text:
Multidisciplinary studies/Categories

From: http://en.wikiversity.org/wiki/User:Genezistan/Synchronization_of_thoughts/lecture_1

Lecture 2
In lecture one I have asserted that verbs indicate relations and carry the meaning of verbal knowledge representations that we either understand based on our previous knowledge or we do not. Understanding is the capability of seeing a whole, an object in terms of its form and content while maintaining continuity and identify. Such generic terms (object, existence, life, universe, etc.) that indicate one need to be made specific and the frist step of making them specific is isolation. As a result of isolation you get the next level of generality with the ensuing quantity of two. With regard to concepts you get form and content, quality and quantity. These are properties of objects, just as relations.

In Lecture 2 I am discussing the most generic categories of our thinking such as space and time, form and content, quality and quantity. Also, the concepts of dichotomies, such as existence, life, universe, body and soul. I will discuss in details the semantic primitives called relation, object and property. The concepts of finite and infinite and the concept of movement. I will also address the issue of personality, mind, spirit, emotion, reason and will. I will cover some human capabilities, namely perception and senses leading to the issue of creation versus production. I will also address the issue of Grammar persons, and the aspects of Time: present, past and future.

What exists?
The concept of existence, life, universe, the concept of one are the most generic terms or names of what exist. Clearly, existence is a personal experience and by the way of analogy we attribute existence to other objects that we do not identify with. Moreover, we also atribute existence to our creations including our thoughts and ideas, or objects that we cannot perceive or have direct experience of. We are aware of the fact that we have a limited knowledge of the world and we tend to keep in mind as see as existing what is visible or near us and assume that what is beyond that known horizon is built up in a simlar fashion.

We have direct experience of non existence too, either when objects seem to be emerging from nothing or when they vanish into oblivion. Such changes may be fast and observable or very slow and therefore inferenced. Therefore all the changes in the properties of objects are relative to the observer and the elements of the model to describe the situation must include the verb to indicate specific changes, the number of participants, such as any objects causing the change and the person observing and/or reporting the change and the concepts of time and space as the properties of any change. As a part of this process we have critical values identified by time and space to signiify the begining and the end (the definition of the boundaries) of a life or existence of an object.

As far as humans are concerned life ends when Oxygen is no longer supplied to the brain and/or when a certain enzym fails to be working in the blood. Human life starts with the fertilization of an egg and/or nine months later subject to chunking. Chunking is a way to divide time and space in a fashion that best suits the observer and/or actor acting in the belief that his/her chunking is right. Notice that not "real" or "true", but right, in other words defendable through opposing power conditions prevailing.

Power conditions are relevant in situations where division is sought instead of unification. Where repulsion and attraction are simultaneously in effect. Or in other words where controversy is seen as more appropriate than resolution. With respect to ideas or though harmonization is necessary where cooperation is preferred to competition. Construction is based on cooperation, demolition may not need cooperation at all. In fact, demolition occurs spontaneously, in chaos, in disorganisation, where objects are left on their own.

Decomposition, degradation and decay are natural, entropy is a law of nature. Working against the forces that cause disappearence and expiry is human to the extent of illusion, misjudgement and false beliefs concerning existence. The end is emotionally not acceptable and will to survive and prolong life is programmed in humans at a visceral level and has little to do with reason or logic available to consciousness. Of the changes visible or otherwise those taking place at a very fast speed either to unite objects or dissect an object have special importance. Objects fused into one or blown apart into many due to the use of an external force to break existing symmetry are thought to be different (non identical) after or before such events. While humans can analyze and disassemble objects with ease, putting them together and assembling them creates a difficulty. In particular, breaking down a living organism and eliminating synergy seems to be a direction that seems impossible to reverse, hence a challenge ever since we are about.

But it is certainly true that manufacturing is a proven technology for assembling complex objects, and in may ways biological engineering is an effort to apply such technologies. As a precondition of the successful application of the technology of precision targeting and delivering needs to be developed at a nano level too, just as it has been developed at cosmo level for space research. In fact, the whole story of humankind is focused on the development of targeting and reaching targets called objectives, physical or otherwise.

In the field of looking for objects that have a verbal form such an exercise is subjected to finding content associated with forms. The explicit content of a form is not necessarily displayed in the vicinity of the forms, rather such content is associated in the directly inaccessible mind of humans with a high degree of variation that need to be aligned and validated. Thus in thinking humans are in a constant search of content, which may result in a hit, in other words in finding two forms or patterns that are similar or identical. But the real purpose of the mental search is a match, a content associated with a form that altogether may be found to cause content, i.e. the end of the search for another form with a matching content.

Thus in case of meeting anything new we look for anything similar that has left a mark in our memory and we try to find a hit in the repertory of ours of anything existing. If we fail to do so, we may find that we have met something not existing, a miracle or another category of unfounded experience, such as a dream, illusion, etc. We know that the mind makes a distinction between the two states (dreaming and awaking) and we are normally aware of what is real and what is not. But we also know that our brain works to make up for any losses or incompleteness whether visual or auditory and in that sense we are all prone to self-deception.

The concept of space time, motion, speed and directions, dimensions
Well before we learn to speak we are already aware of space and time and are also capable of orienteering at least in space. We have a mental frame of reference of the world closely related to the space we are born to and living in. That frame of reference refers to the outside world, to some disctinctive points or significant persons to which or whom we relate our actions, including mental ones as thinking, emotions and feelings. It is a way of life or the most basic practice of living organisms to control the distance between themselves and the objects in the world around them subject to their fears and attractions, which are in parallel with the strangeness and familiarity of the objects perceived. Such emotions make us humans move either closer to or farther away an object in our focus that we perceive or attend to. Besides this instinctive reaction our intellect and will also control such decisions and we cannot always be sure which is in control at any moment of time.

The main lesson on the subject of spacetime is that we need to be orienteering in it, and we shoud be aware of the existence of a frame of reference of the observation and the statements that we make. It should not be stressed enough that you should always be aware of your own position (and the horizon) in space and time, and should not try to look at or describe the world in a timeless and dislocated fashion. Time and space are our widest parameters of Context and therefore they are a condition that you should always be aware of. The reason is that linguistically speaking a frame of reference is not limited to the means that are provided in any human language to make distinctions between the objects referenced. So the speakers of a language tend to forget about space and time and context in general, unless expressly stated. But that does not mean that your context would have disappeared. It may be in the background, but it is always there and will be expanded or collapsed as necessary for understanding by using either verbal or other means.

The lesser lesson is that we see objects closer to us bigger and those farther away from us smaller than their actual size as related to other objects in our view. This change of size subject to distance has psychological importance as well. Child drawing are a good example and personal comfort zone (proximity) control is another. The spatial relations described in speech usually refer to an object in space in relation to another object in space either independently of the position of the speaker, or observer, or subject to it. Therefore in most cases you deal with relative frames of reference where the location of an object is expressed in relation to both the viewpoint of the perceiver and the position of another object. Or, more importantly, where the location of the object with respect to the observer is expressed by a verb that defines the relation itself. Yet we still work with concepts of relation that are directly derived from our concept of space. (Remember that when you observe or perceive space, you look for a change, and change is created by motion whether of your own or that of an object in some relation to you.) In a sense, perception and movement are two sides of the same coin, and the coin is action. Non action under certain circumstances may mean death.

Space is observed in a relation between a part and a whole, a member and a class, or another spatial arrangement, such as in a hierarchy, a circle, something in a plane, most of the time in two dimensions or on a plane.

Existence or life is about moving and changing, so the essential relations to be discovered between objects are visible and therefore spatial, not causal (causative), which are not visual anyway. Casual relations are usually impossible to identify because of the multitude of simultaneous causes and the long-long chain of casuality (see Butterfly–effect) and because drawing the boundaries in the chain of casuality is quite arbitrary, hence not justified. In contrast, the relation between objects that are created by action, and which results in another object is a lot easier to grasp or to see. You may also called it creation or evolution as you like. The point is that such a process takes place not just in the physical reality, but in your mind too, where you create secondary objects or concepts to reflect chunks of reality taken from the outside world. Therefore movement in space is identified in a relation, that of opposites (direction), or negation (of identity) (or a change of a former state, existence itself) and its results, as we shall see it later. In fact, relations and operations are the two sides of the same event. (Mind you, even the properties of the basic operations in arithmetics are relations.)

As you will have known both additon and multiplication are commutative, associative and may be inverted, where the commutative property shows that the two sides of an expression between the equal sign may be swapped, and also that within one side of the sequence of operations the elements may be swapped, or that the two sides of the expression may be mirrored by breaking the symmetry and changing the direction or the sign of the operation between the elements. This suggests that reflection, mirroring and transposing objects in real and mental space are crucial operations in thinking and producing concepts of which the most generic is an object.

Inclusive spatial relations
All relations are in fact inclusive of space and there are no relations exclusive of space. If something is defined as being outside space and time, then it cannot be described in terms of finite objects existing in space and time. And if something in space has no extension (finite dimensions) then it cannot be located, therefore it is not included in space and time either. But the relations used in our definitons are usually originated in our spacetime concepts. Part-whole, Class-member, Upper and Lower for example can all visualized in a two-dimensional space, becaus they are finite and a part of a closed system.

