Several Wikiversity participants are interested in learning resources related to Scrabble, for example, see History and Strategy of Competitive Scrabble. --JWSchmidt 14:42, 20 July 2007 (UTC)

NEWBIE
I'm a newbie to wikiversity. I want to learn Psychology and interested in foriegn languages. I also want to do some research on Strategy of Companies. Regards,Krishna
 * I hope you found School:Psychology, School:Business and Topic:Foreign Language Learning. --JWSchmidt 14:00, 27 June 2007 (UTC)

UNESCO-IHE ecosan on-line course, FREE SELF-LEARNING version
Dear Wiki-freaks,

I tried to add the following learning content. I failed it was too complicated. May somebody with better wiki know-how add this important content.

I was taking part on an UNESCO-IHE online-course from March to June 2007 on an Ecological Sanitation (Resource Orientated Sanitation). It was the moneys worth! Many good textbooks and good reference materials are available through that. Good material which is not so easy to find on the www. I mostly appreciated the helpful video comments by the lector Mrs. Elisabeth von Muench, who put many materials and work done in the right perspective.

Try to imagine an interested student in Stone Town, Zanzibar would like to learn about the subject more. She/he can not afford a course like this at all (Euro550). But she/he can afford to stay for 1-2 hour at the Internet Café to download to a CD a self-learning course. It is a crux where we have the worst sanitation situation the people have the worst accessibility to know how, let alone ignorance.

I am wondering if it would be helpful to many sustainable sanitation (ecosan) interested people e.g. in Indonesia and other “sanitation-areas” to have the opportunity to access the whole course content without financial/copyright restriction. I suggested an open/free self-learning course to UNESCO-IHE as a kind of lobbying for ecosan. Fortunately UNESCO-IHE addressed this request very well and put now the whole online-course as a FREE SELF-LEARNING (“demo”) version on its server inclusive two more topics: Rainwater Harvesting and Urban Water Demand Management Measures. UNESCO-IHE only would like to be informed about the usage by the users.

This “demo” version will be available all year round, and it is containing *ALL* the course material. It have all videos and its units have self-evaluations, but NO discussions, NO tasks, NO assignments, NO Ask-Teacher, NO fellow participants etc. (because all those things would take up someone's time to co-ordinate, and then somebody would have to pay for it).

You can find the course at: http://www.lms.ihe.nl/index.asp

Login (ID): ecosandemo Password (PWD): 1234

May you inform your colleagues about this opportunity.

Wisdom is power- Enjoy it

Take care Detlef

Physical Education
Whilst at school, I have to admit I always thought P.E. was really questionable at best as a subject for "study". However, now out in the "real world" I find that getting reliable information on excericse and health - particularly on the internet - is a difficult task. The majority of websites on the subject are motivated financially - typically through trying to sell diet books, services, &c. and thus a neutral source, like Wikiversity, with information on the different kinds of excercise, diet regimes, &c. would, I think, prove an invaluable resource.I, Podius 07:25, 1 September 2007 (UTC)
 * Hopefully Wikiversity will grow to provide the kind of resources you mentioned. --JWSchmidt 04:55, 6 September 2007 (UTC)

Secretarial Sciences
I was unable to find anything on Secretarial Science or studies. Is there any here? If not if someone who is experienced at this would create the topic?

Please contact me on my talk page.

Thanks,

User:Skunkmaster V 18:09, 12 October 2007 (UTC)
 * Wikiversity is very new. Feel free to create new pages. --JWSchmidt 19:46, 12 October 2007 (UTC)
 * I don't know anything about secretarial sciences and I was wondering if someone else who does could start creating it. Should I advertise this on the Colloqium so more people see it so someone who know something can start working on it? --Skunkmaster V 19:49, 12 October 2007 (UTC)
 * Wiki does not really work by waiting for experts. My advice is that you do some research on the topic and start a page about it yourself. Sometimes if you start a page and include your unanswered questions then the "experts" will start showing up and they will help. --JWSchmidt 20:41, 12 October 2007 (UTC)

Resource Mobilisation Writing funding proposals Prospecting for funders

Principle of double entry
The principle of double entry state that each and every transaction most have a dual aspect or most be recorded twice the one aspect deals with the acount that is recieve in and the other aspect deals with the account that is give in out,Debit the account that is recieve in and credit the account that is give in out.This brings about the golding role of bookkeeping which state that for any any debit entry there most be a co-responding credit entry for any credit entry there most be a co-responding debit entry.

