text:
Talk:Dominant group

See w:Wikipedia:Articles for deletion/Dominant group.

Can we classify the field of this study? Linguistics? What? --Abd 00:08, 6 September 2011 (UTC)

moved from User talk:Abd --Abd 01:23, 8 September 2011 (UTC)

I would very much like to. So far it is part Linguistics and part History of Science. But, I am not sure how this is done. Is there some kind of template that is put on this discussion page?

In addition as the exploration progresses I may need to add one more, not sure of this though.

Also, the text on the page is getting lengthy and I would normally split off into separate topics, but I do not know if that is what's done here, or whether some of the text should be put in my user space (assuming I have one) here at wikiversity. Advice definitely welcome. Marshallsumter 01:17, 8 September 2011 (UTC)
 * Yes, you have a user space. For example, I have a personal sandbox at User:Abd/Sandbox. You may use user space for just about anything that isn't against policy, you can draft articles there. I have a User:Abd/Playspace that I use for temporary storage of stuff that may not be appropriate for mainspace, but that may have some value for the user who created it, but that isn't spam, copyvio, etc.
 * Wikiversity, unlike Wikipedia, allows subpages in mainspace. It's like Wikibooks. You can easily shove subtopics into subpages. In fact, please do! You can link to a subpage with a simple link that is relative to the page it's on. That's very useful on Wikibooks, they can rename a whole book, and the subpage links will still work. (Renaming an entire hierarchy of pages is a custodial privilege here, it can be done with a single Move.)
 * If the page is a study in linguistics, then it might be linked from School:Linguistics or from some related page. It can be placed in a category, so that it will be found by looking at the Category page. See Category:Linguistics. A page may be, of course, placed in more than one category.... --Abd 01:32, 8 September 2011 (UTC)

Copyright violations
Apart from my ethical concerns with this experiment, it currently violates the copyrights of several English Wikipedia editors. If proper attribution is not provided, per the terms of the CC-BY-SA license, the material will need to be deleted. Kaldari 19:12, 22 September 2011 (UTC)

 * Thank you for noticing the incomplete citations/links. The citations have been completed, and I am happy to note their contributions. Marshallsumter 02:11, 23 September 2011 (UTC)
 * Just as an additional point about attribution to wikipedia contributors: "As an author, you agree to be attributed in any of the following fashions: a) through a hyperlink (where possible) or URL to the article or articles you contributed to, b) through a hyperlink (where possible) or URL to an alternative, stable online copy which is freely accessible, which conforms with the license, and which provides credit to the authors in a manner equivalent to the credit given on this website, or c) through a list of all authors. (Any list of authors may be filtered to exclude very small or irrelevant contributions.)" Source: . Marshallsumter 04:33, 23 September 2011 (UTC)

 * Absent specific examples, I do not agree that copyright is being violated. Technically, there is no violation of copyright law, creating liability for the WMF, for anything on Wikipedia or Wikiversity unless the WMF fails to remove material on request, or can be shown to have deliberately encouraged violation of rights (as the WMF, not as independent individuals). In this case, as far as anything I've seen, there is no violation of copyright at all. Short quotations for the purpose of criticism or analysis don't violate copyright, they are de minimus. The core issue: could the editor who posts the material be successfully sued for copyright violation if, say, that editor sells the material elsewhere? Could someone copying the material from Wikiversity sell it according to the WV licensing? In fact, that could be a complex legal question, but my informed understanding is that, for every specific example I've looked at, the answer is, No, such a suit would not only be very unlikely to be filed, it would be very unlikely to succeed. I'm not an attorney, and would defer to a more knowledgeable opinion, but I'm not seeing that here. WMF counsel, I have some reason to think, has been informed about this situation and we are not seeing WMF instruction on this, only generalities.
 * Unfortunately, Kaldari did not point to a specific example. With a specific example, a more specific opinion would be offered; my comments above are more general, having to do with de minimus quotation. It is common on the internet that entire original works are quoted for purpose of response or criticism, and this is mentioned in resources explaining copyright law; but that's a fair-use exemption. So even if there were copyright violation involved in short quotations, they would still be fair-use, depending on the usage. If Marshall diffs the quotations, attribution is covered. They should, of course, be diffed, it's common courtesy and matches academic practice. --Abd 15:16, 29 September 2011 (UTC)

 * Later comment: scholarly practice requires attribution of sources. It is enough for all material released under a WMF site license, that a link be given to the source, and the source will show attribution. My preference is to link to permanent versions, ideally as edited by the editor who is being quoted or whose action is being cited, but it is sufficient to link to the page. The edit history here will show the date of addition of the material, and this then will indicate the source version visible at that time.
 * What if Wikipedia then deletes the page? We are not responsible for Wikipedia's failures in this respect. This commonly happens with Commons files. I have suggested that instead of fully deleting images, Commons should replace them with thumbnails, and perhaps revision-delete the original image. All the license information and edit history, then, could be intact, all except for showing the full image. But the dominant group is crazy, a quick summary, my dominant impression. That's the dominant thinking, and dominant thinking always believes it is right, because it is dominant. "Hey, we agree. Go away." Notice: the "we" is not inclusive, it is exclusive.
 * This is, of course, not just on the WMF wikis! This is simply how most people think, and that is a clue to the meaning of "dominant" and "dominant group." --Abd (discuss • contribs) 14:56, 14 August 2015 (UTC)

Dominant group
I get a vague idea of what dominant group is. Is it a real definition? I'm just curious. The beginning of the article isn't clear. How do the subjects differ, or what makes this special, from an article that has its own namespace? Thanks Sidelight12 Talk 01:31, 28 December 2012 (UTC)

"I get a vague idea of what dominant group is." You and me both!

"Is it a real definition?" It has numerous definitions. Some of which are field specific.

"The beginning of the article isn't clear." Suggestions are welcome. The beginning of the article is about an original research project to answer some of the concerns you have written about. The first paragraph is a quote from an astrophysics article that uses dominant group implicitly defined as a scientific term meaning the largest group of active regions, yet doesn't directly state this. When you read the article you will realize the definition being implied.

"How do the subjects differ, or what makes this special, from an article that has its own namespace?" It's an original research project in article form as described under the Topic section. The subjects do not differ with respect to the use of the scientific term dominant group.

Hope this helps,

Thank you for commenting and your interest. --Marshallsumter (talk) 02:01, 28 December 2012 (UTC)

 * I see your Dominant Group sections in articles you have worked on, often empty. You came across the phrase "dominant group" and seem to have treated that as if it were a discriminable entity, and wondered what it is. You might be overthinking the matter. Nevertheless, here I go.

There are some hidden assumptions, not made explicit, perhaps.

 * The term appears to be used as ordinary language, without specific definitions. A dominant group is a group that is dominant. What's a "group"? When we have elements in a set, any combination of the elements of the set can be a group. We then need to define elements and set! That is, approaching experience, we conclude that there are separate objects, not just some single entity. We have five *fingers.* By naming things, we separate them from other things, and can manipulate the concept and combine it with others.

 * (While there is certainly object discrimination and separation nonverbally, the human use of language is powerful and tends to dominate our conscious experience. There is that word, "dominate.")

 * So, given that we have discriminable objects, that are somehow identified with each other, have some common characteristic such that we may treat them as a *set*, then there are subsets that can be formed. Groups. In fact, every set is a group within a larger set. Every subset has a common characteristic. It might only be some arbitrary membership. If I number the cards in my possession, I could then consider the even-numbered cards and the odd-numbered cards, as a quality of history, not intrinsic to the cards themselves.

 * Now, when we have groups, we many compare them with each other by some standard. If we have a set of coins, we might define the dominant group in that set as the group with the most members. Say it is pennies. Or we might define it as the group with higher monetary face value. The group of pennies may or may not have higher value than the group of nickels.

 * Or the group with the highest numismatic value. In all these there is a common thread: something is "higher." That is, something is "dominant." This is a reflection of our habit of assigning importance. The "dominant group" is "more important" in some sense.