On the other hand any attempt to measure infitinity with finite units of measurements results in a fiasco, because you cannot divide infinity (totality, wholeness, one) into separate finite chunks. (It appears as if wholeness can not be separated to result in other wholenesses, without a remainder or a fraction.) There is always an imponderable quantity or remainder that we miss in trying to identify, or to close the boundaries between any two separate elements in space and time. Thus the boundary is also a component to count with whether we see it or not, like in case of the force acting on the surfaces between two adjacent bodies or objects, between a cell and the core, etc. causing tension on the surface.

It is very likely that all our concepts of relations are derived from our concept of spacetime, that is worth recapitulating again by giving a defintion and some more details next.

We have direct experience of space from before birth, the experience of time comes later in mental development. Time does not exist without movement, so we create our concept of time in relation to movement in space that we have direct evidence of, whether it is our own movement or that of the celestial bodies, for instance. Now movement is an action as we have seen and it is also a relation usually between a fixed point of space (point of reference, usually that of the observer) and another point of space where an objects moves to. This leads to the creation/conception of a couple of other concepts such as path and speed and mass and energy. But all those concepts come later in the development of knowledge about the world and ourselves. (interestingly enough, the forces of Nature come in families of three, just as many ancient signs and symbols have just three or four elements. Examples: yin yang and the two triangles turned into hexagon.)

In conceptualization we use our perception of spacetime by "freezing" objects individually as whole or complete entities separated from their environment, hence in a "contained in" relation. Such related objects are then chained into a hierarchy with varying number of members and with one at the top. This is reflected in our thinking and categories, such as universe, one life, etc. This process of division is also told as ancient knowledge in the story of Genezis, whichis very similar to what science has found: the growth and development of living organisms from one cell, etc. The process of reproduction normaly takes place by a split of some level and a recombination of elements at another. The very fundamental change is however a kind of conversion of energy into mass or vice versa, from visible into invisible, etc.

Representation of spacetime in 2D
The changes of forms, the appearance and disapearance of objects taking place at very high speed

title: Multidisciplinary studies/Categories


text:
Talk:Introduction to Elasticity/VonMises stress

I am doing analysis on archesusing solid element can any body help me by giving a note on von mises stress significance and how this is different from princial stress

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


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User talk:בינה תפארת

hope my most recent edit(s) were beneficial.
 * archive 1 ::

בינה תפארת 22:38, 26 December 2009 (UTC)

title: User talk:בינה תפארת


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User talk:Waytofall

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Turing

 * Navigation: Engineering and Technology » Computer Science » Computer Programming » Turing

Turing is a programming language used in some schools to teach programming to beginners. It is a good example of the RAD design philosophy, which emphasizes ease and speed of software development. C is a better language for writing low-level code, and for professionals in general. Turing can be used to teach logic, algebra, geometry, physics, chemistry, and music theory.

Prerequisites

 * Possession of a copy of Turing (free download, development is stopped)
 * You can get a copy of Turing (4.1.1) here
 * Understanding of basic computing concepts in DOS and/or Windows.
 * Completion of or concurrent enrollment in
 * Introduction to Programming
 * Introduction to Programming Logic
 * Introduction to Computer Science
 * College Algebra, Math for computer programming, or equivalent.
 * Intentions to succeed and a commitment to learning.

This course is an introductory course in the field of computer programming. It does not require any prior knowledge of practicing computer programming.

Course Description
This course is intended to teach you all notable aspects of computer programming with the Turing programming language.

Note: Since this course is still under construction, so, you may find one of these tutorials more handy right now.

Pros and Cons of Turing
Pros
 * Simple syntax and built-in Math, Timing, and Input/Output functions
 * Easy to learn. Logical operator names for the most part
 * Is potentially a lot more powerful than the average C or C++ programmer may think. It depends on the coder's ability and knowledge.
 * Runs on every copy of WinXP ever released, by default.
 * Runs almost as fast as C, C++, etc. for simple programs
 * Can be used to develop 3d games, and can display 512 filled triangles at 20 frames per second on a Pentium 4
 * Isn't yet all the way towards becoming completely dead

Cons
 * Is not as powerful as a language like C, C++, or Assembly in that it cannot easily access low-level functions such as are needed for device driver programming (Beginners probably won't care)
 * Runs significantly slower than C, C++, etc. in some situations
 * Developer releases latest buggy version for free, version 4.05 is better in some situations. Developer is out of business.

Introductory lectures

 * 1) /Introduction/ - Design a simple application
 * 2) /Hello World/ - Sample application
 * 3) /Variables and Types/ - store and manipulate values
 * 4) /Control Structures and Logical Expressions/ - If statements and do loops
 * 5) /Functions and Subroutines/ - Segment your programs
 * 6) /Basic Graphical User Interfaces/ - Intro to built-in GUI functions, and custom GUI routines.
 * 7) /Event-Driven Design/ - Event handling.
 * 8) /Answers To Programming Language Exercises/ - Answers

Intermediate lectures

 * 1) Group Study at U of G Library, contact user pages of other students for details.

Advanced lectures

 * 1) /Introductory Game Design/

Reference

 * 1) Turing Syntax
 * 2) Turing Functions

title: Turing


text:
Turing/Introduction

put "wasn't that easy?";

breakdown of syntax:

put - outputs string (in this case) following the put command

"..." - string, which was output. A string is essentially a sequence of characters.

Another example:

put "first line" put "second line"

Here, the first "put" will print out the string "first line". Then the second "put" will print out the string "second line". Notice that the strings are on separate lines. This is because "put" prints out a newline after the string. "first line" will be printed, then a newline, then "second line" and finally a newline (what you get when you hit Enter).

Imagine you had a very long program. There might be many statements (a line of code that does something). Your code could become unreadable. This is where comments come in handy.

%This program asks for your name. Then it says that the program does not accept input. put "What is your name?" %asks the user for their name put "However, please don't enter you name. This program doesn't accept input." %tells user to not enter anything

You might have noticed "%" in several places in this code segment. To make a comment, you simply put "%", and everything after is a comment. Comments can even be placed after statements (but not before, as the statement would become part of the comment). The most common use is to explain code, and the function of a program. Another use is to temporarily stop a section of code from running by prefixing a "%" to the statements. This is known as commenting out.

Exercises:

1. Make a program that outputs a string on one line and then another one on the next.

2. Make the second example print out both strings on the same line, without removing the second put. Note: You will have to do some research on this.

title: Turing/Introduction


text:
Turing/Variables and Types

Code
Try this code:

var text : string get text

This code does two things
 * 1) makes "text" a variable (the first line of code)
 * 2) allows the user to input the value of "text" (the second line of code)

A variable is essentially the variable in math. However, in a programming language, a variable can hold a character, number, or a string. Before you use a variable, you have to declare it. There is a simple way to do that:

var foo : int

There are several important parts in this code segment. First, there is the keyword "var". It basically means that whatever comes next is a variable declaration. "foo" is the name of the variable you are defining. After, there is a colon. After the colon is the keyword "int". This says that foo is an integer. This statement essentially declares foo as an integer. This will be further explained in the next section.

Variable Types
There are four types of variables:

Working With Variables
In the previous section, we saw all the variable types. Now we need to learn how to use them. Suppose we had two integers, called "foo" and "bar". We can do many things with these two variables.

foo := 5 bar := foo + 10

Arrays
Another useful type of variables is an array. It can store many different variables at once. For example, a 10 by 10 array can store 10 times 10 variables, or 100 different values. The syntax is as follows:

var asdf : array 1..10, 1..10 of int

You can choose the variable type and the size by changing the numbers and the "int" to boolean for example. If you choose to add more dimensions, you can, for example:

var jkl : array 1..3, 1..5, 13..36 of boolean

The way you assign or call variables is as follows:

asdf (1,4) := 5 get asdf (2,7) put jkl (3, 3, 34)

Exercises
Exercises:

 * 1) Make a program that has the user input their name and then prints it out (Hint: to print a variable, you cannot put quotation marks around it)
 * 2) Make a variable that stores 10 names in an array, and if you want, prints them out. You will learn a more efficient way of doing this next lesson.

title: Turing/Variables and Types


text:
Turing/Control Structures and Logical Expressions

For all of these codes, don't forget to put end if/loop/for at the end of the if/loop/for statement.

If statements
Now, try this code: var text : string get text if (text = "Hello") then put "Hello, world" elsif (text = "Bananas") then put "Bananas are good" else put "Bye." end if

 * If the user enters "Hello, world" then the output is "Hello"
 * If the input is "Bananas" then the output is "Bananas are good"
 * If the input is anything else, then the ouput is "Bye."

