text:
Wikiversity:Candidates for Custodianship/S Larctia

SB Johnny recently suggested that I should become a custodian, and offered to mentor me. I therefore am submitting a request for temporary custodianship. I agree to the standard stop agreement. --S Larctia 17:56, 16 September 2011 (UTC)

Questions

 * S Larctia, can you point to evidence of your prior wiki experience, so that we might understand how you might be a benefit to Wikiversity as a custodian? --Abd 18:53, 16 September 2011 (UTC)
 * I believe my proficiency with wiki-markup, my recent uploads at Commons and my involvement in Wikipedia testify adequately to my technical ability. --S Larctia 20:58, 16 September 2011 (UTC)
 * You have very few contributions to Wikiversity. Can you assure us that you understand and will follow community consensus regarding our inclusion and user policies (formal or defacto)? --Abd 18:53, 16 September 2011 (UTC)
 * I have made few contributions to Wikiversity, but I intend to be active mainly on an administrative basis, dealing with request for deletion and vandalism, and assisting new users. I will follow community consensus, and I will not perform any action which is potentially controversial. --S Larctia 20:58, 16 September 2011 (UTC)
 * Are you willing to agree to a Candidates for Custodianship/Standard stop agreement that would allow any custodian to regulate your custodial behavior without prior discussion process? --Abd 18:53, 16 September 2011 (UTC)
 * I will. I do not intend to make any edits which might be considered controversial, and I trust that other custodians will correct me when I err. --S Larctia 20:58, 16 September 2011 (UTC)
 * Wow! Cool. Please place this wikitext in your candidacy statement:
 * I agree to the (permanent link to effective version).
 * It should be there so that this is crystal clear to a steward, should that be necessary. You could change the agreement and agree to something different, but I recommend keeping it simple. That's what I agreed to, myself. --Abd 22:57, 16 September 2011 (UTC)

 * Why are you interested in Wikiversity? --Abd 18:53, 16 September 2011 (UTC)
 * I am interested in Wikiversity because I am attracted by the idea of a completely open research community. I am impressed by the quality of contributions by several leading research institutions (see User:Egm6321.f11/Lecture plan for an example). --S Larctia 20:58, 16 September 2011 (UTC)
 * What is the purpose of A_comparison_of_the_responses_of_the_Wikiversity_and_Wikipedia_communities_to_copyright_violations_and_other_disruptive_editing Do you think this long name is an appropriate name for a Wikiversity mainspace (top level) educational resource? --Abd 18:53, 16 September 2011 (UTC)
 * I was initially frustrated by the Wikiversity community's "failure" to block marshallsumter for his copyright-unfriendly edits here. However, I have seen that the more diplomatic approach here has succeeded in preventing his more disruptive edits, and may well lead him to be a long-term productive contributor. I am now rather irritated that Wikipedia took such a unilaterally negative approach to his editing and made no effort to discuss the issues with him. I was also interested in the fact that many of the editors who form the backbone of the community here have had previous disagreements with the Wikipedia community. With this in mind, I intend to write a research project here on the advantages and disadvantages of both communities' responses to this sort of incident, and eventually judge the long-term impact on the community. I think that this may lead to a less block-happy approach across Wikimedia projects. It's remarkable how your simple comments to Marshallsumter have reduced the problems associated with his editing, although I am afraid that I am still doubtful as to the value of his research. As for the long name, I can't think of anything shorter to call it. Could you help out ? --S Larctia 20:58, 16 September 2011 (UTC)
 * It's at Wikipedia, Wikiversity and disruptive editing. I hope that's better ! --S Larctia 21:05, 16 September 2011 (UTC)
 * Wow again! With the Standard stop agreement, I can't see how this could be a problem. If you can find a mentor and 'crat to act, Good luck! I'm practically speechless, congratulations. As to the name, it's much better, and ultimately I'd see a page like this as a subpage under more general higher level resource. But we can work all that out later. I think you are getting that Wikiversity is not an encyclopedia! Where the name would be Very Important. And we could revert war until the cows come home. Here, we just don't care that much, we'll take a stand for what we think best, but, then, well, cooperation gets far more done than fighting. Marshallsumter's research is important to him, and he is, with the rest of us, a "learner." We will do what is needed to prevent possible harm, with any project, and I'll be happy to help with yours. --Abd 22:57, 16 September 2011 (UTC)

Comments

 * Just a suggestion - instead of doing the mentorship, how about give S Larctia rollback rights for, say, a week, and then go for a mentorship after? Ottava Rima (talk) 21:13, 16 September 2011 (UTC)
 * Policy requires a mentor and 'crat action. It's true that a decision could be made to restrict rights, informally, but enforceably -- see the Standard Stop Agreement! -- but I don't think it's truly necessary. However, it's really up to the mentor and crat. They could flexibly implement any restriction, ab initio or on-the-fly, as provided in the Standard Stop Agreement, it makes it trivial, and any custodian has authority to Stop about any custodial action, with teeth. That was the point of that agreement.
 * I'll note another thing. Suppose the rights are restricted to rollback only. But the user sees serious vandalism (not marginal or questionable), and can prevent damage by blocking. What should the user do? I'd say it: block, and go immediately to WV:RCA and ask for review of the action (because it violated the restriction, which would be disclosed). If some custodian gets a bug about it and goes to meta and the probationer is desysopped, this can quickly be fixed for cause. All it takes is the mentor and a 'crat agreeing that the action was okay, and resysopping. And probably no custodian would go to meta for the action as described! -- the community would not like this! This is the real meaning of w:WP:IAR. We are not rule-bound, but rules are also important for guidance and routine expectations. --Abd 23:07, 16 September 2011 (UTC)

 * S Larctia has had an eventful entrance at enwv, but based on responses to questions I fully support trying out custodianship. --Draicone (talk) 03:43, 17 September 2011 (UTC)

Custodians willing to mentor

 * As mentioned above, I'm willing to mentor. --SB_Johnny talk 23:24, 16 September 2011 (UTC)
 * I gladly accept you as my mentor. --S Larctia 08:19, 17 September 2011 (UTC)
 * Done. Thanks for helping out. 07:53, 20 September 2011 Jtneill (discuss | contribs | block) changed group membership for User:S Larctia from (none) to Custodian  (As per http://en.wikiversity.org/wiki/Wikiversity:Candidates_for_Custodianship/S_Larctia) -- Jtneill - Talk - c 21:55, 19 September 2011 (UTC)


text:
User:Rhorton4549/enes100/HAM

Team Page: BH^2

Write problem statement
Research possible ideas for HAM project from constructing a radio transceiver to modifying a router to create a super wifi hotspot.

Assign Task1
Perform web searches for possible ideas.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Did web searches using Google for: "How to build a transceiver", "Basic transceiver designs", "How to build a radio." Found three websites dedicated to HAM radio design with many homebrew schematics with parts lists for various power, bands, size, and degree of difficulty. Some of the designs seems very involved taking perhaps many days to build while others could be done in an afternoon. Wrote down website URLs and thoughts on viability of the designs on each site.

Vanyi.net (Homebrew)

Radio Amateur Society of Norwich

High-Voltage-Lab

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Find out what materials are necessary for building a foxhole radio.

Compare actual work done to Task2
Located a youtube video that covers the construction and operation of a foxhole radio. The creator of the video details methods that either worked or failed in the build.

PDF detailing construction.

Week2 Narrative
Monday was spent mostly discussing the project with my team mates. Wednesday, John disassembled a pair of walkie talkies that he had brought from home while I took notes in my notebook and took photos with my phone.

Assign Task3
Over the weekend I will be attending CARAFest on Saturday to help setup for the actual event on Sunday.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Went to the Howard County Fairgrounds on Saturday to help setup for the CARAfest on Sunday. Met Dave Prestel who is the VP of CARA. While there was not a lot of setup to be done for the event on Sunday, Dave talked a lot about CARA and amateur radio in general.

Assign Task4
Begin work on team page for the end of the project.

Compare actual work done to Task4
Began to edit the team page by adding weekly reports, adding to the material list, and starting to write the story of the project.

Week4 Narrative
Discussed approach on how to tackle "Team Done" page with group and thought about whether or not to continue with the project. Created a Team Weekly Report page and linked it with the main 550_BH^2 team page and started writing the summary and story.

Complete Project Page
I provided information on the number of hours I worked to Felix for the Team Done page along with information for the Story, Summary, and Team Weekly Report.