 * In my training, these distinctions are recognized as stories or interpretations, not facts. They are invented, not "true or false." (Or we could say that their "truth" is conditional on assumptions, but the point is that other assumptions would produce different "truths.")

 * So if you are searching for a common meaning for "dominant group," there might not be one, beyond a simple confluence of two steps in an analytical process.

 * The common thread I see is the assignment, first, of meaning to membership in an identified set, and then an assignment of importance to some subset, which implies that the complimentary set of subsets is not important. "Importance" is a device which we use to blind ourselves to the rest of reality, like a horse's blinders, to keep the horse on track.

 * Breakthroughs in understanding and achievement often occur when we remove the blinders and just see what's there.

 * Now, this consideration leads me to a hypothesis:

 * "Dominant group" is used to assign importance, to suggest that a topic that can be divided into groups may be best understood, or more quickly understood, or more efficiently understood, or some goal reached, by considering this group.

 * The term is then used psychologically to focus attention. --Abd (discuss • contribs) 21:44, 26 June 2014 (UTC)

 * The Importance hypothesis is the ninth one I'll be examining soon from the various sources available. So, I tend to agree with you. The oldest use of something synonymous with dominant group is the Latin "Classicus", or the patrician class of the early Roman republic via Romulus and Remus. A very historically important group according to some classics authors. Dominant group may be something inherent in our nature psychologically, my Primordial hypothesis. I am considering composing a short psychological questionnaire using the resource JTNeil has created for such things. Then, I'll just ask some of the authors to answer the questions and see what I get. What do you think? Until I started this project on wikipedia I'd never used the phrase for anything. It might be a language artifact. --Marshallsumter (discuss • contribs) 01:42, 27 June 2014 (UTC)
 * Dominant groups do not exist in "nature," that is, in reality considered as distinct from our reactions to reality.

 * Dominant groups are an artifact of how we process and analyze data, as mentioned above. They can both illuminate and obscure. The field here is Linguistics, Semantics, Semiotics, Epistemology or Ontology, I'm not yet prepared to classify it more closely. As the identification of dominant groups can be highly useful pedagogically and educationally, and as long as we understand that we create them, that is, we assign importance based on our history with a topic, this is not harmful, it's a functional device, important or even crucial educationally.

 * That is, in setting up an educational process, there are two general approaches: first, present the raw data, develop familiarity with that data. In that approach, however, there is an issue of sequence. What data is presented first, and in what detail? A topic develops historically through this approach. This is how we come to know the unknown. There may be a mass of unorganized, uncorrelated data. Then correlations are found. The presentation of correlations is intermediate between the first and second approaches, because correlation requires a level of abstraction, of the distinction of identifying characteristics as being associated with some connection between collections of data.

 * The second approach presents a developed organizing structure. This is often called "science," but should not be confused with the "scientific method." Science, in this case, refers to what we "know." It is especially shared knowledge, that is, you know "f = ma", and I know "f = ma", and our knowledge very likely matches. However, we each have very different bodies of data from which that knowledge is abstracted, if, indeed, we developed "f = ma" ourselves instead of merely memorizing it as a "scientific fact."

 * As you know, F = ma is not "truth." It's an approximation, highly useful under some conditions, misleading under others. It's useful under a "dominant group" of conditions, and specifically those of ordinary life and what we encounter, the exceptions, the situations where this breaks down are, for us, rare and unknown until our experience broadened.

 * These two approaches create a third, a hybrid approach, and this is also standard, pedagogically, where there is study and experiment. In experiment, a student is ideally trained to set aside their accumulated knowledge (accumulated through ordinary experience and belief, or accumulated through study), and return to observation, often with testing, that is, setting up conditions where the effect of controlling some variable can be distinguished.

 * Now, to the relevance on Wikiversity: at some level, we, as a community, will develop this project more effectively as we understand these two approaches and how they may be fostered and presented.

 * As you may know, I often study "wiki behavior." This study almost always starts because I see something odd, anomalous, maybe "wrong." However, instead of gathering "proof" of "wrongness," which is a common and even expected approach, I gather *data*. As I do this, then, hypotheses do develop, organizing concepts. They are not necessarily what I started with. I am now, having exposed myself to massive data -- this process can take weeks of study, I may have looked at hundreds of screens of data or more -- more informed about the topic.

 * Unfortunately, this heightened level of knowledge (the first kind, data) can take me far outside of ordinary experience, and it can then be difficult to communicate. That is the problem I've faced for decades, the problem of how to connect what I find with our collective knowledge.

 * Back to the topic here, you have placed Dominant group sections in many resources, where the function is obscure, I'd say. You often set up sections which is give definitional information; however, "dominant group" is not established as having meaning for most people. Rather, every resource may eventually identify dominant groups. Some may not. That identification is not fact, it is interpretation or opinion. Linking Dominant group from many resources is dominating the project with a single research project.

 * However, creating approaches to learning that involve identifying "dominant groups" can be highly useful. But we don't describe the Wikiversity educational approach on every page! Practices like placing a "notation" section in resources, as with, would be like having, on every page, a definition of the language used. What is in the notation section is simply common practice. We don't say in a resource, as a reductio ad absurdem, "this page is a design template, a pattern in a binary code, for a collection of displayed pixels that can be interepreted as language, the language consisting of symbols as interpreted by those who know English. Attempting to decode the page in other manners may produce interesting but likely meaningless information."

 * The point is that our design for each page will advisedly be toward maximum utility in education. We can establish "universals," which can be linked the first time a term is used on the page, by someone intending for the term to be intrepreted as a universal. Probably what is in the Notation section, though, is so normal that it's not necessary at all.

 * The extra unnecessary content will tend to suppress reading with understanding, it's boring, if understood and confusing if not. When I try to explain stuff like this to my daughter (who will be 13 in a few days and is smart and self-expressed), she says, "Dad, I'm not listening." Most people won't tell you that, but they have stopped listening or reading. Yet they still have their reactions, as you experienced on Wikipedia, where your work was completely misunderstood (and where the work you were doing was, indeed, Original Research and inappropriate for Wikipedia while very appropriate here). --Abd (discuss • contribs) 13:47, 18 September 2014 (UTC)

 * I agree already with at least two points you've made. Dominant group is an educational concept in that readers, students, may need to be aware that culturally these groups do exist and are usually putting glass ceilings in place. It was one of the points the proposal reviewers were getting at. This may not be done too well in those resources separate from the original research effort. Regarding Notations, Universals, Control groups, and Proof of concept sections, I am beginning to remove or replace these unless as in Positron astronomy mention is made within a primary source. These I believe are useful to readers and student. Having these sections in the beginning of the resource may no longer be necessary. Separate resources already exist for Control groups and Proof of concept. I will probably create Notations and Universals.

 * I tend to agree that dominant groups may not occur in terms of evolution yet the concept exists in most theories about evolution. Whether it is an artifact of our thinking processes or something more sinister or something else entirely remains to be seen. I will probably include some of your notes here as anecdotal evidence with appropriate credit if that's okay.

 * One of the common forms of dominant groups in nature are breeding pairs. Among meerkats, for example, they do everything they can to make the colony serve them to the point of killing offspring of other less dominant mating pairs.

 * An example of a dominant group in human society was in place when I worked for the Navy. In my division, if a scientist lost his wife, divorce or death, he was out of job within a year. The married men who ran the division saw to it. No joke and no subjectivity either. Each was replace by a married man, usually much less capable. Many people of all types were leaving because of this behavior.

