text:
Dominant group/Metagenome/Term test

The cultural, humanistic, technical or scientific term dominant group occurs in about 286 articles on several of the WMF projects. Few of the sentences containing "dominant group" on Wikipedia seem to be attributed (cited or referenced to a source). What would you do?

Below in the section "Dominant group on wikipedia" is a partial list of those usages pertaining to biology or the overall biological metagenome.

Some of these occurrences have a right or wrong answer, but many may be open to debate.

Read through each of the following learning guides, then take the term test.

Prepare to defend your answers and enjoy this learning resource!

Some of the answers are listed on the 'Discuss' page. Be bold.

Original research
Some hints about original research can be found in original research inquiry or the Wikiversity resource on original research.

For evaluating the occurrences of "dominant group", here is the associated 'original research' question:

Are any of these uses of "dominant group" original research or original synthesis?

Attributions
Hints about attribution can be found in attribution and copyright.

Should each sentence using "dominant group" have a reference or citation after it?

Are any of the uses of "dominant group" plagiarism?

Copyright
Please keep in mind that the copyright policy on Wikipedia (or any of the WMF projects) is in line with WMF desires to distribute educational materials in the form of information over the world-wide web to countries and political regions that may have a much more restrictive copyright law than the USA where the WMF is located.

This is a learning resource for Wikiversity that you may enjoy with respect to publication in the US. Please refrain from making any actual changes to Wikipedia or other WMF projects unless and until you are sure these changes are in line with local project policy.

Hints about copyright can be found in "copyright".

As each sentence stands, is it a copyright violation?

What to do
What would you do if you found each sentence (for each sentence) on Wikipedia, or any of the WMF projects?

Some hints can be found in this resource about attribution and copyright.

Should you put a notice on a notice board somewhere on the site to let others know what some author or editor did, or didn't do?

Dominant group on wikipedia
When the words dominant and group are entered into the "Search" window on Wikipedia, some
 * 17,284 entries (August 9, 2013),
 * 19,435 entries (February 28, 2015),
 * 41,453 entries (February 7, 2016, everything), 20,856 (content pages), and
 * 44,202 entries (February 13, 2017, everything), 22,392 (content pages),

are returned. At the least entries contain some form of these two words often unconnected. Searching "dominant group" with the quotes returns
 * 1) 274 as of October 9, 2011,
 * 2) 319 as of August 9, 2013,
 * 3) 347 as of July 17, 2014,
 * 4) 272 as of February 28, 2015, and
 * 5) 736 as of February 7, 2016 (everything) and 279 (content pages),
 * 6) 788 as of February 13, 2017 (everything) and 310 (content pages),

with most but not all entries containing dominant group specifically. The uses of the term in this test are those in the context of biology (content pages). In the 2016 search, many more articles turned up because the search criteria were maximized.

Here is the list of the test questions.

 * 1) Are any of these uses of "dominant group" original research or original synthesis?
 * 2) Should each sentence using "dominant group" have a reference or citation after it?
 * 3) Are any of the uses of "dominant group" plagiarism?
 * 4) As each sentence stands, is it a copyright violation?
 * 5) What you would do if you found each sentence (for each sentence) on Wikipedia, or on Wikiversity, or any WMF project?
 * 6) Should you put a notice on a notice board somewhere on the site to let others know what some author or editor did, or didn't do?
 * 7) How would you edit the entry or the current page on the local project?

Separately, write what you believe about each of these with respect to
 * 1) original research or synthesis,
 * 2) attribution,
 * 3) copyright, and
 * 4) a step by step procedure of what to do if you (or anyone) finds anything similar on a WMF project.

For citation and examination, the current page containing the quoted usage of "dominant group" is either within the quote, before the quote, or indicated after the reference to the author who contributed "dominant group" to the page.

Some hints occur after several of these examples.

 * 1) "Before European settlement, galaxias were the dominant group of native freshwater fish in New Zealand, and, along with the Percichthyidae, one of two dominant groups of native fish freshwater in south-eastern Australia." : cannot find support for this use of "dominant group" on Google scholar.
 * 2) "Euenantiornithes is a superorder of Cretaceous birds. They are considered to contain the more advanced taxa of the Enantiornithes, the dominant group of birds during the late Mesozoic." "Enantiornithes is the dominant group of Mesozoic birds (Chiappe and Witmer, 2002; Hou et al., 2003)."
 * 3) "The course of evolution has been changed several times by mass extinctions that wiped out previously dominant groups and allowed other to rise from obscurity to become major components of ecosystems.", from Paleontology.
 * 4) "When dominance of particular ecological niches passes from one group of organisms to another, it is rarely because the new dominant group is "superior" to the old and usually because an extinction event eliminates the old dominant group and makes way for the new one.", from Paleontology. The statement is followed by [82][83].
 * 5) "When dominance of particular ecological niches passes from one group of organisms to another, it is rarely because the new dominant group is "superior" to the old and usually because an extinction event eliminates the old dominant group and makes way for the new one.[18][182]", from Evolutionary history of life.
 * 6) From Shaochilong, "Shaochilong is the youngest known Laurasian allosauroid suggesting that basal tetanurans not tyrannosaurids, were still the dominant group of large-bodied theropods in Laurasian during the Mid-Cretaceous and that the rise of tyrannosaurids as the dominant group of large terrestrial predators was sudden and confined to the very end of the Cretaceous.": cannot find reference for these uses of dominant group in this context using Google scholar, editor may have used "dominant group" as a synonym for largest group. Both references are to Wikipedia users who inserted text containing "dominant group".
 * 7) "When dominance of particular ecological niches passes from one group of organisms to another, it is rarely because the new dominant group is "superior" to the old and usually because an extinction event eliminates the old dominant group and makes way for the new one.[15][16]", from Extinction event.
 * 8) "The dominance hierarchy also comes into play, as the offspring of the more dominant group members get preferential treatment." from Chlorocebus.
 * 9) "Social Darwinism was a theory which applied Darwin's theory of Natural Selection to ethnic groups and social classes. It suggested that the success of these different ethnic groups in world affairs, and social classes in a society were the result of evolutionary forces, a struggle in which the group or class more fit to succeed did so; i.e., the ability of an ethnic group to dominate other ethnic groups, or the chance to succeed or rise to the top of society was determined by biology, not by the effort of individuals, and the offspring of the dominant groups were destined to succeed because they were more evolved. In more modern times it is typically seen as dubious and unscientific for its apparent use of Darwin's ideas to justify the position of the rich and powerful, or dominant ethnic groups." from The War of the Worlds.
 * 10) "The dominant groups today are the gymnosperms, which include the coniferous trees, and the angiosperms, which contain all fruiting and flowering trees."
 * 11) "The rise of dominant groups such as amphibians, reptiles, mammals and birds occurred by opportunistic expansion into empty ecological niches and the extinction of groups happened due to large shifts in the abiotic environment. "
 * 12) "A subclass of the Osteichthyes, the ray-finned fishes Actinopterygii, have become the dominant group of fishes in the post-Paleozoic and modern world, with some 30,000 living species." from prehistoric fish, redirected to evolution of fish. "[I]t was suggested that 'the actinopterygians (which is the dominant group of fish at the present time with more than 20 000 species) responded to selection pressures by selective enlargement of parts of the brain that enabled a species to occupy an adaptive niche with special success' (Jerison 1973)."
 * 13) "In the Cretaceous Period, sauropods in North America were no longer the dominant group of herbivorous dinosaurs, with the duck-billed dinosaurs, such as Edmontosaurus becoming the most abundant. However, on other landmasses such as South America and Africa (which were island continents much like modern Australia) sauropods, in particular the titanosaurs continued to be the dominant herbivores."
 * 14) "Their presence as the dominant group in the Western Cape led to this plant community being referred to as the Fynbos (Afrikaans, 'fine bush') community [1]", from Restionaceae. Usage of dominant group has been removed from the current entry.
 * 15) From Agricultural microbiology: "Bacteria:- more dominant group of microorganisms in the soil and equal to one half of the microbial biomass in soil."
 * 16) "Oxisols and Orthents are the dominant groups, though a few more fertile soils have been found, such as the extensive Andisols mentioned earlier from Jurassic Siberia."
 * 17) Per Evolution of reptiles: "The archosaurs became the dominant group during the Triassic period, developing into the well-known dinosaurs and pterosaurs, as well as crocodiles and phytosaurs."
 * 18) "Staghorn corals are the dominant group of reef builders.", from Acroporidae.
 * 19) "Perhaps the magpie-geese were one of the dominant groups of Paleogene waterfowl, only to become largely extinct later.", per Magpie Goose.
 * 20) "The colt more than lived up to the lofty expectations on the Rowley Mile by delivering one of the most dominant Group One performances in racing history."
 * 21) Per Reptile: "The archosaurs became the dominant group during the Triassic period, though it took 30 million years before their diversity was as great as the animals that lived in the Permian.[35]" See number 17 above.
 * 22) "The dominant group are the methanogens, particularly Methanobrevibacter smithii and Methanosphaera stadtmanae.[10]", per Human microbiome.
 * 23) From Lake Kivu: "Diatoms are the dominant group in the lake, particularly during the dry season episodes of deep mixing."
 * 24) "Nonetheless, lichen can certainly withstand harsher conditions than most vascular plants and although they have slower colonization rates, do form the dominant group in alpine regions.", from Pedosphere.
 * 25) "Perissodactyls were the dominant group of large terrestrial browsers right through the Oligocene."
 * 26) "Around the Paleogene-Neogene boundary (some 25 mya), barn-owls were the dominant group of owls in southern Europe and adjacent Asia at least; the distribution of fossil and present-day owl lineages indicates that their decline is contemporary with the evolution of the different major lineages of typical owls, which for the most part seems to have taken place in Eurasia.", per Owl.
 * 27) From Phylogeny of insects: "And today the neopterous insects (those that can fold their wings back over the abdomen) are by far the most dominant group of insects." The title redirects to Evolution of insects.
 * 28) "Polyglyphanodontians were the dominant group of lizards in North America and Asia during the Late Cretaceous." There are two citations, but is dominant group mentioned in either article?
 * 29) "A subclass of bony fishes, the ray-finned fishes (Actinopterygii), have become the dominant group in the post-Paleozoic and modern world, with some 30,000 living species." No citations are included, also see number 12 above.
 * 30) "While they were the dominant group of land birds during the Cretaceous period, enantiornithes became extinct along with many other dinosaur groups at the end of the of the Mesozoic era. " Who used dominant group first, the book author or the Wikipedia editors?
 * 31) "The first universally accepted echinoderms appear in the Lower Cambrian period, asterozoans appeared in the Ordovician and the crinoids were a dominant group in the Paleozoic. "
 * 32) "Perissodactyls were the dominant group of large terrestrial browsers right through the Oligocene." No citation and see number 25 above.
 * 33) "One of the reef's most dominant groups"
 * 34) "In Laurentia the Fallotaspidoids were succeeded by Nevadioids, Judomioids and Olenelloids, the latter remaining the dominant group of trilobites until the extinction of all Olenellina at the very end of the Lower Cambrian, after which Redlichiina, Ptychopariida and Corynexochida took over."
 * 35) "All of these characters represented major improvements, so that the Neopterygii became the dominant group of fishes (and, thus, taxonomically of vertebrates in general), and they also include the vast majority of the modern fishes, the teleosts. " Try editing the source.
 * 36) "The dominant group of snow algae is chlamydomonads, a type of green algae. "
 * 37) "During the Cretaceous, the dominant group of living fishes, the teleosts, first achieved ascendency over their holostean forbears. "
 * 38) "Tinamous form the dominant group of terrestrial birds in South America, where they largely replace the Galliformes ecologically, with no other bird family there having comparable diversity, distribution, or suite of habitat adaptations. "
 * 39) "The scientists argued that the correlation between the group size and patch size is because of the indirect consequence of the positive relationship between the dominant group member’s length and the anemone size. The length of the dominant group member limits the group size because the length of the dominant group member prevents the group of the subordinate group members. This data shows that the patch size and group size correlation does not necessarily imply the decrease in resources of group members subordinate to the dominant group member.[14]"
 * 40) "Territoriality males were the most dominant group (which deserted the female after mating), but male reproductive behavior changes between different reproductive cycles."
 * 41) "In those regions annual Kali species are known as "solyanki"; they are important as drought- and salt-tolerant forage and form a dominant group in the flora and vegetation of the most challenging environments."
 * 42) "In Oligocene Africa, they were the dominant predatory group."

