text:
User talk:Mattjordan

Hello Former Student!

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

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

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

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

title: User talk:Mattjordan


text:
User talk:Poonamkandola

Hello Former Student!

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

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

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

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

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

title: User talk:Poonamkandola


text:
User talk:Amandalopez

Hello Former Student!

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

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

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

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

title: User talk:Amandalopez


text:
User talk:Kevinmarrese

Hello Former Student!

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

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

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

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

title: User talk:Kevinmarrese


text:
User talk:MICHELEDO'NEAL

Hello Former Student!

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

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

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

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

title: User talk:MICHELEDO'NEAL


text:
User talk:Oliver Duenas-Ramirez

Hello Former Student!

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

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

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

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

title: User talk:Oliver Duenas-Ramirez


text:
User talk:Antur

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:57, 3 April 2010 (UTC)

Thanks
Thank you for tagging Roro ships and center of gravity. It is now deleted. Ottava Rima (talk) 17:58, 3 April 2010 (UTC)

title: User talk:Antur


text:
User talk:Lindsayfoley

Hello Former Student!

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

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

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

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

title: User talk:Lindsayfoley


text:
User talk:Jerileehippolyte

Hello Former Student!

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

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

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

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

title: User talk:Jerileehippolyte


text:
User talk:SamanthaLarson

Hello Former Student!

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

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

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

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

title: User talk:SamanthaLarson


text:
User talk:Chelseapurcella

Hello Former Student!

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

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

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

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

title: User talk:Chelseapurcella


text:
User talk:SaynaSalman

Hello Former Student!

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

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

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

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

title: User talk:SaynaSalman


text:
User talk:Karlynbennett

Hello Former Student!

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

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

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

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

title: User talk:Karlynbennett


text:
User talk:Mattcarr

Hello Former Student!

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

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

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

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

title: User talk:Mattcarr


text:
User talk:Kellyjonesa

Hello Former Student!

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

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

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

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

title: User talk:Kellyjonesa


text:
User talk:Elenatoteva

Hello Former Student!

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

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

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

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

title: User talk:Elenatoteva


text:
User talk:Shaylawilkinson

Hello Former Student!

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

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

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

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

title: User talk:Shaylawilkinson


text:
User talk:Sbynoe

Hello Former Student!

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

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

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

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

title: User talk:Sbynoe


text:
User:Egm6341.s2010.Team1.lei/HW6

For HW6,I am responsible for problems 2 and 6.

=Problem 2-Consider v+dv,show lin.mom.compo. =

Find
At $$ t+dt\,$$,consider $$ v+dv\,$$, show $$ dp_{\bar{y}}=mvd\gamma\,$$ by neglecting hot.

Given
Refer Lecture slide (1) [[media:Egm6341.s10.mtg33.djvu|p.33-2]] for problem statement

[Figure 1]

$$ dp_{\bar{y}}=mvd\gamma\,$$

Solution

[Figure 2]

From Fig.2,it can be seen that

$$ dp_{\bar{y}}=m(v+dv)d\gamma\,$$

$$ =mvd\gamma+ \cancelto{}{mdvd\gamma}\,$$

By neglecting higher order term$$ dvd\gamma\,$$,just retention the lowest term

It can be derived that

$$ dp_{\bar{y}}=mvd\gamma\,$$

Egm6341.s10.team1.lei20:00, 3 April 2010 (UTC)

=Problem 6- Find s=s(t) =

Find
Find $$ s=s(t)\,$$ such that $$ Z(t)=\sum_{i=1}^{4}N_{i}(t)d_{i}\,$$

Given
(1) [[media:Egm6341.s10.mtg35.djvu|p.35-1]]

Local coord. for $$ [t_{i},t_{i+1}]:\,$$

$$ t(s)=(1-s)t_{i}+st_{i+1}\, $$

Solution
Convert

$$ t(s)=(1-s)t_{i}+st_{i+1}\, $$

We can get

$$ s=\frac{t-t_{i}}{t_{i+1}-t_{i}}\,$$

thus

$$ s=s(t)=\frac{t-t_{i}}{t_{i+1}-t_{i}}\,$$

plug$$ s=s(t)\,$$ into

$$ Z(s)=\sum_{i=1}^{4}N_{i}(s)d_{i}\,$$

$$ \Rightarrow Z(T)=\sum_{i=1}^{4}N_{i}(T)d_{i}\,$$

Egm6341.s10.team1.lei20:01, 3 April 2010 (UTC)

title: User:Egm6341.s2010.Team1.lei/HW6


text:
User talk:Ratad2patas

 Hello Ratad2patas, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:00, 3 April 2010 (UTC)

title: User talk:Ratad2patas


text:
User:Antur

Hello, I`m architect and wish help here.

This is my user page in the spanish Wikipedia

Today is 29/July/2024 and Wikiversity has  artículos.

 * This user is OTRS assistant.
 * This user is administrador in spanish Wikiversidad.
 * This user is bibliotecario in spanish Wikipedia.

title: User:Antur


text:
User:Ratad2patas

Miguel Hernandez
miguel hernandez has many nicknames like;rata de dos patas, nariz, zopilote, anciano, changa, loca, cotorra, mantenido, bueno pa nada, marijuano, chimuelo, chupitos, gato, mike, miguelon, and huesos. a el le vale todo asta su propia vida... to be continued

title: User:Ratad2patas


text:
User:SamHB

Greetings, Wikiversitians! I'm a recent refugee from Conservapedia, where I attempted, against insurmountable odds, to write educational articles about mathematics. I have a great deal of material written, and I'm looking forward to helping out here.

Bringing Conservapedia math/science contributions to Wikiversity
A number of math/science contributors from Conservapedia wrote material that I have brought, and will continue to bring, to Wikiversity. There was previously a list here; they were nearly all simply alternate accounts of mine. The few that were other people have given their permission, but I probably won't use their material.

 * Multivariable calculus: lecture 1 -- Jacobians and Integration
 * Multivariable calculus: Lecture 2 -- Metrics and Submanifolds
 * Multivariable calculus: Lecture 3 -- Vector Derivatives and Vector Integrals (very incomplete)

Other pages, so I can get to them easily:

 * Natural number
 * Real Numbers
 * Introduction to general relativity
 * Limit (mathematics)
 * Real analysis
 * Introduction to Electricity I
 * Introduction to Electricity II
 * Maxwell's Equations
 * Biot-Savart Law
 * Coulomb's Law
 * Partial derivative
 * Function (mathematics)
 * Integer
 * Group (mathematics)
 * Cramer's rule
 * Complex Numbers
 * The Real and Complex Number System
 * Cauchy Sequence
 * Dedekind Cut
 * Dot product
 * Cross product
 * Ideal gas law
 * Carnot engine

title: User:SamHB


text:
User talk:SamHB

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:56, 4 April 2010 (UTC)

Hello
Hey Sam, I look forward to reading your articles and learning from your contributions! Geoff Plourde 05:08, 4 April 2010 (UTC)

 * Good heavens! You are here?  Wonderful!  You should know that I am here after an extremely bitter and sudden falling out at Conservapedia.  So horrible, in fact, that I did something I had never planned to do—I made an account on rationalwiki and unloaded at great length about TK.  This was all in the last couple of hours.  As far as I know, you seem to be a user (and sysop) in good standing at CP.  I hope we can continue to be friends.