Start Next Project Week0 activities
I will be starting work on the Wind Tunnel project and have created a new team page and and individual page

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

title: User:Rhorton4549/enes100/HAM


text:
User:Mr. burmese/"Fighting is better than surrender"

1. Love is better than fighting 2. Tolerance is better than fighting 3. Friendship is better than fighting 4. Forgiveness is better than fighting 5. Smile is better than fighting 6. Humility is better than fighting 7. Peace is better than fighting 8. Kindness is better than fighting 9. Righteousness is better than fighting 10. Negotiation is better than fighting 11. Compromise is better than fighting 12. Confrontation is better than fighting 13. Boycott is better than fighting 14. Fighting is better than surrender

Written by-Myoma Myint Kywe Burmese Writer and historian 203.189.154.72 20:52, 16 September 2011 (UTC)


text: File:Jobs list.png

title: File:Jobs list.png


text:
User talk:Egm6936.f11.qiandeng

 Hello Egm6936.f11.qiandeng, 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! --Ottava Rima (talk) 21:09, 16 September 2011 (UTC)

title: User talk:Egm6936.f11.qiandeng


text:
Category:Germany

This category is for pages related to Germany.

title: Category:Germany


text:
Category:Transport

This category is for means of transport.

title: Category:Transport


text: Category:Farsi

title: Category:Farsi


text:
Engineering Projects/Poppit/Howard Community College/Fall2011/550 prgm/sourcePong.txt

// Pong Game for the language 'Processing' // int size = 10; float xpos, ypos, x, y;

float xspeed = 8; float yspeed = 5.2;

int xdirection = 1; // Left or Right int ydirection = 1; // Top to Bottom

void setup { size(600, 250); noStroke; frameRate(30); smooth; newStart; // Set the starting position of the shape }

void newStart { size = 10; xspeed = 8; yspeed = 5.2;

xdirection = 1; // Left or Right ydirection = 1; // Top to Bottom xpos = width/2; ypos = height/2; x = 5; y = height/2; }

void draw { background(100); // Update the position of the shape xpos = xpos + ( xspeed * xdirection ); ypos = ypos + ( yspeed * ydirection ); //Update paddle position if(keyPressed) {   if (keyCode == UP) {y -= 10;} else if (keyCode == DOWN) {y += 10;} }     if(keyPressed && keyCode == RIGHT) {x = 10;} else {x = 5;} //Test to see if paddle reaches end if (y > height-size-30) { y = height-size-30; } else if(y < 0)  { y = 0; }   // Test to see if the shape exceeds the boundaries of the screen // If it does, reverse its direction by multiplying by -1 if (xpos > width-size) { xdirection *= -1; } if (ypos > height-size || ypos < 0) { ydirection *= -1; } if(xpos < x+5){ if(ypos < y+42 & ypos > y-2){ xdirection *=-1;} else{ newStart;} }

// Draw the shape ellipse(xpos+size/2, ypos+size/2, size, size); //Draw the paddle rect(x, y, 5, 40); }


text:
User talk:Spatel5040/enes100/poppit

Liked your hard work. tleopold2485 8:26 PM 9/16/11

0/0/0 .. no work here 1sfoerster 12:14, 20 September 2011 (UTC)

10/5/0 ... regrade .. sorry 1sfoerster 16:12, 20 September 2011 (UTC)

title: User talk:Spatel5040/enes100/poppit


text:
User talk:Afayyaz6843/enes100/poppit

Had good ideas. tleopold2485 9:27 PM 9/16/11 5/5/0 ... you modified the form, .. keep it's outline ... attempt at describing what you were going to do and what you did, but not clearly describing your individual work ... 11% means nothing ... no data to backup any numbers 1sfoerster 12:17, 20 September 2011 (UTC)

title: User talk:Afayyaz6843/enes100/poppit


text:
User talk:Syoon9484/enes100/poppit

Had good leadership skills. tleopold2485 8:29 PM 9/16/11

0/0/0 no work here 1sfoerster 12:13, 20 September 2011 (UTC)

title: User talk:Syoon9484/enes100/poppit


text:
Engineering Projects/Electric Cars/Howard Community College/Fall2011

 * /550_ecars/
 * /550_ekart/
 * /550_ekart_v.2/


text:
Engineering Projects/Electric Cars/Howard Community College/Fall2011/550 ecars

Problem Statement
What type of vehicle should be used to make an efficient model car with an electric and compressed air powered engine?

Team Members

 * OJ
 * Jeffreycarllloyd

Poster
Link to the .skp file for the model car designed in Google Sketchup.  | Experiment on the output of a battery in conjunction with a Power Wheel

| 1st Experiment with a pneumatic driven turbine

| Air turbine with the trajectory at 144°

| Test of a transmission to find the gear ratio

| Observing the transmission at full speed utilizing the original battery

Material List

 * Compressed Air Tank
 * Battery
 * Converter (transfer energy from battery)
 * Electric Motor
 * Turbine (collected from a hair dryer)

Software List
Google Sketch Up

Summary
Weekly Reports

Time
Week 1: 8 hours of work was done by each student researching different possible avenues by which the concept of a fossil free vehical could illustrated utilizing the minimal amount of resources.

Week 2: 8 hours were spent by each student performing experiments on two different methods of propulsion, pneumatic/electric and pneumatic/mechanic.

Week 3: 8 hours were spent by each student testing, performing data collection, and design sketching.

Week 4: 8 hours were spent by each student either developing a tandem turbine system or designing the model that will be built.

Decision List
Decided that a 1/6th scale would be a good test bed to try different means of propulsion.

Decided to use an system consisting of compressed air and turbines.

Decided to use a parallel hybrid structure.

Story
The project was geared around developing an alternative to the common fossil fuel burning vehicle. Due to the lack of resources the team decided to design a scale version of a vehicle. This was an effective way of keeping costs low but at the same time providing a functional model of what some of the possibilities of new means of propulsion.This presented a test bed by which different means of propulsion could be tested.

The propulsion system consumed our time line. The team split in two to identify the best means of propulsion. One was a pneumatic/mechanic in which a small electric compressor drove a piston type engine by the force of of pushing the piston threw it's stroke. The other was a turbine system in which an electric motor was powered by energy that was created by a turbine driven by a reservoir of air.

First a system was designed that utilizing two turbines that were re-purposed from an old hair drier. This was adequate to propel a vehicle, but had limitations. The biggest being that the system relied on a pneumatic force to turn the turbines. Air depletion was at a high rate therefor requiring a large reservoir if sustainable acceleration was to be achieved. The scale in which we were working prohibited this. Turbines were inefficient due to this.

The pneumatic/mechanical system was never developed outside the conceptual stage. Many examples were identified through research, and this system showed the most potential. If more time were available this system would have received more attention.

In the end, the Ecar team never fully developed a working model vehicle that could illustrate our intent.

Next Steps
Going with a larger scale model opens up more options with propulsion. The smaller the scale, the more inhibited you are by weight.

After you are finished researching and know what direction to head utilize local county recycling centers. This offers a wide array of salvageable batteries, motors, and other critical parts.

Edit by Kris: Be a Ninja


text:
User:Kjaved373/enes100/electric cars

Link to 550_ecars team page.

Give instructor top 3 project choice list

 * 1. Rubberband gun

 * 2. Rube Goldberg

 * 3. StrandBeest

Write problem statement
How can an old pickup truck be converted to an electric car to make energy storage more efficient?

Assign Task1
Look for car donors to assist in starting the project. Research on best car models for project and components of a hybrid. Read up on EPA regulations on converting car engines.

Compare actual work done to Task1
Found a few potential donors were found, but no definite donor yet. Learned some guidelines for EPA car conversion.

Week1 Peer Review
Week 1 Review

Assign Task2
-Research what type of vehicle would be most efficient for a model car

-Figure out which system(s) will be used to power the engine

-Determine what parts are needed to make the model car

Compare actual work done to Task2
Decided that a car size between an RC car and go cart type would be most beneficial for this project. The pneumatic/electric systems seem the most ideal and feasible way to powering our engine. It would be best to find the parts needed at a junkyard as it would cut down on costs for this project.

Assign Task3
Plan to address the issue with the transmission. Possibly altering the existing or developing a more dynamic one that would better suit our needs.

Develop a tandem system consisting of two turbines and two air nozzles driving one electric motor.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Worked about 3 hours on creating the sketch for the proposed model car. The link to the file can be found here.

I added all the components of the car on there and assembled the car.

title: User:Kjaved373/enes100/electric cars


text:
User:EGM6321.f11.team1.pan/HW1

= Problem 5 =

Given
Consider the variables seperated in 3_D curvilinear coordinates $$X\left(\xi\right)=\left(X(\xi_1),X(\xi_2),X(\xi_3)\right)$$ the separated equations for $$\displaystyle i=1,2,3$$ is

Find
These seperated equations can be expressed by

$$\displaystyle y''+a_1(x)y'+a_0(x)y=0$$

in which,

$$a_1(x)=\frac{g'(x)}{g(x)}$$

Solution
According to the differential of product, $$(Eq.5.1)$$ is

$$\frac{1}{g_i(\xi_i)}\left[\frac{dg_i(\xi_i)}{d\xi_i}\frac{dx_i(\xi_i)}{d\xi_i}+g_i(\xi_i)\frac{d^2x_i(\xi_i)}{d\xi_i^2}\right]+f_i(\xi_i)x_i(\xi_i)=0$$

For $$\displaystyle i=1,2,3$$ , set $$\displaystyle x$$ is the varible $$\displaystyle \xi_i$$, $$\displaystyle y$$ is its value $$\displaystyle x_i$$.