Dominant group on wikisource
Here is a summary list of the test questions.

 * 1) Are any of these uses of "dominant group" original research or original synthesis?
 * 2) Should each sentence using "dominant group" have a reference or citation after it?
 * 3) Are any of the uses of "dominant group" plagiarism?
 * 4) As each sentence stands, is it a copyright violation?
 * 5) What you would do if you found each sentence (for each sentence) on Wikipedia, or on Wikiversity, or any WMF project?
 * 6) Should you put a notice on a notice board somewhere on the site to let others know what some author or editor did, or didn't do?
 * 7) How would you edit the entry or the current page on the local project?

Separately, write what you believe about each of these with respect to
 * 1) original research or synthesis,
 * 2) attribution,
 * 3) copyright, and
 * 4) a step by step procedure of what to do if you (or anyone) finds anything similar on a WMF project.

For citation and examination, the current page containing the quote usage of "dominant group" is either within the quote, before the quote, or indicated after, the reference to the author who contributed "dominant group" to the page is included.

 * 1) "In the polypetalous forms progression from hypogyny to epigyny is generally recognized, and where dorsiventrality with insect-pollination has been established, a dominant group has been developed as in the Leguminosae.", from 1911 Encyclopædia Britannica/Angiosperms.

Hypotheses

 * 1) The meaning of dominant group in biology is exactly the same as defined by Darwin.

title: Dominant group/Metagenome/Term test


text: File:PeriodicBSpline.png

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

title: File:PeriodicBSpline.png


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User:Egm4313.s12/Lecture plan

 Under construction throughout the semester. Egm4313.s12 01:03, 22 December 2011 (UTC)

= Lecture notes, report table =

Additional presentations (video, wiki, static html) made in class may not be recorded on these lecture notes.

A section number n followed by a version letter in parentheses ([a-z]) indicates that this file had been updated with a 2nd version "b", 3rd version "c", etc. The second letter "x" after a version letter designates an extra lecture; this letter became "m" after the extra lecture had become a make-up lecture. If you had downloaded this file before, you want to clear the cache of your browser so to get the new version.

djvu: ( install the viewer DjView, or Sumatra PDF, or evince )

$$\displaystyle \bullet$$ Mtg 1, Mon, 2012.01.09: [[media:iea.s12.sec0.djvu|Sec 0]]; $$\displaystyle \bullet$$ Mtg 2, Mon, 01.11: [[media:iea.s12.sec1.djvu|Sec 1]]; $$\displaystyle \bullet$$ Mtg 3, Fri, 01.13: [[media:iea.s12.sec0.djvu|Sec 0]], [[media:iea.s12.sec1.djvu|Sec 1]]; $$\displaystyle \bullet$$ Mtg 4, Mon, 01.16: [[media:iea.s12.sec1.djvu|Sec 1 (b)]], [[media:iea.s12.sec2.djvu|Sec 2]]; $$\displaystyle \bullet$$ Mtg 5, Mon, 01.18: [[media:iea.s12.sec1.djvu|Sec 1 (c)]], [[media:iea.s12.sec2.djvu|Sec 2 (b)]]; $$\displaystyle \bullet$$ Mtg 6, Fri, 01.20: [[media:iea.s12.sec2.djvu|Sec 2 (c)]], [[media:iea.s12.sec3.djvu|Sec 3]]; $$\displaystyle \bullet$$ Mtg 7, Mon, 01.23: [[media:iea.s12.sec1.djvu|Sec 1 (d)]], [[media:iea.s12.sec2.djvu|Sec 2 (d)]], [[media:iea.s12.sec3.djvu|Sec 3 (b)]]; $$\displaystyle \bullet$$ Mtg 8, Wed, 01.25: [[media:iea.s12.sec1.djvu|Sec 1 (d)]], [[media:iea.s12.sec4a.djvu|Sec 4a]], [[media:iea.s12.sec5.djvu|Sec 5]]; $$\displaystyle \bullet$$ Mtg 9, Fri, 01.27: [[media:iea.s12.sec5.djvu|Sec 5 (b)]]; $$\displaystyle \bullet$$ Mtg 10, Mon, 01.30: [[media:iea.s12.sec5.djvu|Sec 5 (c)]], [[media:iea.s12.sec6.djvu|Sec 6]]; $$\displaystyle \bullet$$ Mtg 11, Wed, 02.01: [[media:iea.s12.sec4b.djvu|Sec 4b]], [[media:iea.s12.sec6.djvu|Sec 6 (b)]]; $$\displaystyle \bullet$$ Mtg 12, Fri, 02.03: [[media:iea.s12.sec6.djvu|Sec 6 (c)]]; $$\displaystyle \bullet$$ Mtg 13, Mon, 02.06: [[media:iea.s12.sec7.djvu|Sec 7]]; $$\displaystyle \bullet$$ Mtg 14, Wed, 02.08: [[media:iea.s12.sec7.djvu|Sec 7]]; $$\displaystyle \bullet$$ Mtg 15, Fri, 02.10: [[media:iea.s12.sec7b.djvu|Sec 7b]]; $$\displaystyle \bullet$$ Mtg 16, Mon, 02.13: [[media:iea.s12.sec7b.djvu|Sec.7b.(b)]]; $$\displaystyle \bullet$$ Mtg 17, Wed, 02.15: [[media:iea.s12.sec7a.djvu|Sec.7a.(b)]] (sec.7 was renamed as sec.7a), [[media:iea.s12.sec7b.djvu|Sec.7b.(c)]]; $$\displaystyle \bullet$$ Mtg 18, Fri, 02.17: [[media:iea.s12.sec7b.djvu|Sec.7b.(c)]]; $$\displaystyle \bullet$$ Mtg 19, Mon, 02.20: [[media:iea.s12.sec6.djvu|Sec.6.(d)]], [[media:iea.s12.sec7b.djvu|Sec.7b.(d)]], [[media:iea.s12.sec7c.djvu|Sec.7c]]; $$\displaystyle \bullet$$ Mtg 20, Wed, 02.22: [[media:iea.s12.sec7c.djvu|Sec.7c.(b)]]; $$\displaystyle \bullet$$ Mtg 21, Fri, 02.24: REVIEW; $$\displaystyle \bullet$$ Mtgs 23-24, Tue, 02.28: Exam 1 (an error in the meeting numbering is kept); $$\displaystyle \bullet$$ Mtg 22, Wed, 02.29: [[media:iea.s12.sec7c.djvu|Sec.7c.(c)]]; $$\displaystyle \bullet$$ Mtg 25, Mon, 03.12: [[media:iea.s12.sec7a.djvu|Sec.7a.(c)]], [[media:iea.s12.sec7c.djvu|Sec.7c.(d)]]; $$\displaystyle \bullet$$ Mtg 26 (x), Wed, 03.14: [[media:iea.s12.sec7c.djvu|Sec.7c.(d)]], [[media:iea.s12.sec8a.djvu|Sec.8]] (renamed Sec.8a later); $$\displaystyle \bullet$$ Mtg 27, Fri, 03.16: [[media:iea.s12.sec8a.djvu|Sec.8a.(b)]]; $$\displaystyle \bullet$$ Mtg 28, Mon, 03.19: [[media:iea.s12.sec7c.djvu|Sec.7c.(e)]], [[media:iea.s12.sec8a.djvu|Sec.8a.(c)]], [[media:iea.s12.sec8b.djvu|Sec.8b]]; $$\displaystyle \bullet$$ Mtg 29, Wed, 03.21: [[media:iea.s12.sec8b.djvu|Sec.8b.(b)]]; $$\displaystyle \bullet$$ Mtg 30, Fri, 03.23: [[media:iea.s12.sec8b.djvu|Sec.8b.(c)]], [[media:iea.s12.sec8a.djvu|Sec.8a.(c)]]; $$\displaystyle \bullet$$ Mtg 31, Mon, 03.26: [[media:iea.s12.sec9.djvu|Sec.9]]; $$\displaystyle \bullet$$ Mtg 32, Wed, 03.28: [[media:iea.s12.sec8b.djvu|Sec.8b.(d)]], [[media:iea.s12.sec9.djvu|Sec.9.(b)]]; $$\displaystyle \bullet$$ Mtg 33, Fri, 03.30: [[media:iea.s12.sec9.djvu|Sec.9.(c)]], [[media:iea.s12.sec10.djvu|Sec.10]]; $$\displaystyle \bullet$$ Mtg 34, Mon, 04.02: [[media:iea.s12.sec7c.djvu|Sec.7c.(e)]], [[media:iea.s12.sec9.djvu|Sec.9.(d)]], [[media:iea.s12.sec10.djvu|Sec.10.(b)]]; $$\displaystyle \bullet$$ Mtg 35, Wed, 04.04: [[media:iea.s12.sec10.djvu|Sec.10.(c)]], [[media:iea.s12.sec19a.djvu|Sec.19a]]; $$\displaystyle \bullet$$ Mtg 36, Fri, 04.06: [[media:iea.s12.sec10.djvu|Sec.10.(d)]], [[media:iea.s12.sec19a.djvu|Sec.19a.(b)]], [[media:iea.s12.sec19b.djvu|Sec.19b]]; $$\displaystyle \bullet$$ Mtg 37, Mon, 04.09: [[media:iea.s12.sec19b.djvu|Sec.19b]], [[media:iea.s12.sec19c.djvu|Sec.19c]]; $$\displaystyle \bullet$$ Mtg 38, Wed, 04.11: [[media:iea.s12.sec19c.djvu|Sec.19c.(c)]]; $$\displaystyle \bullet$$ Mtg 39, Fri, 04.13: [[media:iea.s12.sec19c.djvu|Sec.19c.(d)]], [[media:iea.s12.sec11.djvu|Sec.11]]; $$\displaystyle \bullet$$ Mtg 40, Mon, 04.16: [[media:iea.s12.sec19c.djvu|Sec.19c.(e)]], [[media:iea.s12.sec11.djvu|Sec.11.(b)]], [[media:iea.s12.sec12.djvu|Sec.12]]; $$\displaystyle \bullet$$ Mtg 41, Wed, 04.18: [[media:iea.s12.sec12.djvu|Sec.12.(b)]]; $$\displaystyle \bullet$$ Mtg 42, Fri, 04.20: [[media:iea.s12.sec12.djvu|Sec.12.(c)]], [[media:iea.s12.sec4c.djvu|Sec.4c]]; $$\displaystyle \bullet$$ Mtgs 43-44, Tue, 04.24: Exam 2.