 * The problem started just over a year ago, when (while blocked) I tried to help out with the Riemann Integral article, which was at that time a Featured Article candidate. You may recall at least the beginnings of that, since you were on the FA committee, and were involved in some of the early emails.  In fact, you were the first one to reply, and encouraged me to improve the article and send it to you.  Unfortunately, TK stepped in and engaged in some really nasty and hateful behavior.  You may not know the later gruesome details; it's probably not important to you.

 * Then, just about last Christmas, after I sent Andy a note about some proposed fixes to some math articles (remember, I was blocked this whole time), he unblocked me and invited me to participate, with JacobB, in preparing for a course in multivariable calculus. Things went well in my new life, though I knew that the only reason I was allowed to do anything was that Andy had privately muzzled TK.  It was not a good situation to be in, to say the least.  Then I had a falling out with JacobB, who had been my only "protector".  I decided I had to leave and take my math material over here.  I posted what I thought was a reasonably nice farewell notice, being extremely careful not to make it sound like the "Parthian shots" that cause so much unhappiness and banning at CP.  I explained, as nicely as I could, that there was no reason to block me or delete my pages, that I had learned a lot of positive things from the CP experience, and that I wanted to leave on friendly terms.  That was not acceptable to TK.  He burned everything.  I went ballistic, and unloaded on RW.  It's all on my RW user page.  It's extremely ugly, but they seem to thrive on ugliness at RW.  I had never intended to go there.  Until a few hours ago.

 * Anyway, I hope we can be friends.

 * SamHB 05:35, 4 April 2010 (UTC)
 * You can rest assured that I have no interest in hauling over stuff from other projects. Right now my big focus is on developing a Christian leadership program. With regards to mathematics, I know that we've talking to a guy from PlanetMath about the possibility of partnering to have a for credit class like Pre-Calculus or Calculus. There's some stuff about it on the mailing list, but I'll keep you posted on how it develops. If I can help you out, let me know. Geoff Plourde 06:49, 4 April 2010 (UTC)

Page renames
I renamed one of the pages to Laws of Electrical Engineering and the other to Introduction to Electricity. The Introduction to Electrical Engineering is its own page. I believe that gives them names that reflect their substance without any confusion. Ottava Rima (talk) 15:34, 16 June 2010 (UTC)

Talk:Partial derivative
I copied some talk of yours to the new talk page as shown above. If you have completed your work on this, you can delete that talk page section. Thanks for your work. --Abd 23:23, 28 July 2010 (UTC)

Thanks for this little gem
I found your integral for a line charge on

Coulomb's_Law

and linked to it in Physics equations. Your effort saved me a few hours. The contribution is not yet emphasized in my project because I have more urgent issues, but it seems essential that a first year course should have a few easy but not entirely trivial coulomb integrations before moving on to calculations using Gauss law. Eventually I will base a lesson on that integration. It will probably involve multiple choice questions where the answer is a definite integral. For now I have simply linked to your page. Even today, Wikipedia has not yet performed that calculation, as far as I can tell. Thanks. --guyvan52 (discuss • contribs) 22:59, 24 May 2014 (UTC)

Tensors
Hi! I noticed your recent addition of the Tensors articles. I've moved them all under Tensors (and updated the links). We have a naming convention not to include course numbers in titles. Also, we've undertaken an effort over the last six months or so to organize content by learning project rather than separate articles. Having Tensors as an anchor for the other pages provides continuity and improves searching, navigation, etc. See Educational Technology for an example of how you can add sidebar navigation to the articles, if you wish. Please let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 15:52, 1 June 2014 (UTC)

Speedy Deletions
Hi! Regarding your recent request to delete Circular dicot limit, I think your assessment is correct, but this doesn't qualify as one of the speedy deletion criteria. In some cases it is possible to argue no educational objectives, but the easier solution is to tag the article with a proposed deletion using. Note the usage as. While this does take an extra 90 days to get rid of the article, it eliminates the need for Request for Deletion discussions and gives anyone interested in the article 90 days notice to make improvements. Please consider using a proposed deletion on articles that have been here for a long time but don't appear to add value as written. Thanks! -- Dave Braunschweig (discuss • contribs) 18:29, 14 June 2014 (UTC)
 * OK. I wasn't actually expecting a "speedy deletion"; my understanding is that that is only for blatant vandalism or libel.  I just didn't know what template to use, and  seemed reasonable.  I will use  in the future.  I assume that means PROposed Deletion.  SamHB (discuss • contribs) 18:43, 14 June 2014 (UTC)
 * Correct. Thanks!  -- Dave Braunschweig (discuss • contribs) 19:36, 14 June 2014 (UTC)

Capitalization
Capitalization is up to the author. See Naming conventions. I find that editors from Wikipedia prefer Sentence case. Editors from academia prefer Title Case. You are welcome to use either one, but should be consistent within any given article for both title and headings. -- Dave Braunschweig (discuss • contribs) 19:55, 14 June 2014 (UTC)
 * The reasons for requesting the change were that I had looked at Recent Changes and saw a page move at 14:38 today changing to sentence case, with comment "goofed up naming convention", and that I notice that essentially everything in the physics category uses sentence case, but not Maxwell.

 * So, yes, I'd like the name change, please. SamHB (discuss • contribs) 20:18, 14 June 2014 (UTC)

 * ✅ - Note that you've been here long enough that you should have the Move feature available to you as well. Check on the More tab.  There should be a Move option there.  If you have it, you can use it.  -- Dave Braunschweig (discuss • contribs) 03:53, 15 June 2014 (UTC)

Carnot engine
Hi SamHB!

Your lecture/resource on the Carnot engine appears to be well developed and ready for students or learners! Would you like it announced on our Main Page under News? --Marshallsumter (discuss • contribs) 00:20, 19 January 2017 (UTC)

 * I would indeed be honored!

 * If you've looked around, you have probably noticed that (a) my work here is sporadic, and (b) I do "lectures" / "articles" rahter than "courses". I'm not skilled at writing curricula for learning.  But a student's resources should include encyclopedias as well as textbooks.  And my article content is intended to be pitched at the level of the typical reader of Wikiversity, rather than the "world class" material that is often what one finds in Wikipedia articles on technical and scientific subjects.

 * Once again, thank you, and I'd be honored. SamHB (discuss • contribs) 04:40, 25 January 2017 (UTC)

Ideal gas law
Hi SamHB!

Your resource Ideal gas law appears to be complete and ready for learners! Would you like to have it also announced on our Main Page News? --Marshallsumter (discuss • contribs) 12:21, 31 January 2017 (UTC)

 * By all means! The two articles were developed together, nd I'm honored to have them recognized.  SamHB (discuss • contribs) 06:30, 2 February 2017 (UTC)

title: User talk:SamHB


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Gospel of John (CBS)/Week 10

Welcome to the last week of this course. After you take the Final Exam, you will be finished with this course and ready to move on in life. I don't know where you will be going, but wish you all the best of luck and pray that God blesses your journey. I hope this course has been effective for you, and you will be able to carry the knowledge you have acquired over the past nine weeks with you into life.

Some of you may be interested in continuing your studies, and I strongly recommend that you take Mere Christianity when the School's next academic term starts. You also should be having a conference with your chosen Mentor soon, to discuss your progress and future preparation for the leadership program.