Loops
Loops do exactly what they sound like. The program from the loop to the end loop Try this code: var a : int := 0 loop put a   a := a + 1 end loop

This program should output numbers indefinitely from 0 up. Now, let's say that we want to only put the numbers from 0 to 100. We need to put an 'exit when' statement.

var a : int := 0 loop put a   exit when a = 100 %put the exit when right here a := a + 1 end loop

For statements
For statements are really useful. The program: for i : small..big by intervals end for is the same as   var i : real := small loop exit when i = big i := i + intervals end loop If that was confusing, a for statement pretty much gives the variable 'i' all the values from small to big. for i : 1..10 put i, ", " end for would output 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, They are really useful for assigning values to an entire array, for example, this program gives the value '0' for every value in the array. var asdf : array 1..10,1..10 of int for i : 1..10 for j : 1..10 asdf (i,j) := 0 end for end for

Exercises

 * 1) Make the user input a user name and password. (Hint: If statement)
 * 2) Make the program give the user as many tries as they want, or if you want a challenge, 5 tries (Hint: Loop)
 * 3) Re-do exercise 2 (input 10 values from an array) from the last one, with for statements


text:
Turing/Functions and Subroutines

Functions
I never use these, so I can't really say anything useful about them, except that they are used to make calculations that you often use. Let's say you want to make a program that gets radii and outputs the area of the circle.

function calculatearea (x : real) : real result x ** 2 * 3.14159 end calculatearea var input : real loop get input put "The area of a circle with a radius ", input, " is ", calculatearea (input) end loop

Procedures
These are great for things that you do often or just to make your program look more organized. Let's say that you want to get the keyboard input, then the mouse input, then the keyboard input and then output both, get the mouse input and then output both. Instead of copying and pasting bits of code, you can have procedures and call them when needed.

var mx,my,mb : int var keyinput : string procedure getmouse Mouse.Where (mx,my,mb) end getmouse procedure getkey get keyinput end getkey procedure outputinfo put mx, my, mb    put keyinput end outputinfo loop keyinput getmouse outputinfo getmouse outputinfo end loop

Exercises:

 * 1) Make a function that calculates the number times 6, plus 3 divided by 2
 * 2) Make a procedure that puts 'hi' and then one that gets a string. Then call on them at random. (Hint: Use Rand.Int: Rand.Int (1,5) randomly outputs a number between 1 and 5.)

title: Turing/Functions and Subroutines


text:
Turing/Basic Graphical User Interfaces

Introduction
Graphic User Interface (GUI) in Turing is based on the Cartesian co-ordinate system. X is the horizontal axis and Y is the vertical one. A normal window is 639 (x) by 399 (y) pixels, but can be changed with the setscreen ("graphics:x;y") for example setscreen ("graphics:100;200") changes the window to 100 x 200 pixels. You can only use GUI in graphics mode.

Draw unit Commands
Since Turing is object oriented, all of the simple GUI commands are part of one unit. The commands are below. They must have draw in front of them e.g. drawarc, drawfillbox except for cls, which can be either Draw.Cls or cls. Instead, they can have 'Draw.' in fron of them, but they must be capitalized e.g. Draw.Arc or Draw.FillBox or Draw.MapleLeaf. (x1,y1) is one corner (traditionally bottom left) and (x2,y2) is the opposite (top right) (x1,y1) is one end and (x2,y2) is the other end The maple leaf is drawn in an imaginary box, with the corners (x1,y1) and (x2,y2) The parameters are the corners of the figure. It can have up to 255 points. Same as maple leaf
 * arc † (centre x,centre y,initial angle, final angle, colour)
 * box † (x1, y1, x2, y2, colour)
 * cls
 * dot (x,y,colour)
 * line (x1, y1, x2, y2, colour)
 * mapleleaf † (x1, y1, x2, y2, colour)
 * oval † (center x, center y, radius x, radius y, colour)
 * polygon † (x1, y1, x2, y2, x3, y3 ..., colour)
 * star † (x1, y1, x2, y2, colour)

† These commands can have fill added before them, making a filled box, oval, polygon etc.

Animation
By using loops, you can animate these shapes. You will need a mathematical formula (or formulae) to calculate these.

1 Direction
The simplest way to move a shape is one way. For this program, we will move it right.

var shapeX : int := 0 %%Declares variable 'shapeX' loop cls %%Clears the screen drawfilloval (shapeX, 100,10,10,1) shapeX := shapeX + 10 % for less typing, I could also say shapeX += 10 delay (50) %makes the program wait 50/1000 seconds before continuing. This allows the user to see the shape. exit when shapeX = 600 end loop

Diagonally
Move 2 axis: replace drawfilloval (shapeX, 100,10,10,1) with drawfilloval (shapeX, shapeX, 10,10,1)

A group
You have to move all the shapes. However, if the shapes are at different places, then you need to add a coefficient. To add another circle 20 pixels above and 10 left, add this line of code drawfilloval (shapeX + 10, shapeX - 10, 10,10, 2)

title: Turing/Basic Graphical User Interfaces


text:
Turing/Event-Driven Design

Event-driven design is used in most GUI programs. Text-based text-editors like edit.com are event-driven to the extent that they wait for an event then execute their code. Real-time event-driven code must allow for the user to not input any information in a given iteration of the main program loop.

The computer checks for keyboard and mouse data at more or less regular intervals, and executes subroutines based on this data. Event-driven logic is required for real-time-tactics programs or other 'live' simulations. On the other foot, strategy and zero-player-games are well suited to a 'pause-often' or 'turn-based' model.

title: Turing/Event-Driven Design


text:
User:Techexplo/Homework Posting

Homework Posting Area
This is the area for students to post homework projects.

In the Individual Area, students should post homework under their names.

In the Group Area, as it sounds, a group of student will complete homework posting.

/Homework Assignment/
 * /Individual Homework Area/
 * /Group Homework Area/

title: User:Techexplo/Homework Posting


text:
User:Techexplo/Homework Posting/Homework Assignment

Technology Exploitation Homework Page
 Send your e-mail address and name to techexplo@gmail.com. Please write briefly about where you are working and about your experience and education.


text:
Northern Arizona University/Environmental Ethics/Journals/Rosie R's Journal

Before subjecting you to my journal, allow me to explain it. I would take ideas from class discussions or readings and use my drawing skills to make a representation of how I pictured it. Every one of them took thought and I spent a lot of time on each drawing. Words of caution, however:

1. It's taken me ages to figure out how to actually get the images onto here, so excuse the delay, and (since I'm writing this before I finalized my method) I apologize if viewing them causes any inconvenience to you.

2. Some of the pictures contain writing, but upon scanning them (by the way, you have no idea how much crap that gave me) I found that it's almost impossible to read some of them, so as soon as the pictures get up, I will retype what I wrote below each image. None of it is much, they just kind of add to the drawing.

3. I was as green as I could be and drew pictures on the back of other pictures, so if you find yourself thinking you can see through the paper, you're totally right.

Alright, wish me luck with getting them all up, and I hope you appreciate them all.

...ethical criteria have been extended to many fields of conduct, with corresponding shrinkages in those judged by expediency only.

A man is faced with a new environment where all other individuals are strangers. He explores the community selfishly, ensuring his own well-being.

This exploration includes that of the land.

His instincts prompt him to compete for his place in the community.

Men communicate with one another, developing trust, friendship, and maybe even love. Beyond cooperation, man's relationship to another man becomes emotional.

The land becomes respected and cultivated by men.

...but his ethics prompt him also to cooperate.

Men may treat land as something to be respected and cultivated, but I wonder if they could ever communicate with it such as they do amongst other men.

There is as yet no ethic dealing with man's relation to land and to the animals and plants which grow upon it.

-The Land Ethic

Leopold's Land Pyramid

Throughout the years, what do trees remember?

(it's sideways...sorry...don't know why) Life in the Desert

Beautiful vs Sublime

We can look upon a landscape and see its physical features. We are free to decide if they are pleasing to look at or not. That is when the landscape becomes either beautiful or sublime--when WE decide.

Plato's Allegory Of The Cave

Thoreau's goal is to find the chief end of man--and he hopes for the rest of the world as well as himself to discover the chief end of man.

The chanticleer wakes the world up to the truth, or it supposedly does. For there is a large part of the world that has not sought out the truth. Maybe they are not being awakened by the right chanticleer.

The Hermit and the Poet and the things that they see.

How deep is Walden Pond?

Why has nobody measured Walden's depths before?

Is it because they are afraid to know the depth of something larger than their perception lets them imagine?

Or because the possibility of infinity is too astonishing, and to find a measurement would remove the wonder?

There is a system of laws in nature, laws that govern both individual things and larger wholes. These laws have been present throughout history...

...since thinking beings evolved ...since the formation of galaxies ...since the formation of natural elements ...since the Big Bang

Now humans are thinking beings following laws of nature, but they can make their own laws, like creating more Big Bangs on smaller scales.

The Oversoul

At the time of a tragedy, the grief is all-encompassing. We feel as though no other less major tragedy is effective because of our grief taking over anything else.

Within time, the grief is no longer immanent. We can walk away from it and forsake the horrible feelings.

Possibly there is regret for the loss of grief. The feelings that were so real before are now only memories and do not affect us emotionally as they once did.

''The lords of life, the lords of life--I saw them pass in their own guise, like and unlike, portly and grim, Use and Surprise, Surface and Dream, Succession swift and spectral Wrong, Temperament without a tongue, and the inventor of the game omnipresent without a name; some to see, some to be guessed, they marched from east to west. Little man, least of all, among the legs of his guardians tall walked about with puzzled look. Him by the hand dear nature took; dearest nature, strong and kind, whispered, "Darling, never mind! Tomorrow they will wear another face, the founder thou! these are thy race!"''