 * As I go through resources, if the dominant group section seems less informative I will try to improve it or eliminate it. Its usefulness may no longer be needed. --Marshallsumter (discuss • contribs) 18:40, 18 September 2014 (UTC)

 * In your response, it seems that you have some negative idea about "dominant group." It's very clear to me that the concept has its root in the necessities of efficient processing and analysis of data by the brain. We have a huge flow of information coming in at all times from the senses, and we learn to pay attention to only part of it, survival requires that. In my own training, the development of "story," i.e, interpretation, is sometimes, by newcomers, mistaken for there being something wrong with story. No, the training is to distinguish story from "what happened," because when we are caught in some locked state, where we seem to be unable to make progress, it is quite likely that we have developed a "limiting interpretation." That interpretation is neither right or wrong, it is only useful or not useful, and usefulness depends on context. What was useful yesterday may not be useful today. Or may not be useful in certain contexts, i.e., the context where we are stopped.
 * The story you told about the Navy, were I in management there, and I heard this story, I'd want to do a study. The dominant group in that story is "married men." Married men also tend to live longer. Married men may be more stable in a number of ways. Cause and effect may not be as simple as your story implies. Yet, if it's true that unmarried men are being replaced by less capable married men, damage is taking place. In my training, when we come across a situation like this, or that appears like this, and if we think it's "wrong," the emotional reaction to the "wrongness" can readily disable our ability to function clearly and in the much larger realm afforded by the cerebral cortex, we start to be run by the more primitive survival responses of the back-brain, to use a modern interpretation of this effect.
 * This could be one reason why reform is so difficult: it often is motivated by a belief that something is bad or wrong. And the results can be even worse that the starting situation! Examples abound.
 * Rather, as a manager, I'd be concerned about the effect of losing a spouse on my employees. Do they need additional support or accomodation? If they suffered some illness or disability, we would often provide that. It would all start with understanding what actually is happening, which is not a matter of right or wrong, good or bad.
 * So what does this have to do with "dominant group"? Dominant group showed up in your *explanation* of a phenomenon observed or suspected by you. That phenomenon may even be the subject of what we call a "conspiracy," i.e, people may agree about it, tsk, tsk, it's a shame! And that can happen if the phenomenon does not exist, i.e., if there is, in fact, no pattern. Humans do this: we simplify the recall and processing of data by forming conclusions and remembering the conclusions instead of the far, far more complex primary data. --Abd (discuss • contribs) 19:35, 18 September 2014 (UTC)

 * As to the Navy situation, a number of lawsuits resulted with some voluntary retirements included. All of the managers involved are now gone. As far as I know I wasn't involved in this matter. The sociological, psychological or medical definition of dominant group seems to have applied. The damage apparent or otherwise may never have been fixed. Several sciences have produced theoretical, scientific, or working definitions for dominant group, usually overlapping about the control over resources, glass ceilings, and power (military force, or something similar). But, these may be cultural in origin perhaps related to the concept of hierarchy. If dominant group is only an artifact of our thinking a whole bunch of sociologists may be very upset. More than likely multiple definitions are involved that may be generalized by the metadefinition I created. But, I've been wrong before. --Marshallsumter (discuss • contribs) 20:07, 18 September 2014 (UTC)
 * "Dominant group" can be defined in a particular field such as to refer to an objective reality. However, that's not how it's ordinarily used, and the definition will vary with the field. The most general definition would refer to how the brain assigns importance to phenomena, or, more accurately, to memory of phenomena. So, there is some social situation where some group appears to be dominant and then there is a revolution, and the "dominant group" is isolated, killed, or at least disempowered. Were they a dominant group or not? Obviously, the history would matter. So, at any given time are they dominant? What measures would be used? If some hidden phenomenon can reverse the apparent dominance, was it real or simply an illusion?
 * Yet it seems you raise the possibility of dismissing "dominant group" as an "only an artifact of our thinking." Yes, I'm asserting that it is an artifact of our thinking. That is ontologically obvious. But I wouldn't say "only." Our entire process of developing analysis and interpretation is an "artifact of our thinking."
 * It seems that underlying your comment is the question of whether or not "dominant group" is *real*. I.e, if we say that the married managers were a dominant group, is this "true" or not. The answer may depend on the measure; that is, "dominance" will be a function of what definitions and analytical tools we employ and what data we choose to feed it.
 * Yet the concept of dominance can be *useful.* If I want to get something done, involving a group of people, I may wish to approach the "dominant group." Or should I? In fact, the apparent dominant group is dependent upon supporters; if the supporters decided to withdraw support, the dominance would vanish immediately. One of the signs of an artifact of thinking is that it cannot be cut with a knife. It cannot be touched, weighed, measured. It is dependent on a complex of interpretations and conditions.
 * And then, when we study how to actually create transformation in the world, one of the approaches is to pull the rug out from under all these "established concepts." Mahatama Gandhi dropped the idea that the English were the dominant group, and stood for something else, and British domination vanished. It was an illusion, but maintained as such for a long time. Since they were not dominant, he did not need to fight them! He actually took charge, first of himself, and then of his people, through new interpretations that he created that were more powerful. A new dominant group, we could say.
 * Yet is it dominant? It's an endless regression. It is far, far simpler to recognize that "true" and "false" do not apply to these interpretations, they are useful for prediction or they are not. No interpretation predicts everything, they always fall short, so all are in some way false. Any reasonably useful interpretation will predict *something* that happens, at least some of the time, so they are in that way true. In the end, they are what they are, interpretations, in my training, patterns of patterns of neutrons firing.
 * I assert that there is a reality that is not merely patterns of neurons firing, but I don't expect to ever find a proof for it. Great minds have tried and failed on this one. Or, more accurately, that would be a proof that we can follow and understand and recognize as flawless. I'm suspecting that this ineffability is intrinsic to existence, to finite understanding.
 * So.... the concept of dominance is equivalent to the concept of importance. If we have an educational resource on a subject that is more than some random effort to explore a topic, that is actually designed for efficient education, we are not just going to dump a disorganized pile of facts on the student. Making fact available is an important part of our mission, but fact <> education. Or else we would all have become geniuses as soon as we had the internet. Google (etc.) made the internet accessible, and has done a lot of work with search engine algorithms that attempt to predict importance. However, we can create hierarchies of knowledge here, organized around topic, that make our resources accessible and approachable and understandable. There are Wikipedia articles that are probably completely accurate, there is one user I have in mind, a mathematician, who was highly contentious, he managed to get other mathematicians banned. He insisted on the articles being "correct," in terms of the language used, but the articles were unintelligible to non-mathematicians. He didn't care. His goal wasn't learning, it was "truth."
 * When I want to quickly learn about at topic, I go to Wikipedia and *usually* the articles are quite understandable. Sometimes they are practically unintelligible, they are not written for general access. And that's true even when I have some knowledge of a field. If I already knew the field, I might think they were completely accurate, or, very possibly, that there was something wrong with them, something that only an expert would recognize. It can get quite gnarly, because reliable sources can require expert interpretation, that's why primary sources are deprecated.
 * My point here is that we do want to present what is "important," first. Yet presenting only high-level abstractions first -- that is what important usually means -- leads to pedagogical failure, the reader disappears. So a hybrid approach is used, which presents fact (data) and interpretation (theory) intertwined. In good educational writing, mysteries are created which may or may not be resolved. There were mysteries in the development of every science. How were they resolved?
 * Of course, my Favorite Topic is a present-day mystery, confirmed experimental evidence with no satisfactory explanation. Underneath that lurks a Nobel Prize for somebody.... not a slam-dunk, Nobelists have already worked on the problem and came up with lousy theories that don't work. Something is missing from our knowledge of the solid state..... and that makes some of the "dominant group" uncomfortable, because they believe that their dominance is based on superior knowledge, and here comes this kid who says the emperor has no clothes.... --Abd (discuss • contribs) 22:58, 18 September 2014 (UTC)

title: Talk:Dominant group


text: File:EGM6341.s11.TEAM1.WILKS EC13 2.vql.svg

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


text:
User:Benneri

This page has been created for Ben Neri. This is for the class EGM 6321. I am a member of Team 1.