As for a specific $$\displaystyle i=1,2,3$$ , $$(Eq.5.2)$$ can be written as

$$\displaystyle a_2(x)y''+a_1(x)y'+a_0(x)y=0$$

in which,

$$\displaystyle a_2(x)=1;$$ $$\displaystyle a_1(x)=\frac{g'(x)}{g(x)}$$

= Problem 6 =

Given
In the Equation of Motion, the first term is

Find
Prove $$\displaystyle C_3(Y^1,t)\ddot{Y}^1$$  is nonlinear respect to $$\displaystyle Y^1$$.

Solution
If a function $$\displaystyle F(\cdot)$$ is linear, it must be satisfied by the following for any arbitrary number $$\displaystyle \alpha,\beta$$ :

As for the first term of EOM, we set $$\displaystyle F(\cdot)=C_3(\cdot,t)\ddot{(\cdot)}$$

Therefore, the left side of $$(Eq.6.2)$$ can be written as $$\displaystyle F(\alpha u+\beta v)=M\left[1-\overline{R}u^2_,ss(\alpha u+\beta v,t)\right]\frac{d^2(\alpha u+\beta v)}{dt^2}$$.

The right hand side of $$(Eq.6.2)$$ is

$$\displaystyle \alpha F(u)+\beta F(v)=\alpha M[1-\overline{R}u^2_,ss(u,t)]\frac{d^2 u}{dt^2}+\beta M[1-\overline{R}u^2_,ss(v,t)]\frac{d^2 v}{dt^2}$$.

It is obvious that $$\displaystyle F(\alpha u+\beta v)\neq \alpha F(u)+\beta F(v)$$, $$\displaystyle \forall \alpha ,\beta \in \mathbb R$$ In all, $$ (Eq.6.1) $$ is nonlinear with respect to $$\displaystyle Y^1$$.

title: User:EGM6321.f11.team1.pan/HW1


text:
User:EGM6321.f11.team1.pan/HW2

= R2.1 Verify the solution of the specific Legendre differential equation=

Given
The Legendre differential equation is
 * $$\displaystyle L_2(y):=(1-x^2)y''-2xy'+n(n+1)y=0$$ .

For the specific case $$\displaystyle n=1$$ , the Legendre differential equation becomes
 * {| style="width:100%" border="0" align="left"

$$ The two homogeneous solutions are given:
 * $$\displaystyle (1-x^2)y''-2xy'+2y=0$$
 * $$\displaystyle (Eq.2.1.1)
 * $$\displaystyle (Eq.2.1.1)
 * }
 * }
 * $$\displaystyle y_H^1(x)=x$$ ;
 * $$\displaystyle y_H^2(x)=\frac{x}{2}log\left(\frac{1+x}{1-x}\right)-1$$ .

Find
Verify that
 * $$L_2(y_H^1)=L_2(y_H^2)=0$$ .

Solution
For $$y_H^1$$ ,  its first derivative is
 * $$\displaystyle \frac{dy_H^!}{dx}=1$$ ;

and its second derivative is
 * $$\displaystyle \frac{d^2y_H^1}{dx^2}=0$$ .

Take them into $$\displaystyle (Eq.2.1.1)$$ ,

 * $$\displaystyle L_2(y_H^1)=(1-x^2)\cdot 0-2x\cdot 1+2\cdot x=0$$ .

For $$y_H^2$$ ,

 its first derivative is

 * $$\displaystyle \frac{dy_H^2}{dx}=\frac{1}{2}log\left(\frac{1+x}{1-x}\right)+\frac{x}{2}\cdot\frac{1-x}{1+x}\cdot\left(\frac{1+x}{1-x}\right)'$$

 * $$\displaystyle =\frac{1}{2}log\left(\frac{1+x}{1-x}\right)+\frac{x}{1-x^2}$$ ;

 and its second derivative is

 * $$\displaystyle \frac{d^2y_H^2}{dx^2}=\frac{1}{2}\cdot\frac{1-x}{1+x}\cdot\frac{2}{(1-x)^2}+\frac{1-x^2+2x^2}{(1-x^2)^2}$$

 * $$\displaystyle =\frac{1}{1-x^2}+\frac{1+x^2}{(1-x^2)^2}$$ .

Take them into $$\displaystyle (Eq.2.1.1)$$ ,

 * $$\displaystyle L_2(y_H^2)=(1-x^2)\cdot \left[\frac{1}{1-x^2}+\frac{1+x^2}{(1-x^2)^2}\right]-2x\cdot \left[\frac{1}{2}log\left(\frac{1+x}{1-x}\right)+\frac{x}{1-x^2}\right]+2\cdot \left[\frac{x}{2}log\left(\frac{1+x}{1-x}\right)-1\right]$$

 * $$\displaystyle =1+\frac{1+x^2}{1-x^2}-x\cdot log\left(\frac{1+x}{1-x}\right)-\frac{2x^2}{1-x^2}+x\cdot log\left(\frac{1+x}{1-x}\right)-2$$

 * $$\displaystyle =0$$ .

 Solution by EGM6321.f11.team1.pan

Reference for R2.1
Pea1.f11.mtg7.djvu

= R2.2 Verify the solution of an equation=

Find
Verify that

 * $$\displaystyle p(x)=k_1e^{-x}+x-1$$

is indeed the solution for

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

$$
 * $$\displaystyle p'+p=x$$.
 *
$$\displaystyle (Eq.2.2.1)
 *
$$\displaystyle (Eq.2.2.1)
 * }
 * }

Solution
Derivate of $$\displaystyle p(x)=k_1e^{-x}+x-1$$ is

 * $$\displaystyle p'(x)=-k_1e^{-x}+1$$ .

Substituting its into $$\displaystyle (Eq.2.2.1)$$ ,

 * $$\displaystyle p'(x)+p(x)=-k_1e^{-x}+1+k_1e^{-x}+x-1=x$$ .

 Solution by EGM6321.f11.team1.pan

Reference for R2.2
Pea1.f11.mtg7.djvu

= R2.7 Find G(y',y,x)=0, and verify it is an N1-ODE=

Given
Function $$\displaystyle \phi(x,y)=x^2y^{\frac{3}{2}}+log(x^3t^2)=k $$ .

Find
Find $$\displaystyle G(y',y,x)=\frac{d}{dx}\phi(x,y)=0$$ .
 And show that this is an N1-ODE.

Solution
According to the Chain Rule,

 * $$\displaystyle \frac{d\phi(x,y)}{dx}=\frac{\partial\phi(x,y)}{\partial x}+\frac{\partial\phi(x,y)}{\partial y}\frac{dy}{dx}$$

 * $$\displaystyle =2xy^{\frac{3}{2}}+3x^2y^2\cdot\frac{1}{x^3y^2}+y'\left(\frac{3}{2}x^2y^{\frac{1}{2}}+2x^3y\frac{1}{x^3y^2}\right)$$

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

$$
 * $$\displaystyle =2xy^{\frac{3}{2}}+\frac{3}{x}+\left(\frac{3}{2}x^2y^{\frac{1}{2}}+\frac{2}{y}\right)y'$$
 *
$$\displaystyle (Eq.2.7.1)
 *
$$\displaystyle (Eq.2.7.1)
 * }
 * }

Let

 * $$\displaystyle G(y',y,x)=\frac{d}{dx}\phi(x,y)=0$$ .

Let

 * $$\displaystyle M(x,y)=2xy^{\frac{3}{2}}+\frac{3}{x}$$ ;

 * $$\displaystyle N(x,y)=\frac{3}{2}x^2y^{\frac{1}{2}}+\frac{2}{y} $$ .

Therefore, $$\displaystyle (Eq.2.7.1)$$ can be shown as

 * $$\displaystyle M(x,y)+N(x,y)y'=0$$ ,

which is the particular class of N1-ODE (linear in $$\displaystyle y'$$).
 Solution by EGM6321.f11.team1.pan

Reference for R2.7
Pea1.f11.mtg9.djvu

title: User:EGM6321.f11.team1.pan/HW2


text: File:HW2 6plots.gif

title: File:HW2 6plots.gif


text:
Template:SpamBlock

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. -

 * Please remember to substitute the template using instead of.

title: Template:SpamBlock


text:
Template:VandalismBlock

You have been blocked from editing for vandalizing Wikiversity. Please note that page blanking, addition of random text or spam, deliberate misinformation, privacy violations, and other deliberate attempts to disrupt Wikiversity are 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. -

 * Please remember to substitute the template using instead of.

title: Template:VandalismBlock


text:
Template:SockBlock

You have been blocked from editing for disrupting Wikiversity. Please note that it is not appropriate to create multiple accounts after being blocked for page blanking, addition of random text or spam, deliberate misinformation, privacy violations, and other deliberate attempts to disrupt Wikiversity. If you wish to make useful contributions, you must first request an unblock. If you are unblocked, you are expected to abide by the Policies of Wikiversity. -

 * Please remember to substitute the template using instead of.

title: Template:SockBlock


text:
User talk:Zing852741

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. -

title: User talk:Zing852741


text:
User talk:MoIoaIm

Blockied
You have been blocked from editing for vandalizing Wikiversity. Please note that page blanking, addition of random text or spam, deliberate misinformation, privacy violations, and other deliberate attempts to disrupt Wikiversity are 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) 03:57, 17 September 2011 (UTC)

title: User talk:MoIoaIm


text:
User talk:Hunter Mariner is on YouTube

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) 03:57, 17 September 2011 (UTC)

title: User talk:Hunter Mariner is on YouTube


text:
User talk:Autoinsuranceus

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. -

title: User talk:Autoinsuranceus


text:
User talk:Hondalover2000

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) 03:58, 17 September 2011 (UTC)

title: User talk:Hondalover2000


text:
User:Hsingh8658

Link to team page.Bernoulli_Effect/Howard_community_college/fall2011/502_Desi%27z

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

Write problem statement
Look through the existing problem statements. Find something not yet done on the project. Create a problem statement for it. Think of a new subsystem that needs to be built for the project. The goal is something simple, possible, for zero dollars.