-Emerson, "Experience"

The Sayer The Knower The Doer

In Emerson's perspective, these personalities represent the love of beauty, truth, and good, and one does not exist without both others. For it is true that the effect does not form in anything but cause, and cannot be exhibited without operation.


text:
User:Djcallisto

I'm not exactly sure what i want to do here. I think i'm going to do some calculus studying and maybe astronomy stuff. []

title: User:Djcallisto


text:
User:Djcallisto/Calculus1

subst:Calculus pre-test

title: User:Djcallisto/Calculus1


text:
User:Flea~enwikiversity

This is my page. No content yet.

title: User:Flea~enwikiversity


title: File:Team7hw7.pdf


text:
User:00iCon

hmmm. this isn't working well.

title: User:00iCon


text:
User:Egm6321.f09.Team06.sada/HW7

Problem #5:
From Lecture p.37-3

Show that the following is true, by performing integration by parts:

$$ \begin{align} \alpha = -\int_{-1}^{+1} \left(1-x^{2}\right)L_{n}'L_{m}'\text{d}x \end{align} $$

Solution
Let,

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

u = L_m \Rightarrow du = L'_m dx, $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 1)
 * }
 * }

and,

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

dv = \left[ (1-x^2) L'_n \right]' dx. $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }

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

\Rightarrow \int dv = \int\left[ (1-x^2) L'_n \right]' dx \Rightarrow v = \left[ (1-x^2) L'_n \right]. $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

We know,

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

\int_{a}^{b} udv = \left[uv \right]_{a}^{b} - \int_{a}^{b} vdu , $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 3)
 * }
 * }

and so, with $$\displaystyle a = -1 $$ and $$\displaystyle b = +1 $$

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

\alpha = \int_{-1}^1 L_m \left[ (1-x^2) L'_n \right]' dx = \left[ L_m(1-x^2) L'_n\right]_{-1}^{+1} - \int_{-1}^{+1} (1-x^2) L'_n L'_m dx , $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 4)
 * }
 * }

For values of $$\displaystyle x = -1 $$ and $$\displaystyle x = +1 $$,

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

(1-x^2) = 0. $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 5)
 * }
 * }

Substituting Equation (5) in first term of Equation (4),

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

\alpha = {\left[ L_m(1-x^2) L'_n\right]_{-1}^{+1}} - \int_{-1}^{+1} (1-x^2) L'_n L'_m dx. $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

The first term becomes zero,So

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

$$\displaystyle \alpha = - \int_{-1}^{+1} (1-x^2) L'_n L'_m dx $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }
 * }

Problem #6:
From Lecture p.38-2

$$ \begin{align} \left(r_{pq}\right)^{2} = ||\vec{PQ}||^{2} = \sum_{i=1}^{3}\left(x_{qi}-x_{pi}\right)^{2} \end{align} $$

Points $$P$$ and $$Q$$ in spherical coordinates,

$$ \begin{align} P &= \left(r_{p},\phi_{p},\theta_{p}\right) \\ Q &= \left(r_{q},\phi_{q},\theta_{q}\right) \end{align} $$

The cartesian coordinates of these points be given as:

$$ \begin{align} P &= \left(x_{p1}, x_{p2}, x_{p3}\right) \\ Q &= \left(x_{q1}, x_{q2}, x_{q3}\right) \end{align} $$

The relationship between these two coordinate systems is given as

$$ \begin{align} x_{p1} &= r_{p}\cos\left(\theta_{p}\right)\cos\left(\phi_{p}\right) \\ x_{p2} &= r_{p}\cos\left(\theta_{p}\right)\sin\left(\phi_{p}\right) \\ x_{p3} &= r_{p}\sin\left(\theta_{p}\right) \\ \\ x_{q1} &= r_{q}\cos\left(\theta_{q}\right)\cos\left(\phi_{q}\right) \\ x_{q2} &= r_{q}\cos\left(\theta_{q}\right)\sin\left(\phi_{q}\right) \\ x_{q3} &= r_{q}\sin\left(\theta_{q}\right) \end{align} $$

Convert the following equation for $$\left(r_{pq}\right)^{2}$$ to spherical coordinates, by substituting in the relationships above.

Solution
Equation (1) can be written as,

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

(r_{PQ})^2 = \left(x_Q - x_P\right)^2 + \left(y_Q - y_P\right)^2 + \left(z_Q - z_P\right)^2. $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 6)
 * }
 * }

Substituting Equations (2) and (3) in (6),

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

\begin{align} \Rightarrow (r_{PQ})^2 = & \left[r_Q \cos(\theta_Q) \cos(\psi_Q) - r_P \cos(\theta_P) \cos(\psi_P)\right]^2 + \\ & \left[r_Q \cos(\theta_Q) \sin(\psi_Q) - r_P \cos(\theta_P) \sin(\psi_P)\right]^2 + \\ & \left[r_Q \sin(\theta_Q) - r_P \sin(\theta_P)\right]^2 \end{align} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

\begin{align} \Rightarrow (r_{PQ})^2 = & \left[r_Q^2 \cos^2(\theta_Q) \cos^2(\psi_Q) + r_P^2 \cos^2(\theta_P) \cos^2(\psi_P) - 2 r_P r_Q \cos(\theta_Q) \cos(\psi_Q) \cos(\theta_P) \cos(\psi_P) \right] + \\ & \left[r_Q^2 \cos^2(\theta_Q) \sin^2(\psi_Q) + r_P^2 \cos^2(\theta_P) \sin^2(\psi_P) - 2 r_P r_Q \cos(\theta_Q) \sin(\psi_Q) \cos(\theta_P) \sin(\psi_P)\right] + \\ & \left[r_Q^2 \sin^2(\theta_Q) + r_P^2 \sin^2(\theta_P) - 2 r_P r_Q \sin(\theta_Q) \sin(\theta_P)\right] \end{align} $$
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

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

\begin{align} \Rightarrow (r_{PQ})^2 = &\ r_Q^2 \cos^2(\theta_Q) {\left[ \cos^2(\psi_Q) + \sin^2(\psi_Q) \right]} + r_Q^2 \sin^2(\theta_Q) -  2 r_P r_Q \cos(\theta_Q) \cos(\theta_P) \left [\cos(\psi_Q) \cos(\psi_P) \right] + \\ &\ r_P^2 \cos^2(\theta_P) {\left[ \cos^2(\psi_P) + \sin^2(\psi_P) \right]} + r_P^2 \sin^2(\theta_P) - 2 r_P r_Q \cos(\theta_Q)\cos(\theta_P) \left [\sin(\psi_Q) \sin(\psi_P)\right] - 2 r_P r_Q \sin(\theta_Q) \sin(\theta_P) \end{align} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

\begin{align} \Rightarrow (r_{PQ})^2 = &\ r_Q^2 {\left[\cos^2(\theta_Q) + \sin^2(\theta_Q) \right]} -  2 r_P r_Q \cos(\theta_Q) \cos(\theta_P) \underbrace{\left [\cos(\psi_Q) \cos(\psi_P) + \sin(\psi_Q) \sin(\psi_P)\right]}_{=\ \cos(\psi_Q-\psi_P)} + \\ &\ r_P^2 {\left[ \cos^2(\theta_P) + \sin^2(\theta_P) \right]} - 2 r_P r_Q \sin(\theta_Q) \sin(\theta_P)
 * $$\displaystyle
 * $$\displaystyle

\end{align} $$
 * }
 * }

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

\begin{align} \Rightarrow (r_{PQ})^2 = &\ r_Q^2 + r_P^2 -  2 r_P r_Q \left[\underbrace{\cos(\theta_Q) \cos(\theta_P) {\cos(\psi_Q-\psi_P)} + \sin(\theta_Q)\sin(\theta_P)}_{=\ \cos\gamma} \right] \end{align} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

And so,

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

$$\displaystyle (r_{PQ})^2 = (r_P)^2 + (r_Q)^2 - 2 (r_P) (r_Q) \cos\gamma $$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }
 * }

title: User:Egm6321.f09.Team06.sada/HW7


text:
Talk:PHP/Databases

This whole page is absolutely terrible and needs to be updated for mysqli using prepared statements. why are you teaching people how get themselves hacked?:
 * The difference between mysql and mysqli will not allow someone to get hacked. MatthewGall2005 17:30, 8 January 2010 (UTC)

i can redo some of it later on

(69.159.194.154 19:21, 8 January 2010 (UTC)) Why would that lead to getting hacked? That should learn how to strip out dangerous characters from urls and forms - that would help prevent common attacks.