Hemeroteca
This may be seen as a situation arising from the misconception of the human reasoning with respect to his natural laws of living. In 1235, a spanish scientist rojas gert, explained this phenomenon in his article 'who are the best'

medical science
I'm Yousuf Ahmed.Studied at a medical college of Bangladesh. It is in Rangpur ,named Rangpur Medical College, Under Rajshahi University.

medical science
I'm Yousuf Ahmed.Studied at a medical college of Bangladesh. It is in Rangpur ,named Rangpur Medical College, Under Rajshahi University.

Heading text
First of all i'm very glad to this opportunity to express myself. I wonna be a good english speaker this is my goal. About formation i dream to be translator but i don't speak enough yet.

read books
I like to read and download more Tamil books. I think it is help to my studies. so I interested in this I also interested in book. Please give book.

Stark
Predominant

title: Wikiversity:Learning goals


text:
3D Geometric Algebra and Special Relativity

"Without the belief that it is possible to grasp reality with our theoretical constructions, without the belief in the inner harmony of the world, there can be no science. This belief has and always will be the fundamental motive for all scientific creation."

Project Summary
Currently this page is just notes that i'll clean up eventually.

Project Goals
This learning project aims to:
 * investigate the similarities and differences between certain rotations in 3D Geometric Algebra and the Lorentz transformation that forms the mathematical basis for Special Relativity

Assumed background knowledge/skills
For this learning project, if you are familiar with:
 * basic Geometric Algebra in 3 dimensions (see Investigating 3D Geometric Algebra).
 * An understanding of Special Relativity will be useful to see the similarity and differences that exist between Special Relativity and 3D Geometric Algebra. Wikipedia has a separate, less-technical Introduction to special relativity, and Wikibooks has a Special Relativity text.

Introduction
Most applications of Geometric Algebra to Special Relativity (from Hestenes' work) start by defining the space as 4D Minkowskian space. Eg. $$e0^{2} = 1 = e1^{2} = e2^{2} = -e3^{2}$$ (re-phrase using more familiar x,y,z and w. But instead of starting with this assumption, start by investigating some of the properties of rotations in normal 3D geometric algebra.

Example Rotations
Setting up a rotation by $$\frac{\pi}{6}$$

$$\mathbf{a} = \mathbf{x}$$

$$\mathbf{b} = \frac{\sqrt{3}}{2}\mathbf{x} + 0.5\mathbf{y}$$

Therefore, rotor $$\mathbf{r} = \mathbf{a}\mathbf{b}$$ (need diagrams to visualise... and lots of them!)

Imagine a unit cube (again, need to draw). If we apply normal 3D rotation as follows, for each point $$\mathbf{p}$$ of the cube:

$$\mathbf{p'} = \mathbf{r}\mathbf{p}$$$$\mathbf\tilde{r}$$ (What's latex for tilde??

Answer: $$\mathbf\tilde{r}$$

can't display the inverse of r [Anonymous editor: Shouldn't $$\mathbf\tilde{r}$$ be "reverse" rather than "inverse" since $$\mathbf\tilde{r} = \mathbf{b}\mathbf{a}$$ ? Also,it looks as though the Geometric Algebra community is not united on the symbol to be used to denote the operation of reversion for the reverse geometric product. Some use tilde and others a small superscript dagger. The LaTeX dagger is too big and needs to be scaled down a bit and moved higher. $$\mathbf{R}\dagger$$] https://latex-tutorial.com/how-do-i-write-tilde-in-latex/ https://tex.stackexchange.com/questions/524293/is-there-a-shorter-dag-dagger-or-how-could-we-move-it-a-bit-vertically

Rotations and Geometric algebra (uses tilde)

https://www.mrao.cam.ac.uk/~clifford/introduction/intro/node9.html

"We call $$\mathbf\tilde{R}\equiv\mathbf{n}\mathbf{m}$$ the 'reverse' of $$\mathbf{R}$$, because it is obtained by reversing the order of all geometric products."

(uses tilde, https://en.wikipedia.org/wiki/Geometric_algebra)

(also uses tilde on slide 25, REVERSION) https://www.ime.unicamp.br/~agacse2018/GA_Lecture1.pdf

(uses a long tilde in equation 7) http://geometricalgebratutorial.com/ga-basics/

Oersted Medal Lecture 2002: Reforming the Mathematical Language of Physics by David Hestenes (uses the dagger symbol for the complex conjugate on pg. 12 in equation 20 and for the operation of reversion on pg. 16 in equation 32.)