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

First task is to collect data. My task is to look for ways to collect data. Data should be in a form that is easy to compare and calculate averages.

Compare actual work done to Task1
We made a google spreadsheet for our classmates to enter their scores (number of baloons left) and send the public link to professor, he then posted the link on Canvas. We used the spreadsheet data to calculate averages and our class average for number of balloons left was about 18.5

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Compare actual work done to Task2
Rationalize differences

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:Hsingh8658


text:
User:Jeffreycarllloyd/enes100/electric cars

Link to 550_ecars team page.

Week0 Activities
-Research how electric cars operate

-Research what the key components are of an electric/ hybrid car

-Considerations of Safety and Hazardous waste related to the use of batteries

Write problem statement
Incorporate everyday products to created a "low budget" vehicle conversion kit, that would reduce/ eliminate fossil fuel usage.

Assign Task1
-Scale of project car

-Research power supply

Compare actual work done to Task1
Narrowed down the scale of the project considerably, down to a go-cart or an RC car. Research the use of pneumatic/ mechanical engines. Complicated design. Integrating an electric drive to the compressor would require a small enough compressor that could generated enough volume of air to drive the pistons yet be light enough so as to not create additional drag.

Week1 Narrative
Researched options on power pack (engine/motor). The bigger we go the more problems develop. Go cart size would require larger axles and a larger power pack, but would better illustrate the overall goal of the project.

|Pneumatic Motor

Assign Task2
-Figure out how the transmission affects the performance at the wheels

-Determine what parts are needed to make the model car

Compare actual work done to Task2
Decided to concentrate on the power train and the work out from there, the power pack being the base from which the whole project moves forward.

Week2 Narrative
I performed an experiment comparing the output of an Power Wheel with its original battery versus that of the same car being powered by a turbine driven by pneumatics. The battery's max output was 78RPM | Original Battery Powered and the turbine's was 108RPM (after several experiments with trajectory) | From a Fixed position at 144 degrees to the turbine. During the experiment I noticed that that output with the turbine was hindered by the ratios in the transmission. An additional turbine could in theory double the output at the wheels if the transmission could/ would be altered.

| 1st Pneumatic Driven Turbine

| 1st From a fixed Position

Assign Task3
Plan to address the issue with the transmission. Possibly altering the existing or developing a more dynamic one that would better suit our needs.

Develop a tandem system consisting of two turbines and two air nozzles driving one electric motor.

Compare actual work done to Task3
Examined the transmission ran several experiments to locate the inefficiencies.

Week3 Narrative
To determine how the transmission affects the performance of the motion of the wheels I dissected the transmission. The transmission is made of four gears, the motor's drive gear and three others that act as both driven and driver gears(driven above and the driver which is below).

I performed two tests to see the ratio between the first gear and the loss of power at the third. On with the battery running the transmission at speed and the other with a manual cycle performed by turning of the first gear by hand.

The first, |the transmission at operating speed using the original battery was very inconclusive due to the high RPM which made it difficult to observe the ratio between the individual gears. What it did, though is gave a good illustration as to the power loss at the wheels (the third gear).

The second, | a manual test in which I used my hand to perform the cycle. The conclusion (which was recorded in my notebook) was that the ratio 17:1 RPM from the drive gear to the final gear.

Initial analysis is that the adapting of the first gear to a drive axle would make an tremendous improvement on the performance of our model car. The transmission could also be altered to reduce the loss of energy at the wheels.

Assign Task4
Develop a two turbine system and test for practicability.

Compare actual work done to Task4
Developed a working model of a twin turbine system

Week4 Narrative
Completed a tandem turbine system. Output actually decreased and consumed twice the amount of air. | Output of two turbines in tandem.

| Output of a single turbine.

The tandem system was a disappointment. Output was actually higher with a single turbine.

The propulsion system for the turbines was accomplished from two ⅜ vinyl hoses a series of vinyl connectors and air from an air compressor.

I have to determine the system as inefficient and no more time will be spent to further the turbine system. The reason for this is the amount of air to drive the system is massive. During my experiment, air was being feed by a twenty gallon air compressor. The duration by which peak energy was produced from the twenty gallons in less than one minute. With any scale of vehicle this by far to inefficient to consider worth further review.

Assign Task5
Project closeout; ensure "Team Page" is a valued resource that other teams, that wish pursue the electric car project, can benefit from.


text:
User:Aicykiss

History is no property of nations, but of mankind. Imprimatur. Let it be printed.

title: User:Aicykiss


text:
Wikiversity:Candidates for Custodianship/Mathonius

Hello, following Draicone's suggestion, I would like to request custodianship. I'm an administrator on my home wiki, the Dutch Wikipedia (since October 2010), and on Meta (since August 2011). My contributions on this project focus mainly on countervandalism. If I may, I would like to have Draicone as a mentor and - furthermore - I agree with the standard stop agreement. Kind regards, Mathonius 11:51, 17 September 2011 (UTC)

Comments

 * Mathonius is relatively new to Wikiversity, but he has already assisted with the routine vandalism through SWMT, and with his background as a sysop I'm sure he'll be able to make a strong contribution to the custodian side of the project. --Draicone (talk) 15:19, 17 September 2011 (UTC)

Custodians willing to mentor

 * As discussed, I am happy to mentor Mathonius. --Draicone (talk) 15:19, 17 September 2011 (UTC)

Probationary custodian period started

 * ✅, welcome aboard! --SB_Johnny talk 16:36, 17 September 2011 (UTC)

Recommendation for full custodian status
I would like to nominate Mathonius for full custodian status. Mathonius is an active administrator on several WMF projects (see his meta user page profile (meta:User:Mathonius)) and has indicated that his interest and willingness to be a custodian on en.wv is to help with administrative tasks. He has proven himself over a length probationary period to be a helpful, level-headed, non-controversial, active member of the en.wv community, handling administrative tasks quickly and competently and also communicating politely and patiently with users and participating in community discussions. Mathonius' original mentor hasn't been active recently, hence my recommendation for full custodianship status. Please discuss and indicate your views below. -- Jtneill - Talk - c 00:15, 22 September 2013 (UTC)

Voting for full custodianship
Please enter vote and a brief comment here.
 * Support. --Abd (discuss • contribs) 01:06, 22 September 2013 (UTC)
 * Mathonius has made a staggering number of useful and for the better and greater good contributions. While I might disagree with one or two, I agree with all the rest. --Marshallsumter (discuss • contribs) 04:02, 22 September 2013 (UTC)
 * Support. Mathonius responds to requests quickly. I question that the editor has few edits on English Wikiversity to be a full custodian, however Mathonius has made a lot of contributions on other wikis. Its probably time for full custodianship to be granted. I see no problem with Mathonius' activity. - - Sidelight12 Talk 06:26, 22 September 2013 (UTC)
 * Mathonius's edit count may not be that high on wikiversity, but his skills are needed and he seems to do a good quality job. Bron766 (discuss • contribs) 09:21, 22 September 2013 (UTC)
 * -- Dave Braunschweig (discuss • contribs) 14:30, 22 September 2013 (UTC)
 * Mathonius has shown that he can handle the tools that will be given to him. --The Gir’s and Sing 16:58, 22 September 2013 (UTC)
 * It's about time. :) Trijnstel (discuss • contribs) 19:07, 22 September 2013 (UTC)
 * Not sure if my vote counts since I'm not that active here, but despite his other responsibilities, he still does cleanup here. --Rschen7754 06:51, 1 October 2013 (UTC)

Unaminous support. Mathonius is now a full custodian. -- Jtneill - Talk - c 05:25, 14 October 2013 (UTC)
 * Closing


text:
User talk:Base

 Hello Base, 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! --Ottava Rima (talk) 12:22, 17 September 2011 (UTC)

title: User talk:Base


text:
User talk:Aicykiss

 Hello Aicykiss, 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! --Ottava Rima (talk) 12:24, 17 September 2011 (UTC)

title: User talk:Aicykiss


text:
Java Tutorial/Intermediate GUIs/A wiki editor

A wiki editor
This wiki editor is a component based on JPanel that embeds two components, one configured as non-editable display for an  and one as an editor for a, which can be used to edit wiki syntax. A is used to track the selection of links in the resulting HTML document. A parser that has yet to be written is meant to translate the wiki syntax to HTML or XML.