Assignments

 * 1) Check test scores from Unit 4 (highly recommended!!)
 * 2) Study for final exam
 * 3) Complete final exam
 * 4) Take survey on Moodle
 * 5) Complete Essay (leadership people only, you will need this for your mentor conference)
 * 6) Participate in a conference with your Mentor (leadership people only)

Handouts

 * Leadership Program Essay -You need to complete this and send it to your mentor prior to your conference
 * Instructor Effectiveness Survey Instructions -Please read this prior to taking the survey on Moodle

Final Course Examination
This course ends with a cumulative final examination to assess student understanding and comprehension of presented material. Questions will be similar to those assigned on the unit study guides, but the exam scope is not limited to any single unit. The exam itself will be 50 free response questions, that will be graded based upon comprehension and completeness. After completing the examination, please read the survey instructions and complete the anonymous survey. Final grades should be available by the middle of next week. It will be offered through the Wikiversity Moodle site from the beginning of this week to the end of this week. Once the course is approved, a link to the Moodle site will be placed here.

title: Gospel of John (CBS)/Week 10


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User talk:Waldemar smolarek art

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 04:16, 4 April 2010 (UTC)

Waldemar Smolarek
I wanted to inform you that the above page is a biography, and we do not host them here. They are appropriate on Wikipedia but not on Wikiversity. Please read the above links and explore what Wikiversity is for. The above biography will be deleted in a short period of time from now. Ottava Rima (talk) 04:17, 4 April 2010 (UTC)

title: User talk:Waldemar smolarek art


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Real Numbers

The real numbers are a set of numbers with extremely important theoretical and practical properties. They can be considered to be the numbers used for ordinary measurement of physical things like length, area, weight, charge, etc. Mathematicians denote the set of real numbers with an ornate capital letter: $$\mathbb{R}$$. They are the 4th item in this hierarchy of types of numbers:

 * The "natural numbers"—$$\mathbb{N}$$, 0, 1, 2, 3, ... (There is controversy about whether zero should be included.  It doesn't matter.)
 * The "integers"—$$\mathbb{Z}$$, positive, negative, and zero
 * The "rational numbers"—$$\mathbb{Q}$$, or fractions, like 355/113
 * The "real numbers"—$$\mathbb{R}$$, including irrational numbers
 * The "complex numbers"—$$\mathbb{C}$$, which give solutions to polynomial equations

Real numbers are typically represented by a decimal (or any other base) representation, as in 3.1416. It can be shown that any decimal representation that either terminates or gets into an endless repeating pattern is rational. The other numbers are real numbers that are irrational. Examples are $$\sqrt{10} = 3.162277660168...\,$$ and $$\pi = 3.1415926535...\,$$. These decimal representations neither repeat nor terminate.

Formal definition
Formally, real numbers are the extension of the rationals that is metrically complete, as explained below. They could also be defined as the unique field which is ordered, metrically complete, and Archimedean. The reals can be constructed from the rationals by means of Dedekind cuts or Cauchy sequences, as outlined below.

Real line
The real numbers can be thought of as a line, called the real line. Each real number represents a point on the real line.

The real line is useful as a coordinate system for graphing functions. Thus, the x-axis and y-axis are both instances of the real line. The real line is the basis for geometric measurements, and more generally for ideas in metric topology.

What is the Problem? Aren't Rational Numbers Good Enough?
Any real-world measurement that anyone could possibly make, one can make as accurately as one wants with rational numbers. For example, one can calculate the ratio of the circumference of a circle to its diameter to within one part in a trillion using the number 3.1415926535898 ($$\pi\,$$ itself is irrational.) Put another way, you never have to worry about the difference between the rationals and the reals in a lumber yard or a laboratory. The technical term that topologists use for this state of affairs is that the rationals are dense.

The shortcoming of the rationals, that is overcome by defining the reals, is a somewhat subtle theoretical point. The most direct example is that, if one lived in a world with only rational numbers, 2 has no square root, even though it obviously should have one.

What do we mean when we say that it's intuitively obvious that the square root of 2 exists? What we are really saying is the the function $$f(x) = x^2$$ goes from being less than 2 at x=1.414 to being greater than 2 at x=1.415, and is continuous. So it must pass through the value of 2 exactly. This is the intermediate value theorem, and is actually rather subtle. In fact, it is the problem that is addressed by the real numbers. The fact is, if one is restricted to the rationals, there is no square root of 2, (and hence the intermediate value theorem isn't true.) This is the famous "Pythagorean catastrophe". (The ancient Greeks did all of their mathematics geometrically, and all manipulations involved ratios of line lengths that had to involve integers. This meant that they could only deal with rational numbers.  The circumference of a circle, and the diagonal of a unit square, were quite troubling to them.)

There is no rational number that has a square of 2. That is, $$\sqrt{2}$$ is not a member of $$\mathbb{Q}$$. The proof is by contradiction.

Let us first assume that $$\sqrt{2}$$ is a rational number. Then, it can be written in the form $$\frac{m}{n}$$, where both $$m\,$$ and $$n \neq 0$$ are integers. Without loss of generality, assume that $$m$$ and $$n$$ are the smallest such numbers, in other words, that $$\frac{m}{n}$$ is written in lowest terms. Thus, we can write:

$$\left (\frac{m}{n} \right )^2 = \frac{m^2}{n^2} = 2$$.

Or, equivalently, $$m^2=2n^2$$, which shows that $$m^2$$ is an even number. Then m is an even number, since the square of an even number is even and the square of an odd number is odd (justification left to student). Then write $$(2k)^2 = 4k^2 = 2n^2$$ for some integer $$k$$, which shows that $$n^2$$ is even and so therefore is $$n$$. Now we have $$m$$ and $$n$$ both even numbers, contradicting the assumption that $$\frac{m}{n}$$ is written in lowest terms. Hence $$\sqrt{2}$$ is not a rational number.

The theoretical property that the rational numbers lack is called the least upper bound property.

 * Definition: A number B is an upper bound for a set of numbers if no element of the set is greater than B.  (There is also the notion of a lower bound.)

For example, 10 is an upper bound for the open interval $$(3, 6)\,$$. 7 is also an upper bound, as is 6. 5 is not. 2 is a lower bound.

Some sets do not have upper bounds. For example, all rational or real numbers, or all odd integers.

 * Definition: A number L is a least upper bound (often abbreviated "lub") if it is an upper bound and no other upper bound is smaller.  (There is also the notion of a greatest lower bound, abbreviated "glb".)  6 is the lub of the open interval $$(3, 6)\,$$.  3 is its glb.  6 and 3 are also the lub and glb of the closed interval $$[3, 6]\,$$—the inclusion of the endpoints makes no difference.

 * The least upper bound is also sometimes called the "supremum", abbreviated "sup". The greatest lower bound is also sometimes called the "infimum", abbreviated "inf".  For simple cases like the real numbers, the terms "maximum" and "minimum" may also be used.

A set has the least upper bound property if every subset of said set that has an upper bound also has a least upper bound. There is also a greatest lower bound property, and any reasonable set having one property has the other.

The least upper bound property is extremely important in calculus and analysis. It is essential for many theorems, notably the mean value theorem and the intermediate value theorem.

 * The rational numbers do not satisfy the least upper bound property.

For example, if we can only use rational numbers, the set of numbers that have squares less then 2 has no rational least upper bound. 1.4142136 is an upper bound, but 1.41421357 is a smaller one. The exact square root of 2 is the least upper bound that we need, but it isn't rational.

Two Ways to Define the Reals Formally
There are two ways of formally constructing the reals from the rationals. The simpler way is as Dedekind Cuts, which see. A Dedekind cut could be thought of as a formal least upper bound. That is, the real number $$\sqrt{2}$$ is, in effect, defined as "the least upper bound of the set of numbers whose squares are less than 2" or as "the Dedekind cut whose square is the Dedekind cut known as 2".
 * (This is a common motif in theoretical mathematics—you define something as the abstract set of things that have the properties that you want, and then show that they obey all the familiar properties of the original set.)