"To facilitate algebraic manipulations, it is convenient to introduce a special symbol for the operation (called reversion) of reversing the order of multiplication. The reverse of the geometric product is defined by

$$(\mathbf{ab})\dagger=\mathbf{ba}$$  (32)

We noted in (20) that this is equivalent to complex conjugation in 2D."

https://geocalc.clas.asu.edu/pdf/OerstedMedalLecture.pdf

http://geocalc.clas.asu.edu/pdf/NFMPchapt1.pdf (also uses dagger for reversion on pages 7 and 8)

(uses asterisk on pg. 10 (equation 1.28) Geometric Algebra for Physicists by Chris Doran and Anthony Lasenby https://assets.cambridge.org/97805214/80222/sample/9780521480222ws.pdf

(Alan Macdonald seems to be using superscript -1 (inverse??) for the operation of reversion??) https://philpapers.org/archive/MACASO-16.pdf

http://www.faculty.luther.edu/~macdonal/

and the cube is rotated by $$\frac{\pi}{3}$$. Note that only the $$\mathbf{x}$$ and $$\mathbf{y}$$ components are affected by rotation. $$\mathbf{z}$$ component of all vectors remains unchanged.

Now taking the same unit cube, apply the following rotation for each point:

$$\mathbf{p'} = \mathbf{r}\mathbf{p}\mathbf{r}$$ (without the inverse of r this time)

we find that for all points of the cube the $$\mathbf{x}$$ and  $$\mathbf{y}$$ components remain unchanged, but the  $$\mathbf{z}$$ and, a new component of our multivector,  $$\mathbf{xyz}$$ are modified. It's still a rotation, as $$\mathbf{p'}\mathbf{~p'} = \mathbf{p}\mathbf{~p}$$, but not one that we're used to.

Seems as those cube is compressed along z-axis (only 0.5 in length along z-axis), not dissimilar to Lorentz contraction, but the $$\mathbf{xyz}$$ component of the points p4 to p7 has been changed from zero to $$\frac{\sqrt{3}}{2}\mathbf{xyz}$$. If this component is a time-like component, could provide interesting interpretation of such rotations.

For eg, rotating one unit of $$\mathbf{xyz}$$ results in:

$$\mathbf{r}\mathbf{xyz}\mathbf{r} = -\frac{\sqrt{3}}{2}\mathbf{z} + 0.5\mathbf{xyz}$$

That is, for each unit of time in the unrotated frame, only half a unit passes in the rotated frame. And, furthermore, for each unit of time in the unrotated frame, the rotated frame shifts a distance along the z-axis. Again, not dissimilar to time-dilation and velocity.

Finally, to calculate the shape of the actual cube in the rotated frame, want to get a snapshot for all the points when they have the same temporal value of $$\mathbf{xyz}$$. If we translate the original p4-p7 back in time by $$\sqrt{3}\mathbf{xyz}$$ (again, diagram very necessary here) then it turns out that the cube is elongated along the z-axis (in fact it's doubled in length) as it moves along.

Next, try rotation of $$\frac{\pi}{4}$$ as this corresponds to point of singularity in SR (c=1), but behaves nicely here...


text: Category:Indo-European languages

title: Category:Indo-European languages


text: Category:Greek

title: Category:Greek


text: Category:Serbian

title: Category:Serbian


text: Category:Italian

title: Category:Italian


text: Category:French

title: Category:French


text:
User talk:Bozaloshtsh

Welcome to Wikiversity. --JWSchmidt 06:58, 30 August 2006 (UTC)
 * Thanks for your help! Oddly enough, it took me this long to stumble across it, and now it's potential's just like this weirdly entrancing bottemless cavern that in all probability is going to absorb far too much of my sleeping time. But huzzah for untapped potential, right? +Bozaloshtsh 07:01, 30 August 2006 (UTC)

Revolutionary
Hey there - just wanted to say that I really got a kick out of your userpage - "I used to be a revolutionary, but I quit" :-). Also, all the best with your school of Fine Arts. I just wanted to point out something, though - you were wondering if this school would fit with the "ethos of the department" (of New Media). Well, each department is shaped by the people who contribute to it, so you could obviously play a part in that. Also, I don't envisage a section of Wikiversity becoming populated by people of a certain specific mindset (eg. that New Media does not have anything to do with Fine Art) and then this community excluding others of different viewpoints. That, to my mind, would be terrible. What i think we need to do here is firstly to be open to other people's points of view and try to work with them in the general spirit of collaboration. Then, if a group of people feel it would be more appropriate for them to form their own group (eg. within their own pedagogical framework, worldview etc), then they can set up a specific space for their work and materials. But for now, please feel free to post suggestions, comments, questions at liberty to the pages you find relevant. This project will work through discussion and experimentation - if nobody's prepared to push thinking and understanding, then, I'm afraid, we won't get very far. Here's to fresh-thinking and open-mindedness - and, hey, we might even become something revolutionary... Cormaggio 16:42, 2 September 2006 (UTC)