Report table

Inspiring video on teamwork and learning: A hole in the wall: How children learn without a teacher, (better video resolution from TED)

Mourning the Death of Handwriting, By Claire Suddath. Time Magazine, Monday, Aug. 03, 2009.

Op-Art: The Write Stuff, by Inga Dubay and Barbara Getty, NY Times, 8 Sep 2009.

= References =

Books
Murray & Dermott 1999, Solar system dynamics, Cambridge University Press, google p.18, p.553. amazon.

Web references
$$\displaystyle \color{red} \clubsuit$$ scribblar room, writable only by prof (so no one can erase)

$$\displaystyle \color{red} \clubsuit$$ CourseSmart (Kreyszig 2011 e-book)

$$\displaystyle \color{red} \clubsuit$$ Kreyszig 2011 resources

$$\displaystyle \color{red} \clubsuit$$ Wolfram|Alpha is ... "learning resource available to your students at no cost that works as a computational knowledge engine. Wolfram|Alpha is not a search engine like Google or Yahoo!, because unlike a traditional search engine, Wolfram|Alpha has the capability to instantly compute the answer to previously unasked questions instead of scouring the web and returning links to pages that already exist. The results are displayed in an easy-to-read, understandable format that can be used as a primary source for educational and academic purposes." $$\displaystyle \color{red}{\spadesuit}$$

NEW: Introduction to WolframAlpha: Part 1, Part 2. WolframAlpha syntax.

$$\displaystyle \spadesuit$$ Stephen Wolfram: Computing the theory of everything, video on TED.com

$$\displaystyle \spadesuit$$ Wolfram online integrator

$$\displaystyle \spadesuit$$ Wolfram Demonstration Project: Orthogonality of Sines and Cosines, Fourier Series of Simple Functions

title: User:Egm4313.s12/Lecture plan


text:
User:Braniff747SP

I'm rarely active here. Visit me on Wikipedia:

http://en.wikipedia.org/wiki/User:Braniff747SP

title: User:Braniff747SP


text:
User talk:Braniff747SP

I'm rarely active here. Visit me on Wikipedia:

http://en.wikipedia.org/wiki/User:Braniff747SP

title: User talk:Braniff747SP


text: TESOL/Expressing preferences (homes)

title: TESOL/Expressing preferences (homes)


text:
User talk:Borkzorkorc

Hullo from my Talk Page =)

by the way - best way to conract me may be @BorkZorkOrc on the tweety. would love to help more.

--Borkzorkorc 05:16, 22 December 2011 (UTC)

title: User talk:Borkzorkorc


title: File:BSpline1.png


title: File:BSpline2.png


text: File:PeriodicBSplineKnotInterval.png

title: File:PeriodicBSplineKnotInterval.png


text:
User talk:Jeroencoppens

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title: User talk:Jeroencoppens


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User talk:Jiaxi.shen

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title: User talk:Jiaxi.shen


text:
User:Bravishi

Bravishi is the nick name of Kirancshekar He is a boy from, Hassan , Karnataka State , India

title: User:Bravishi


text:
User:Raphman

Raphael Wimmer is a computer scientist who sometimes uses the nickname raphman.

title: User:Raphman


title: File:Fourier.1.B.CTFS.20111222.pdf


title: File:Pea2.s12.team.structure.svg


text:
Category:Egm4313.s12

EGM 4313 Intermediate Engineering Analysis, Spring 2012

title: Category:Egm4313.s12


text:
Horses, Tractors, and Vans

by

Terence Kearey

Acknowledgements
For my father's early life - before The First World War in, 'Horses, Tractors, and Vans', I was fortunate to have his typewritten autobiography, my uncle's handwritten life story, my brother's 'family tree' and the family bible. Always close to hand: Liza Picard's Victorian London, Pamela Horn's The Victorian and Edwardian Schoolchild, David Thomson, The Pelican History of England, and the Pelican Original, A History of British Trade Unionism. I thank all those authors listed.

title: Horses, Tractors, and Vans


text:
Category:User la-3

Users in this category indicate they have skill level 3 for language Latin.

title: Category:User la-3


text: User:Fewskulchor

title: User:Fewskulchor


title: File:EdgeTrigFF.20111223.pdf


text:
User talk:Fewskulchor

 Hello Fewskulchor, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 11:03, 23 December 2011 (UTC)

title: User talk:Fewskulchor


text:
User talk:Sammethod

 Hello Sammethod, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 17:36, 23 December 2011 (UTC)

Fibonacci identities
Hi, I see you're adding some very interesting identities to Wikiversity. Where do they come from? --HappyCamper 17:36, 23 December 2011 (UTC)

title: User talk:Sammethod


text:
User:Solstag/Spreading health information and behaviour through social media seeded by a national survey in Brazil

Here we propose using the coming National Crack Survey in Brazil to promote civic engagement in health information and behavior through the Internet, cellphones and other computer networks, while performing a controlled experiment to gather information on this process and improve the scientific knowledge on social contagion processes.

The formal project, which needs to be written in Portuguese for the funding agency, is located at pt.wikiversity.

New thoughts
Because of different appeal to subjects, although statistically uniform from the point of view of a mobilization campaign, the sample isn't statistically uniform from the point of view of social experiments. For those, it is going to be a convenience sample, although likely much more diverse than usual convenience samples.

In terms of mobilization, it might also help to focus on the household as our unit, so if respondents live with their relatives, we ask them to deliver the invitation to the person in their household most interested in the family's health.

Each city is its own experiment, and coordination with local health institutions is a requirement.

In each city, we can split our sample into 2 to 3 groups, under different experimental conditions.

Participants are invited to participate in an online social platform of "healthkeepers", within which they'll be in communication with health professionals.

They'll be invited by these professionals to participate in activities to improve their own health, their family's, or their neighborhood's.

Depending on the experimental condition, they may or may not be allowed to interact with other "keepers".

Online, they'll have acess to additional tools to keep tab of their family's health and map health issues in their neighborhood.

The idea is to monitor differentials in the process of participant engagement in three scenarios:
 * participants only communicate with health professionals
 * participants communicate with health professionals and receive information about other participants
 * participants communicate with both health professionals and other participants

Also, in the third condition, we will be able to monitor the process of social interaction and network formation in regards to participants' characteristics and engagement in activities.

The secondary objective of this study is to build a template for further studies, since this process can be repeated with every single sample by the government. Health professionals would therefore be provided with a refreshed sample of randomly sourced, even if not uniformly so, citizens whom they can interact with about the general situation of health care in their cities.

How do we preserve a statistically controlled sample?
If we randomly distribute seeds among different programs and treat the chance of them to not join as part of the process, sample seems random. We would however be restricted to conclusions about performance of programs, not so many conclusions about the general population.

Conclusions about average human behavior would require high likelihood of adoption and therefore a very good motivation for engagement with low barriers for important factors such as age and gender.

How do we engage people?
Values? Family care, improving the health system.

Incentive mechanism? Status and achievements, recruitment pyramids.

Social interaction? Matching mechanisms, collective power.

This is a municipal election year in Brasil, that may play a role.

How do we track influence?
Having the whole thing play out through SMS would be very good, phone companies could even provide anonymous aggregate data on geolocation and whatnot, but they are not known to be cooperative or even competent - I've heard there's about 5% of SMS loss overall.

If we're going to model diadic interpersonal influence in the process, there needs to be some kind of interface through which people interact. If they interact among themselves, either we provide a predefined network, or we have some kind of link addition process, which may or may not involve recruitment.

There are other kinds of influence we might want to use instead, or in addition, such as aggregate influence as in the music experiment.

What is the variable?
Is it in the network, in the individuals, or in their relationship?

One variable could be the program itself. People could be assigned to different programs whose effectiveness would then be compared. As noted before, this avoids some issues of statistical control, but only because it makes conclusions about the population harder, focusing on the programs instead.

Another variable could be the link aggregation process: whom to link with whom?

Related initiatives

 * Gripenet Portugal
 * Observatório Brasileiro de Informações Sobre Drogas
 * SISAP Idoso - indicadores de saúde
 * MonitorAIDS
 * Saútil (notícia)
 * Getfit MIT
 * Music Lab

Basic settings
The survey will run all of Brazil's state capitals, reaching a total of 25,000 people.