Exercises

 * Write an ANTLR parser that translates the wiki syntax into an HTML document.
 * Use an intermediate XML format as the output of the parser and use XSLT to transform it into an HTML document.
 * Add [Edit] -hyperlinks to the HTML document that allow to edit only a single section of the wiki document.
 * Improve the parser to allow more Wikipedia syntax.


text:
Algebra 1

Welcome to Algebra 1. We will cover everything from Elementary Algebra and work our way up to Geometry with some great discussions along the way. Mathematics is a language and if you can become fluent in it (which if you complete this course, I promise you will be!), then that is simply one more step in your great knowledge bank.

Course Outline
'''You may notice that some weeks seem to be duplicated. Please know that this is not the case, but it basically means that we will be going up levels in those concepts. As you can see, they are the same main ideas, but you will be learning new things in each week.'''

Semester I

 * Week 1: Introduction To Algebra
 * Week 2: The Translation of Algebra
 * Week 3: Linear and Literal Equations
 * Week 4: Functions
 * Week 5: Graphing Linear Equations
 * Week 6: X-intercepts and Y-intercepts, Slopes
 * Week 7: Inequalities
 * Week 8: Graphing Inequalities
 * Week 9: Six rules of Exponents
 * Week 10: Polynomials, Binomials, Trinomials
 * Week 11: Cube Roots

title: Algebra 1


text:
User talk:Karatemyintkywe

 Hello Karatemyintkywe, 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! --Ottava Rima (talk) 18:15, 17 September 2011 (UTC)

Warning
Please read through the above links for what Wikiversity is about and please discontinue posting things like this on new names, thanks. Ottava Rima (talk) 18:15, 17 September 2011 (UTC)

title: User talk:Karatemyintkywe


text:
User:MrFidaAliEngr/Kharfocho

A lot of myth is related to Kharfocho fort which is located on southeastern part of a mountain called 'Dong' along river Indus within Sundus limits at Skardu Baltistan, Pakistan. It is an ancient monumental fort of Maqpon dynasty probably. It is built of very large stone blocks. Its wooden main gate is magnificent. It is said that Mindoq Rgialmo, the wife of Mr. Ali Sher Khan Anchan, got a path built as an easy aproach to the fort. She also got constructed a water canal to irrigate lands nearby Kharfocho while Mr. Ali Sher Khan Anchan was away on a mission in Chitral. On return he was annoyed to see the easy aproach to Kharfocho. However, he was pleased to see the water canal to irrigate lands. A Masjid (Mosque) is also located inside the Kharfocho fort which might have been got constructed by Mr. Ali Sher Khan Anchan himself.

title: User:MrFidaAliEngr/Kharfocho


text:
User:Egm6321.f11.team4.shin.js/HW2

= Problem 2.3 = From [[media:Pea1.f11.mtg7.djvu|Mtg 7-6]]

Given
The Eq. 2 in the class note [[media:Pea1.f11.mtg7.djvu|7-6]]. The Eq. 1 in the class note [[media:Pea1.f11.mtg7.djvu|7-6]].

Find
Show that the Eq. (3.1) is linear in $$\displaystyle y^{\prime}$$, and that the Eq. (3.1) is in general an N1-ODE. But the Eq. (3-1) is not the most general N1-ODE as represented by the Eq. (3.2). Give an example of a more general N1-ODE.

Show that the Eq. (3.1) is linear in the first derivative of y.
Divide the Eq. (3.1) by $$\displaystyle N(x,y) $$.

Then, the following is true. - The Eq. (3.5) proves that the Eq. (3.1) is linear in $$\displaystyle y^{\prime} $$.

Show that the Eq. (3.1) is N1-ODE.
- The Eq. (3.1) is the 1st order differential equation since the highest order of derivative is 1. - The Eq. (3.1) is Ordinary Differential equation because the differential equation includes one dependent variable and its derivatives.

To see whether the Eq. (3.1) is the linear differential equation, the superposition requirement on the Eq. (3.4) is checked. In other words, the Eq. (3.5) has to be true for the equation to be linear.

Since the RHS of the Eq. (3.6) is not equal to the RHS of the Eq. (3.7), the Eq. (3.1) does not satisfy the superposition condition.

- Since the Eq. (3.1) does not satisfy the superposition, the Eq. (3.1) is nonlinear differential equation.

The Eq. (3.1) is not the most general N1-ODE.
The Eq. (3.1) becomes the 1st order linear ordinary differential equation in particular case when the functions $$\displaystyle M(x,y)$$, $$\displaystyle N(x,y)$$ are in the form of the following.

Since the RHS of the Eq. (3.10) is equal to the RHS of the Eq. (3.11), the Eq. (3.1) satisfies the superposition condition in this particular case. - Therefore, the Eq. (3.1) is not the most general 1st order nonlinear differential equation.

Give an example of a more general N1-ODE.
An example of a general the 1st order nonlinear ordinary differential equation which cannot be converted into the particular form in the Eq. (3.1) is the following. where The Eq. (3.13) can be expressed more generally as following.

where $$\displaystyle F \left( y^{\prime} \right) $$ is any function of $$\displaystyle y^{\prime} $$ (nonlinear in general). If the function $$\displaystyle F(\cdot) $$ has no explicit inverse $$\displaystyle F^{-1}(\cdot) $$, then the Eq. (3.15) cannot be converted into the Eq. (3.1).

Author
Contributed by Shin

=''' Problem 2.4 - Show that the Eq. (3) in page 8-1 is a N1-ODE. '''= From [[media:Pea1.f11.mtg8.djvu|Mtg 8-1]]

Given
The Eq. 3 in the class note [[media:Pea1.f11.mtg8.djvu|8-1]].

Find
Show the Eq. (4.1) is non-linear 1st order ODE.

Solution
- The Eq. (4.1) is 1st order equation since the largest number of differentiation is 1 as shown in the Eq. (4.2). - The Eq. (4.1) is Ordinary Differential equation because the differential equation includes one dependent variable and its derivatives. To see whether the Eq. (4.1) is the linear differential equation, the superposition requirement on the Eq. (4.3) is checked. In other words, the Eq. (4.4) has to be true.

Since the RHS of the Eq. (4.5) is not equal to the RHS of the Eq. (4.6), the Eq. (4.1) does not satisfy the superposition condition. - Since the Eq. (4.1) does not satisfy the superposition, the Eq. (4.1) is nonlinear differential equation.

Author
Contributed by Shin

=''' Problem 2.5 - Explain the Eq. (4) in p.8-1 and the Eq. (1) in p.8-2 '''= From [[media:Pea1.f11.mtg8.djvu|Mtg 8-2]]

Given
The Eq. (4) in the class note [[media:Pea1.f11.mtg8.djvu|8-1]] and the Eq. (1) in the class note [[media:Pea1.f11.mtg8.djvu|8-2]].

The Eq. (1) in the class note [[media:Pea1.f11.mtg8.djvu|7-6]] and the Eq. (2) in the class note [[media:Pea1.f11.mtg8.djvu|7-6]].

Find
Explain the Eq. (5.1) satifies the the Eq. (5.3) but can be converted to the Eq. (5.4) with the definition in the Eq. (5.2).

Solution
Move the first term in the LHS of the Eq. (5.1) to the LHS. Take the cube root on both side. Move back the term in the RHS to the LHS. Then, the Eq. (5.7) can be converted into the form of the Eq. (5.4) as shown below. when

Author
Contributed by Shin

title: User:Egm6321.f11.team4.shin.js/HW2


text:
User talk:JohnTRoller

 Hello JohnTRoller, 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! --Ottava Rima (talk) 20:12, 17 September 2011 (UTC)

title: User talk:JohnTRoller


text:
User talk:Egm6321.f11.team3.ismail

 Hello Egm6321.f11.team3.ismail, 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! --Ottava Rima (talk) 20:12, 17 September 2011 (UTC)

title: User talk:Egm6321.f11.team3.ismail


text:
User:Zblaha2768/enes100/Rubberband gun

Link to project ZSN team page.

Give instructor top 3 project choice list
1. Rubberband Gun 2.Rube Goldberg 3. StrandBeest

Write problem statement
To explore how to fire rubberbands automatically from a gatling gun style assembly.

Assign Task1
Brainstorm and research ideas for the rubberband gun.

Compare actual work done to Task1
Some research was done, hoping that some of the ideas will prove useful to the design. Specifically, a firing mechanism based on a firing mechanism I found on youtube, which uses a slanted piece of material to knock rubberbands out of notches situated along the gun's barrel.

Week1 Narrative
Team gathered to brainstorm ideas. I brought up my firing mechanism, but it was rejected because it was not a gatling gun style mechanism. A different, more appropriate design was chosen, based off designs from the same youtube user, which uses an external motor to spin the barrels and also pull the rubberbands off their notches using string, launching them forward.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Begin designing/ proof in concept prototyping the rubberband gun.