http://en.wikiversity.org/w/index.php?title=User:EGM6321.F11.TEAM1.R.1.7.Playpen

http://en.wikiversity.org/w/index.php?title=User:EGM6321.F11.TEAM1.R*2.16-2.18_Bens

http://en.wikiversity.org/w/index.php?title=User:EGM6321.F11.TEAM1.Prob_R*3.2,R*3.12,R*3.14_Bens

http://en.wikiversity.org/w/index.php?title=User:EGM6321.F11.TEAM1.Prob_R*4.3_Bens

http://en.wikiversity.org/wiki/User:Egm6321.f11.team1/report4#Solution

http://en.wikiversity.org/wiki/User:Egm6321.f11.team1/report5.bensplaypen.R*5.5

http://en.wikiversity.org/wiki/User:EGM6321.f11.team1.pan/HW5#R.2A5.4

http://en.wikiversity.org/wiki/User:Egm6321.f11.team1/report5

http://en.wikiversity.org/wiki/User:Egm6321.f11.team1/report6.bensplaypen.R*6.5

http://en.wikiversity.org/wiki/User:Egm6321.f11.team1/report6

http://en.wikiversity.org/wiki/User:Egm6321.f11.team1

http://en.wikiversity.org/wiki/User:Egm6321.f11.team1/report7

http://en.wikiversity.org/wiki/User:Egm6321.f11.team1/report6.bensplaypen.R*7.8

Egm6321.f11.team1.Benneri

title: User:Benneri


text:
User:EGM6321.F11.TEAM1.R.1.7.Playpen

=Problem R.1.7: Proof of linearity=

Find
Show that equation $$(Eq.7.1)$$ is linear

Solution
Proof of Linearity:

In order for equation $$(Eq.7.1)$$ to be linear, the equation:

$$L_2(\alpha u + \beta v) = \alpha L_2(u) + \beta L_2(v)$$  $$\forall u, v,$$   and    $$\forall \alpha, \beta \in \Re$$

 $$(Eq.7.2)$$ must be satisfied. This is known as the superposition principle.

Where $$u$$ and $$v$$ are functions of $$x$$, and $$\alpha$$ and $$\beta$$ are scalars. Next, we define the equation $$L_2(\alpha u + \beta v)$$ as:

$$L_2(\alpha u + \beta v) = \frac{d^2(\alpha u + \beta v)}{dx^2} + a_1 x \frac{d(\alpha u + \beta v)}{dx} + a_o x(\alpha u + \beta v)$$

Grouping $$\alpha $$ and $$\beta $$ terms on both side of the equation yields:

$$\alpha L_2(u) + \beta L_2(v) = \alpha[\frac{d^2 u}{dx^2} + a_1 x\frac{d u}{dx} + a_0 x u] + \beta [\frac{d^2 v}{dx^2} + a_1 x\frac{d v}{dx} + a_0 x v]$$

Substitution of $$u$$ and $$v$$ into $$(Eq.7.1)$$ on the left hand side yields: $$\alpha[\frac{d^2 u}{dx^2} + a_1 x\frac{d u}{dx} + a_0 x u] + \beta [\frac{d^2 v}{dx^2} + a_1 x\frac{d v}{dx} + a_0 x v] = \alpha[\frac{d^2 u}{dx^2} + a_1 x\frac{d u}{dx} + a_0 x u] + \beta [\frac{d^2 v}{dx^2} + a_1 x\frac{d v}{dx} + a_0 x v]$$

Since the superposition principle satisfied, the function is linear.

References:

Problem 3: | Team 4 - Correctly defined differential operator, clear write up.

Problem 4: | Team 6 - Correctly defined differential operator, complete solution.

This solution was created by Ben Neri, Checked by XXXX, and compiled into the complete report by XXXX.

title: User:EGM6321.F11.TEAM1.R.1.7.Playpen


text:
Euclidean geometry/Parallel lines, quadrilaterals, and circles

Summary of Chapter
To understand the properties of parallel lines, quadlaterals and circles.

Quadrilaterals
A quadlateral is defined as any 4 sided polygon.

Parallelograms
A parallelogram is a quadrilateral with equal opposite angles and opposite sides with equal length.

Rectangles
A Rectangle is a parallelogram with all right angles.

Squares
A square is a rectangle in which the lengths of all the sides are equal.

Circles
A circle is the set of points in a plane that are a given distance from a given point, the center. The distance between any of the points and the center is called the radius.


text:
User talk:Tomharris

 Hello Tomharris, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Tomharris 01:42, 6 September 2011 (UTC) --Tomharris 01:42, 6 September 2011 (UTC)

title: User talk:Tomharris


text:
User:Tomharris

Hello. I am a 46 year old, high school math teacher.

title: User:Tomharris


text:
User talk:Aardvark~enwikiversity

 Hello Aardvark, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Tomharris 02:27, 6 September 2011 (UTC) --Tomharris 02:27, 6 September 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Aardvark. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Aardvark~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 23:26, 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) 06:01, 19 April 2015 (UTC)

title: User talk:Aardvark~enwikiversity


text:
User:OpenScientist/National Academy of Sciences

Thinking about setting up this page as a table with columns of NAS report, Chapter/general topic, potential Wikipedia page improvement

At the moment I just have very broad ideas from skimming the reports.

Currently reading: ''Informing an Effective Response to Climate Change".
 * I think that low hanging fruit would be to create pages for organizations that are making large efforts to inform an effective response. ex: [|Global Climate Observing System] To make sure the pages are accurate and have up-to-date links to accurate information that the readership may need.
 * This report also introduces great insight into the climate considerations that certain careers/occupations must take into account in their jobs (often in the small grey info boxes) and it would be good to add this information to the various related occupations. ex: Dam Manager, pg 60 the mechanism for [|dam failure] that are considered have climate change scenarios.


text:
User:MichChemGSI

MichChemGSI

title: User:MichChemGSI


text:
Literature/2010/Moore

 * http://www.telegraph.co.uk/comment/columnists/charlesmoore/7868842/Who-will-admit-that-the-Right-ways-are-not-the-wrong-ways.html

Editorial note
Nick Clegg's Great Repeal Bill is indeed great – but who thought of it first, asks Charles Moore.

Authors

 * Charles Hilary Moore : Born 31 October 1956, Hastings. Trinity College, Cambridge (BA in history).
 * Chairman of Policy Exchange, the conservative think tank.
 * Margaret Thatcher's authorised biographer for publication after her death.
 * Former editor of The Spectator (1984-90), the Sunday Telegraph (1992-5) and The Daily Telegraph (1995-2003).

Excerpts

 * The origin of Great Repeal Bill

 * Right-wing

Comments
The Great Repeal Bill is making it simple, doing without something. It may have been more or less affected by the 1973 energy crisis, Schumacher (1973) and Sober (1975). The simplified yang, the magnified yin. The less explication of written law, the more implication of unwritten law and "invisible hand," the metaphor that seized Ralph Harris and perhaps even Margaret Thatcher. The metaphor itself is an "implicature" (Paul Grice 1975), "implicit meaning" (Mary Douglas 1975), or "creative imagination" (Michael Polanyi 1975), covered with the face value or explicit meaning. (Incidentally, these three 1975 authors are as Oxonian as Thatcher.)

title: Literature/2010/Moore


text:
User:U3052671

THis is my wikipage. Not entirely sure what I am doing, but I should eventually figure it out...
 * /Test fact sheet/
 * 2
 * 3
 * 4

title: User:U3052671


text:
User talk:U3073591

My name is Joshua Newton and this is my wikipage for Health, Disease and Exercise. I am working on this page and will soon be posted when finished.