Message from Robert E. Purser
(I think you posted the notice on the FINE ARTS page for the Institute of Film and Television. If not, sorry. My mistake.  I am still a newbee!)

 * Why Separate Sections?
 * I notice that the Fine Arts page for Institute of Film and Television has a comment about separate sections for narrative film production and narrative television production. However, these use identical technology so they should NOT be separate.  Buffy the Vampire Slayer TV series was filmed with the same techology and tools as Syriana or Firecracker or Gone with the Wind.

 * What kind of shows did you mean for narrative television production? Did you mean Sitcoms?  Yes, Sitcoms use a totally different production/post-production technology but I don't think it should be called narrative television production.  Rather it should be called television studio production since Sitcoms use the same technology as a regular broadcast studio.

 * Is that what you mean?  Robert Elliott 21:52, 23 September 2006 (UTC)

 * Actually, there's plenty of 1-hour narrative television that's being produced using MiniDV/HD tapes and high-end video cameras these days (The Shield, The Closer, etc.) and the industry as a whole is moving out of using film for both movies and television. I felt that it was necessary to seperate the two because the way light translates into pixels on a chip in a video camera is night and day from the way the film negative understands light. Not only that, but the industries themselves are completely different. Learning about the subject isn't limited to the mechanics of using the cameras... producing for narrative television is completely different from producing for any kind of film. I'm trying to encompass both studio and on-location television under narrative television, the big difference in my mind being the processes for documentary/factual television and narrative. If you don't believe it's a valid split, check with pre-existing unveristy film programs. Most of them have three or four tracks of production, broken down between narrative film, narrative tv, experimental film, and documentary tv (or similar splits). I'll write more, and clarify what I've already written, once I get back from campus, since I'm unfortunetly already quite late. Bozaloshtsh 22:07, 4 October 2006 (UTC)

 * Short Reply
 * I disagree but I think we should use email to discuss this. I just found your email address so I will email you. Robert Elliott 02:13, 6 October 2006 (UTC)

title: User talk:Bozaloshtsh


text:
War

Learning Projects
The study of war is a multidisciplinary and interdisciplinary activity, since war can be examined through so many different prisms; history, politics, sociology, philosophy and law, to name just the most obvious.

As a result, there are a variety of learning projects on Wikiversity which pertain to the study of war.
 * The School of Strategic Studies degree course is currently the premier resource on Wikiversity for an all inclusive look at war over four years.
 * The War Seminar is a learning project devoted to discussions about the history of war as a cultural practice and current wars in the world.
 * The School of History has many topics relating to war, including Hitler's Germany, Imperialism and Revolutionary Russia.
 * For a look at war from an alternative direction, the Division of Peace Studies examines conflict resolution and peace in religion.
 * Bullshit in Seven Languages - a study of how propagandists justify wars

title: War


text:
Help:Talk page

Overview
Communication about content on Wikiversity can take place via talk pages.

Every page has an associated talk page, except pages in the Special: namespace.

There are two types of talk pages:
 * standard talk pages are for discussing an article
 * user talk pages are for communicating with other users or leaving them messages.

If there is no discussion of a page, the link to its talk page will be red. You can still discuss the page—you will just be the first person to do so.

Accessing a talk page
To access a talk page, look for a link labelled Talk, Discussion or Discuss this page. These links will be found either at the top of the page or on the left-hand side (near Edit this page).

A talk page adds Talk: to the beginning of the main page's title. If the main page has a prefix, then talk is added after this prefix. For example, a talk page associated with the main article namespace simply has the prefix Talk:, while a talk page associated with the user namespace has the prefix User talk:. This article is in the Help: namespace, so the talk page for this article is Help talk:Talk page. The Main Page is in the main namespace (because it has no prefix), so its talk page is simply Talk:Main Page.

After someone else edits your user talk page, the alert "You have new messages" is automatically displayed on all pages you view, until you view your user page.