Compare actual work done to Task2
Spent more time prototyping rather than design, however prototyping is what needed to be done.

Week2 Narrative
Team gave presentation on what was accomplished so far. Used [] as a visual aid to show what we based our rubberband gun on. An initial proof in concept prototype of the barrels and connector pieces was made using cardboard and dowel pieces. Unfortunately, due to the connector pieces being made out of cardboard, the system was unstable. New connector pieces were made out of plywood and are much more stable, the working prototype of the barrels is complete.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Start construction of a mount of some kind (turret style? assault rifle style?). Find a motor that can be used for the spin function. Begin research/design of a self loader mechanism.

Compare actual work done to Task3
Spent more time modifying the barrel assembly and making pieces to secure the barrel assembly to a base.

Week3 Narrative
I made new barrels by inserting notches into dowel pieces. Re-sized some holes on the connector pieces. On Thursday, neither of my team members were present, so I made some pieces out of wood to secure the barrel assembly to a potential base.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Begin construction of a base assembly, including things like a trigger mechanism, stock, and motor to spin the barrels/release the rubberbands.

Compare actual work done to Task4
Base was constructed, although no useful motor was found, so a hand drill was used.

Week4 Narrative
The base was constructed out of plywood and 1" dowel material (handle). This entire assembly was attached to the barrel assembly. Using a hand drill, the gun was test fired, but it constantly jammed. The likeliest solution to this problem would be to sand down the pins, however this was not implemented due to time constraints.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:Zblaha2768/enes100/Rubberband gun


text:
User:Egm6321.f11.team2.Xia

= Lang Xia (langshah) Homework page=

=Homework Assignments= Report #1

Homework 1
Problem 1.5

Problem 1.7

Homework 2
Report #2

R* 2.3

R* 2.9

R* 2.15

Homework 3
Report #3

R* 3.3

R* 3.9

R* 3.15

Homework 4
R* 4.3

Report #4

Homework 5
Report #5

R* 5.3

R* 5.9

Homework 6
Report #6

R* 6.6

Homework 7
Report #7

R* 7.3

R* 7.9

Homework 8
Report 8

R* 8.4

R* 8.5

Homework 9
Report 9

R 9.4

R*9.8

Homework 10
Report 10

R*10.4

R 10.8

Homework 11
Report 11

R11.4

R*

Homework 12
Report 12

R12.2

R*

Homework 13
Report 13

R 13.1

R 13.4

R 13.5

Homework 14
Report 14

R14.2

R*

Term paper
Fluid Mixing from Viscous Fingering

title: User:Egm6321.f11.team2.Xia


text:
User:Egm6321.f11.team2.Xia/PR1

=Problem 1.5 - Simplification=

Given
The project equation is as follows : $$\displaystyle \frac{1}{g_{i}(\xi_{i})}\frac{d}{d\xi_{i}}\left[g_{i}(\xi_{i})\frac{dX_{i}(\xi_{i})}{d\xi_{i}}\right]+f_{i}(\xi_{i})X_{i}(\xi_{i})=0$$

Find
Show that the Given equation has the following form: $$\displaystyle y''+\frac{g'(x)}{g(x)}y'+a_{0}(x)y=0$$

Solution
In order to simplify the given equation, we shall first change symbols: $$ \displaystyle \xi_{i}=x,\qquad X_{i}(\xi_{i})=y(x);$$ $$ \displaystyle g_{i}(\xi_{i})=g(x),\qquad f_{i}(\xi_{i})=a_{0}(x).$$ Substitute the above expressions into the given equation: $$ \displaystyle \frac{1}{g(x)}\frac{d}{dx}\left[g(x)\frac{dy(x)}{dx}\right]+a_{0}y(x)=0$$ (5.1) $$ \displaystyle \frac{1}{g(x)}\left[\frac{dg(x)}{dx}\frac{dy(x)}{dx}+g(x)\frac{d^{2}y(x)}{dx^{2}}\right]+a_{0}y(x)=0$$ (5.2) $$ \displaystyle y''+\frac{g'(x)}{g(x)}y'+a_{0}(x)y=0$$ where $$ \frac{dg(x)}{dx}=g'(x), \frac{dy(x)}{dx}=y', \frac{d^{2}y(x)}{dx^{2}}=y''.$$ =Problem 1.7- Linear ODE=

Given
An ODE of 2nd order with variable coefficients is read as $$\displaystyle L_2(y)= \frac{d^2(y)}{dx^2}+a_1(x)\frac{d(y)}{dx}+a_0(x)(y) $$ where $$\displaystyle a_0(x), a_1(x)$$ are variable coefficients

Find
show that $$\displaystyle L_2(\cdot)=\frac{d^2(\cdot)}{dx^2}+a_1(x)\frac{d(\cdot)}{dx}+a_0(x)(\cdot) $$   is a linear operator.

Definition of Linear
If $$\displaystyle L_{2} $$ is a linear operator, the it must satisfy $$\displaystyle L_{2}(\alpha u+\beta v)=\alpha L_{2}(u)+\beta L_{2}(v)$$ Where $$\displaystyle u,v $$ are the independent variables, and $$\displaystyle \alpha, \beta \in \mathbb{R}.$$

$$\displaystyle L_{2}(\alpha u+\beta v)=\frac{d^{2}(\alpha u+\beta v)}{dx^{2}}+a_{1}(x)\frac{d(\alpha u+\beta v)}{dx}+a_{0}(x)(\alpha u+\beta v)$$

$$\displaystyle L_{2}(\alpha u+\beta v)=[\frac{d^{2}(\alpha u)}{dx^{2}}+a_{1}(x)\frac{d(\alpha u)}{dx}+a_{0}(x)(\alpha u)]+[\frac{d^{2}(\beta v)}{dx^{2}}+a_{1}(x)\frac{d(\beta v)}{dx}+a_{0}(x)(\beta v)]$$

$$\displaystyle L_{2}(\alpha u+\beta v)=\alpha[\frac{d^{2}(u)}{dx^{2}}+a_{1}(x)\frac{d(u)}{dx}+a_{0}(x)(u)]+\beta[\frac{d^{2}(v)}{dx^{2}}+a_{1}(x)\frac{d(v)}{dx}+a_{0}(x)(v)]$$

$$\displaystyle L_{2}(\alpha u+\beta v)=\alpha L_{2}(u)+\beta L_{2}(v) $$

$$\displaystyle \therefore L_{2}(\cdot)$$ is a linear operator.

title: User:Egm6321.f11.team2.Xia/PR1


text:
User talk:Nridings2/enes100/poppit

Hey, just wanted to say that I am glad that we agreed on an effective popping method for poppit, if we had more time we could try more things but what we have so far is good.Zblaha2768 20:56, 17 September 2011 (UTC)

Hey Nick, I agree with Zack, It was cool that we all found out that starting from the bottom and sorta working our way up gave us better scores. More time experimenting more strategies would have helped but this was a good start to getting us able to work on teams for different future projects.Cwoo4792 02:51, 19 September 2011 (UTC)

0/0/0 ... nothing written here

title: User talk:Nridings2/enes100/poppit


text:
User:Egm6321.f11.team2.Xia/RP2.3

=Problem 2.3- Linear ODE=

Given
An ODE of 1st order is read as

$$\displaystyle M(x,y)\,dx+N(x,y)\,y'=0 $$ (2.03.1)

Find
show that the eqn (2.03.1) is linear in $$\displaystyle y'$$, and that it is in general an N1-ODE. But it is not the most general N1-ODE as represented by $$ \displaystyle G(y',y,x)=0 $$ (2.03.2) Give an example of a more general N1-ODE.

Definition of Linear
If $$\displaystyle L_{1} $$ is a linear operator, then it must satisfy $$\displaystyle L_{1}(\alpha u+\beta v)=\alpha L_{2}(u)+\beta L_{2}(v)$$ Where $$\displaystyle u,v $$ are the independent variables, and $$\displaystyle \alpha, \beta \in \mathbb{R}.$$ $$\displaystyle L_{1}(\alpha y'_{1}+\beta y'_{2})=-[\alpha(\frac{M}{N})_{1}+\beta(\frac{M}{N})_{2}]$$ $$\displaystyle L_{1}(\alpha y'_{1}+\beta y'_{2})=-\alpha(\frac{M}{N})_{1}-\beta(\frac{M}{N})_{2}$$ $$\displaystyle L_{1}(\alpha y'_{1}+\beta y'_{2})=\alpha L_{1}(y'i_{1})+\beta L_{1}(y'_{2})$$

$$\displaystyle \therefore M(x,y)\,dx+N(x,y)\,y'=0 $$ is  linear in $$\displaystyle y' $$.

And it is easy to proof that $$\displaystyle L_{1}(\alpha y_{1}+\beta y_{2})\neq\alpha L_{1}(y_1)+\beta L_{1}(y_2)$$ So, is in general an N1-ODE.