 * /How Gatorade Got Its Name/

 * /Deer Crossing/

 * /page3/

 * /page4/

Coverage of University of Kentucky Sports
 * /Kentucky Sports/

 * /Commonwealth Stadium/

title: User talk:U3073591


text:
User:U3036964

 * /Who am I?/

Image:koala.svg Image:Octopod.svg Image:Pinus strobus needles.jpg Image:Seekiefer (Pinus halepensis) 9months-fromtop.jpg

title: User:U3036964


text:
User:U3036312

This is my Wikipage-

 * The use of Sabutimol (Ventalin) in control asthma/

 * page 2/

 * page 3/

title: User:U3036312


text:
User:U3037540

 * /21 year old male/
 * /Born 1990/
 * /University of Canberra Bachelor of Coaching Science (684AA)/
 * /Physiotherapy/Human Movement/
 * /Physical activity and sports, music and cooking/

title: User:U3037540


title: User:U3038068


text:
User talk:Dylanhunt

My name is Dylan Hunt, i am from Moruya New South Wales and am studying a bachelor of sport coaching and exercise science at the University of Canberra.

 * Abstract

title: User talk:Dylanhunt


text:
User:U3037463

Hi...creating a wiki

 * Abstracts

 * What is an abstract?/

 * Creating your wikiversity page/

 * Formatting and media tips/

 * Wiki Assignment Fact Sheet/

title: User:U3037463


text:
User:U3036928

 * /Introduction/

 * /Background/

 * /Recommendations/

title: User:U3036928


text:
User:Tomshepherd90

My name is Tom Shepherd i am 21 years of age from a small country coastal town of moruya. I am currently studying bachelor of sports coaching and exercise science at the university of canberra.

title: User:Tomshepherd90


text:
User:Barnin

 * /Hi my name is Nick/
 * /I am a male/
 * /I am 21/
 * /I row/

title: User:Barnin


text:
User:Barnin/Hi my name is Nick

I go to uc
 * /Nick/

title: User:Barnin/Hi my name is Nick


text: User:U3037540/21 year old male/University of Canberra


text:
Fact Sheet/1

Fact Sheet ABout Fact Sheets

1. Short and concise sentences 2. Bullet and dot points 4. attractive colour scheme and simple font 5. target audience 6. explain what it is you are writing the fact sheet about. 7. Add extra links to get extra info

title: Fact Sheet/1


text:
User talk:U3073591/page1

The drink called gatorade, used to rehydrate athlethes playing sports was founded in the state of Florida by a Lab Tech at the University of Florida. The University of Florida mascot is the Gators, so that is how the drink got its name.

title: User talk:U3073591/page1


text: User:Joenorthey/Hi my name is Joe

title: User:Joenorthey/Hi my name is Joe


text:
User:U3036928/Introduction

Introduction

Background

 * 1) Numbered list item

 * Bulleted list item
 * second

title: User:U3036928/Introduction


text: User:U3037540/21 year old male

title: User:U3037540/21 year old male


text: User:U3036964/Who am I?

title: User:U3036964/Who am I?


text:
Fact Sheet/2

Inserting a link
http://commons.wikimedia.org/wiki/Main_Page

Inserting Images

 This is the code to put colour behind text

 This is the code to put colour behind text

Coloured font

title: Fact Sheet/2


text:
User:Egm6321.f11.team3

Useful Links
Egm6321 Course Wiki

Egm6321 Team 3 Page

Homework
Report table

Homework #1
Homework #1

Homework #2
Homework #2

Homework #3
Homework #3

Homework #4
Homework #4

Homework #5
Homework #5

Homework #6
Homework #6

Homework #7
Homework #7

Members
Edison Chang

Ismail Hakki Sahin

Robert Anderson

Prashant Gopichandran

title: User:Egm6321.f11.team3


text:
User:U3052671/Test fact sheet

Fact sheet of fact sheet
 * 1) short and concise sentences
 * 2) most important info

title: User:U3052671/Test fact sheet


text: User:U3037540/Born 1990

title: User:U3037540/Born 1990


text: User:U3038068/Creating your wikiversity page


text: User:U3038068/Suitable Illustrations

title: User:U3038068/Suitable Illustrations


text: User talk:U3073591/page2

title: User talk:U3073591/page2


text:
User:U3026576

/Factsheet/

title: User:U3026576


text:
User:U3038068/The Topic

Exercise in the Treatment of Depression!

title: User:U3038068/The Topic


title: User:U3038068/Illustrations


text:
Scion Image

Scion Image is a free of charge software, property of Scion Corporation that may be used for capture, showing, analyzing, enhancing, measuring digital pictures. There is an online manual that can be downloaded as well as a Beta 4.0.2 release (Does not require installation).

Hereby I am describing a series of steps for relative quantification of band proteins obtained in a technique such as western blot. These steps may be also used for densitometry of bands obtained in Southern blot (ADN) and northern blot (ARN) assays and in PCR product run in agarose electrophoresis.

Band densitometry

 * 1) In order to get better result be sure not to overexpose the picture to be analyzed.
 * 2) Run the software.
 * 3) Go to the "Special" menu and click on "Load Macros" and then load the "GELPLOT2.txt" macro (it should be in the Macros folder together with the EXE file)
 * 4) Go to the "File" menu and click on "Open" (open the picture to work on. It should have a TIFF extension, not compressed, in black and white mode and with a length size between 500-800 pixels. The size modification can be done with software as photoshop). Be sure to have your picture in black & white mode in order to have accurate results. If the lanes are twisted you can straight them up with photoshop again: select the picture, press ctrl+T once and then hold ctrl as you drag the picture edges with the mouse until the bands are in the same line. Remember to save your pic as TIFF and it is better if you save it in the desktop.
 * 5) Go to the "Analyze" menu and click on "Calibrate". Then select "Uncalibrate OD" and click on OK (this is for the final result to be reliable). A window with a sigmoid curve should appear. This window can be closed.
 * 6) Select the dotted square from the toolbox and mark the area of your picture you wish to analyze (See picture).
 * 7) Go to the "Special" menu and click on "Mark First Lane". A temp window should show up.
 * 8) Go to the "Special" again and click on "Plot Lanes". Another window should pop up showing a curve describing the variation of the intensity in the area selected at step 6 (See picture).
 * 9) Split the peaks as shown in the picture.
 * 10) Select the magic wand tool and click in the corresponding area under the curve from left to right.
 * 11) Go to the "Analyze" menu and click on "Show Results" (The appearing chart should show the values of areas under the curve from left to right. These represent the intensity across the box selected in step 6. Every peak corresponds to a band. The area under the curve is proportional to the intensity of the band and to the relative amount of whatever molecule you are studying: protein, DNA, RNA).

title: Scion Image


text:
User:Joshua.parris

I want to go to university one day...

title: User:Joshua.parris


text:
The History of the Paralympic Movement in Australia/Meetings/Perth 18 Sept 2011

The Australian Paralympic Committee, in association with the University of Canberra National Institute of Sport Studies, and Wikimedia Australia, invites you to help edit Wikipedia articles relating to:

The History of the Paralympics for Australia (HoPAU)

Please join us for a day of demonstrations, skills development, and collaborative editing at:

State Library of Western Australia, Perth

10am to 5pm Sunday 18 September 2011

Geographe Room, 25 Francis Street

Contact: 0408 660 268

hopau.ucniss.net

Atendees
If you are attending, or know of someone attending, please add a name below, by editing this page, so we can anticipate numbers.

Instructors

 * John Vandenberg
 * Graham Pearce
 * Tony Naar
 * Laura Hale

Participants

 * Elizabeth Edmondson


text:
User:Catherinemcmaster

 * /about me/
 * /factsheet/

title: User:Catherinemcmaster


text: User:Catherinemcmaster/factsheet

title: User:Catherinemcmaster/factsheet


text:
User:Marchibald

This page has been set up as part of the Business, Politics & Sport class at University of Canberra

/Exotic betting in the AFL essay/

/Should the AFL ban Exotic Betting/

title: User:Marchibald


text:
User:SuSuphalak Ungrangseesopon

Look a supply chain management package in detail. 1. What financial and accounting information does it deal with? Supply Chain Management is the systemic, strategic coordination of the traditional business functions and the tactics across these business functions within a particular company and across businesses within the supply chain, for the purposes of improving the long-term performance of the individual companies and entire supply chain Supply chain managers will need to help determine the best way to measure and report financial information. Accounting information tells about the details of the company’s revenues, expenditures. Accounting information deal with financial information because it must use the information from accounting.