Using talk pages
You should sign your contributions by typing three or four tildes ( = Username) (~ = Username 19:36, 10 January 2006 (UTC)). See Help:Automatic conversion of wikitext.

On a talk page, "this page" usually refers to the main page (i.e. the page the talk page is associated with). If the talk page itself is referred to, write "this talk page".

When debating the name of the page or discussing merging it with another page, always mention the current page name. Otherwise, after renaming (moving) a page, references to "this page name" become ambiguous.

The "Post a comment" feature allows convenient appending of a section with the section header the same as the edit summary, and typed only once.

This also works on other pages as well, though there is no link displayed, so you will need to use the URL, e.g., http://meta.wikimedia.org/w/wiki.phtml?title=Meta:Sandbox&action=edit&section=new

The practice of "spamming"—posting similar messages to more than a few users' talk pages, often for the purpose of soliciting a certain action—is discouraged.

Formatting
Because the wiki software platform provides for a wide range of formatting styles, proper or at least consistent formatting is essential to maintaining readable talk pages.

The reference of a comment is determined by the number of colons (':') in front of it. If a reply is made to a statement, one adds a colon to the number of colons used in the statement being replied to. This style of conversation is easy to read.

(The pipe symbol '|' used in a page name, will cause the actual full page name to be suppressed and replaced with what is after the pipe. If there is nothing after the pipe, the pipe, when the edit is saved, will be followed with the remainder of the page name, after the wikispace part ["User:"]. In a real conversation, instead of writing the user names as page names, users would use ~ which will automatically be converted when saved to the name of the logged-in user, or IP address being used, plus a timestamp. will just be converted to the user name without timestamp, and  to the timestamp alone.)

Example:

The above will produce this:

title: Help:Talk page


text:
War Seminar

 * Part of the School of History.

The War Seminar learning project is devoted to discussions about the history of war as a cultural practice and current wars in the world.

This learning project offers learnings activities that encourage the participation of Wikiversity editors who are interested in war as a cultural phenomenon. Concepts to learn include: the causes of war and the history of attempts to limit the number and destructiveness of wars.

Call for contributions
Wikiversity needs quality essays on the question of war.

Here are some questions to ponder as you select your topic: What mechanism causes people to live peacefully with their neighbors but choose war with those living in distant lands? What problems do political boundaries cause? What problems do political boundaries solve? What is the purpose of dividing nations by political and geographic boundaries? How do nations enact laws? What are different types of governments that have the most political power in various nations?

To begin your draft, enter title that is not already on the list below and write. If you wish to change your title, or have any other questions, visit us at Colloquium.
 * List of contributions

Outstanding Project and a request for someone to judge one essay

 * /Art and War/ is especially moving.
 * Winning the War on Terror was too long for this curator to read. If you don't feel like writing an essay, perhaps you might wish to judge this one and leave comments at Talk:War Seminar.

title: War Seminar


text:
Wikiversity shorts

Participants in this project create short (15 to 60 seconds) promotional videos for Wikiversity.

Styles
Suggest types of promotional videos for Wikiversity.

Like Apple computer ads

 * See: "Get a Mac" ads

Like Firefox Ads
firefoxflicks

Wikiversity Reports
Watch a podcast version of the video fown in the figure on this page. See the description of how the podcast version was created.

According to information at the Wikimedia meta-wiki and at Wikipedia, the only approved method for directly posting video to Wikimedia websites is to use Ogg Theora video.

There is some information about Ogg Theora at www.theora.org and www.v2v.cc. May be useful: How to convert QuickTime movie to Ogg Theora and this list of Theora resources and a possible GUI converter called Super (for Windows. There might be a problem downloading with Firefox; try Explorer. See this review).

Testing output from Super.....[[Media:Short.ogg]]. The file plays using VLC media player for Mac OS X, but the file play terminates early. Super seems to work for more standard .mov and .mpg file conversions to Ogg video. VLC can also convert file formats and produce Ogg files, but it is slower than Super and its own documentation says, "Please note that VLC is not very suited for file to file transcoding. Its transcoding features are however useful to save network streams, for example."

title: Wikiversity shorts


text: Category:Wikiversity shorts

title: Category:Wikiversity shorts


text:
User talk:Luuvanquang~enwikiversity

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 Luuvanquang. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Luuvanquang~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 23:37, 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) 06:14, 19 April 2015 (UTC)

title: User talk:Luuvanquang~enwikiversity


text: User talk:Jullman12

title: User talk:Jullman12