The set thus created is "Dedekind complete", which is the same as having the least upper bound and greatest lower bound properties.

The second way is as Cauchy Sequences, which see. The rationals are not "metrically complete" or "Cauchy complete", in that Cauchy sequences do not necessarily converge. The reals can be, in effect, defined as "the things that Cauchy sequences would converge to".

The reals are both Dedekind complete and metrically complete. The rationals are neither. (In general, the two properties are not the same—the complex numbers are metrically complete but not Dedekind complete.)

Infinity
The real numbers do not include infinity. Every real number is finite, though the set of reals is an infinite set.

title: Real Numbers


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Talk:Real Numbers

I am informed that a page "Real Numbers" had previously existed, and had been deleted for having "no content". I believe that this is the correct place for the material on the real numbers, and that there is an appropriate amount of content for each type of number (natural/integer/rational/real/complex) for each to have its own page. Each page will describe the theoretical issues that led to the evolution of that number set from the preceding one. For example, this page will describe Dedekind cuts and Cauchy sequences.

I intend to do some refactoring of the The Real and Complex Number System page in furtherance of this.

SamHB 05:52, 4 April 2010 (UTC)

title: Talk:Real Numbers


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User talk:Rweiler

1948, trilingual E,F,G, Dr. phil., author of prose and satire, involved in green and human rights politics, animal protection, interested in the arts, music and philosophy. i studied Nabokov for many years (PHD dissertation) taught English, French and German for decades, was in green politics for about twenty years, a passive member of the Greens today. i published three books: poetry, prose and satire: geistläuferseele (2000), noir (2004) and Satironien (2009) studied Nietzsche for about a year, also other philosophers intermittently I am an arts and music lover http://www.rweiler.ch, http://www.rudweiler.ch 4.4.2010 --Rweiler 06:58, 4 April 2010 (UTC)

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Geoff Plourde 06:53, 4 April 2010 (UTC) Geoff Plourde 06:52, 4 April 2010 (UTC)

title: User talk:Rweiler


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User talk:Familie Murk

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Geoff Plourde 06:54, 4 April 2010 (UTC) Geoff Plourde 06:54, 4 April 2010 (UTC)

title: User talk:Familie Murk


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User talk:Lalabell68

 Hello Lalabell68, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Geoff Plourde 06:54, 4 April 2010 (UTC) Geoff Plourde 06:54, 4 April 2010 (UTC)

title: User talk:Lalabell68


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User:Boxie~enwikiversity

Hello All.

title: User:Boxie~enwikiversity


text:
User talk:Boxie~enwikiversity

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Erkan Yilmaz uses the Chat (try) 09:42, 4 April 2010 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

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 Boxie. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Boxie~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 23:31, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Boxie~enwikiversity


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User talk:Jsisco1983

 Hello Jsisco1983, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Erkan Yilmaz uses the Chat (try) 11:11, 4 April 2010 (UTC)

title: User talk:Jsisco1983


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Actual code of this blacklist:

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text: Category:Wikiversitarians by alma mater: University of Canberra


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User talk:Turbodexel

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

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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:56, 4 April 2010 (UTC)

title: User talk:Turbodexel


text:
Instructional design/Task analysis/What is HTA?

What exactly is a hierarchical task analysis?
If you look up the definition of HTA, it might confuse you more when it talks about goals and subordinate goals... yadda, yadda, yadda. It always bothers me when I find a definition that uses the word I am looking up in the definition. Yes, I found the word hierarchy to be in most definitions of hierarchical task analysis.

Don't worry. Essentially, an HTA consists of starting with something to be completed (at the top) and breaking it down into smaller things to be completed (at the bottom). Therefore, it is known as a top-down process.

That sounds simple. Right? It actually is simple, but there is a systematic approach to completing an HTA. Before jumping feet first into the inner workings of it all, take a look at the simple graphic below. The flow of an HTA is easy to follow and redundant. Those two characteristics are by design and serve as the foundation of the HTA's function. Once an HTA is complete, the results should be easy to follow. The path you followed to complete one portion should be the same to complete the other portions.

Yea, so... what else is great about it?
Let's look at some advantages:

 * It allows for easy comparison among multiple task analyses of the same goal
 * A completed task analysis will provide a springboard for a needs assessment
 * Since HTA is conducted through observation, the observer will minimally interfere with the activity and worker.

In the name of fairness, we should also consider a disadvantage:

 * While interference may be minimal during observation, the before and after observation takes time from the worker which he/she could be using to complete other responsibilities.

The approach to completing an HTA will be explained in more detail during section 4--How HTA Works.

Click next to continue.


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Dedekind Cut

A Dedekind cut is a construction that produces the real numbers from the rational numbers. Dedekind cuts are named after the German mathematician Richard Dedekind (1831-1916).

The problem of the rational numbers is that quantities that seemingly ought to exist, do not exist as rational numbers, even though the rational numbers can get arbitrarily close to what the value should be. Perhaps the simplest such number is the square root of 2. The function f(x) = x2 - 2 passes through the value zero somewhere between 1.414 and 1.415, but never achieves the value zero, when only rational numbers are considered. (See Real Numbers for an outline of the proof that the square root of 2 is irrational.)

A Dedekind cut is a subset of the rationals that satisfies:
 * 1) It contains at least one number, but not all numbers.
 * 2) If x is in the set, any y with y < x is also in the set.
 * 3) The set contains no largest member.

A little contemplation will show that a cut is generally of the form "all numbers less than X" for some rational number X. Rule number 2 is the important rule that makes this so. Intuitively, a cut is "everything to the left of [some point]". The complement of a cut is generally of the form "all numbers greater than or equal to X".

We can do arithmetic on cuts: For example, given cuts A and B, we can define "A+B" as the set of all (rational) numbers that are sums of a number in A and a number in B.

So far, it would seem that we haven't accomplished anything—every cut seems to be a rational number, and every rational number is a cut. But here is the miracle: We can define a cut as "all rational numbers that have squares less than 2". There is no rational number that gives this cut in the manner described above, but it is still a cut. We can perform cut arithmetic on it. This cut, when multiplied by itself, is the cut "all rational numbers less than 2", which is the cut associated with 2.

So we define the real numbers as the set of Dedekind cuts. The real number $$\sqrt{2}\,$$ is defined as "that cut that consists of rational numbers that have squares less than 2".

When the real numbers are defined this way, they satisfy the intermediate value theorem. If f(x) is a continuous function that has $$f(a) < Q$$ and $$f(b) > Q$$, there is a number x between a and b with $$f(x) = Q$$. Simply make the cut of those numbers with function value less than Q. That cut is the required number. (There are a few more minor details.)

The use of Dedekind cuts is one of the two famous ways of defining the real numbers, that is, completing the rationals. The other method is Cauchy Sequences.

title: Dedekind Cut


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Cauchy sequence

 * The reader should be familiar with the material in the Limit (mathematics) page.

A Cauchy sequence (pronounced CO-she) is an infinite sequence that converges in a particular way. This type of convergence has a far-reaching significance in mathematics. Cauchy sequences are named after the French mathematician Augustin Cauchy (1789-1857).

There is an extremely profound aspect of convergent sequences. A sequence of numbers in some set might converge to a number not in that set. The famous example of this is that a sequence of Rational Numbers might converge, but not to a rational number. For example, the sequence
 * 1.4
 * 1.41
 * 1.414
 * 1.4142
 * 1.41421

consists only of rational numbers, but it converges to $$\sqrt{2}\,$$, which is not a rational number. (See Real Numbers for an outline of the proof of this.)