2. What are the advantages of using this module? Supply Chain Management (SCM) helps collaboration, planning, execution, and coordination of the supply network, empowering you to adapt your supply chain.

According to the answer of question 1, the package which more suitable with the models we use is B2C. Because Business to customer (B2C) is to sell goods and services over the internet. Between business and consumers. Which comprise the largest category. By using this way, we can sell the products directly to customers and we can also cut the cost to make more profit. At the same time, they can sell their products cheaper as well. As a share of profits to middlemen.

Tanaporn Wannachart           5302500001 Suphalak ungrangseesopon      5302500009 Panpicha Prukophas            5302500010

title: User:SuSuphalak Ungrangseesopon


text: File:EGM6341.s11.TEAM1.WILKS EC13 3.vql.svg


text:
User talk:Bellfano

 ¡Hi to everyone!To leave a message, click here.

 Hello Bellfano, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:41, 6 September 2011 (UTC)

Scion Image
I moved your page to a proper pagename, without those brackets, and created a master page Graphics software for it, so the new location is Graphics software/Scion Image. --Abd 15:41, 6 September 2011 (UTC)
 * I couldn't see the need for a subpage so I moved it to Scion Image.--Collingwood (talk) 08:43, 9 December 2012 (UTC)

User talk pages
When you want to communicate with a user, use the user Talk page, not the User page. So for me, you would use User talk:Abd, not User:Abd, which you might see in a signature as just Abd. So follow the user link and then click on the Discuss tab at the top.

You had edited my user page yesterday. Edits to my Talk page show up in my Watchlist, and I even get an email from then. Edits to my User page, not. So I didn't see it until a kind user (Mehdi noticed and moved it to my Talk page. I've responded to you, on the issue, on my talk page. --Abd 19:50, 7 September 2011 (UTC)

title: User talk:Bellfano


text:
User:Inooaew

Look a supply chain management package in detail.

1. What financial and accounting information does it deal with?

Ans - Supply chain management is the processes since finding the materials to produce the products until distributing. So, financial and accounting information play the very important role with the supply chain management. It is also called the most important key to run the process because in each process needs money to run. For example, buying materials, hiring employees, this is the role of financial information – to manage the money -. The accounting information will prepare the statement to show how much money the company have right now.

2. What are the advantages of using this module?

Ans - The advantages of using module is comfortable for the companies achieve their goal (profitable company) because it helps connection in the company be easier, knowing what is customer needs, reducing the complexity of finding files.

AC214ais/u-commerce, due Sept. 27 new homework
As we know that E-commerce has many kinds but the one that we choose to help our business is consumer to consumer (C2C) because of our business is selling used asset so that’s why we need C2C system to run our business. This can makes everybody know about your product and exchange the information of your business and other consumers. Which is the same group of our business can be exchange between products under, contacts.
 * 1) Ms. Thitikarn Trailertsmut 5302500016
 * 2) Ms. Nuntheera Trakulrung 5302500019
 * 3) Ms. Benjawan Asawasirisap 5302500020
 * What is the best e-commerce package that would allow you to start this week?

title: User:Inooaew


text:
User talk:Inooaew

 Hello Inooaew, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:51, 6 September 2011 (UTC)

title: User talk:Inooaew


text:
User talk:Dr.Salticid

 Hello Dr.salticid, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! SB_Johnny talk 14:20, 6 September 2011 (UTC)

title: User talk:Dr.Salticid


text:
User talk:Jane Macey

Jane Macey's Page

title: User talk:Jane Macey


text:
User talk:Mj javs

Mj's Page

title: User talk:Mj javs


text:
User:Rpgray~enwikiversity

I am a native speaker of English and am interested in improving my Spanish. I am happy to be an intercambio for Spanish speakers wanting to improve their English language skills. We could teach each other our native languages.

It is my hope that English speakers who use Wikiversity to learn Spanish and Spanish speakers who use Wikiversity to learn English can help each other. There is a Yahoo Group to help make this happen: http://groups.yahoo.com/group/spanishandenglishatwikiversity/67.90.13.195 18:21, 7 September 2011 (UTC) student of the Language Division

title: User:Rpgray~enwikiversity


text:
User talk:Kc Javs

Kc's Page

title: User talk:Kc Javs


text:
User talk:Angela zuarez

Angela' Page

Blocked
You have been blocked from editing for link spamming Wikiversity. Please note that spamming links is considered vandalism. If you wish to make useful contributions, you may come back if the block is set for a limited period of time or by requesting an unblock. If you are unblocked, you are expected to abide by the Policies of Wikiversity. - Ottava Rima (talk) 03:59, 17 September 2011 (UTC)

title: User talk:Angela zuarez


text:
User talk:Jbrawner

 Hello Jbrawner, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:03, 6 September 2011 (UTC)

title: User talk:Jbrawner


text:
User talk:Egm6321.f11.team3

 Hello Egm6321.f11.team3, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:27, 6 September 2011 (UTC)

title: User talk:Egm6321.f11.team3


text:
User talk:Rpgray~enwikiversity

 Hello Rpgray, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:29, 6 September 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Rpgray. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rpgray~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.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:21, 19 April 2015 (UTC)

title: User talk:Rpgray~enwikiversity


text:
User talk:SuSuphalak Ungrangseesopon

 Hello SuSuphalak Ungrangseesopon, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:45, 6 September 2011 (UTC)

title: User talk:SuSuphalak Ungrangseesopon


text:
User talk:Tanaporn~enwikiversity

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:45, 6 September 2011 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Tanaporn. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tanaporn~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 23:44, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Tanaporn~enwikiversity


text:
User talk:Marchibald

 Hello Marchibald, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Marchibald


text:
User talk:Catherinemcmaster

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:47, 6 September 2011 (UTC)

title: User talk:Catherinemcmaster


text:
User talk:Joshua.parris

 Hello Joshua.parris, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:48, 6 September 2011 (UTC)

Thanks Adb, I hope you have a nice day! =) Josh

title: User talk:Joshua.parris


text:
User talk:U3038068

 Hello U3038068, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:49, 6 September 2011 (UTC)

title: User talk:U3038068


text:
User talk:U3026576

 Hello U3026576, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:49, 6 September 2011 (UTC)

title: User talk:U3026576


text:
User talk:U3037540

 Hello U3037540, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:50, 6 September 2011 (UTC)

title: User talk:U3037540


text:
User talk:U3052671

 Hello U3052671, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:51, 6 September 2011 (UTC)

title: User talk:U3052671


text:
User:Petladda22

'''Look a supply chain management. Supply chain management; all movement and storage''' - Raw materials. - Work-in-process inventory. - Finished goods. From point of origin to point of consumption is Companies want to provide their customers with the requested products or services in as timely a fashion as possible. Those same companies, however, desire to produce and ship those items as cheaply as possible while maintaining quality.

Supply chain management the same ERP (Enterprise resource planning)=Management system resource in the organization by connects everything in the organization, convenient for big organizations such as middle ware; Programs that take come from another company and worked together or Connects separate software modules together. (ERP; )-Customers connects sale and service and all connects ERP.

'''What finance and accounting information does it deal with? Finance & accounting have database have 2 Sales/Marketing''' 1) Sales/Marketing; - Orders - Sales forecast - Return request 2) Sales/marketing; - Hour worked - Labor cost - Promotion process.

(ERP)Business process ; way in which work is organized such as                                                                                Accounting;  -Paybill. -Generate payroll. -Manage cash. Manufacturing; -Assembly. -Quality check. -Produce bill of material. -Cash on hand. -A/R. -Revenue management. Sales/Marketing; -Identify customer. -Provide customer information.