An example of the general N1-ODE
$$ \displaystyle M(x,y)+N(x,y)f(y')=0 $$. (2.03.3) where $$ \displaystyle f(y') $$ is an arbitrary function of $$ \displaystyle y' $$.

title: User:Egm6321.f11.team2.Xia/RP2.3


text:
Java Tutorial/Intermediate GUIs/Writing a simple editor

Writing a simple editor
Writing a simple editor is a good exercise to learn some of the details of a widget toolkit. This editor uses as the editor but apparently the requires a buffer that has not been implemented yet, so you will have to start writing this editor by implementing a buffer class. You have to consider the interface and the may require a bit of thought, but the buffer itself is also not entirely trivial.

Exercises

 * Fill in the auto-generated method stubs (the class BufferContent is a gap).
 * Improve your editor with a
 * Add optional display of line numbers and bookmarks.
 * Add syntax highlighting for Java using an ANTLR parser.
 * Add code folding for sections of code (e.g. methods, blocks and inner classes). The following method does iterate over sections (subclasses of ) of an . Can these sections be useful for code folding?


text:
User talk:Tleopold2485/enes100/poppit

I really like this strategy to pop balloons that are in big group at first and than work your way down to smallest group. I played this game couple times and found that this strategy works really good. 72.81.140.247 21:29, 17 September 2011 (UTC)

10/5/0 .. no evidence (data) that you did what you said, did not delete all the extra stuff on the form that you are not going to fill out 1sfoerster 12:10, 20 September 2011 (UTC)

title: User talk:Tleopold2485/enes100/poppit


text:
Talk:Engineering Projects/Poppit/Howard Community College/Fall2011/502 TSAY

I liked how you guys came up with the idea of how you pop balloons in Poppit Dammy125 21:14, 18 September 2011 (UTC)

Problem Statement ... not a problem statement ... is a summary 5/10 Summary ... very vague, no data, just opinion, many games should be documented 5/10 Poster 0/10 .. nothing Story .. 5/10 getting better detail here, but no data backing up any statement .. so statements are just opinion Decisions. 10/10 Material 10/10 software 10/10 Time 10/10 next time need total hour count, nothing left mysterious Tutorials 10/10 Next Steps 0/10 this is a tutorial .. need bigger picture here ... should other people spend time chunking, why?

65/100 1sfoerster 16:27, 20 September 2011 (UTC)


text:
Virtues/Good

Introduction
Defining virtue as "excellence in being for the good" places a heavy burden on the concept of good. Intuitively we understand good (in the context of human experience) as a conception of what is of most value in human life; what is regarded as a fully worthwhile life. Good can also be thought of as “character traits we are most likely to admire in others.” Can we be more precise?

Behavior that increases human well-being is good. This requires us to consider our own well-being along with the well-being of others. We can achieve both by pursing these goals for good behavior:
 * 1) Increase your own well-being.
 * 2) Do not diminish the well-being of others, and
 * 3) Enhance the well-being of others.

This can be accomplished by following these steps:
 * 1) Meeting needs of ourselves and others.
 * 2) Know what matters to you.
 * 3) Learn what matters to others.
 * 4) Recognize and respect reasonable limits to freedom; for yourself and others.
 * 5) Pursue what matters to you.
 * 6) Help others achieve what matters to them.

Let’s examine each of these in more detail.

Meeting Needs
It is good to have your needs met. It is good to have water when you are thirsty, it is good to have food when you are hungry and of course it is good to have air to breath.

Researcher Abraham Maslow recognized that people have many needs, and we are motivated to meet certain basic needs before turning attention to higher levels of fulfillment. His insights are often represented using a pyramid to illustrate this needs hierarchy. The physiological needs of air, water, food, shelter, sanitation, and sleep form the base of the pyramid because people seek to meet these needs before attending to safety, belonging, esteem and other higher levels of fulfillment.

By assessing needs that are met and unmet, a person can determine their current position in the hierarchy. Because people seek higher levels of fulfillment, the higher levels of the pyramid generally represent greater life satisfaction. We strive to move up the pyramid.

Satisfying more needs, moving higher on Maslow’s hierarchy of need, is good for you. In short, a measure of personal good can be represented as enjoying a higher position on the hierarchy.

What about collective good? Paraphrasing the Gospel of Matthew 25:40, Jesus of Nazareth warned we would be judged by how we treat the least among us. More recently John Rawls proposed in A Theory of Justice, that social and economic inequalities should be arranged so that “they are to be of the greatest benefit to the least-advantaged members of society”. Therefore, we maximize the collective good by maximizing the minimum position of each person on Maslow’s hierarchy of needs.

Care for future generations introduces sustainability requirements.

Phrased succinctly,"good is attaining maximin over Maslow’s needs hierarchy."

This is illustrated on the right.

What matters to you
Think deeply about what matters most to you. As a starting point, you may wish to consider the topics in the Wikiversity course on what matters. Also, you can study a variety of other concepts related to your well-being. For example:
 * The term quality of life refers to the general well-being of individuals and societies. The term is used in a wide range of contexts, including the fields of international development, healthcare, and politics.
 * Eudaimonia is a Greek word commonly translated as happiness or welfare; however, "human flourishing" has been proposed as a more accurate translation.
 * In positive psychology, flourishing is “to live within an optimal range of human functioning, one that connotes goodness, generativity, growth, and resilience.”
 * Happiness is a mental or emotional state of well-being characterized by positive or pleasant emotions ranging from contentment to intense joy.
 * Positive psychology is a recent branch of psychology whose purpose was summed up in 1998 by Martin Seligman and Mihaly Csikszentmihalyi: "We believe that a psychology of positive human functioning will arise, which achieves a scientific understanding and effective interventions to build thriving individuals, families, and communities."
 * The Character Strengths and Virtues handbook of human strengths and virtues represents the first attempt on the part of the research community to identify and classify the positive psychological traits of human beings. You may wish to acquire the various character strengths identified there.

What Matters to Others
There are several ways to learn what matters most to others. The most direct way is to ask the other person, perhaps by engaging them in a thoughtful dialogue. If that is not practical, then you can use empathy, symmetry, and the golden rule to extrapolate from your own experience to estimate their needs.

Empathy is a deep appreciation for another's situation and point of view. It provides you a respectful understanding of what others are experiencing and what they might want to have happen.

Symmetry, an apparent balance, helps you understand that what matters to others is likely to be similar to what matters to you if you were in their situation. In short, experiences similar to those that contribute to your well-being might also contribute to theirs.

These two ideas are often combined into the Golden Rule. Recent work by Harry Gensler recommends formulating the golden rule as: “Treat others only as you consent to being treated in the same situation.”

Actions that increase the survival and flourishing of individual sentient beings are good.

Towards a Global Ethic: An Initial Declaration is an interfaith declaration. Drawing on many of the world's religious and spiritual traditions, it identifies four essential affirmations as shared principles essential to a global ethic. Similarly, the Charter for Compassion is a document that urges the peoples and religions of the world to embrace the core value of compassion.

Solutions to the Grand Challenges are good.

As an absolute minimum, it is certain that people want to survive and to be treated with dignity.

The Limits of Freedom
While people value their own freedom, symmetry requires that we also respect the freedom of others. It may be helpful to define the limits of your freedom using this symmetrical rule: “your freedom ends where mine begins.” This concept has been dramatized with quotes such as: "Your liberty to swing your fist ends just where my nose begins." This establishes important restrictions, including:

First, do no harm. Because you value freedom from the harm of others, you therefore have an obligation to protect and preserve this freedom for others. This quickly places cruelty, cheating, lying, deception, manipulation, theft, violence, insult, humiliation, abuse, and other forms of malice out of bounds. The concept of categorical imperatives developed by philosopher Immanuel Kant provides a test for determining if actions are good.

Avoid trespassing into areas that infringe on others’ property, rights, and freedoms. While the word trespass is often somewhat narrowly defined as a direct violation of another person's property, the concept can easily be extended to include violation of the rights and freedoms of others.

Morality characterizes intentions, decisions, and actions as being either good (or right) or bad (or wrong). (Note that this characterization may present a false dilemma.) Morality seeks to guide us in treating others well. The following topics, related to morality, also seek to define good and bad ways of behaving toward others.
 * The Wikiversity course on Moral Reasoning provides a toolkit for making moral decisions.
 * The Wikipedia article on Good and Evil begins to define the concepts of morally positive and morally negative objects, desires, or behaviors.
 * Summum bonum is a Latin expression meaning "the highest good" and is used in philosophy, particularly in medieval philosophy and in the philosophy of Immanuel Kant, to describe the ultimate importance, the singular and most ultimate end which human beings ought to pursue.
 * The common good describes a specific "good" that is shared and beneficial for all (or most) members of a given community. We have a responsibility to preserve and protect the common good.
 * Secular ethics is a branch of moral philosophy in which ethics is based solely on human faculties such as logic, reason or moral intuition, and not derived from purported supernatural revelation or guidance (which is the source of religious ethics). It seeks to provide a culturally and ideologically neutral basis for deciding right and wrong.
 * The wisdom and the future research center is exploring the future of moral reasoning.
 * Towards a Global Ethic: An Initial Declaration is an interfaith declaration, drafted initially by Dr. Hans Küng, in cooperation with the Council for a Parliament of the World's Religions staff and Trustees and experts.
 * The Science of morality refers to a number of ethically naturalistic views. In meta-ethics, ethical naturalism bases morality on rational and empirical consideration of the natural world.
 * The American Humanist Association provides these Ten Commitments: Guiding Principles for Teaching Values in American's Public Schools.