 * The sequence given above was created by a computer, and it could be argued that we haven't really exhibited the sequence. But we can put such a sequence on a firm theoretical footing by using the Newton-Raphson iteration.  This would give us
 * $$A_0 = 1\,$$
 * $$A_{n+1} = \frac{1}{2}(A_n + 2/A_n)\,$$
 * so that
 * $$A_1= 3/2 = 1.5\,$$
 * $$A_2= 17/12 = 1.4166666...\,$$
 * $$A_3= 577/408 = 1.414215686...\,$$::...
 * These aren't the same as the sequence given previously, but they are all rational numbers, and they converge to $$\sqrt{2}\,$$.

So if we lived in a world in which we knew about rational numbers but had never heard of the real numbers (the ancient Greeks sort of had this problem) we wouldn't know what to do about this. Recall that, for a sequence (an) to converge to a number A, that is
 * $$\lim_{n\to \infty}a_n = A\,$$

we would need to use the definition of a limit—we would need a number A such that, for every ε > 0, there is an integer M such that, whenever $$n > M, |a_n-A| < \varepsilon\,$$.

There is no such rational number A.

But there is clearly a sense in which $$(a_n)\,$$ converge. The definition of Cauchy convergence is this:
 * A sequence $$(a_n)\,$$ converges in the sense of Cauchy (or is a Cauchy sequence) if, for every ε > 0, there is an integer M such that any two sequence elements that are both beyond M are within ε of each other.
 * Whenever $$n > M$$ and $$m > M$$, $$|a_n-a_m| < \varepsilon\,$$.

Note that there is no reference to the mysterious number A—the convergence is defined purely in terms of the sequence elements being close to each other. The example sequence given above can be shown to be a Cauchy sequence.

Construction of the Real Numbers
What we did above effectively defined $$\sqrt{2}\,$$ in terms of the rationals, by saying
 * "The square root of 2 is whatever the Cauchy sequence given above converges to."

even though that isn't a "number" according to our limited (rationals-only) understanding of what a number is.

The real numbers can be defined this way, by saying that a real number is defined to be a Cauchy sequence of rational numbers.

There are many details that we won't work out here; among them are:
 * There are different Cauchy sequences that converge to the same thing; we gave two sequences above that converged to $$\sqrt{2}\,$$. So a real number is actually an "equivalence class" of Cauchy sequences, under a carefully defined equivalence.  This is a bit tricky.
 * We have to show how to add, subtract, multiply, and divide Cauchy sequences. This is a bit tricky.
 * We have to give the Cauchy sequences corresponding to rational numbers. This is easy—5/12 becomes (5/12, 5/12, 5/12, ...).

Once we have done that, the payoff is enormous. We have defined an extension to the rationals that is metrically complete—that extension of the rationals is the real numbers. Metrically complete means that every Cauchy sequence made from the set converges to an element which is itself in the set. The reals are the metric completion of the rationals.

The use of Cauchy sequences is one of the two famous ways of defining the real numbers, that is, completing the rationals. The other method is Dedekind Cuts

title: Cauchy sequence


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Mere Christianity (CBL)

MERE CHRISTIANITY INSTRUCTOR:To be assigned Mere Christianity, by C.S. Lewis, provides an overview of Christian theology in a concise yet thorough manner. It was originally a series of radio lectures delivered over the BBC that was later edited and published as a four book volume. Students will explore the concepts covered in this book over the next ten weeks. The course has been divided into four units that correspond to each book within Mere Christianity and each unit is approximately two to three weeks.

You must have access to a copy of this text to be able to complete this course. Physical copies are usually either inexpensive at your local used bookstore or freely available at a public library. You are responsible for reading the Preface (pg. v-vii) prior to beginning this course.

Each week there will be a specific reading from Mere Christianity that directly relates to the week's lesson. After reading the assigned verses, students are expected to expand upon the topic in a well developed composition and answer a set of short answer questions based off that week's reading.

Assessments shall consist of short free response quizzes during the last week of each unit. The prompts for these quizzes shall be similar to the weekly short answer questions and the scope will be anything covered in the relevant unit. This course does not have any formal tests or exams. The final will be a literary response essay on a theme of the student's choice. Final essays are due on the last day of this class and no credit can be given for late submissions.

Grades will be based off of weekly question sets, unit quizzes, and the final essay. Each question set will be worth 10 points, quizzes will be worth 25 points, and the essay will be worth 100 points, for a total of 300 points. This means a third of your grade is based on weekly work, a third is based on unit quizzes, and a third is based on the final. A grade of 75% or better is considered passing, but there is no reason why most students should not get an A.

Anyone is welcome to follow along and read all the course material. Students are expected to be independent and willing to learn and listen with an open mind. You will also need to be proficient in the English language to succeed in this class, as all of the work is primarily written.

Course Schedule/Information/Materials
The course is expected to last ten weeks and has been divided into the following units. Materials and information for each week can be found on the page linked next to the corresponding week.

Right and Wrong as a Clue to the Meaning of the Universe

 * Week 1: The Law of Human Nature
 * Week 2: The Reality of the Law

What Christians Believe

 * Week 3: The Rival Conceptions of God
 * Week 4: The Shocking Alternative

Christian Behaviour

 * Week 5: The Three Parts of Morality
 * Week 6: Christian Marriage, Forgiveness, and the Great Sin
 * Week 7: Charity, Hope, and Faith

Beyond Personality

 * Week 8: Making and Begetting, the Three Personal God, Time, and Good Infection
 * Week 9: The Obstinate Toy Soldier
 * Week 10: The Cost: Hard or Easy?

Resources

 * Mere Christianity Study Guide. The United Methodist Publishing House.
 * Swope, Jamie. Literary Response Essay San Dieguito Union High School District.
 * Wu, Brian. How to Write a Literary Response Essay. Associated content. 23 October 2008.

title: Mere Christianity (CBL)


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Gospel of John (CBS)/Week 10/Survey

You have just completed a course on the Gospel of John offered in partnership with the Agape World Fellowship School. Completion of this course is a prerequisite for school programs, and it is therefore extremely important that the information presented be relevant and sufficient in preparation for future studies.

To serve as a metric for gauging effectiveness, we have developed a anonymous survey that is now open through Moodle. You will only be able to complete it once, but there is no way for the instructor or anyone else to know your identity. When you take the survey, you will be given a series of questions that will be used to determine where this course is good and where it needs improvement. The results will be used in a conference between the School Director and the Course Instructor, and may also be disseminated to the AWF Senior Pastor and Board upon request.

Your participation is appreciated, as it forms an important part of validating this course for future students, and will assist them by allowing School staff to modify this course as necessary.

title: Gospel of John (CBS)/Week 10/Survey


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Gospel of John (CBS)/Week 10/Essay

Answer the following question in a well developed essay.

''Reflect upon the knowledge you have acquired in the last eight to nine weeks and consider how it applies to your life and serving Christ. Working from the mandate to serve found in the Epilogue, how will you develop yourself with the Holy Spirit to become more able to fulfill God's call for your life?''

Your essay should be written clearly and free of major grammatical and style errors. I recommend Strunk and White's The Elements of Style if you need a resource about formulating your writing. The basic essay format requires an introduction, a body, and a conclusion. Beyond the existence of these three simple sections, there is no prescribed length, number of paragraphs, or word count; as you should focus on quality over quantity. Likewise, you should focus on answering the question over adhering to form.