What are the advantages of using this module? Programs that take come from another company and worked together or Connects separate software modules together or There’re all of the advantages of using this module instead of using the code from addthis.com and putting it into tpl's?Is there better performance using this module instead of the code manually and easily for find information, target group, almost exclusively with the maintenance of the flow of actual products within the supply chain, but the emergence of the internet has placed continually increasing importance on the flow of information throughout the chain as well.

title: User:Petladda22


text:
User talk:Egm6321.f11.team1.colsonfe

= [R1.1] Second Total Time Derivative =

Given
$$\displaystyle \dot Y :=\frac{dY^1(t)}{dt}$$

$$\displaystyle f_{,S}(Y^1,t):=\frac{\partial{f(Y^1,t)}}{\partial{S}}$$

$$\displaystyle f_{,S t}(Y^1,t):=\frac{\partial^2{f(Y^1,t)}}{\partial{S}\partial{t}}$$

Find
Show that the following equality is true.

$$\displaystyle \frac{d^2f}{dt^2}=f_{,S}(Y^1,t)\ddot Y^1+f_{,SS}(Y^1,t)(\dot Y^1)^2+2f_{,S t}(Y^1,t)+f_{tt}(Y^1,t)$$

Basic Equations
First Total Derivative:

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

$$ $$
 * $$\displaystyle \frac{d}{dt}f(Y^1(t),t)=\frac{\partial{f(Y^1(t),t)}}{\partial{S}}\dot{Y}^1+\frac{\partial{f(Y^1(t),t)}}{\partial{t}}
 * $$\displaystyle \frac{d}{dt}f(Y^1(t),t)=\frac{\partial{f(Y^1(t),t)}}{\partial{S}}\dot{Y}^1+\frac{\partial{f(Y^1(t),t)}}{\partial{t}}
 * $$\displaystyle (Equation\;1.1.1)
 * }
 * }

Chain Rule:

If $$y=f(u),u=g(x)$$, and the derivatives $$\frac{dy}{du}$$ and $$\frac{du}{dx}$$ both exist, then the composite function defined by $$y=f(g(x))$$ has a derivative given by

$$ \frac{dy}{dx}=\frac{dy}{du}\frac{du}{dx}=f'(u)g'(x)=f'(g(x))g'(x) $$

Solution
The following steps make use of algebra of derivatives and the chain rule.

$$ \displaystyle \frac{d^2f}{dt^2}=\frac{d}{dt}\left [ \frac{df}{dt} \right ] $$

$$ \displaystyle \frac{d^2f}{dt^2}=\frac{d}{dt}\left [ \frac{\partial{f(Y^1(t),t)}}{\partial{S}}\dot{Y}^1+\frac{\partial{f(Y^1(t),t)}}{\partial{t}} \right ] $$

$$ \displaystyle \frac{d^2f}{dt^2}=\frac{d}{dt}\left[\frac{\partial}{\partial S}f(Y^1(t),t)\dot Y^1 \right ]+\frac{d}{dt}\left[\frac{\partial}{\partial t}f(Y^1(t),t) \right ] $$

$$ \displaystyle \frac{d^2f}{dt^2}=\left [\frac{\partial^2}{\partial S\partial t}f(Y^1(t),t)\dot Y^1+\frac{\partial}{\partial S}\frac{\partial f(Y^1(t),t)}{\partial t}\dot Y^1+\frac{\partial}{\partial S}f(Y^1(t),t)\ddot Y^1 \right]+\left [\frac{\partial^2}{\partial t^2}f(Y^1(t),t)+\frac{\partial}{\partial t}\frac{\partial f(Y^1(t),t)}{\partial t}\right] $$

NOTE: $$ \displaystyle \frac{\partial}{\partial t}\frac{\partial f(Y^1(t),t)}{\partial t}=\frac{\partial}{\partial S}\frac{\partial S}{\partial t}\left [\frac{\partial f}{\partial S}\frac{\partial S}{\partial t}\right]=\frac{\partial}{\partial S}\dot Y^1\left[\frac{\partial f}{\partial S}\dot Y^1\right]=\frac{\partial^2 f(Y^1(t),t)}{\partial^2 S}(\dot Y^1)^2 $$

$$ \displaystyle \frac{d^2f}{dt^2}=2\frac{\partial^2 f(Y^1(t),t)}{\partial S\partial t}\dot Y^1+\frac{\partial f(Y^1(t),t)}{\partial S}\ddot Y^1+\frac{\partial^2 f(Y^1(t),t)}{\partial S^2}(\dot Y^1)^2 +\frac{\partial^2 f(Y^1(t),t)}{\partial t^2} $$

$$ \displaystyle \frac{d^2f}{dt^2}=f_{,S}(Y^1,t)\ddot Y^1+f_{SS}(Y^1,t)(\dot Y^1)^2+2f_{S t}(Y^1,t)\dot Y^1+f_{tt}(Y^1,t) $$

 Solution by Egm6321.f11.team1.colsonfe 21:15, 7 September 2011 (UTC)

= [R1.2] Coriolis Force Derivation =

Find
Derive the following two equations:

$$\displaystyle \frac{d}{dt}f(Y^1(t),t)=\frac{\partial{f(Y^1(t),t)}}{\partial{S}}\dot{Y}^1+\frac{\partial{f(Y^1(t),t)}}{\partial{t}}$$

$$\displaystyle \frac{d^2f}{dt^2}=f_{,S}(Y^1,t)\ddot Y^1+f_{,SS}(Y^1,t)(\dot Y^1)^2+2f_{,S t}(Y^1,t)+f_{tt}(Y^1,t)$$

Show similarity between the above derivations and derivation of Coriolis Force.

Basic Equations
Note the following notation of using $$S_0$$ for inertial (non-moving) and $$S$$ for rotating frames.

Note that I define the position vector $$\mathbf r =x \hat{\mathbf x}+y \hat{\mathbf y}+z \hat{\mathbf z}$$.

Newton's Second Law:

$$m\left(\frac{d^2\mathbf{r}}{dt^2}\right)_{S_0}=\mathbf{F}$$

Time Derivative in a Rotating Frame:

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

\left(\frac{d\mathbf{Q}}{dt}\right)_{S_0}=\left(\frac{d\mathbf{Q}}{dt}\right)_S+\mathbf\Omega\times\mathbf Q $$ $$ Note this identity relates the derivative of any one vector $$\mathbf Q$$ as measured in the inertial frame $$S_0$$ to the corresponding derivative in the rotating frame $$S$$.
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Equation\;1.2.1)
 * }
 * }

Note that $$\mathbf\Omega$$ is the angular velocity of the rotating frame.

Solution
Derive Equation 1.1.1:

Via application of chain rule we can begin with

$$\frac{df}{dt}=\frac{\partial f}{\partial S}\frac{\partial S}{\partial t}+\frac{\partial f}{\partial t}\frac{\partial t}{\partial t} $$

$$ \frac{df}{dt}=\frac{\partial f}{\partial S}\dot Y^1+\frac{\partial f}{\partial t}\cdot 1 $$

$$ \frac{df(Y^1(t),t)}{dt}=\frac{\partial f(Y^1(t),t)}{\partial S}\dot Y^1+\frac{\partial f(Y^1(t),t)}{\partial t} $$

$$f$$ Derivations Summary

Coriolis Derivation

Let's use Equation 1.2.1 to help us express $$\mathbf r$$ in terms of derivatives.

$$\left(\frac{d\mathbf{r}}{dt}\right)_{S_0}=\left(\frac{d\mathbf{r}}{dt}\right)_S+\mathbf\Omega\times\mathbf r$$

Differentiating a second time we find

$$\left(\frac{d^2\mathbf{r}}{dt^2}\right)_{S_0}=\left(\frac{d}{dt}\right)_{S_0}\left(\frac{d\mathbf{r}}{dt}\right)_{S_0}$$

$$\left(\frac{d^2\mathbf{r}}{dt^2}\right)_{S_0}=\left(\frac{d}{dt}\right)_{S_0}\left[\left(\frac{d\mathbf{r}}{dt}\right)_{S}+\mathbf\Omega\times\mathbf r\right]$$