title: Talk:PHP/Databases


text:
User talk:Epied

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 9 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 9 December 2009 (UTC)

title: User talk:Epied


text:
User talk:Prabuddha~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 9 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 9 December 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Prabuddha. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Prabuddha~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:47, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:18, 19 April 2015 (UTC)

title: User talk:Prabuddha~enwikiversity


text:
User talk:Kils~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:18, 9 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 9 December 2009 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Kils. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kils~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:13, 19 April 2015 (UTC)

title: User talk:Kils~enwikiversity


text:
User:Egm6936.s09/Test Word macros

$$\begin{align} \overleftarrow{\text{u}} \\ \text{u}\times \text{u}\overleftarrow{\nabla }\times \text{n}=\left( {{u}_{r}}{{\text{e}}_{r}}+{{u}_{\theta }}{{\text{e}}_{\theta }} \right)\times \left[ \frac{\partial {{u}_{r}}}{\partial r}{{\text{e}}_{r}}{{\text{e}}_{r}}+\frac{1}{r}\left( \frac{\partial {{u}_{r}}}{\partial \theta }-{{u}_{\theta }} \right){{\text{e}}_{r}}{{\text{e}}_{\theta }}+\frac{\partial {{u}_{\theta }}}{\partial r}{{\text{e}}_{\theta }}{{\text{e}}_{r}}+\frac{1}{r}\left( \frac{\partial {{u}_{\theta }}}{\partial \theta }+{{u}_{r}} \right){{\text{e}}_{\theta }}{{\text{e}}_{\theta }} \right]\times {{\text{e}}_{r}}=-\frac{1}{r}\left( u_{r}^{2}+u_{\theta }^{2}+{{u}_{r}}{{u}_{\theta ,\theta }}-{{u}_{\theta }}{{u}_{r,\theta }} \right){{\text{e}}_{z}}{{\text{e}}_{z}} \\ \end{align}$$

$$\begin{align} & {{\text{n}}_{t}}d{{s}_{t}}=\det \left( {{\text{F}}_{t}} \right)\text{F}_{t}^{-T}\bullet \text{n}ds \\ & {{\text{F}}_{t}}=\frac{\partial {{\text{x}}_{t}}}{\partial \text{x}}=\frac{\partial \left( \text{x}+\text{u}t \right)}{\partial \text{x}}=\text{I}+t\frac{\partial \text{u}}{\partial \text{x}}=\text{I}+t\text{u}\overleftarrow{\nabla } \\ & \det \left( {{\text{F}}_{t}} \right)=1+t{{I}_{1}}+{{t}^{2}}{{I}_{2}}+{{t}^{3}}{{I}_{3}}\,\,\,\,\,\,\text{u}\overleftarrow{\nabla }=\frac{\partial \text{u}}{\partial \text{x}} \\ & {{I}_{1}}=tr\left( \text{u}\overleftarrow{\nabla } \right),\,\,{{I}_{2}}=\frac{1}{2}\left[ t{{r}^{2}}\left( \text{u}\overleftarrow{\nabla } \right)-tr\left( \text{u}\overleftarrow{\nabla }\bullet \text{u}\overleftarrow{\nabla } \right) \right],\,\,{{I}_{3}}=\det \left( \text{u}\overleftarrow{\nabla } \right) \\ & \text{F}_{t}^{-1}={{\left( \text{I}+t\text{u}\overleftarrow{\nabla } \right)}^{-1}}\approx \text{I}-t\text{u}\overleftarrow{\nabla }+{{t}^{2}}{{\left( \text{u}\overleftarrow{\nabla } \right)}^{2}}-{{t}^{3}}{{\left( \text{u}\overleftarrow{\nabla } \right)}^{3}}+\cdots \\ & \text{F}_{t}^{-T}={{\left( \text{I}+t\text{u}\overleftarrow{\nabla } \right)}^{-T}}\approx \text{I}-t\nabla \text{u}+{{t}^{2}}{{\left( \nabla \text{u} \right)}^{2}}-{{t}^{3}}{{\left( \nabla \text{u} \right)}^{3}}+\cdots \,\,\,\,\,\nabla \text{u}={{\left( \frac{\partial \text{u}}{\partial \text{x}} \right)}^{T}}\,\,\,\left| \text{u}\overleftarrow{\nabla } \right|<<1 \\ & \text{u}\bullet {{\text{n}}_{t}}d{{s}_{t}}=\det \left( {{\text{F}}_{t}} \right)\text{u}\bullet \text{F}_{t}^{-T}\bullet \text{n}ds\approx \left( 1+t{{I}_{1}}+{{t}^{2}}{{I}_{2}}+{{t}^{3}}{{I}_{3}} \right)\text{u}\bullet \left( \text{I}-t\nabla \text{u}+{{t}^{2}}{{\left( \nabla \text{u} \right)}^{2}}-{{t}^{3}}{{\left( \nabla \text{u} \right)}^{3}}+\cdots \right)\bullet \text{n}ds \\ & =\text{u}\bullet \left( \text{I}+t{{I}_{1}}\text{I}-t\nabla \text{u}+{{t}^{2}}{{\left( \nabla \text{u} \right)}^{2}}-{{t}^{2}}{{I}_{1}}\nabla \text{u}+{{t}^{2}}{{I}_{2}}\text{I}+\cdots \right)\bullet \text{n}ds=\text{u}\bullet \left\{ \text{I}+t\left( {{I}_{1}}\text{I}-\nabla \text{u} \right)+{{t}^{2}}\left[ {{\left( \nabla \text{u} \right)}^{2}}-{{I}_{1}}\nabla \text{u}+{{I}_{2}}\text{I} \right]+\cdots  \right\}\bullet \text{n}ds \\ & A_{e}^{1}=-P\int\limits_{0}^{1}{dt}\int\limits_{\det \left( {{\text{F}}_{t}} \right)\text{u}\bullet \text{F}_{t}^{-T}\bullet \text{n}ds}=-P\int\limits_{\text{u}\bullet \int\limits_{0}^{1}{\left\{ \text{I}+t\left( {{I}_{1}}\text{I}-\nabla \text{u} \right)+{{t}^{2}}\left[ {{\left( \nabla \text{u} \right)}^{2}}-{{I}_{1}}\nabla \text{u}+{{I}_{2}}\text{I} \right]+\cdots \right\}dt}\bullet \text{n}ds} \\ & =-P\int\limits_{\text{u}\bullet \left\{ \text{I}+\frac{1}{2}\left( {{I}_{1}}\text{I}-\nabla \text{u} \right)+\frac{1}{3}\left[ {{\left( \nabla \text{u} \right)}^{2}}-{{I}_{1}}\nabla \text{u}+{{I}_{2}}\text{I} \right]+\cdots \right\}\bullet \text{n}ds}\approx -P\int\limits_{\text{u}\bullet \left[ \text{I}+\frac{1}{2}\left( {{I}_{1}}\text{I}-\nabla \text{u} \right) \right]\bullet \text{n}ds} \\ & {{\left( {{\text{n}}_{i}} \right)}_{t}}{{\left( ds \right)}_{t}}=\frac{1}{2}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}\frac{\partial \left( {{x}_{j}}+t{{u}_{j}} \right)}{\partial {{x}_{m}}}\frac{\partial \left( {{x}_{k}}+t{{u}_{k}} \right)}{\partial {{x}_{n}}}{{n}_{p}}ds=\frac{1}{2}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}\frac{\partial \left( {{x}_{j}}+t{{u}_{j}} \right)}{\partial {{x}_{m}}}\frac{\partial \left( {{x}_{k}}+t{{u}_{k}} \right)}{\partial {{x}_{n}}}{{n}_{p}}ds \\ & =\frac{1}{2}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}\left( {{\delta }_{jm}}+t\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}} \right)\left( {{\delta }_{kn}}+t\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}} \right){{n}_{p}}ds=\frac{1}{2}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}\left( {{\delta }_{jm}}{{\delta }_{kn}}+t{{\delta }_{jm}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}}+t{{\delta }_{kn}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}+{{t}^{2}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}} \right){{n}_{p}}ds \\ & =\frac{1}{2}\left( {{\varepsilon }_{jki}}{{\varepsilon }_{jkp}}+t{{\varepsilon }_{jki}}{{\varepsilon }_{jnp}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}}+t{{\varepsilon }_{jki}}{{\varepsilon }_{mkp}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}+{{t}^{2}}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}} \right){{n}_{p}}ds \\ & =\frac{1}{2}\left[ \left( {{\delta }_{kk}}{{\delta }_{ip}}-{{\delta }_{ki}}{{\delta }_{kp}} \right)+t\left( {{\delta }_{kn}}{{\delta }_{ip}}-{{\delta }_{kp}}{{\delta }_{in}} \right)\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}}+t\left( {{\delta }_{jm}}{{\delta }_{ip}}-{{\delta }_{im}}{{\delta }_{jp}} \right)\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}+{{t}^{2}}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}} \right]{{n}_{p}}ds \\ & =\frac{1}{2}\left[ \left( 3{{\delta }_{ip}}-{{\delta }_{pi}} \right)+t\left( \frac{\partial {{u}_{k}}}{\partial {{x}_{k}}}{{\delta }_{ip}}-\frac{\partial {{u}_{p}}}{\partial {{x}_{i}}} \right)+t\left( \frac{\partial {{u}_{j}}}{\partial {{x}_{j}}}{{\delta }_{ip}}-\frac{\partial {{u}_{p}}}{\partial {{x}_{i}}} \right)+{{t}^{2}}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}} \right]{{n}_{p}}ds=\left( {{\delta }_{ip}}+t\frac{\partial {{u}_{k}}}{\partial {{x}_{k}}}{{\delta }_{ip}}-t\frac{\partial {{u}_{p}}}{\partial {{x}_{i}}}+\frac{1}{2}{{t}^{2}}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}} \right){{n}_{p}}ds \\ & {{u}_{i}}{{\left( {{\text{n}}_{i}} \right)}_{t}}{{\left( ds \right)}_{t}}={{u}_{i}}\left( {{\delta }_{ip}}+t\frac{\partial {{u}_{k}}}{\partial {{x}_{k}}}{{\delta }_{ip}}-\frac{\partial {{u}_{p}}}{\partial {{x}_{i}}}+\frac{1}{2}{{t}^{2}}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}} \right){{n}_{p}}ds=\left( {{u}_{i}}{{n}_{i}}+t{{u}_{i}}{{n}_{i}}\frac{\partial {{u}_{k}}}{\partial {{x}_{k}}}-t{{u}_{i}}\frac{\partial {{u}_{p}}}{\partial {{x}_{i}}}{{n}_{p}}+\frac{1}{2}{{t}^{2}}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}{{u}_{i}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}}{{n}_{p}} \right)ds \\ & A_{e}^{1}=-P\int\limits_{0}^{1}{dt}\int\limits_=-P\int\limits_{0}^{1}{dt}\int\limits_{\left( {{u}_{i}}{{n}_{i}}+t{{u}_{i}}{{n}_{i}}\frac{\partial {{u}_{k}}}{\partial {{x}_{k}}}-t{{u}_{i}}\frac{\partial {{u}_{p}}}{\partial {{x}_{i}}}{{n}_{p}}+\frac{1}{2}{{t}^{2}}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}{{u}_{i}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}}{{n}_{p}} \right)ds} \\ & =-P\int\limits_{\left( {{u}_{i}}{{n}_{i}}+\frac{1}{2}{{u}_{i}}{{n}_{i}}\frac{\partial {{u}_{k}}}{\partial {{x}_{k}}}-\frac{1}{2}{{u}_{i}}\frac{\partial {{u}_{p}}}{\partial {{x}_{i}}}{{n}_{p}}+\frac{1}{6}{{\varepsilon }_{jki}}{{\varepsilon }_{mnp}}{{u}_{i}}\frac{\partial {{u}_{j}}}{\partial {{x}_{m}}}\frac{\partial {{u}_{k}}}{\partial {{x}_{n}}}{{n}_{p}} \right)ds}=-P\int\limits_{\left\{ \text{u}\bullet \text{n}ds+\frac{1}{2}\left[ \left( \nabla \bullet \text{u} \right)\text{u}\bullet \text{n}-\text{u}\bullet \left( \nabla \text{u} \right)\bullet \text{n} \right]+\frac{1}{6}\left( \text{u}\times \text{u}\overleftarrow{\nabla }\text{:u}\overleftarrow{\nabla }\times \text{n} \right) \right\}ds} \\ \end{align}$$