It should aim to deliver measurable health realted benefits at the same time it controls the environment for scientific outcomes.

Measurement of the outcomes of interest must be automatic.

The experimental design should be conceived from a network perspective.

Focus on family or community, general health issues
Not necessarily related to the issues approached by the survey, the game can invite participants to engage in many dimensions of health care, such as:

 * learn to access public health information and hold government accountable (Solstag has friends working on a platform to make accessible this kind of information)
 * learn about their consumer rights and make private providers respect them (Institutions like Idec and Procom could join here)
 * learn about the health risks of feeding children cheap industrialized high-fat food with low nutritional value
 * learn about the long term costs of sedentarism and promote the practice of sports through local groups
 * map public health issues, like drug abuse, open sewers, bursts of infectious diseases, dengue mosquitoes etc
 * track their own health and their family's, in particular for chronic diseases like diabetes, heart conditions, high cholesterol

Focus on crack users, crack use
Directly responding to the issues approached by the survey. This may be troublesome given the sensitivity of the issue.

A game where participants would seek crack users not in treatment and guide them to clinics by handing them coupons received from the interviewer. The coupons would have a code that would allow us to identify their source interviewee.

Invite people to collaboratively map crack zones, deploying something like Ushahidi, so health officials can work with more complete and up to date information. Phone apps could be developed to help this mapping, which can also be broader than crack use.

Engagement

 * Appeal to family care, to community care, to civic engagement
 * Facilitate collective organization, supporting groups that mobilize to fulfil tasks in their neighborhood
 * Have an incentive structure where engagement and achievements provide acess to more powerful tools, as an example: for community engagement
 * Involve public health schools at public and private universities around the country as "game shops" that recognize and validate volunteer effort
 * Make use of the game to promote and reinforce existing and already planned health related activities in each local context

Theoretical
Is it possible to go this far into the applied social realm and still hope to do some theoretical work?

Theoretical work should guide our strategic thinking, but can we directly model these processes?

Is it the case to, instead, structure the proccesses in a way that answers some theoretical question?

For example, employ different strategies to the targets and see how they perform?

In the case of reinforcing existing activity, as described in ==Engagement==, measure the gains and what else?

With a sample of 25000, though quite heterogeneous, can we use the sample size to test different approaches?

If so, should we pick randomly? Segment by location and answers in the questionnaire? Or distribute evenly among those with similar location and answers?


title: File:EdgeTrigFF.20111224.pdf


text:
CAGD/Algebraic Geometry

Overview
This is primarily a dive into the mathematics behind CAGD. There are a lot of special problems that arise when dealing with the curves we've already discussed. We are restricting ourselves to 2D representations since curves are only generally defined on a plane. This should, however, demonstrate the types of techniques that can be used to solve such problems.

Bezout's Theorem
This is arguably the base point for this entire lecture. It should explain the reason behind using the techniques in this section. Bezout's theorem states that a degree-n planar curve and a degree-m planar curve intersect in exactly mn points, properly counting complex intersections, multiple intersections and intersections at infinity. This is a very powerful theorem because of its far-reaching implications. The modifier "properly counting" is particularly relevant here. How we count those intersections is very important. In a sense, the fundamental theorem of algebra is a special case of Bezout's theorem. This should underscore how incredibly powerful this theorem is.

Homogeneous Coordinates
A planar algebraic curve of degree-n is defined as:
 * $$f(x,y) = \sum_{i+j \leq n} a_{ij} x^i y^j = 0$$

If we introduce another coordinate, we can gain a lot more versatility:
 * $$f(X,Y,W) = \sum_{i+j+k=n} a_{ij} X^i Y^j W^k = 0$$

This makes every term degree n. Using this method, a Cartesian coordinate (x,y) can be expressed as (X/W, Y/W) for any homogeneous triple (X,Y,W). This might not look like anything helpful, since now we're just adding more information to our equations. However, this proves to be incredibly useful as we will see.

Intersection of 2 Circles
Let's take an example of two circles that intersect. The implicit equation of a circle is f(x,y)=(x-xc)2 + (y-yc)2 - r2 = 0. This is clearly a second order curve. If Bezout's theorem holds, then two circles must intersect exactly 4 times. Let's use homogeneous coordinates to see how they intersect. The implicit homogeneous representation of a circle is:
 * $$f(X,Y,W)=(X-x_cW)^2+(Y-y_cW)^2 - r^2W^2 = 0$$

Let's keep in mind that if a point located on this circle has the condition that W=0, then it corresponds to a point at infinity. If we were to draw two circles on a piece of paper, the maximum number of times that we would see an intersection would be 2. This doesn't seem correspond to Bezout's theorem, which dictates 4 intersections. If we look at the homogeneous circle definition above, we can see that every circle would intersect at points (1,i,0) and (1,-i,0). If you plug those values into the equation, you can see that it holds. These points are both complex and infinite. Since all circles would pass through those points, then we can say that any two circles will intersect at those infinite and complex points. If we also remember that two circles will intersect at two real points, then we get the 4 intersection points as given by Bezout's theorem.

Homogeneous Parameters
A parametric equation can also be expressed as a homogeneous equation. For a parametric set of equations x(t) and y(t), we can define t=T/U to get a homogeneous equation. Let's take the unit circle as an example:
 * $$x(t) = \frac{-t^2+1}{t^2+1}, \, y(t) = \frac{2t}{t^2+1}$$

If we express it by replacing t=T/U, then we get:
 * $$X(T,U) = \frac{-T^2+U^2}{T^2+U^2}, \, y(T,U)= \frac{2TU}{T^2+U^2}$$

This is very helpful because the parametric equation would require the domain to be $$t \in [-\infty, \infty]$$. In homogeneous parameters, the circle can be swept out using finite values.

Coincidence of a Line and a Point
Some special notation can be used to describe lines. The implicit equation of a line is expressed as f(x,y) = ax+by+c = 0. In homogeneous notation, the equation becomes f(X,Y,W) = aX+bY+cW = 0. We could express this line as a 3-tuple or ordered triple: L(a,b,c). This notation allows us to define the implicit equation as the dot product between a point P(X,Y,W) and the line L(a,b,c):
 * $$L(a,b,c) \cdot P(X,Y,W) = aX+bY+cW$$

Thus, we can check if a point is on the line by seeing if the dot product of L(a,b,c) and P(X,Y,W) is 0.

Intersection of Two Lines
Representing the implicit equation of the line as an ordered triple has other advantages too. The definition of the dot product helped us to determine if points are coincident on a line, and the cross product can help us determine if 2 lines intersect. To simplify the explanation, let's take a very basic equation:
 * $$ \vec A \times \vec B = \vec C$$

In the definition of the vector cross product, the result C is a vector that is perpendicular to both A and B. This means that if we take the dot product of C and A or B, the dot product will be zero. In our example, the arguments of the cross product A and B are ordered triples that represent lines. If the result C is something that, if "dotted" with either A or B, yields zero, then we could say that the ordered triple C is a point that lies on both lines A and B, or more precisely, the point of intersection of A and B. This would fit with Bezout's theorem, since there is only 1 intersection of 2 degree-1 curves. To sum up, the intersection point of two lines can be determined by the cross product:
 * $$\vec P(X,Y,W) = \vec L_1(a_1,b_1,c_1) \times \vec L_2(a_2,b_2,c_2)$$

Intersection of a Parametric and Implicit Curve
The points of intersection between a parametric and an implicit curve are fairly easy to find. If we have a parametric curve $$\left \langle x(t),y(t) \right \rangle $$ and an implicit curve $$f(x,y)$$, simply substitute the expressions for x and y with those for x(t) and y(t) to obtain a polynomial $$g(t) = f(x(t),y(t))$$. The roots of the resulting polynomial g(t) will be the intersection points for of the two curves.
 * $$Ex: x(t) = 2t-1, y(t)=8t^2-9t+1; f(x,y) = x^2+y^2-1$$

Substitute:

\begin{align} f(x(t),y(t)) & = (2t-1)^2 + (8t^2-9t+1)^2 - 1 \\ g(t) & = 64t^4-144t^3+101t^2-22t+1 \\ Roots: t &= 0.06118, 0.28147, 0.90735, 1.0 \end{align} $$ To get the Cartesian coordinates of the intersection points, simply plug the roots into the parametric curves.

Intersection of a Line and a Rational Bezier Curve
The intersection of a rational Bezier curve and a line can be made into a problem involving parametric and implicit curves. The line can be expressed in implicit form f(x)=ax+by+c=0. The rational Bezier curve is really just a set of Bernstein polynomials and is in a parametric form. The process of determining the intersection points is as follows: As you can see, the degree of the resulting Bernstein polynomial is the same degree as required by Bezout's theorem. A root finding algorithm for a Bernstein polynomial expressed as an explicit Bezier curve is simple to implement.
 * 1) Compute the dot product between the line and the Bezier control points.
 * $$f_i = ax_iw_i+by_iw_i+cw_i$$
 * 1) The dot products become the coefficients of a Bernstein polynomial.
 * $$f(t) = \sum_{i=0}^n f_i B_{i}^{n}(t)$$
 * 1) Compute the roots of the Bernstein polynomial and those are the parameter values of the Bezier curve that intersect with the line.

Implicitization and Inversion
There are really 2 ways to define planar curves: parametrically and implicitly. Parametric curves are great for plotting and computing the coordinates of points on the curve, but implicit curves help determine whether points are on the curve and if not, which side they are on. Conversion between from parametric to implicit curves can always be done, but conversion from implicit to parametric isn't always possible. In this section, we will discuss implicitization of parametric and polynomial curves.

Brute Force
Sometimes simple algebra can be used to solve for an implicit function given a parametric set of curves. Take the parametric degree-1 example:

\begin{cases} x=t+2 \\ y = 3t +1 \\ \end{cases} $$ We can solve for t in the first equation and substitute it in the second:

\begin{align} &t = x-2\\ &y = 3(x-2)+1\\ &f(x,y) = 3x-y-5=0 \end{align} $$ This implicit curve is equivalent to the parametric curve and contains the same set of points. So if we can find an implicit equation for the parametric curve for degree-1 curves, what about for degree-2 curves? Let take another example:

\begin{cases} x = t^2+1\\ y = t^2+2t-2 \\ \end{cases} $$ Here, we try the same approach as before:

\begin{align} &t = \pm \sqrt{x-1} \\ &y = (\sqrt{x-1})^2 \pm 2\sqrt{x-1} +2 \\ &f(x,y) = x^2-2xy+y^2-10x+6y+13 = 0 \end{align}$$ Here, we obtain the an implicit equation, but it almost didn't work for us. It became slightly more complicated and the square root made things more complicated. Generally, there are solutions for cubic and some quartic curves, but past degree-4 there are no closed-form solutions. We need another more elegant way to do implicitization.