Thus again applying our rotating frame equation we find

$$\left(\frac{d^2\mathbf{r}}{dt^2}\right)_{S_0}=\left(\frac{d}{dt}\right)_{S}\left[\left(\frac{d\mathbf{r}}{dt}\right)_{S}+\mathbf\Omega\times\mathbf r\right]+\mathbf\Omega\times\left[\left(\frac{d\mathbf{r}}{dt}\right)_{S}+\mathbf\Omega\times\mathbf r\right]$$

Once expanded this messy result can be rewritten using dot notation:

$$\left(\frac{d^2\mathbf{r}}{dt^2}\right)_{S_0}=\mathbf{\ddot r}+2\mathbf\Omega\times\mathbf{\dot r}+\mathbf\Omega\times(\mathbf\Omega\times\mathbf r)$$

Now substitute the result into Newton's Second Law

$$m\mathbf{\ddot r}=\mathbf F +2m\mathbf{\dot r}\times\mathbf{\Omega}+m(\mathbf\Omega\times\mathbf r)\times\mathbf\Omega$$

$$\mathbf F$$ denotes the sum of all the forces as identified in any inertial frame. However, there are two additional terms on the right side of the equation. The final term is the centrifugal force. The middle term is what we are interested in here, this is the Coriolis force.

$$\mathbf F_{cor} = 2m\mathbf{\dot r}\times\mathbf\Omega$$

Coriolis Derivations Summary

Qualitatively we can visualize the parallelism between the first derivatives and second derivatives by noting the difference between the two tables presented above. We can do a term by term comparison of the first derivative of $$f(Y^1(t),t)$$ and velocity and the second derivative of $$f(Y^1(t),t)$$ and acceleration.

 Solution by Egm6321.f11.team1.colsonfe 02:17, 12 September 2011 (UTC)

= References =

title: User talk:Egm6321.f11.team1.colsonfe


text:
User:Chromarush

 * Intro to computers
 * Intro to Computer Science
 * Topic:Intro to computer science
 * Topic:Python

title: User:Chromarush


text:
User talk:Draubb2

What happened to Draubb? In any case, I assume this is you, welcome back. It would be better if you used the original account, Draubb, though. You have your pages in that user space, mostly. Let me know if you need any help with anything. --Abd 17:53, 6 September 2011 (UTC)

title: User talk:Draubb2


text: User:Mehdi

title: User:Mehdi


text:
User talk:Mehdi

 Hello Mehdi, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! SB_Johnny talk 22:06, 6 September 2011 (UTC)

(Sorry it took so long to get your usurping done, Mehdi!) --SB_Johnny talk 22:06, 6 September 2011 (UTC)
 * No problem ;) Thanks a lot dear Johnny. @};- Sincerely:Mehdi 04:16, 7 September 2011 (UTC)

Thanks.
You'd think that with the time I spend pouring over Recent Changes, that I'd notice this edit to my user page. But ... no, I didn't. Thanks. I'll respond to the user. --Abd 19:38, 7 September 2011 (UTC)
 * You're welcome. Yes, I know. It's usual for Me, Cuz I'm patroller & rollbacker in fa@wiki ;) Sincerely:--Mehdi 09:42, 8 September 2011 (UTC)

title: User talk:Mehdi


text:
Spiders

Spiders are abundant terrestrial arthropods. Actually more than 40,000 species are known (World Spider Catalog, 2015). They produce venom for defense and prey capture and only a few species are dangerous for humans. They succeed in almost every terrestrial environment and are regulators of insect populations for their abundance (Haddad et al. 2004, Chatterjee et al. 2009). Spiders are very important in ecological studies as environment quality indicators and as biologic control agents in agroecosystems, therefore they are ideal organisms for biological monitoring (Pearce & Venier 2006, Cristofoli et al. 2010). Almost all arachnids are good ecosystem degradation indicators, because they are very sensitive to environmental changes caused by human activity. They are closely associated with environmental conditions and vegetation. Most spiders have specific ecological requirements, making them useful indicators of spatial and temporal variation in terrestrial ecosystems (Pearce & Venier 2006). They are important in trophic networks as predators, as well as because of their abundance, biomass and species diversity (Wise 1993, 2006). They feed on all kinds of invertebrates, especially insects, and some little vertebrates and they are eaten by birds, reptiles, amphibians and several groups of mammals.

Spiders in Agroecosystems
In the last decades there has been an important increase in the number of studies focusing on the use of spiders as biological control agents (Riechert and Lockley, 1984, Young and Edwards, 1990; Sunderland, 1999). They are highlighted for their abundance, biomass and species richness and for their participation in the control of phytophagous species, decomposition and pollination.

It has been mentioned that spiders in the field usually consume about one appropriate-sized insect per day (Nyffeler and Benz, 1987), however they will kill many more insects than they consume (Maupin and Riechert, 2001). In conjunction with other natural enemies (parasitoids, pathogens and other predators) spiders may tip the balance in biological control (Sunderland, 1999), particularly those species called “agrobiont” spiders by Luczak (1979). These spiders have life history characteristics that allow them to reach adulthood and reproduce during the main crop vegetation period, exhibiting high dominance in strong abiotically driven and frequently disturbed habitat types, like agroecosystems (Luczak, 1979, Nyffeler and Benz, 1987, Samu and Szinetár, 2002).

title: Spiders


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Talk:SU(2)

Is there a reference to be had for why the special unitary group is of dimension n^2 - 1 over the reals? Though correct, the number of equations given by the unitary condition and the det = 1 (again over R) is n^{2}-2, and then turns out one of the equations is dependent after checking the Jacobian at the identity. But would like a uniform way of seeing this.

title: Talk:SU(2)


text:
User:JoshHeuer/Outline

Corruption in World Football

title: User:JoshHeuer/Outline


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User:Alex.Timms/Outline

Snowboard Designs

Snowboard designs over the last few years has greatly changed

title: User:Alex.Timms/Outline


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User:Josh.O'Brien

Hi my name is Josh O'Brien. I am currently a second year student studying Sports Management and Exercise Science. I have an interest in a lot of sports particularly cricket, rugby league and gridiron.

A unit i am studying this semester is Business, Politics and Sport, where we have to write a 2000 word essay.

/The changing landscape of Rugby League in Australia/

title: User:Josh.O'Brien


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User:Rhys.Redfearn

Rhys Redfearn

Ph: 0405494362

Email: rredfearn@canberracavalry.com.au

I am studying Business Politics in Sport 2011 at the University of Canberra. We are required to write a 2000 essay this semester.

/Judicial Politics in Australian Rugby League/ is a topic that is rarely discussed in the open, however it is something that is prevalent behind the scenes in rugby league. The final decisions on cases put before the judiciary are public knowledge, but how are these decisions made? This essay will discuss the finer points of the judicial system in Australian Rugby League.

title: User:Rhys.Redfearn


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User talk:Dtgree01

 Hello Dtgree01, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Dtgree01


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User:EdwinaElizabeth

Hi, my name is Edwina Gadsby. I'm currently studying Sports Management and Tourism Management at the University of Canberra. As a requirement of one of my subjects, Business Politics in Sport, we have been asked to write a 2000 word essay on a topic of our choice, along with a 10minute presentation.

/Commercialisation of Sport/

title: User:EdwinaElizabeth


text:
User talk:EdwinaElizabeth

 Hello EdwinaElizabeth, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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 * Visit a (kind of) random project.
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 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:49, 7 September 2011 (UTC)

What is the copyright of File:Screen shot 2011-10-24 at 7.20.19 PM.png?

 * File:CommercialisationInSport2-1.ogg also needs license data. Thenub314 04:57, 28 October 2011 (UTC)

title: User talk:EdwinaElizabeth