title: User:Egm6936.s09/Test Word macros


text:
Wikiversity:Help desk/Archive 12

Learning in the future
What kind of techniques might be possible when trying to improve the rate of learning in the future? Example, In the film, The Matrix, they "plug" people into the computer and can learn things almost instantly. Is there a name for this? What other "Sci-fi" theories have been offered for this topic e.g. dream manipulation? hypnosis? bio-synthetic chips? Donek (talk) - Go raibh mile maith agaibh 18:19, 5 July 2008 (UTC)

 * Plugging a computer into your brain isn't really all that far-fetched. A cochlear implant essentially does that for sound already, and they are now doing something similar with vision.  However, even if info enters your brain that way, that doesn't necessarily mean you will then "learn" that info.  The same problem exists as happens when you are given info in class or in a book but forget it anyway.  They could give you injections of certain substances which seem to increase learning, but those might have the side effect of causing you to forget what you learned previously and you may need more and more of this substance to learn as you develop a chemical dependency.

 * Alternatively, we could leave the info in the computer and simply access it as needed. So, I'd think "What was the population of Madagascar in 1978 ?" and a query would go to the computer and the answer would appear immediately in my brain.  This would require 24-hour access to the computer interface, however.  There are some scary issues this all brings up, though, like what happens if somebody evil gets control of the computer and uses it to plant their thoughts in your mind.

 * Now, as for the short term, I think today's computers could teach kids far better with adaptive teaching software. In math, for example, they could try several different teaching methods with each kid, then find out "student A learns well from repetition of similar problems, while student B learns best from story problems, student C learns best from math video games, and student D doesn't seem to be learning at all, so manual teaching is needed for him". StuRat 22:39, 5 July 2008 (UTC)

 * I like the idea of being able to access a computer with the information we need to acquire. Should the memories we acquire be stored on this computer also? I think it would be good to have the computer placed behind the ear just like a cochlear implant. Could memory become small enough for that in the future? Donek (talk) - Go raibh mile maith agaibh 23:29, 5 July 2008 (UTC)

 * The size isn't an issue. A pen drive, if bent, could fit nicely behind an ear, and those hold 32 GB now, more than enough for encyclopedias, dictionaries, etc.  If you want constantly updated info, like today's news, you would want a link to a network, however.  This could allow a virus or other malware in, though, so security would need to be tight.  I'd use the external computer for facts, and use the human brain to creatively combine info to invent new things, etc.  However, if all of human knowledge could be downloaded into a computer, this would allow for immortality, in that a robot could be created with your mind in a computer.  This, however, is very far off. StuRat 20:36, 6 July 2008 (UTC)
 * I think the brain stores and needs massive amounts of data even if it uses tricks eg fooling you into thinking the eye instantly sees the full field of vision in full hi res colour. So consider not just how much memory is needed for a few minutes video clips, but the computing power and memory to process that and compare with maybe (semi-realistic) jurasic park type CGI or (mainly experimental) visual recognition systems, both need pretty hefty computing power and time to do what we do in a blink of the eye. If Moores Law holds for a few more decades we may get close to achieving what we now consider unthinkable. A problem is we do not know too much about how the human brain and mind work. Current theories of mind and artificial intelligence haven't helped much and our understanding of brain neurons and synapses relate only to networks of  a few tens or hundreds. We have admittedly managed to control live insects with electronics; and we have managed to make smart autonomous weapons probably nearly as brainy as say a termite. We need and will inevitably get a computer  brainier than us enabling us to make progress. One wonders if like HAL in 2001 any logical computer is going to recognise Humans as illogical &/or evil and/or destructive.

Regarding what may help with learning, if we can live longer and prevent brain deterioration in both young adults and elderly; or even enhance brain function; then that could improve both the rate of learning and the amount of time available for learning. I would guess medical related science will have a greater impact on human intelligence and than electronics. Then again global warming/warfare may result in a future world with few electronics or humans. Gandee

 * Well, the major problem in my country is, that people dont want to learn, thats why we dont need any special techniques.--Juan de Vojníkov 20:47, 9 April 2009 (UTC)

 * Yes, but "not wanting to learn" can mean two quite different things:

 * 1) Not wanting to go through the effort it takes to learn something. Here better techniques of teaching (right up to a plug in the back of your head), can reduce the effort, possibly to nothing at all.

 * 2) People who really don't want to know anything more than they currently know. This is quite rare, I think.  There are people who prefer not to be known as being smart.  However, actually being smart doesn't mean people have to know about it, as you can always intentionally give wrong answers. StuRat 01:01, 10 April 2009 (UTC)

 * I agree. Some fields of learning have teachers who are stereotyped as the kind of people who force their students to suffer under mountains of difficulty. Perhaps I will put off learning those things until there is some better way of teaching that is not unnecessarily difficult.
 * The Mentat wiki http://www.ludism.org/mentat/ discusses a variety of memory systems designed to help people memorize large quantities of information. Are those techniques the first steps towards the "techniques ... to improve the rate of learning in the future" that the original poster wants? --DavidCary 23:03, 27 June 2009 (UTC)

Computer problems
I am having many problems with my computer and I want to scrap everything i have and start again as if I had just bought it. Is this possible? If so, I have made a list of programs I want to reinstall after this process and there is nothing stored on my computer that I am afraid to lose. Can anyone a the help desk help? I have windows vista on a laptop. Donek (talk) - Go raibh mile maith agaibh 22:06, 17 July 2008 (UTC)

 * What kind of problems appear ? If the problems are too severe/annoying and you don't find someone to help you fast enough: a fast way to use many applications is to use e.g. a Live CD (Comparison of Linux Live Distros).

 * Are there any system restore points saved for your actual operating system ? Do you have some original windows install cds or was the OS already installed when you bought the laptop ? Erkan Yilmaz uses the Chat (try) 22:18, 17 July 2008 (UTC)

 * Thanks for your quick response. There are system restore points but they only go back as far as 26/06/08 and I bought the computer a year and a half ago. I want to start again literally and wipe the memory completely. I don't remember if it was already installed but I have two CD's. Works and "Driver and Utility". Donek (talk) - Go raibh mile maith agaibh 22:31, 17 July 2008 (UTC)

 * The cds seem not to be windows installer cds. If you know your windows serial you could try to reinstall windows fresh.
 * In case you don't find a windows installer wher you can use your windows serial I once saw that Microsoft offered virtual images (ready to use) of their vista (limited for a certain time). Don't ask me what version this was and if it is possible to (down-)register them with your legal windows serial. But you could experiment if they run at all.
 * If you manage somehow to get to a good state where everything works on your laptop, use system restore or Backup software to prevent such a thing to happen again.
 * Since it is not clear what kind of problems you have, it is not so good to recommend anything (like: deinstall programs from the control panel > add/remove software, Registry cleaner, Windows Installer CleanUp Utility ...), but you can try to use an internet search engine if you find something (e.g. another user telling a similar problem - with a solution).
 * How about asking the place where you bought your laptop ? If they are customer friendly they surely will help you.
 * Is it no option to use such a linux cd or linux installation ? You just input the cd and a ready-to-use Linux starts, internet connection is recognized very good and Linux gui is pretty much good usable even for non-users as windows. And comes with pretty many many applications. Perhaps this might then help also: Wine (you can execute windows programs under linux - as it says "can", must not work)
 * try to use the Chat (saves some time in identifying your problem) Erkan Yilmaz uses the Chat (try) 23:00, 17 July 2008 (UTC)

 * As stated before, the most important thing is finding the serial number for your copy of Windows Vista. If you have that, you should be able to get a fresh copy of Vista online from Microsoft.  However, having the install CDs is definitely better (alhough you still need the serial number), as you can re-install Vista much quicker from CD.