Polynomial Resultants
Resultants are an elegant way to determine if polynomials have a common root. Let's take 2 polynomials:
 * $$f(t) = \sum_{i=0}^n a_i t^i, g(t) = \sum_{i=0}^n b_i t^i$$

Resultants for Factored Polynomials
The resultant of f(t) and g(t) is written R(f,g) and R(f,g) = 0 only if f(t) and g(t) have a common root. Let's illustrate this concept using factored polynomials:
 * $$f(t) = (t-f_1)(t-f_2)(t-f_3)\cdots(t-f_m), \quad g(t) = (t-g_1)(t-g_2)(t-g_3)\cdots(t-g_n)$$

Here, it's easy to see if there are common roots, but it's also easy to understand how a resultant works. The resultant is defined as:
 * $$R(f,g) = \prod_{i=1}^m \prod_{j=1}^n (f_i -g_j)$$

Since the resultant is a product of the difference of roots, if any of the roots are common between the polynomials, that difference will be zero and thus, the resultant will be zero. Let's take the following example:
 * $$f(t) = t^2-7t+12 = (t-3)(t-4), \quad g(t) = t^2-5t+6 = (t-2)(t-3)$$
 * $$R(f,g) = (3-2)(3-3)(4-2)(4-3)=0$$

Resultants with Degree-1 Polynomials
If we work with regular polynomials, the resultant will take a slightly different form. Let's start with the intersection of degree-1 polynomials:
 * $$f(t) = a_1t + a_0, \quad g(t) = b_1t + b_0$$

If we use matrix algebra and homogeneous coordinates, the form becomes:
 * $$\begin{bmatrix} a_1 & a_0 \\ b_1 & b_0 \end{bmatrix} \begin{bmatrix} T \\ U \end{bmatrix} = \begin{bmatrix} 0 \\ 0\end{bmatrix}$$

From linear algebra, the matrix equation is only true if the determinant of the leftmost matrix is zero. This means:
 * $$\begin{vmatrix} a_1 & a_0 \\ b_1 & b_0 \end{vmatrix} = a_1b_0 - b_1a_0 = 0$$

Let's try to construct the resultant by using the roots of the curves. The roots of these curves are:
 * $$a_1t + a_0 = 0 \Rightarrow t = -a_0/a_1$$
 * $$b_1t + b_0 = 0 \Rightarrow t = -b_0/b_1$$

Bezout's theorem states that there is exactly 1 intersection between the two polynomials, so the resultant would be the difference between the roots of the two polynomials:
 * $$-a_0/a_1 - (-b_0/b_1) = 0 \Rightarrow a_1b_0-a_0b_1=0$$

This yields the same resultant as using the matrix algebra. This proves the validity of the method. However, an intersection of two degree-1 curves is fairly simple.

Resultants with Degree-2 Polynomials
If we consider the following two degree-2 polynomials:
 * $$f(t)=a_2t^2+a_1t+a_0, \quad g(t)=b_2t^2+b_1t+b_0$$

If we try to find the roots of the curves and subtract them, we would have a zero resultant if any of the roots are equal. Since there are two roots for each curve, there are 4 conditions that must be checked in order to see if any of the roots match. It would be easier to create a pair of degree-1 polynomials that will have a common root if f(t) and g(t) have a common root. We would create them like this:

\begin{align} h_1(t) &= a_2g(t)-b_2f(t) \\ & = a_2(b_2t^2+b_1t+b_0)-b_2(a_2t^2+a_1t+a_0) \\ & = (2,1)t+(2,0) \\ h_2(t) & = (a_2t+a_1)g(t)-(b_2t+b_1)f(t) \\ & = (a_2t+a_1)(b_2t^2+b_1t+b_0)-(b_2t+b_1)(a_2t^2+a_1t+a_0) \\ & = (2,0)t+(1,0) \\ \end{align} $$ The notation used here is $$(i,j) = a_ib_j-a_jb_i = \begin{vmatrix} a_i & a_j \\ b_i & b_j \end{vmatrix}$$. The resultant R(f,g) then can be expressed in a matrix form:
 * $$R(f,g)=\begin{vmatrix} (2,1) & (2,0) \\ (2,0) & (1,0) \end{vmatrix}$$

Resultants with Degree-3 Polynomials
If we consider the following two degree-3 polynomials:
 * $$f(t)=a_3t^3+a_2t^2+a_1t+a_0, \quad g(t)=b_3t^3+b_2t^2+b_1t+b_0$$

We will use a similar method to the one employed above by creating 3 degree-2 polynomials that have a common root if f(t) and g(t) have a common root. The polynomials are created thus:

\begin{align} h_1(t) & = a_3g(t)-b_3f(t) \\ & = a_3(b_3t^3+b_2t^2+b_1t+b_0)-b_3(a_3t^3+a_2t^2+a_1t+a_0) \\ & = (3,2)t^2+(3,1)t+(3,0) \\ h_2(t) & = (a_3t+a_2)g(t) - (b_3t+b_2)f(t) \\ & = (3,1)t^2 + [(3,0)+(2,1)]t + (2,0) \\ h_3(t) & = (a_3t^2+a_2t+a_1)g(t) - (b_3t^2+b_2t+b_1)f(t) \\ & = (3,0)t^2+(2,0)t+(1,0) \\ \end{align} $$ As well, we can set up a matrix equation:

\begin{bmatrix} (3,2) & (3,1) & (3,0) \\ (3,1) & (3,0) + (2,1) & (2,0) \\ (3,0) & (2,0) & (1,0) \\ \end{bmatrix} \begin{Bmatrix} t^2 \\ t \\ 1 \end{Bmatrix} = \begin{bmatrix} 0 \\ 0 \\ 0 \\ \end{bmatrix}$$ The resultant of the matrix is the determinant of the leftmost matrix:
 * $$R(f,g) = \begin{vmatrix} (3,2) & (3,1) & (3,0) \\ (3,1) & (3,0) + (2,1) & (2,0) \\ (3,0) & (2,0) & (1,0) \\ \end{vmatrix}$$

It must be noted here that the resultant only determines the existence of a root, not what that value is or how many common roots there are. For that, we need to solve the set of linear equations above.

Implicitization of Parametric Equations
So we've covered how resultants can be used to find out if two polynomials have common roots. We can apply this same technique to parametric curves if we create two auxiliary polynomials, p(x,t) and q(y,t), that satisfy the same relationships as the parametric equations of the curve:
 * $$p(x,t) = w(t)x-x(t), \quad q(y,t) = w(t)y-y(t)$$

These polynomials are just implicit versions of the parametric curves. p(x,t) and q(y,t) are zero when the x, y and t relationships satisfy the equations $$x=\frac{x(t)}{w(t)}, y=\frac{y(t)}{w(t)}$$. Using these auxiliary polynomials, we can find one implicit equation that completely describes the parametric curve. Let's take the following example of a parabola:
 * $$\begin{cases} x = t^2+1 \\ y=t^2+2t-2 \\ \end{cases}$$

We begin by constructing the auxiliary polynomials:
 * $$p(x,t) = -t^2 + (x-1), \quad q(y,t) = -t^2-2t+(y+2)$$

We then construct the resultant:

R(f,g) = \begin{vmatrix} (2,1) & (2,0) \\ (2,0) & (1,0) \\ \end{vmatrix} ==== \begin{vmatrix} 2 & x-y-3 \\ x-y-3 & 2x-2 \\ \end{vmatrix} $$ Notice how we ended up with polynomials in the matrix instead of just numbers. The determinant of the matrix will form an implicit equation that will describe the curve:

f(x,y) == \begin{vmatrix} 2 & x-y-3 \\ x-y-3 & 2x-2 \\ \end{vmatrix} = -x^2 +2xy -y^2 + 10x - 6y -13$$ This equation is the implicitization of the parametric curve.

title: CAGD/Algebraic Geometry


text:
User talk:WIKIADVERSITY

hi.

title: User talk:WIKIADVERSITY


text:
User talk:AJ Segneri

 Hello AJ Segneri, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 22:19, 24 December 2011 (UTC)

title: User talk:AJ Segneri


text:
User talk:EGM6321.f11.team1.Zhichao Gong

 Hello EGM6321.f11.team1.Zhichao Gong, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 22:22, 24 December 2011 (UTC)


text:
Wikiversity:Colloquium/archives/December 2011

Comments from Marcus Zerbini
I am a new user, so forgive me if my comments are going over 'old ground'. I have 2 suggestions. The way things seem to run at the moment has me wondering if the Sistine Chapel was a Wiki project. It would make perfect sense why the thing took so long and explain Michelangelo's foul temper. --Marcus Zerbini 11:38, 3 December 2011 (UTC)
 * When a contributor starts a new page or topic there should be a moratorium period preventing free-for-all editing, this will allow them to work unhindered. [min 2 weeks] Perhaps on new pages there can be something like a countdown clock for everyone to see and understand what is going on.
 * There should be a 'cherished page' option for the author(s). A little button somewhere on the page which will take any interested reader to the version the initiating contributor feels most closely resembles their best effort, or perhaps a page only the initiating author(s) can edit [although still subject to custodian oversight]. When you attract truly competent contributors, it is more likely than not their contributions will gradually be downgraded by successive edits, perhaps resulting in their efforts being worn away altogether.