You will be submitting your response to your Mentor for usage in your upcoming conference. Please attempt to answer the question fully and to the best of your ability. You should word process your essay in a legible consistent font and strive for consistency in formatting throughout the document. Perfection is not necessary, but the response should be as good as possible. Your response to this question will be part of determining your further preparation for the leadership program.

You will be unable to have a conference with your Mentor until this is submitted to them. They will contact you and schedule the conference after reading your response. At the conference, they will discuss it with you and use it as part of the plan to prepare you to enter the leadership program.

title: Gospel of John (CBS)/Week 10/Essay


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Portal:Agape World Fellowship/Resources

 * Accessing the Agape World Fellowship Virtual Universe - A primer on accessing the universe which is where most discussions will be held.
 * Free Christian colleges and seminaries - These colleges offer degree programs without charge
 * Geneva Study Bible. - Annotated version of the Bible
 * Henry, Matthew. Matthew Henry's Complete Commentary on the Whole Bible - The six volume edition
 * Henry, Matthew. Matthew Henry's Concise Commentary on the Whole Bible - The one volume edition
 * Rights and Rules - AWF official rules that all visitors/members must abide by in the virtual universe.

title: Portal:Agape World Fellowship/Resources


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User talk:Raul654

 Hello Raul654, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 23:41, 4 April 2010 (UTC)

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

title: User talk:Raul654


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User:Erkan Yilmaz/observations/2010 April

observations from Erkan Yilmaz for 2010 April

You are invited to add your comments (e.g. but my perception of this issue is different) - please sign anything you add (howto Signature).

2010 April 5 - yeah, the topic about deletions
since there is again the cry for delete buttons, a copy paste of a comment by me from chat (with John's permission):

[18:27:44]  haha [18:27:48]  JWSchmidt: " the "edit" button was an amazing invention" [18:27:54]  people tend to forget that [18:28:27]  who needs to edit when your finger is on the "delete" and "block" buttons? [18:29:05]  yeah, better to destroy so it never grows again + perhaps we lost some valuable contributor [18:29:13]  (ironic) [18:30:35]  actually I gave my mom a lecture these days [18:30:46]  she just plucks out the plants and so to plant new ones [18:30:53]  and I ask her, why she destroys life so easily? [18:31:16]  it needed effort to let them grow and someone decides: ok, that is it for you now [18:31:31]  you have to leave earth, here is your 1-way ticket [18:32:39] ErkanYilmaz thinks he is too much influenced by buddhism/taoism these days

2010 April 5 - I'd really like to make a movie, one day
about Petition to Shut Down Wikiversity or participation motivation for Wikiversity the Movie: the understanding of WV core ideas seems suboptimal (transmission somewhere between: sender, receiver, the way; solar flares, ...). Who knows, putting Wikimedia users from all projects + with different views together in one room + discussing WV's mission + also making a video of this. One day...


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Template:Mission/Statement

Wikiversity is a centre for the creation and use of free learning materials and activities. Its primary priorities and goals are to:

 * Create and host a range of free-content, multilingual learning materials/resources, for all age groups and learner levels
 * Host learning and research projects and communities around existing and new materials

title: Template:Mission/Statement


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Talk:GMAT Test Help/GMAT Sentence Correction Quizzes/Quiz 7

A 1972 agreement between Canada and the United States reduced the amount of phosphates that municipalities had been allowed to dump into the Great Lakes.

(A) reduced the amount of phosphates that municipalities had been allowed to dump (B) reduced the phosphate amount that municipalities had been dumping (C) reduces the phosphate amount municipalities have been allowed to dump (D) reduced the amount of phosphates that municipalities are allowed to dump (E) reduces the amount of phosphates allowed for dumping by municipalities

Plse check the 12 EDITION OF GMAT Official guide. The ans is D NOT A. Please make the changes.


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Gospel of John (CBS)/Week 9/Study Guide

I have composed the following questions to help you study for this week's test. These questions are similar to the ones that will be on the test, and might even be the same. I'd suggest focusing on answering them as if they were test questions, because then you will be more prepared to answer them. You can use the Week 9 talk page to seek assistance with these questions and I will personally answer questions at this week's meeting.
 * 1) How does Christ make himself known to his people?
 * 2) Where did Jesus reveal himself to his disciples?
 * 3) What were his disciples doing? Where they successful in their work?
 * 4) Why did He visit him at this particular time? What is the significance in relation to their work?
 * 5) How did Jesus reveal himself to his disciples?
 * 6) What did Simon Peter do when he heard that it was Jesus? What does this action signify?
 * 7) What did the disciples find when they reached the shore?
 * 8) What is the significance of the abundance of fish?
 * 9) How does the net relate to the Gospel?
 * 10) What renews the sorrow of a true penitent and how does this show their penitence?
 * 11) What should Christians not be afraid to have called into question?
 * 12) What main qualification must a Shepherd have? Who must he love and to what extent?
 * 13) What disciple did Jesus restore, and in what way?
 * 14) What three instructions did He give Peter?
 * 15) What is the significance of each of these instructions?
 * 16) Why does Jesus use the word sheep?
 * 17) What does sheep represent? Who is Jesus really talking about?
 * 18) What is formidable to the most experienced Christian and why?
 * 19) What does the disciple specifically state about the things Jesus did?
 * 20) Is the Gospel of John a complete record of everything Jesus did? Why or why not?

title: Gospel of John (CBS)/Week 9/Study Guide


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Gospel of John (CBS)/Week 6/Study Guide

I have composed the following questions to help you study for the Unit 3 Test in three weeks. These questions are similar to the ones that will be on the test, and might even be the same. I'd suggest focusing on answering them as if they were test questions, because then you will be more prepared to answer them. You can use the Week 6, 7, and 8 talk pages to seek assistance with these questions and I will personally answer questions at weekly meetings.
 * 1) What is the relationship between Jesus and his people?
 * 2) Why do those whose deeds are love darkness rather than light?
 * 3) Why did Jesus wash the disciples feet? What does this signify about his purpose on Earth?
 * 4) What specific instruction did he give the disciples after He washed their feet? What does Jesus not want them to do?
 * 5) Why should we obey Jesus's commandments?
 * 6) What new commandment does Jesus give his disciples?
 * 7) What specifically gives cause to question the sincerity of believers?
 * 8) How do we know the Father?
 * 9) Will Christ ever leave us? Did he abandon the disciples?
 * 10) How is Christ the Life?
 * 11) How is Christ the Truth?
 * 12) Why is Christ the sinner's way to Heaven?
 * 13) How was the holiness of God shown through Christ's life?
 * 14) What is the fruit of Christ's mediation?
 * 15) How long will Christ be with his disciples?
 * 16) Who shall see Christ forever?
 * 17) When will the rest of the world see Christ? Why?
 * 18) What will abide with every believer forever?
 * 19) What is evidence of our love for Christ?
 * 20) When is the time for good counsel?
 * 21) What two impending conflicts did Christ foresee?
 * 22) Why is Satan able to perplex us yet unable to perplex Christ?
 * 23) What is the significance of the vine?
 * 24) Why is there only one vine?
 * 25) How are believers like branches?
 * 26) Why does Christ prune fruitful branches?
 * 27) What happens with interruption of the exercise of faith?
 * 28) Why should we grow more fruitful in every word and action?
 * 29) When should those who love the Lord display it? Why?
 * 30) What is the cause of the world's hatred of the disciples of Christ?
 * 31) As we learn more about Christ, what becomes magnified if we do not accept him? Why is this the case?
 * 32) Who will maintain the cause of Christ in the world?
 * 33) Who bears testimony to Christ and his salvation? Why are these people important to the work of Christ?
 * 34) What is the fruit of Christ's death? What makes this fruit different and more powerful than him?
 * 35) What is the Spirit's work?
 * 36) What is the sinner's way to eternal life?
 * 37) What is the best prosperity and why?
 * 38) Why are earnest desires and convictions important?
 * 39) What is the difference between the Spirit of God and the spirit of the world?
 * 40) What hinders us in the service of God? Why?
 * 41) What did Mary Magdalene find at the tomb?
 * 42) Who did she go to and what did they do?
 * 43) What did Jesus tell her to do?
 * 44) Why were the disciples in a locked room and who appeared to them there?
 * 45) What was so significant about the appearance in a locked room?
 * 46) What did Jesus give his disciples? What is the significance of this commission?
 * 47) How does Christ manifest his love and why is this important?
 * 48) What happens when we assemble in Christ's name?
 * 49) Which disciple was not with the others, and did not believe that Jesus was risen? What changed his mind?
 * 50) Why did John write the Gospel?