 * You may think you want to just scrap the current version, but you may find out later there was some critical app on the computer you forgot about. Therefore, I suggest you do a system restore point on the computer before the re-install, just in case you need to go back and get something important.

 * Regarding the suggestion to use a Linux Live CD: Linux is quite different from Windows Vista, so I wouldn't recommend that, if you're used to Vista. However, if you do use it with a (read-only) CD-ROM drive, this has the advantage of making it impossible for your system to be corrupted, since your computer can't write to the CD where the operating system is stored.  However, this will also prevent you from doing many things, from downloading programs to saving user preferences. StuRat 12:54, 20 July 2008 (UTC)

 * If you use Vista you may see a folder called windows.old which is a backup of your deleted files. But it is best to ask someone who is an expert in this field for more advice, as data recovery issues is a complex field. Thanks, AC. --Sunstar NW XP 21:59, 2 October 2008 (UTC)

84522-37-2 molecular structure
84522-37-2 molecular structure

Hi,I am chelsea,working in a chemical trade platform([link see history]).I have a problem at present.Could you please supply me with molecular structure of 84522-37-2,please?
 * I am not familiar with the topic. An internet search showed the number seems to be for:
 * Sebacic acid morpholine complex
 * Sebacic acid, compound with morpholine

 * On Wikipedia I found this: "Sebacic acid is a dicarboxylic acid with structure (HOOC)(CH2)8(COOH), and is naturally occurring." Sebacic acid. (2008, July 7). In Wikipedia, The Free Encyclopedia. Retrieved 06:34, July 18, 2008, from http://en.wikipedia.org/w/index.php?title=Sebacic_acid&oldid=224198762

 * Does this help somehow ? Perhaps someone can continue from here ? Erkan Yilmaz uses the Chat (try) 06:37, 18 July 2008 (UTC)

 * I've not had much luck finding the structure, but here are some of the serial numbers associated with this chemical that may help in the search:, . StuRat 13:03, 20 July 2008 (UTC)

 * According to this site:, the molecular formula is C14H27N1O5 (or C14H27NO5). However, beware that there are other chemicals with that same molecular formula, such as CAS:146432-41-9 and CAS:130333-58-3. StuRat 13:20, 20 July 2008 (UTC)

What's that word...?
That word for when classes in a school intermingle: For instance, books set in the historical period you're studying in Social Studies pop up in English class. Help? 68.57.110.183 18:46, 25 July 2008 (UTC)

 * The best I can come up with is corequisite. StuRat 23:18, 25 July 2008 (UTC)

Synergy might be a way to describe it. Fizyxnrd 22:06, 28 March 2009 (UTC)

history question
who was abetter president? linoln or washingon?

 * That would be a matter of opinion, so we can't really answer here. However, you can look at the articles on each of them and decide for yourself:George Washington, Abraham Lincoln. StuRat 00:28, 31 July 2008 (UTC)
 * It would very much depend on what your definition of "better" is here. Or could you be more specific in your question? Cormaggio talk 10:43, 1 August 2008 (UTC)
 * Is the American presidents meant ? I mean there is besides the typo also the possibility that he means presidents of companies, sports teams, ... Erkan Yilmaz uses the Chat (try) 15:21, 1 August 2008 (UTC)
 * Personally, I prefer Teddy Roosevelt. The Jade Knight (d'viser) 11:02, 25 November 2008 (UTC)

History Queston
How many people died at teh Battle of Saratoga?208.138.53.55 13:42, 13 August 2008 (UTC)
 * Just looked only at the Wikipedia articles Battles of Saratoga + Schlacht von Saratoga. Both have listed in the summary box some numbers (also sources where you can find more info). But I am not sure if back then was counted accurate, truthfully, private/civil casualties were counted also ? (Well, we could also count the generations who could not be born because someone died back then ...) Erkan Yilmaz uses the Chat (try) 17:27, 13 August 2008 (UTC)

Polish Lessons
Please see Template:Introduction to Swedish. I am trying to create one for the Polish language but I want a red box instead (obviously). Theme = 6 should be changed to....? Donek (talk) - Go raibh mile maith agaibh 18:11, 19 August 2008 (UTC)

 * 4, see here for further colors, Erkan Yilmaz uses the Chat (try) 18:20, 19 August 2008 (UTC)

Is it possible to get more colours for future reference? Donek (talk) - Go raibh mile maith agaibh 18:52, 19 August 2008 (UTC)

I mean, colours other to those in the link you provided. Donek (talk) - Go raibh mile maith agaibh 02:11, 28 August 2008 (UTC)

 * No, that appears to be all the colors supported. However, theme = 15 gives both a mauve header and body (unlike theme = 5, which is a mauve header and a lighter body).  Any other theme than 1-15 appears to give a white header and body: Template_talk:Robelbox. StuRat 11:25, 28 August 2008 (UTC)

FreeBASIC recompile
How can I have a FreeBASIC program recompile itself and restart with new instructions? Emesee 07:28, 27 August 2008 (UTC)

 * The type of thing you want to do works better under Linux than Windows, as Linux has more advanced system commands to do what you want, such as line editors like "vi". I'm not familiar with FreeBASIC per se, but if it has the ability to run system commands, you should be able to do it.  It's probably something like "call system (CMD)", where CMD is a string or a literal containing the system command.  It would work something like this:

 * 1) Call a system command to edit whatever source file you want it to change.

 * 2) Call a system command to compile and link the changed files.

 * 3) Call a system command to run the new executable. You'll want to spawn this off as a new process, not a subprocess, so it won't quit when the calling program ends.  Under Linux, this is done by placing an ampersand ("&") at the end of the command line.  I'm not sure how you do this under Windows.

 * 4) Have the original program end.

 * Some problems you might have:

 * a) If the system commands don't wait until the process is completed, you may need to put a wait command in the program so it waits long enough for the last step to complete.

 * b) You may need to do some file renaming to avoid trying to write to an executable which is currently running.

 * c) If there are any editing, compilation, or linking errors, your program will likely continue on anyway, as trapping those errors is fairly difficult to do.

 * Now that I've talked about how to do it, let me add that it would be a rare case where you would actually want to do such a thing. You could usually accomplish the same goal by having a data file which contains all the instructions, and have the program edit that as needed.  Can you tell me a bit about the application and changes you're talking about so I can figure out if there's an easier way ? StuRat 01:07, 28 August 2008 (UTC)

 * Neat; thank you. I was playing around with code the other night, and I guess I was just curious. Emesee 03:29, 28 August 2008 (UTC)

 * I see. I once considered such a progam myself, in Fortran, but decided on the "data file approach" instead. StuRat 11:08, 28 August 2008 (UTC)

Format for allowing "students" to ask questions
I see that some pages have lists of "students" who are participating in the lessons. Is there a standard format for a section of users who are not students, but willing to answer questions one-on-one for the lessons? Kainaw 12:36, 4 September 2008 (UTC)

 * You can always add a page section for mentors. Also, see Mentors. --JWSchmidt 13:36, 4 September 2008 (UTC)

Automatic picture rotation
Does somebody know of a learning resource for this (besides e.g. creating animated gifs) ? Erkan Yilmaz uses the Chat (try) 20:23, 6 September 2008 (UTC)

Numbered lists
Is there a way to achieve numbered lists like in the Content boxes of pages?

For example,

 * 1. Foo
 * 1.1 Bar
 * 1.2 Barbar
 * 1.2.1 Blarg
 * 2. Blah

 * 1) Foo
 * 2) Bar
 * 3) Barbar
 * 4) Blarg
 * 5) Blah

The above doesn't seem to do this. --Devourer09 20:28, 24 September 2008 (UTC)

 * I think you may be out of luck. I always manually number my lists for another reason, the inability of numbered lists to handle extra lines.  Here's an example:

 * 1) The emoticon for a regular smiley:

(:

 * 1) The emoticon for a smiley with a nose:

(-:

StuRat 13:26, 27 September 2008 (UTC)

 * Thanks. Maybe a solution should be created. I may look into it. --Devourer09 19:55, 28 September 2008 (UTC)
 * Perhaps you could impliment a format of:

Which would function according to the desired method? The Jade Knight (d'viser) 07:54, 29 September 2008 (UTC)

 * I have the same problem, and I would support such as suggestion! Mange01 14:42, 17 November 2008 (UTC)

Geography project
Is it permitted here to write a geography project, aimed at GCSE and A-Level students?? Thanks, AC --Sunstar NW XP 21:53, 2 October 2008 (UTC)

 * We'd need to know a bit more about this project to know for sure. If you want to write some general material for teaching geography, and it follows the format used at Wikversity, it sounds like a welcome addition to me.  If it's very specific, like the geography of your town, then it won't be very useful to anyone outside your town, so I'm not so sure if that would be allowed.  However, you could create it here in either case.  Even if it's deleted from here, you'd still be able to take a copy of it and move it elsewhere. StuRat 01:43, 3 October 2008 (UTC)
 * If it's designed to help students with GCSE and A-level coursework, then it's going to be more broad than that, StuRat. The Jade Knight (d'viser) 05:59, 3 October 2008 (UTC)
 * Such a project would indeed be welcom here, Sunstar NW XP! We already have Topic:A level History.  The Jade Knight (d'viser) 05:59, 3 October 2008 (UTC)

Delete request
How do I delete a picture I uploaded at contributions????
 * Put the delete template within indiacte the reason.Crochet.david 07:49, 30 October 2008 (UTC)

Uploading of OpenDocument files and other editable file formats
Wikiversity should have more presentation slides, lecture notes and handouts. These should be printable, and it should also be possible to present them using a video projector. Sometimes a slide show is pedagogical also for students that are reading the material on the screen, since small portions of text that is presented on each screen makes the student focus on each step in the presentation, while large wiki articles often distracts the reader.