 * First, let me welcome you to Wikiversity. Welcome! :)
 * Second, while contributors can ask for anything on a paticular page, the wiki terms are on every editing screen, and they should be aware of them. This includes the ability of any contributor to rewrite or re-layout the page, at any time.
 * If a contributor wants to labor relatively unhindered, it might be better for them to collect their pages underneath their user page. That way, they can take as long as they need, and when they feel they are ready they can post their contribution into the main space. If they chose to start in the main space, they have to understand that other interested contributors might be tempted to join them. It's the spirit of collaboration that makes a wiki powerful and work.
 * As far as "cherished page" goes, there has been some discussion about how to get something like this done, although with a different name/purpose. The effort is mostly seen as a defense against vandals.
 * The problem with cherished pages would be -- who gets the ability to nominate such a page? The original contributor? Someone subsequent? All of them? How can we determine, if we are not subject matter experts, who is "truly competent" and who is a quack? And why would we believe that it's more likely that the content will be gradually downgraded?
 * As for the Sistine Chapel, if it were run as a wiki, would obviously look quite different then it does today. Would such a project be better or worse? Hard to say. But, knowing Michelangelo, I'm thinking instead of writing other software, he'd have invented a whole different kind of computer system. :) Historybuff 16:14, 3 December 2011 (UTC)

Should the Wikipedia Refdesk be moved to Wikiversity?
Some time ago I was thinking that online courses here might benefit from being linked with the Wikipedia Refdesk, and while the topic has been little discussed here I'm not the only one to perceive this connection.

The main reason to actually transfer the discussion is that Wikipedia suffers from excessive regulation, and the Refdesk is outside of what it generally accepts. While it has traditionally had some exemption from Wikipedia's dysfunctions, this is not reliable. At the moment w:Wikipedia talk:Reference desk is dominated by threads about whether it is acceptable to make off-the-cuff comments about possible answers to a question and whether it is "ethically" acceptable to give out so-called "medical advice" about the amount of vitamins in asparagus, or various other vitamin-related information. There is an overly restrictive w:Wikipedia:Reference desk/Guidelines/Medical advice policy over there, which is being enthusiastically overextended by certain deletionists on the scene. To be clear, I propose that during the transfer, such policies - based on "ethics" not on law, and what kind of ethics I can scarcely begin to speculate - would be left behind. I'm sorely tempted to propose Stalinistic remedies for any deletionists pursuing the matter at this end.

There is also a lot left undone with the Refdesk, which has generated a huge archive of answered and unanswered questions, but which doesn't index them except as hits in a text search. At some point, I'd love to see somebody sort it all out into a list of questions, answered and unanswered, providing edited-down versions of the answers for quick reference. Somebody more willing to do a whole lot of work, that is. ;) I think that the practice of archiving questions could end, and there could be a better way to keep all the discussions clearly ongoing as new perspectives become available.  Ultimately, I can picture it becoming a resource that natural language software search queries could access in order to be able to answer people's questions directly.  But I don't dare even propose the first tiny step on Wikipedia, because if we had a content-sorted list of questions the first thing that would happen would be deletionists chopping out big parts of the archive.  It needs to be copied away to someplace safe first.

For Wikiversity, it should be very beneficial to have centralized forums for answering questions (even linking back to the current Wikipedia Refdesk). I think that there should be an easy way that a person following a course at Wikiversity can post a new topic to the Refdesk (a variation on the current "post a new topic" button) such that the course and page the question is about is directly and automatically referenced from the posted question. Courses should use the old index of Refdesk questions and these new tags to provide links back to those which are relevant from course pages. People interested in developing the course should be encouraged to answer those questions, both to solve individual confusion and as leads indicating where course content is confusing or incomplete.

Practically, transferring the Refdesk to Wikiversity would have two main steps: (1) copying everything at Wikipedia out, and perhaps beginning to form better indexes; (2) supplanting Wikipedia as for the forum for direct discussion. The first of these steps is entirely up to Wikiversity, but the second requires agreement at their end in order to get a larger mass of posters and to keep the links between projects well-connected.

Do people think this is a good idea? And does Wikiversity have the volunteer and other resources to do it effectively? Wnt 20:50, 4 December 2011 (UTC)

 * Wikiversity has a Wikipedia-style reference desk here at Help desk -- but it is much quieter and less developed. I think Wikiversity would benefit the most from building a completely new help desk system from the ground up instead of copying stuff over from Wikipedia. The emphasis here is building learning communities around learning resources, and some of the ideas in the early days of this project involved making multiple help desks for multiple topics. Might be an interesting idea to explore further. --HappyCamper 21:25, 4 December 2011 (UTC)

 * I think the idea is sound, and innovative, in principle. The practice of projects leveraging relevant talent/experience and resources from each other is surely how the Wikimedia family should be taking advantage of its wide ranging nature. Your question: "And does Wikiversity have the volunteer and other resources to do it effectively?" is important, and probably would need to be answered in the negative, right now, because of the disparity in the sizes of the 2 projects, and the likely demand (especially if this resource were for not just en:wp). But why not ask a different question: "Is this an opportunity to demonstrate how projects can share people and resources in an effective way, to build robust and universally accessible resources, avoid duplication of effort, and maximise cross project participation?". That's worth asking whether or not this could be made to work immediately. Begoon  -  talk  02:58, 5 December 2011 (UTC)

 * I know we had discussions about this years ago here but I can't find it. I remember talking about funnelling all general questions to the help desk and then use that page to answer all questions. Over time, presumably traffic would pick up, so at that point it would make sense to have multiple help desks for specific subjects. This is similar to the trajectory of Wikipedia's reference desk. I used to archive all the pages myself before the bot took over. On Wikiversity we could probably accommodate different styles of reference desks. I know we had a brainstorming session but other projects became of interest so discussions kind of died down. This might actually be a project worth revisiting. --HappyCamper 04:08, 5 December 2011 (UTC)

 * IIRC, there were a lot of objections on the WP end to moving it over here due in part to concerns about the management and the presence of "banned people" on WV, and in part because WP:RD was seen as a valuable institution on WP. I'm pretty sure the talk page looked about the same then as it does now. --SB_Johnny talk 21:38, 6 December 2011 (UTC)

RecentChangesCamp 2012
Just a reminder RecentChangesCamp 2012 is coming up soon! :D Please consider attending. :) It is a great opportunity to network with your fellow Wikiversity contributors. :)  Invite all your wiki friends. :) You may be eligible to apply for a a WMF Participation grant or a WM AU grant if you're from Australia or New Zealand. If you're considering coming from over seas and you're female, you may also be interested in the ADA Camp, which could help better justify the last minute trip to Australia. :D  We'd love to see you at RecentChangesCamp. :D --LauraHale 10:07, 8 December 2011 (UTC)

diffraction grating
--Brij bhushan singh 11:15, 9 December 2011 (UTC)

 * From the Wikipedia article on diffraction: "Richard Feynman said that

 * "no-one has ever been able to define the difference between interference and diffraction satisfactorily. It is just a question of usage, and there is no specific, important physical difference between them."

He suggested that when there are only a few sources, say two, we call it interference, as in Young's slits, but with a large number of sources, the process is labelled diffraction."

Perhaps this will help: no obstacles - waves may interfere constructively or destructively, diffraction does not occur. When there are obstacles, it doesn't matter how many, diffraction occurs as does interference.

User talk page edit notice
No big thing, this, but does anyone else feel that the Editnotice for User talk pages has slightly odd wording? When I am posting on a user talk page, only occasionally will I be posting "thoughts about" the User - more often I will be asking or answering a question, leaving a message for information, or continuing an existing discussion. Would this be any better? Or, in case anyone wants to "see" my pedantry and "raise" me a "but what if it's not to User:xxxxxxxx, but just a discussion between 2 or more third parties on his talk page", then: Or, if you think this whole thing is too fussy, then never mind - I only mention it because it seems slightly "grating" when I see it - but maybe it bothers nobody else, in which case, just ignore me. Begoon  -  talk 01:44, 20 December 2011 (UTC)
 * Please remember to sign and timestamp your thoughts about User:xxxxxxxx by using...
 * Please remember to sign and timestamp your messages for User:xxxxxxxx by using...
 * This is the User talk page of User:xxxxxxxx. Please remember to sign and timestamp any messages you leave here by using...
 * I agree, that has bugged me actually, and I have thought of alternatives, but I haven't found a new wording that I feel comfortable yet. --HappyCamper 01:50, 20 December 2011 (UTC)
 * OK, I remember why I didn't change it earlier. The page that needs editing is here, but it involves a variable that I don't know what to replace with that holds universally. --HappyCamper 01:57, 20 December 2011 (UTC)
 * Being bold, let's experiment with the changes I just added. --HappyCamper 02:05, 20 December 2011 (UTC)

I think simple is good, and what you changed looks fine to me.

I use something like:

in my wiki (I use CSS styling but I've "converted" it here to work with (view original)). But mine is too wordy - I like your new "simple" version better. Begoon  -  talk 02:11, 20 December 2011 (UTC)

The Saylor Foundation
So, this echoes the discussion a few sections up about Kahn Academy, but I am actually a staffer at a non-profit called The Saylor Foundation. We work to provide free online education and currently offer some 241 courses (about 83% complete overall). While our courses do draw on a variety of resources with varying copyright and licenses, some of our courses would be well-suited to implementation here on Wikiversity. If you look at our Content Matrix you can see that some courses such as Introduction to Statistics are compiled from 100% openly licensed material. We're interested in perhaps adapting one or more courses for Wikiversity, but even with my serviceable wiki skills I don't really understand the setup here at Wikiversity well enough to go about working on it on my own. If the community or individuals are interested, we would be willing to work on this with your help! At the least, maybe there's a place here where some links to Saylor could be provided for learners who might be looking for resources beyond the great work that's been done here. Any comments/feedback about this idea would be really appreciated! MyNameWasTaken 22:19, 14 December 2011 (UTC)

 * I think simply adding content in a way that makes the most sense to you first is best. As your learning project grows, its pages will naturally require renaming and moving to accommodate all sorts of changes. Come to think of it, many featured projects started off that way. Good source of inspiration! --HappyCamper 04:50, 15 December 2011 (UTC)

 * Thanks HappyCamper, you're right that I should just get something started. I've started work in my Sandbox on adopting one of our courses for starters. Feel free to have a peek, links are on my user page under projects. MyNameWasTaken 19:54, 20 December 2011 (UTC)

Open Call for 2012 Wikimedia Fellowship Applicants
''I apologize that you are receiving this message in English. Please help translate it.'' The Wikimedia Foundation is seeking Community Fellows and project ideas for the Community Fellowship Program. A Fellowship is a temporary position at the Wikimedia Foundation in order to work on a specific project or set of projects. Submissions for 2012 are encouraged to focus on the theme of improving editor retention and increasing participation in Wikimedia projects. If interested, please submit a project idea or apply to be a fellow by January 15, 2012. Please visit https://meta.wikimedia.org/wiki/Wikimedia_Fellowships for more information.
 * Do you want to help attract new contributors to Wikimedia projects?
 * Do you want to improve retention of our existing editors?
 * Do you want to strengthen our community by diversifying its base and increasing the overall number of excellent participants around the world?