title: Gospel of John (CBS)/Week 6/Study Guide


text: Category:Agape World Fellowship Courses

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Category:Agape World Fellowship

Pages relating to the Agape World Fellowship School.

title: Category:Agape World Fellowship


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Talk:Elasticity, Consumers, Producers, and Market Efficiency

about this Russian text
Russian WV was informed: see here, Erkan Yilmaz uses the Chat (try) 11:22, 5 April 2010 (UTC)


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Portal talk:Non-formal Education/Intro

Someone mentioned here a site. Could someone have a look at this? Thx, Erkan Yilmaz uses the Chat (try) 11:25, 5 April 2010 (UTC)

title: Portal talk:Non-formal Education/Intro


text: Template:Mentor c programming

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Template:Mentor

Mentors

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User:Mukeshnt/CSharp Exceptions

Compile-time and Run-time errors?

Compile-time errors: (i)	These errors are detected at the time of compiling a C# program. (ii)	Syntax errors lead to compile time errors. (iii)	If a compile-time error occurs the .cs file is not created. (iv)	The error must be removed before the program can be compiled again. (v)	Most common compile-time errors are due to typing mistakes. Examples of such errors are: •	Missing braces •	Missing semicolon •	Use of undeclared variables •	Type mismatch errors •	Missing double quotes in strings •	Use of = operator instead of the == operator •	Incorrect spelling of variable names or other identifiers.

Run-time errors: These errors appear when the program is run. (i)	These errors are detected only when a program is run. (ii)	These errors cannot be detected by a compiler. (iii)	These errors can be due to wrong logic. (iv)	Common run-time errors are: •	Division by zero error. •	Attempting to access an array element that is out of bounds. •	Passing an invalid parameter (i.e., incorrect data type) •	Converting an invalid string to a number, or vice-versa. •	Trying to store a value into an array of incompatible data type. •	Trying to use a negative size of an array.

title: User:Mukeshnt/CSharp Exceptions


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User:Dapete/vector.css

@import url('http://dapete.net/~schloeme/mediawiki.css');

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User talk:Dapete

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:03, 5 April 2010 (UTC)

title: User talk:Dapete


text:
User talk:Mukeshnt

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 17:03, 5 April 2010 (UTC)

title: User talk:Mukeshnt


text:
User:Charles Edward

Check me out on the en.wiki. User:Charles Edward

title: User:Charles Edward


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Instructional design/Technology-based lessons/Comparing TBCL and TBL

COMPARE TBCL vs TBL
In order to show that a TBL is the best choice for a lesson, consult the chart below to be sure to attain the objectives of the lesson. As seen in the above chart, TBL's increase student retention and interaction while allowing them the freedom to display their knowledge in their own way. Meanwhile, it only depletes teacher control minimally over a TBCL.

{Which lesson has the highest level of interaction with the teacher? + TBL. - TBCL.
 * type=""}

{Retention is maximized by which type of lesson? + TBL. - TBCL.
 * type=""}

{Students are able to maximize interaction with each other during the lesson. + TBL. - TBCL.
 * type=""}

{Students are able to display their knowledge in the way they best see fit. + TBL. - TBCL.
 * type=""}

 * Back
 * Next


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Reaction Engineering

Chemical reaction engineering is the main part of a plant around which many things happens. In most of the plants, an equipment called "Reactor" is used which converts raw materials to the final (desire) product along with some unwanted products. This area of chemical engineering covers the information needed to develop such reactor, i.e., Kinetics of chemical reaction, contacting etc.

Chemical Reaction: This can be divided mainly in 4 parts: Elements to understand and define a chemical reaction:
 * 1) Homogeneous
 * 2) Heterogeneous
 * 3) Catalytic
 * 4) Non-catalytic Reactions.
 * 1) Reactants
 * 2) Catalyst
 * 3) Rate of reaction
 * 4) Conditions (Temperature, pressure) etc.

Other topics:
 * Kinetics of different kind of chemical reactions
 * Type of reactors and their design
 * Models (tank in series model, compartment model, dispersion model)
 * Effects of pressure and temperature
 * Flow patterns
 * Reactions with catalysts
 * Non-catalytic systems

title: Reaction Engineering


text:
User talk:Kush16khush

 Hello Kush16khush, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 19:34, 5 April 2010 (UTC)

title: User talk:Kush16khush


text:
User talk:Charles Edward

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --JWSchmidt 19:39, 5 April 2010 (UTC)

title: User talk:Charles Edward


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User:Romaine/vector.css

@import url('//nl.wikipedia.org/w/index.php?title=User:Romaine/insertvector.css&action=raw&ctype=text/css');

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User talk:Kristymartin.bizonly

Welcome to Wikiversity. Although everyone is welcome to contribute to this project, one or more of the external links you added do not comply with our guidelines for external links and have been removed. Wikiversity is not a collection of links; nor should it be used as a platform for advertising or promotion, and doing so is contrary to the goals of this project. Because Wikiversity uses nofollow tags, external links do not alter search engine rankings. If you feel the link should be added to the article, please discuss it on the article's talk page before reinserting it. Please take a look at the welcome page to learn more about contributing to this encyclopedia. Thank you. --A. B. 21:01, 5 April 2010 (UTC)

title: User talk:Kristymartin.bizonly


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User:Egm6341.s10.team4.anandankala/HW6-3

Given

 * {| style="width:70%" border="0" align="center"

 * $$\underbrace{\begin{bmatrix}

1 & 0 & 0 & 0 \\ 0 & 1 & 0 & 0 \\ 1 & 1 & 1 & 1 \\ 0 & 1 & 2 & 3 \end{bmatrix}.}_{A} \underbrace{\begin{bmatrix}

C_0 \\ C_1 \\ C_2 \\ C_3 \end{bmatrix}}_{C} = \begin{bmatrix}

z_i \\ z^'_i \\ z_i+1 \\ z^'_i+1 \end{bmatrix} $$
 * }.
 * }.

Prove That

 * {| style="width:70%" border="0" align="center"

 * Arrive at the third and fourth rows of the matrix A using the equations,

$$\displaystyle d_3=z_i+1=z(s=1).$$ $$\displaystyle d_4=z^'_{i+1}=z^'(s=1).$$
 * }.
 * }.