The obvious solution is to show them as .pdf files, since almost every computer can show that format, but if they are supposed to be open source, course material authors also need access to editable document source code. Powerpoint files (.ppt) are very common at the Internet, but the OpenDocument Presentation (odf) file format would be more suitable in an open source project such as Wikiversity. The OpenOffice software can be used to convert between .odf and .ppt formats.

Questions: Mange01 14:40, 17 November 2008 (UTC)
 * Can I upload .pdf files?
 * Would uploading of proprietary file formats, for example .ppt files, be prevented by some wikiversity or Wikimedia foundation policy?
 * Can I upload .odf files to Wikiversity, as supplement to the .pdf files?
 * It is always difficult to improve an illustration at Wikimedia Commons, since we don't have access to the original file. What editable file format would be recommended for illustrations such as organization charts, flow charts, statistical charts, plots illustrating mathematical formulas, etc, that can be edited using open source software?
 * Can I upload these formats to Wikiversity as supplement to the .svg image files?
 * If not, where can I sugggest that it should be possible to upload these file format to Wikiversity or Wikimedia Commons? Or don't you agree with the suggestion?
 * Has there been any discussion on uploading slide shows with voice annotations, or other webinars and video recordings, to Wikiversity?

 * Content at Wikiversity (or the wiki world in general) should not only be editable by everyone, but quickly (that's what "wiki" means, after all) and easily editable. I don't think PDF/PPT files qualify.  You would likely need to download the source, edit it on your computer, then upload the revised file.  I can't imagine a casual reader going through all that, say, to fix a typo.  So, I don't recommend that for text.  What you have in mind, pages of "slides" with a small number of bullets on each, can also be done with a standard text page with wiki markups, and that seems the better option, to me.

 * Now, for photos we do have a problem. There doesn't seem to be any way with the current technology to make them easily editable by the average reader.  Thus, we are stuck with the download, revise, upload cycle.  It seems PNG files are preferred for diagrams.  However, mathematical formulae can be produced by wiki markup, and should be, wherever possible.

 * Audio and video files are even more difficult to modify, so I would only use them where no other method exists. In the case of video, the film of the bridge collapse from wind-driven resonance seems a good use, since there isn't much call to modify it.  Film showing someone talking about Newton's Laws of Motion would seem to be a rather poor use of video, as that can be done in writing, and thus be easily modifiable.  In the case of audio, some famous radio addresses, like FDR's fireside chats, might make sense as audio, while a lecture about WW2 would not.  Another problem with audio and video is that it can be more difficult to start and stop.  With video, you may have difficulty stopping at the desired point, say to see a given formula.  With audio, stopping it doesn't help you hear something you missed, you actually need to rewind and play it again for that.  That's more difficult than paging up or down on a document.

 * Proprietary formats, like PowerPoint and PDF, should be avoided in particular. Even if a free viewer is currently available, the company which owns the patents may decide to stop that practice in the future.

 * I don't understand the statement "It is always difficult to improve an illustration at Wikimedia Commons, since we don't have access to the original file". Picking on the illustration should take you to Wikimedia Commons, where you can download the original pic and make any desired changes to it.  You would need to create a Wikimedia account to upload the revised version, but that's easy enough to get.  Perhaps you mean that the version of the pic in Wikimedia may be low resolution.  In that case then you're right, you would have to find it from another source to get a higher-res version.  One option is to contact the original poster, who may have a higher-res version available.

 * The files types currently supported are: png, gif, jpg, jpeg, xcf, pdf, mid, ogg, ogv, svg, djvu. However, just because they are supported doesn't mean they are recommended, as in the case of a PDF file, especially when used for plain text which doesn't require a file upload at all. StuRat 15:49, 17 November 2008 (UTC)

 * Thnx for interesting reply. A few comments:

 * Is this the best place to discuss this issue?

 * Probably not, if you want to hear from many voices. Perhaps the Colloquium would be a good place to start, and they may recommend a page to discuss file format support, etc. StuRat 01:45, 18 November 2008 (UTC)

 * Your idea of using wiki pages for slide shows or "page sequences" is interesting. Each page in a course should have a "previous page" and "next page" button, and a page list. A template should also add some nice "slide" layout, for example something like the template:portal but with larger fonts, similar to wikibooks.org:Wikijunior. I copied these template from Wikibooks to wikiversity, as a first approach: Template:Lesson Turner and Template:Chapter navigation. There already was a template called Template:Page Turner and Template:EasyNavBar (which seems to be problematic).

 * That sounds like a good start. StuRat 01:45, 18 November 2008 (UTC)

 * PDF is not proprietary, it is an open standard. But it is not suitable for editing. Wikibooks.org can generate PDF files, in view to simplify the printout of a sequence of articles. This feature might be interesting in Wikiversity as well.

 * This Feature is planned for all projects. Now its being tested. What is annoying as I heard that each collection you pring includes four pages of GFDL licence. So I would call all participants to double release their edits GFDL and CC-BY-SA 3.0.--Juan de Vojníkov 21:18, 9 April 2009 (UTC)

 * Really ? I thought it was owned by Adobe, and they currently allow full access to the standard, although they reserve the right to change this in the future. StuRat 01:45, 18 November 2008 (UTC)

 * Yes, there are too few photos and other illustrations at wikipedia and even worse at wikiversity. The number of illustrations might increase if we established a culture to credit the creator of the illustration in every article where it is used. Just like open source programmers or companies are credited. GNU and GFDL does not mean that you have to be anonymous, although you have given up the ownership of the code. The credit is the only salary you get.

 * Well, but there is a credit system. If you click on the picture you see the author license and all data. Also distribute articles with pictures you must credit authors.--Juan de Vojníkov 21:18, 9 April 2009 (UTC)

 * Also, there needs to be a way to create and modify illustrations within Wikiversity, without the painful download, fix, and upload process. StuRat 01:45, 18 November 2008 (UTC)

 * We would like to fund a couple of extensions on cs.wv which allow to edit pictures, photographs, sounds and even videos easilly in the Wikiversity window.--Juan de Vojníkov 21:18, 9 April 2009 (UTC)

 * I have found several incorrect mathematical plots and diagrams at Wikipedia. I believe most of them are made by means of MATLAB, or the open source alternative Octave. If I had access to the MATLAB/Octave .m-file or .fig-file that generated the plot, I would definitely improve the incorrect plots, but without the source code, I am not prepared to devote the time to reconstruct them or carry out some back-engineering.

 * Can you provide me with a list ? Maybe I can fix some. StuRat 01:45, 18 November 2008 (UTC)

 * None of the file types that you mentioned can easily be edited. Supplementing these files with editable source file formats would be closer to the idea of wiki. Especially at Wikiversity, I think we need to be able to experiment with more file formats.

 * In the future, I think we will use more Wiki server based applications that generate graphics, such as the math equation/TeX utility. TeX can in theory be used for generating all kinds of plots. A sheet music utility is currently evaluated. A wiki server based Octave or TeX compatible application for generating math plots would also be interesting. The problem is that these applications may consume a lot of wiki server processor capacity, and may be security risks - a cracker can perhaps attack the wiki server. But I think wikiversity should be more brave than Wikipedia in installing these tools. Client side applications, based on for example java, would be interesting for interactive illustrations and simulations. Mange01 22:48, 17 November 2008 (UTC)

 * Fully agree. On cs.wv we fight for new extensions, broder uplaod format and other usefull tools. The same must come here - much bigger and much used project.--Juan de Vojníkov 21:18, 9 April 2009 (UTC)

 * Some of the mathematical mark-up is rather non-intuitive, and I found it time consuming to create anything more than the most basic formula. We need an easy and intuitive system with a drop-and-drag menus. StuRat 01:45, 18 November 2008 (UTC)

 * Mange01 22:48, 17 November 2008 (UTC)

 * StuRat, A problem is that, e.g., latex is not easily compatible with MS-word. It would be interesting if the two can co-exist, though. Hillgentleman | //\\ |Talk 19:17, 30 December 2008 (UTC)

 * "It seems PNG files are preferred for diagrams." Well, at least it's better than JPEG. However, the current w: Wikipedia:Manual of Style (diagrams and maps) says: "It is preferable that diagrams and maps be saved in the SVG file format. This is an open standard for vector image files. If saving the image as a raster graphic, the PNG file format is generally preferred, though JPEG is acceptable. Very simple animations can be saved in the GIF file format. Other formats are strongly deprecated."
 * Q: "What editable file format would be recommended for illustrations such as organization charts, flow charts, statistical charts, plots illustrating mathematical formulas, etc, that can be edited using open source software?" The SVG format is recommended for all those illustrations. Inkscape is one popular open source SVG editor. --DavidCary 02:09, 28 June 2009 (UTC)

title: Wikiversity:Help desk/Archive 12