Thanks!

--Siko Bouterse, Head of Community Fellowships, Wikimedia Foundation 12:56, 21 December 2011 (UTC)

Distributed via Global message delivery. (Wrong page? Fix here.)

Wikiversity and Wikipedia Ambassadors program
Hi, WMF is just starting its Education Pilot Program in Brazil (most discussions in Portuguese, for the moment, but feel free to ask something on its discussion page) and I am helping with the Wikipedia Ambassadors Program here in Brazil, besides Wikimedia Brazil has other additional plans to expand its educational activities. Wikimedia Brazil volunteers are discussing about using Wikiversity in Portuguese and other WMF projects as well, for instance, Wikinews for journalist students, together with this program already started with a focus on Wikipedia. I've seen a discussion here at the Colloquium about the Ambassadors Program from one year ago with a lot of similar ideas to the Brazilian discussion (some notes on that here). That said, I'd like to know if, after this discussion I've pointed out, was there some progress on the use of Wikiversity together with the Ambassadors Program? If so, may you, please, show me how was it? Thanks! --Everton137 01:11, 20 December 2011 (UTC)
 * Hi Everton, I'm not aware of of an active ambassadors program currently on Wikiversity, but I could be wrong! --HappyCamper 01:48, 20 December 2011 (UTC)
 * Hi, HapppyCamper, it doesn't necessarily need to be active, but just to have used Wikiversity together with Ambassadors program sometime. :) --Everton137 01:58, 20 December 2011 (UTC)
 * Everton, I am an ambassador with the US Program and have never encountered anything referring to Wikiversity, although as HappyCamper said, that doesn't mean it doesn't exist... MyNameWasTaken 20:01, 20 December 2011 (UTC)
 * OK, thanks, MyNameWasTaken. I guess it wasn't used, since nobody answered positively until now. In case you discover this is wrong, please, let me know. --Everton137 10:03, 24 December 2011 (UTC)

Unblock requests
User talk:Abd and User talk:Ottava Rima have outstanding unblock requests. Community input could be helpful in resolving these requests. User talk:Poetlister is another outstanding unblock request. Please feel free to discuss here or on the respective talk pages. Sincerely, James -- Jtneill - Talk - c 01:11, 21 December 2011 (UTC)

 * unblocking Abd. Marshallsumter 16:30, 24 December 2011 (UTC)
 * unblocking Poetlister. Marshallsumter 16:30, 24 December 2011 (UTC)
 * unblocking Ottava Rima, I have read this user's comments concerning the block, Abd, and SB Johnny on the user's talk page. These comments do not seem like AGF. I suggest that custodial responsibility also be removed. Marshallsumter 16:30, 24 December 2011 (UTC)
 * unblocking all three. Poetlister is globally banned, so we simply can't unblock him. Ottava Rima and Abd are banned at Wikipedia and both misused sysop privileges. Plus, there's an awesome lack of drama now they're not editing. --Claritas 02:09, 25 December 2011 (UTC)

Different influences on language instruction
Hi everybody! I'm a student of level III; I'm learning French and English linguistics in the University of Dschang in Cameroon(Central Africa). I've been asked to   discuss the contributions of linguistics, psycholinguistics, sociolinguistics and ethnolinguistics to language instruction and I would like you to help me by suggesting-I'm not asking you to treat my homework but only that you help me- some directions or elements (courses,websites, books...) that I will help me in my essay. I do rely on your help.
 * Please pardon my English I'm still learning. (The preceding unsigned comment was added by N-SY (talk • contribs) .)

 * May I suggest the following: in the search block for Wikiversity and then the one for Wikipedia, enter the words "language instruction" with the quotes and read through each response to see which ones may be helpful. Repeat this with "linquistics", "psycholinguistics", "sociolinguistics" and "ethnolinguistics", without the quotes, and compare with the responses to the earlier two. Doing the same thing on Wikibooks may be fruitful. Hope this helps. Marshallsumter 17:53, 26 December 2011 (UTC)
 * Perhaps shorter next time: WV:Search, Erkan Yilmaz uses the Chat + Identi.ca 21:39, 29 December 2011 (UTC)

Wikimania 2012
So, Wikimania 2012 is taking place July 12–15. I hope to go and would like to meet up with wikiversitans there and promote Wikiversity amongst the broader Wikimedia community. Is anyone else planning to go? Perhaps we could start a discussion here: Wikiversity at Wikimania 2012.Leutha 17:49, 30 December 2011 (UTC)
 * Sounds fun. I'm definitely going to keep my eye on this! --HappyCamper 05:45, 31 December 2011 (UTC)
 * I will definitely be there. I go to Georgetown where its being hosted as well as living and working nearby too! MyNameWasTaken 08:35, 3 January 2012 (UTC)


text:
Talk:Dominant group/Planetary science

Dead link
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.lpl.arizona.edu/SIC/moon/lunar_meteorites/
 * In Dominant group/Planetary science on 2011-12-18 08:37:42, 404 Not Found
 * In Dominant group/Planetary science on 2011-12-25 08:37:52, 404 Not Found

--Mu301Bot 08:38, 25 December 2011 (UTC)

 * Dead link in 'External links' removed. Marshallsumter 14:31, 25 December 2011 (UTC)

Dead link 2
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.sciencedirect.com/science/article/pii/0012821X80900047
 * In Dominant group/Planetary science on 2012-01-08 08:37:46, HTTP Redirect Loop: ->  ->  ->  ->
 * In Dominant group/Planetary science on 2012-01-15 08:37:49, HTTP Redirect Loop: ->  ->  ->  ->

--Mu301Bot 08:38, 15 January 2012 (UTC)
 * Clicked on link. It goes to ScienceDirect to display abstract. Is this a problem? Link is not dead. Marshallsumter 17:51, 15 January 2012 (UTC)

Dead link 3
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.sciencedirect.com/science/article/pii/S0019103500963589
 * In Dominant group/Planetary science on 2012-01-15 08:37:49, HTTP Redirect Loop: ->  ->  ->  ->
 * In Dominant group/Planetary science on 2012-01-22 08:37:50, HTTP Redirect Loop: ->  ->  ->  ->

--Mu301Bot 08:37, 22 January 2012 (UTC)
 * Clicked on link. It goes to ScienceDirect to display abstract. Is this a problem? Link is not dead. Marshallsumter 16:48, 22 January 2012 (UTC)

Dead link 4
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.sciencedirect.com/science/article/pii/S0012821X0000100X
 * In Dominant group/Planetary science on 2012-02-12 09:57:00, HTTP Redirect Loop: ->  ->  ->  ->
 * In Dominant group/Planetary science on 2012-02-19 08:37:52, HTTP Redirect Loop: ->  ->  ->  ->
 * In Dominant group/Planetary science on 2012-02-26 08:37:50, HTTP Redirect Loop: ->  ->  ->  ->

--Mu301Bot (talk) 08:37, 26 February 2012 (UTC)

 * Link is okay. No clue why bot is having a problem. Marshallsumter (talk) 17:17, 26 February 2012 (UTC)

Dead link 5
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://tide.gsfc.nasa.gov/studies/Chen/proposals/IES/2002JE001980.pdf
 * In Dominant group/Planetary science on 2012-05-06 07:38:29, Socket Error: 'Connection refused'
 * In Dominant group/Planetary science on 2012-05-13 07:38:26, Socket Error: 'Connection refused'
 * In Dominant group/Planetary science on 2012-05-20 07:39:00, Socket Error: 'Connection refused'

--Mu301Bot (talk) 07:39, 20 May 2012 (UTC)
 * Dead link removed and replaced. --Marshallsumter (talk) 17:58, 20 May 2012 (UTC)

Dead- link 6
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://geologia.fc.ul.pt/documents/223.pdf
 * In Dominant group/Planetary science on 2012-09-09 07:38:31, 404 Not Found
 * In Dominant group/Planetary science on 2012-09-16 07:39:02, 404 Not Found

--Mu301Bot (talk) 07:39, 16 September 2012 (UTC)
 * Dead link deleted. --Marshallsumter (talk) 19:20, 16 September 2012 (UTC)

title: Talk:Dominant group/Planetary science


text:
User:Eofren

Hi,

i'm from the French Wikiversity and I participate to the french and esperanto department. My native language is the french.  You can practice your french  :) . I studied basic Esperanto from November 27th to December 18th 2011. Thank you to read my page. Now, I will talk about this topic:

Vocabulary
I study English and I learned that :

 * December 25th and not December 25.
 * His and Her and not its.

I am proud to speak as my english teacher teaches to me.

title: User:Eofren


text:
User:Eofren/Page en français

Bonjour,

je suis Eofren. J'ai étudié l'espéranto du 27 novembre au 18 décembre 2011 et j'étudie encore l'anglais (depuis que j'ai 6-7 ans). Je suis très bon dans les langues et je vais me perfectionner dans les départements de l'espéranto et du français, au plaisir ... de pratiquer mon anglais.

Eofren (talk ?) 12:34, 25 December 2011 (UTC)

title: User:Eofren/Page en français


text:
User talk:Eofren

 Hello Eofren, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 18:59, 25 December 2011 (UTC)

title: User talk:Eofren


text:
User:Eofren/Esperanto circle

Bonvenon sur la esperantan priparolon !

Tie, ni diskutas kaj ni parolas en Esperanton. Vi povas diskuti en la Anglan kaj en la Esperanton. Ĉi tie estas la unua esperantan priparolon de Vikiversitato en la angla (Wikiversity). Por diskuti, musklaku (click) Discuss. Ni vi esperas la bonvenon ! Dankon por diskuti sur la esperantan priparolon !

title: User:Eofren/Esperanto circle


text:
User talk:Eofren/Esperanto circle

Bonvenon sur la priparolo de la esperantan priparolon !