Solution

 * {| style="width:70%" border="0" align="center"

We have $$\displaystyle z(s)= \sum_{i=0}^{3} C_i s^i= C_0+ C_1s+ C_2s^2+ C_3s^3$$ $$
 * $$\displaystyle \longrightarrow (1)
 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

$$\displaystyle z^'(s)= \sum_{i=1}^{3} iC_i s^{i-1}= C_1+ 2C_2s+ 3C_3s^2$$ $$
 * $$\displaystyle \longrightarrow (2)
 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

We get the product of the third row of the matrix A and the column vector C by substituting s=1 in the equation(1). $$\displaystyle \Rightarrow z_{i+1}= z(s=1)= C_0+ C_1+ C_2+ C_3$$ $$
 * $$\displaystyle \longrightarrow (3)

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

We get the product of the fourth row of the matrix A and the column vector C by substituting s=1 in the equation(2). $$\displaystyle \Rightarrow z^'_{i+1}= z^'(s=1)= C_1+ 2C_2+ 3C_3$$ $$
 * $$\displaystyle \longrightarrow (4)

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

By looking at the equations (3) and (4), one can say that the third and fourth rows of the matrix A are [1 1 1 1] and [0 1 2 3].
 * }.
 * }.


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User:JWSchmidt/Blog/5 April 2010

Back on January 18 Privatemusings mentioned that he wanted to start a new Wikiversity learning project about breaching experiments. From the start, he specified that the new project would concern itself with a search for ethical breaching experiments. Concerned that there could be a low level of appreciation for what he meant by Ethical Breaching Experiments I requested a definition.

"Ethical Breaching Experiment: An experiment which causes no harm in its execution, whilst yielding results useful for the greater good, or which inspire positive change"

I think we can view the Ethical Breaching Experiments project as an ethical breaching experiment. That learning resource did not violate any written policy, guideline or rule, yet it was deleted and Privatemusings was blocked from editing because he created it. Privatemusings got the same response that Rosa Parks got by violating an unwritten rule. Rosa Parks did not violate any law, but she was arrested by over-zealous police. Privatemusings created an interesting learning resource and was blocked from editing by an over-zealous Steward. It is by means of just such "breaching experiments" that justice is slowly brought into the world. I congratulate Privatemusings for creating such a valuable learning project. It teaches us much about the power structure of Wikiversity.

The Scarlet Letter
Of course, a cademic types a sking questions is dangerous. There has never been a shortage of authorities who abuse their positions of responsibility. Scholarly questioners often attract the wrath of such authorities.

When the open letter to the Board was mentioned on the Foundation's email discussion forum it stimulated some interesting commentary. I've always enjoyed creating and providing illustrations for Wikiversity learning projects so I added a couple of illustrations to the page where the open letter had been drafted.

Seriously
Of course, Wikiversity is too serious for such illustrations so they were removed from the page. I keep forgetting that Wikiversity is a "serious" project where people who follow the rules are blocked, their questions and projects are censored while policy violators become sysops. Bad blocks and bad bans continue to be imposed by abusive sysops and the Wikiversity project is threatened with termination by people who can't be bothered to click "edit" and discuss issues and improve Wikiversity learning resources. Abusive destroyers of content find it easier to delete and block than discuss and edit. Seriously.

Related Reading
I find it interesting that this discussion shows how several Wikipedians became aware of the Ethical Breaching Experiments project back in January, but they did not go into a tizzy and start calling for deletion of the project. From the start Privatemusings made it clear that his plan for the project was that it be "a good way of organising and executing studies / tests which help the encyclopedia". Why do some Wikipedian's discuss their concerns with Wikiversity participants while others reach for the "delete" and "block" buttons before bothering to talk to people?

Updates
The Open Letter to the Wikimedia Foundation Board of Trustees has stimulated a small amount of information flow. It appears that Jimmy Wales was authorized by Sue Gardner to perform out-of-process page deletions at Wikiversity; deletion of a harmless learning project that was designed to improve Wikipedia. It appears that Jimmy Wales was authorized by Sue Gardner to block honest Wikiversity participants without warning, participants who had violated no rule or policy. It appears that Jimmy Wales was authorized by Sue Gardner to perform an emergency desysop on a Wikiversity Custodian when no emergency existed. We have been told that the Board is aware of Mr. Wales' censorship of Wikiversity but had no role in authorizing it. The Wikiversity community is intrigued by the fact that the Board has had discussions about closing Wikiversity. We assume that the Board must also have discussed the new Foundation-authorized editorial control over Wikiversity content. Discussion of the closure of Wikiversity by the Board should be a matter of public record. The Board's discussion concerning the Foundation's policy of exercising editorial control at Wikiversity should also be on the public record. Is there an honest member of the Board who will make public the discussions that have been held by the Board concerning the closure of Wikiversity? Will the Board issue a public resolution informing the community about how the Foundation will continue to exercises editorial control over Wikiversity content?

title: User:JWSchmidt/Blog/5 April 2010


text:
User:Egm6341.s10.team4.anandankala/HW6-9

Prove That

 * {| style="width:70%" border="0" align="center"

 * $$z_{i+1}=z_i+ \dfrac {h/2}{3}[f_i+ 4f_{i+1/2}+ f_{i+1}]$$

 * }.
 * }.

Solution

 * {| style="width:70%" border="0" align="center"

 * $$z^'_{i+1/2}= z^'(s=1/2)= \dfrac {-3}{2}(z_i-z_{i+1})- \dfrac{1}{4}(z^'_i +z^'_{i+1})$$

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

 * We have $$\displaystyle z^'= hz^.$$

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

 * Applying collocation at $$\displaystyle t_i$$ and $$\displaystyle t_{i+1}$$, we have $$z^._i= f_i$$ and $$z^._{i+1}=f_{i+1}$$

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

 * $$\displaystyle \Rightarrow z^._{i+1/2}= -\dfrac {3}{2h}(z_i-z_{i+1})- \dfrac {1}{4}(f_i+ f_{i+1}) $$

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

 * $$\displaystyle \bigtriangleup := z^._{i+1/2}- f_{i+1/2} $$

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

 * Applying collocation at $$\displaystyle t_{i+1/2}$$, we have $$\displaystyle \bigtriangleup= 0$$ and $$\displaystyle z^._{i+1/2}= f_{i+1/2}$$

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

 * $$\displaystyle \Rightarrow f_{i+1/2}= -\dfrac {3}{2h}(z_i-z_{i+1})- \dfrac {1}{4}(f_i+ f_{i+1}) $$

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

 * $$\displaystyle \Rightarrow \dfrac {1}{4}(f_i+ 4f_{i+1/2}+ f_{i+1})= -\dfrac {3}{2h}(z_i-z_{i+1})= \dfrac {3}{2h}(z_{i+1}-z_i) $$

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

 * $$\displaystyle \Rightarrow z_{i+1}-z_i= \dfrac {h}{6} (f_i+ 4f_{i+1/2}+ f_{i+1}) $$

 * }.
 * }.

 * {| style="width:70%" border="0" align="center"

$$
 * $$\displaystyle \Rightarrow z_{i+1}= z_i+ \underbrace{\dfrac {(h/2)}{3} (f_i+ 4f_{i+1/2}+ f_{i+1})}_{Simpson's Rule}
 * }.
 * }.


text:
User:STANELY

Am called ssegujja stanely, Ugandan by nationality christian by belief, amuganda by tribe. am in tested in making new friend ,chatting with new people and know there culture there way they live in there country & if they inserted  I can invert them to come to Uganda.

Thank you yours faithfully Ssegujja stanely

title: User:STANELY