Respect these limits to freedom of your behavior, and expect others to respect these limits to their behavior.

Read the essay /Referees decide where your freedom ends and mine begins/.

Good Paths
Many paths lead toward the good. These include:

 * Preserving human dignity,
 * living the Golden Rule,
 * advancing human rights, worldwide,
 * doing good,
 * flourishing, and
 * addressing the grand challenges.

Many of these paths are based on the principle of impartiality, informed by accurate empathy. For example, living the golden rule can be thought of as trading places—enacting impartiality—and then treating others as you would want to be treated—acting from empathy. Other concepts derived from impartiality include justice, fairness, compassion, good faith, and other virtues.

Increasing your well-being
Knowing what matters to you, while keeping in mind the restrictions that prevent you from diminishing the well-being of others enables you to act in ways that increase your well-being. Focus your time and energy on what matters. Completing the assignment in the What Matters course may help you Spend Your Time on What Matters.

Increasing others’ well-being
Demonstrate your genuine concern for the well-being of others. Begin by respecting the rights of others, showing them kindness, and communicating honestly with them. At the risk of creating circular logic, the virtues describe behavior that benefits others’ well-being.

Everyday Good
Be good every day in these various ways:

 * Take care of yourself and others.
 * Complete the Wikiversity course on Intellectual Honesty.
 * Be Intellectually honest—seeking true beliefs and communicating in good faith.
 * Expect others to be intellectually honest.
 * Complete the Wikiversity course on Fairness.
 * Be fair—free from bias, dishonesty, or injustice.
 * Expect others to be fair.
 * Complete the Wikiversity course on Global Perspective.
 * Attain Global perspective—consider all that matters.
 * Promote human flourishing—where people often have positive experiences.
 * Complete the Wikiversity course on What Matters.
 * Focus on what matters.
 * Complete the Wikiversity course on Living the Golden Rule.
 * Live the golden rule—treat others only as you consent to being treated in the same situation.
 * Complete the Wikiversity course on Dignity.
 * Respect human dignity—the quality of worth and honor intrinsic to every person.
 * Read the Universal Declaration of Human Rights.
 * Protect human rights, worldwide—provide essential protections for every person.
 * Complete the Wikiveristy course on doing good.
 * Do good.
 * Continue to increase your own wisdom.
 * Use your wisdom to moderate how you act on your knowledge.
 * Value correspondence to reality in your quest for the good. Seek real good.
 * Continue along the wise path.
 * Choose to live wisely.
 * Pursue Collective Wisdom in the many groups you engage with.
 * Come together.
 * Seek real good.
 * Be only for the good.

Assignment
Decide what matters to you. Write it down. Consider completing the Wikiversity course on what matters.

Analyze how you spend your time. Are you focusing on what matters? What changes can you make to spend more time on what matters?

Make those changes and focus on what matters.

Treat others only as you consent to being treated in the same situation.

Quotations
“The truth is like a lion; you don’t have to defend it. Let it loose; it will defend itself.” ~ St Augustine

title: Virtues/Good


text:
User:Asatya/enes100/cupcakes

Link to Cupcakes team page.

Give instructor top 3 project choice list
The three top projects I selected from the General Engineering Project catagory are wind tunnel, perfume, and ice spikes. Since no one are in one of those catagories, I was assigned to the 3-D MakerBot printer by the instructor, which I am unfamiliar with.

Write problem statement
The problem is finding any objects that can fit through the 3-D printer. I considered model statues and monuments but I doubt that they are going to fit through the MakerBot.

Assign Task1
Get to know the MakerBot and what it does.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Compare actual work done to Task2
I will bring a video camera on Friday to make a vivdeo tour of the MakerBot.

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
I bought my video camera to the lab to take video and pictures of the gear being scanned. We decided that we going to pick a gear for the object to be scanned. In order for the gear to reach the top parallel to the red light, we need something to hold the gear and make it parallel to the red laser. So we used a red plastic cup to make the gear reach the height. Same height as the red laser. We wanted the red infrared laser parallel to the wall because we want to form a big red light on the wall. We used a drinking glass for reflection of the laser light. Finally we were ready for scanning. For better view of the light, we turned off the lights. After we turn off the lights, the red light enriched. Then Alex opened the scanning software MeshLab, which I never heard of. The MeshLab screen opened. The gear was ready to be scanned. During the scanning process, Alex  explained what is going on while I captured the video of the activity he is doing. Alex rotated the cup holding the gear so every detail and every side of the gear appear on the MeshLab screen. After the scanning process is done, there was an error. The picture of the gear did not appear at the MeshLab screen. Only few parts of the gear appeared on the MeshLab screen. Alex did the scanning process again and we stil got the same problem. The scanned image still did not appear.

Here is a youtube video of the plastic gear being scanned http://www.youtube.com/watch?v=iRV9fGIgLyM

Week3 Peer Review
Alex did excellent job because he knows more of MeshLab scanning software than I do. ===Assign Task4 We are going to try again of getting the scanned image of the gear on the MeshLab screen.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:Asatya/enes100/cupcakes


text:
User:Egm6321.f11.team2.Xia/RP2.9

=Problem 2.9- commutative partial derivations=

Given
Review calculus, and differentiation $$\displaystyle \frac{\partial^{2}\phi(x,y)}{\partial x\partial y}=\frac{\partial^{2}\phi(x,y)}{\partial y\partial x}$$

Find
Find the minimum degree of differentiability of the function $$\displaystyle \phi(x,y) $$ such that the above equation is satisfied, State the full theorem and provide a proof.

Clairaut's theorem
According to the Schwarz's theorem,, if

 * $$\displaystyle f \colon \mathbb{R}^n \to \mathbb{R}$$

has continuous second partial derivatives at any given point in $$ \displaystyle \mathbb{R}^n $$, then for $$ \displaystyle 1 \leq i,j \leq n,$$

 * $$ \displaystyle \frac{\partial^2 f}{\partial x_i\, \partial x_j}(a_1, \dots, a_n) = \frac{\partial^2 f}{\partial x_j\, \partial x_i}(a_1, \dots, a_n).\,\!$$

And we then know that the minimum degree of differentiability of the function $$\displaystyle \phi(x,y) $$ must be three when it satisfies eqn (2.09.1)

Proof of Clairaut's theorem
The result was first discovered by L.Euler around 1734 in connection with problems in hydrodynamics. In order to prove this theorem, we shall first introduce the Mean Value theorem as follows: Let $$ \displaystyle f:[a,b]\rightarrow\mathbb{R} $$ be a continuous function on the closed interval $$ \displaystyle [a,b]$$, and derivative on the open interval $$ \displaystyle (a,b)$$, where $$ \displaystyle a(2.15.1)

Suppose Q is a closed rectangle with sides parallel to the coordinate axes, put
 * $$\triangle(f,Q)=f(a+h,b+k)-f(a+h,b)-f(a,b+k)+f(a,b)$$

(2.15.2)

 * $$\ u(t)=f(t,b+k)-f(t,b)$$

 * $$\triangle(f,Q)=u(a+h)-u(a)$$

 * $$\ =hu'(x)$$

 * $$ =h(\frac{\partial f}{\partial x}(x,b+k)-\frac{\partial f}{\partial x}(x,b)$$

 * $$=hk\frac{\partial^{2}}{\partial y\partial x}f(x,y) $$

(2.15.3) So, we put

 * $$A=\frac{\partial^{2}}{\partial y\partial x}f(a,b)$$,

Chose $$ \displaystyle \epsilon>0 $$. if $$ \displaystyle h $$ and $$ \displaystyle k $$ are sufficiently small, we have

 * $$|\frac{\triangle(f,Q)}{hk}-A|<\epsilon$$

(2.15.4) Fix $$ \displaystyle h $$, and let $$ \displaystyle k\rightarrow0 $$, then

 * $$|\frac{(\frac{\partial f}{\partial y}(a+h,b)-\frac{\partial f}{\partial y}(a,b)}{h}-A|\leq\epsilon$$

(2.15.5) Since $$ \displaystyle \epsilon$$ was is arbitrary, and (2.15.5) holds for all sufficiently small $$ \displaystyle h\neq0$$

 * $$\frac{\partial^{2}}{\partial y\partial x}f(a,b)=\frac{\partial^{2}}{\partial x\partial y}f(a,b)$$

(2.15.6) Since $$ \displaystyle (a,b)$$ is the arbitrary point in $$ \displaystyle \mathbb{R}^2$$, so
 * $$\frac{\partial^{2}}{\partial y\partial x}f(x,y)=\frac{\partial^{2}}{\partial x\partial y}f(x,y)$$

title: User:Egm6321.f11.team2.Xia/RP2.9