Bonvolu, diskutu sub ĉi tiu subtitolon.

title: User talk:Eofren/Esperanto circle


text:
User:Samuraiantiqueworld

Samuraiantiqueworld http://commons.wikimedia.org/wiki/Special:ListFiles/Samuraiantiqueworld

title: User:Samuraiantiqueworld


text:
TESOL/Saying goodbye

Quiz
{Put this conversation in order. --+ Yeah, I'd like that. +-- I'd better let you go. -+- Let's meet again soon.
 * type=""}
 * 1 | 2 | 3

title: TESOL/Saying goodbye


text: TESOL/Giving opinions

title: TESOL/Giving opinions


text:
User:Gavman2508

Gavman2508 - a.k.a. Gavin - is a science-loving educator.

title: User:Gavman2508


text:
User talk:Gavman2508

 Hello Gavman2508, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 14:48, 26 December 2011 (UTC)

title: User talk:Gavman2508


text:
User talk:N-SY

 Hello N-SY, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 14:51, 26 December 2011 (UTC)

title: User talk:N-SY


text:
User:Jwirthlin/2012 GRD Capstone

Innovation, Product Development and Commercialization by Dariush Rafinejad, Ph.D.
3 comments/questions from each individual per chapter. Redaktors should be completed for Monday's class. Please have comments completed by Sunday 1700.

title: User:Jwirthlin/2012 GRD Capstone


text:
User:Xtgyal

University student in Appalachia with curricular work in Liberal Studies, Women's Studies, Cultural Anthropology, and Physics. My extracurricular interests also include history, language, information technology, ethnomusciology, and ufology. Working towards a PhD in LGBT/Gender/Sexuality Studies and hope to eventually be a professor myself. Excited to get a head start on that here at Wikiversity! Nicole (xtgyal) (talk) 12:14, 23 May 2012 (UTC)

I'm also on Wikipedia.

currently working on

 * User:Xtgyal/WGSS 01:31, 24 May 2012 (UTC)
 * User:Xtgyal/RELG 12:13, 23 May 2012 (UTC)

my non-Wikiversity classes

 * African Americans in Appalachia (Sociology/African American Studies/Cultural Anthropology)
 * Ballet (Dance/Physical Education)
 * Calculus I (Mathematics/Physics)
 * Calculus II (Mathematics/Physics)
 * Calculus III (Mathematics/Physics)
 * Classical Mechanics (Physics)
 * Communication Practicum (Radio) (Mass Communication)
 * Creative Writing: Fiction (English)
 * The Contemporary World in Historical Perspective (History)
 * Cultural Anthropology (Sociology/Cultural Anthropology)
 * Differential Equations (Mathematics/Physics)
 * English Composition I (English)
 * English Composition II: Science Fiction (English)
 * Environmental Sustainability (Interdisciplinary Studies/Sustainability Studies/Biology)
 * Experimental Physics (Physics)
 * Film Theory (English/Film Studies)
 * Gender and Social Life (Sociology/Women's Studies/Cultural Anthropology)
 * General Chemistry (Chemistry)
 * General Psychology (Psychology)
 * Geography of Languages and Religions (Geography)
 * Human Geography (Geography/Cultural Anthropology)
 * Intercultural Communication (Communication Studies)
 * Intermediate Algebra (Mathematics)
 * Introduction to Computer Science (Computer Science)
 * Introduction to Engineering Design (Engineering Sciences/Physics)
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title: User:Xtgyal


text:
User:EGM6321.f11.team1.Zhichao Gong/Mtg2

Mtg 2: Thu, 25 Aug 11

page2-1

Motivation: High-speed trains (con't) German Transrapid (electromagnetic attraction) Japanese Maglev (electrodynamicrepulsion) French TGV (wheel on rail) Vu-Quoc & Olsson 1989 CMAME Vehicle/structure in interaction, where vehicle is the high-speed maglev and the structure is
the flexible guideway

 page2-2

$${Y}^{'}(t)={\color{blue}nominal \ position} \ of \ wheel \ ({\color{blue}without} \ guideway \ deformation)$$

$$S={x}^{1}={\color{blue}horizontal} \ coordinate$$

$${u}^{1}(S,t)={\color{blue}axial} \ deformation \ (displacement) \ of \ guideway, \ where \ t \ is \ the \ time \ parameter$$

$${u}^{2}(S,t)={\color{blue}transverse} \ deformation \ (displacement) \ of \ guideway$$

$$ {u}^{2}_{,s} \underset{\underbrace{:=}} \  \frac{ \partial{u}^{2}(S,t)}{ \partial S}=guideway \ {\color{blue}slope} \ (small \ deformation)$$

Note: latex code

Use \displaystyle to prevent the fraction from

being squished down, i.e., preserve the font size in

the numerator and in the denominator.

page2-3

Note: Equal-by-definition symbols

$$:=$$
non-symmetric symbol, goodto use,flexible.

The quantity on the side of the colon is defined

by the quantity on the side of the equal sign.

e.g.,

A:=B    A is defined by B

A=:B    B is defined by A

$$ \overset{def}{=}$$

symmetricsymbol, not clear

$$A\overset{def}{=}B$$

A is defined by B? OR

B is defined by A?

Need a convention: left-hand side defined

by right-hand side (read "def" from left to

right)

$$ \overset{ \triangle}{=} \ similar to \ \overset{def}{=},$$

but worse, since at least "def"

has an implicit reading direction from left to

right, whereas
$$ \triangle$$
iscompletely symmetric

page2-4

Axial displacement of guideway under moving

wheel/magnet

$${u}^{1}(S,t) {|}_{{S}=Y^{1}(t)}={u}^{1}({Y}^{1},t) \ {\color{red}(1)}$$

$${u}^{1}(S,t) {|}_{{S}=Y^{1}} \ is \ {u}^{1}(S,t) \ evaluated \ at \ S={Y}^{1}(t)$$

Note: latex code

"\left." is used to balance "\right|" to get nothing

on the left and the vertical bar | on the right.

Note the dot "." after "left"

General setting

$$f(S,t) {|}_{S=Y^{1}(t)}=f(Y^{1}(t),t) \ {\color{red}(2)}$$

First total time derivative:

$$ \frac{d}{dt}f({Y}^{1}(t),t)= \frac{ \partial f({Y}^{1}(t),t)}{ \partial S}{ \overset{.}{Y}}^{1}+ \frac{ \partial f({Y}^{1}(t),t)}{ \partial t} \ {\color{red}(3)}$$

page2-5

$$with \ \overset{.}{{Y}^{1}}:= \frac{d{Y}^{1}(t)}{dt}$$

R*1.1: Second total time derivative

Show that

$$ \frac{{d}^{2}f}{d{t}^{2}}=f,s({Y}^{1},t) \overset{..}{{Y}^{1}}+f,ss({Y}^{1},t)({{ \overset{.}{Y}}^{1}})^{2}+2f,st({Y}^{1},t){ \overset{.}{Y}}^{1}+f,tt({Y}^{1},t) \ {\color{red}(1)}$$

$$f,s({Y}^{1},t):= \frac{ \partial f({Y}^{1},t)}{ \partial S } \ {\color{red}(2)}$$

$$f,st({Y}^{1},t):= \frac{{ \partial}^{2}f({Y}^{1},t)}{ \partial  S \partial t} \ {\color{red}(3)}$$

Similarly for the other partial derivatives.


text:
User talk:Xtgyal

 Hello Xtgyal, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 17:21, 27 December 2011 (UTC)

Ideas
Hi! There's a thread on the colloquium I wanted to share with you. Some of us are just trading ideas about how to improve content on Wikiversity. Feel free to join in if it interests you! --HappyCamper 04:33, 4 January 2012 (UTC)
 * How about collecting links to all these UFO related topics that you found under one place, like Topic:UFO or Topic:Ufology? I think Wikiversity is different than Wikipedia in the sense that we want to build some kind of a learning community here where active participation on the wiki is highly desirable. This is in contrast to Wikipedia where one could simply just browse through the pages without having to encounter anyone at all! Does this help? --HappyCamper 21:51, 5 January 2012 (UTC)

Use Both Wikipedia and Wikiversity
Welcome, Nikki! (That was the link I saw on one of "Happy Camper's" pages.) User:HappyCamper H.C. has supported/corrected some of my postings; I think we are on "friendly terms"; he helped me find some other "Rubik's Cube" fans. Obviously, you have met him yourself.

I'm new myself, but trying to add material on math, comp sci, puzzles, and other "special interests". To the topic: I have found these are probably complementary venues. To report verifyable, factual information, use the 'pedia. To try to teach someone, create a "learning resource" at the 'versity. Some examples from my experience: Topic "Rubik's Cube"/"Speedcubing" Topic:Speedcubing has artiocles in both; I'm reviewing standard, established notations on the 'pedia, while contemplating an extensive re-write of a small book I posted on the "Discuss" page of the 'versity. RCB_RubikTOC

An even better example is topics on the family of "BASIC" computer languages. I downloaded the QB64 (I will need to do more for this link: "QB64" is something I have to search for in Wikipedia -- it's not in 'versity -- this is why I say, "use both!") compiler from the 'pedia, in hopes of including source code for an interactive program for the info on "Rubik's Cube" as an added chapter in my 'versity materials.

Please forgive any minor updates on the links: I don't quite understand how to verify that links are correct from the "preview" edit page. So, I take my best shot first, then if spelling, capitalization, and/or punctuation, etc. are messed up, I need to check things out and try again.

My 41st wedding anniversary will be on January 30; that statement may address some of YOUR "special interests". This is my last year as a male sexagenarian; I will be 70 in August.

Just in case I get interrupted: I'll sign first, than ramble on. Ray Calvin Baker 03:01, 16 January 2012 (UTC)

Your Gender Studies, Information Technology, Science Fiction Interests
Your Gender Studies, Information Technology, Science Fiction Interests (I hope I'm not reading too much "ufology" into this last one), suggest to me that you may be a person with some special qualifications for helping me address a matter which has arisen from my recent reading of Robert J. Sawyer's "www" trilogy, _Wake_, _Watch_, and _Wonder_. This series currently holds my nomination for the "Relevance" award -- Most Relevant use of contemporary science in a work of fiction, displacing _Dragon's_Egg_ and its sequel, about life on a neutron star (You did mention an interest in Physics). I want to encourage girls in the pursuit of mathematics and computer science, but, alas, "Webmind" was not able to dissuade 16-year-old "Calculass" from a potentially hazardous relationship with her boyfriend, "MathU". Also, I have an interest in the character, Dr. Malcolm Decter, who is afflicted with Asperger's Syndrome, but has the privilege of escorting Dr. Steven Hawking about a Canadian University. What can I do to avoid putting my big foot into a probably sensitive topic? Or have I gone too far already, in just mentioning my problem?

Ray Calvin Baker (talk) 03:01, 19 April 2012 (UTC)

title: User talk:Xtgyal