text:
Wikiversity:Help desk/Archive 13

WHAT WOULD YOU CONSIDER TO BE THE MANDATE AND FUNCTIONS OF A MEDICAL SCHOOL IN A DEVELOPING COUNTRY LIKE SIERRA LEONE?
I AM NEW AND SEEM TO BE A BIT LOST (WIKIVERSITY NEEDS TO BE A LITTLE MORE IDIOT-PROOF!)

MY QUESTION IS: WHAT WOULD YOU CONSIDER TO BE THE MANDATE AND FUNCTIONS OF A MEDICAL SCHOOL IN A DEVELOPING COUNTRY LIKE SIERRA LEONE? THE ANSWER TO THIS QUESTION WILL NOT ONLY ASSIST ME WITH MY MASTERS IN EDUCATION RESEARCH, BUT WILL ALSO BE USEFUL FOR POLICYMAKERS IN TERIARY EDUCATION, SPECIFICALLY MEDICAL EDUCATION IN MY COUNTRY.

THANKS,

SYLP69

 * One basic thing should be the caps lock key and how to unset it. The answer to your actual question depends on what is needed in your country. Is there a statistic of diseases?  Gyro 16:31, 3 January 2009 (UTC)

 * Dont know nothing about the mandate, but the function is to heal people. And as it is a developing country after a war or during a war and it is hardly imaginable they will pay health insurance, it should have other resources. Healing for all, funding from some non-governmental organisation or the donations.--Juan de Vojníkov 21:01, 9 April 2009 (UTC)

Why is there no signbot active?
Why is there no signbot active? Gyro 16:21, 3 January 2009 (UTC)

 * Well, the owner of the bot probably havent ask for a flag here. Should we invite him?--Juandev 18:11, 3 January 2009 (UTC)

 * YES Gyro 18:13, 3 January 2009 (UTC)

 * And one more question. What do you need from this bot?--Juandev 18:15, 3 January 2009 (UTC)

 * When there are more visitors here there will be more unsigned questions/contributions like the one above this one. It's very convenient not having to look at the history page to see if the comment was recent or if it is terribly outdated. Gyro 19:35, 3 January 2009 (UTC)

 * We did have a bot doing that, but it has not been active in long time. (see Special:Contributions/HagermanBot)  If you know someone who operates a bot, and would be willing to run it here, have them ask for a bot flag at WV:BOT.  --mikeu talk 22:20, 3 February 2009 (UTC)

Just as a further comment, we do have a bot that automatically archives after 21 days, if it is still active. Historybuff 13:33, 5 April 2009 (UTC)

 * Yes, but this Q was about a bot to add missing signatures, not an archive bot. StuRat 15:13, 5 April 2009 (UTC)

So now I understand. Will we call for this robot?--Juan de Vojníkov 21:02, 9 April 2009 (UTC)

Naming style
What's the correct naming style for the title: Learning_the_basics_of_French or Learning_the_Basics_of_French? I'm asking because I'm noticing in-wiki duplication because of inconsistant capitalization within an resource. (that is, Learning_the_Basics_of_French/Lesson:Au_restaurant! and Learning_the_basics_of_French/Au_restaurant!. Either path will require significant cleanup, and I might as well do work on them before it worsens. --Sigma 7 00:50, 17 March 2009 (UTC)

I think the former naming convention is the one generally used by wikipedia (e.g. Abundance_of_elements_in_Earth's_crust or Motion_of_no_confidence). This naming convention only capitalizes proper nouns and has fewer capitalization ambiguities, such as whether or not to capitalize prepositions longer than four letters. My personal suggestion is that the former style be used. Fizyxnrd 22:15, 28 March 2009 (UTC)

 * People may have different preferences... I would prefer natural sounding titles like yours use lower cases because inline links can easily be created. However, for a slightly more "proper" course title such as Basic French or French Basics, then I am not very sure. Hillgentleman | //\\ |Talk 15:20, 29 March 2009 (UTC)

 * If you accept the proposed policy Naming_conventions, then "Learning_the_basics_of_French" -- sentence casing -- is the correct naming style.
 * I also prefer lowercase letters, because they are easier to read than uppercase letters.
 * You may be interested in the brief description of "sentence casing" vs. "title casing" at b: Wikibooks:Manual of Style, which seems to recommend the other style you mentioned. --68.0.124.33 01:45, 28 June 2009 (UTC)
 * Naming Conventions was largely rejected by the community. It should not be considered a guide to Wikiversity conventions.  I personally prefer title caps be used, thus "Learning the Basics of French".  This is standard for course titles virtually everywhere.  The Jade Knight (d'viser) 17:27, 25 August 2009 (UTC)

Culture insights from project GLOBE
--Puttykatlee009 21:20, 2 April 2009 (UTC) I am taking a class in Management and I need information on Asia and Europe. I need to do a comparison and contrast on culture and business climate from the perspective of a Multinational Corporation (MNC)seeking to expand into a new market. From Kathy Shorty

 * It seems problematic to throw all of Europe into one category and all of Asia in another. In the case of Europe, there's going to be considerable variation between places like the UK and Romania.  The variation is even larger in Asia, say between Israel and Myanmar/Burma.  However, I will attempt to make some general comparisons:

 * Europe tends to be capitalist, democratic, and transparent. Bribes are more likely to be required in Eastern Europe.  Most of Europe is free from a level of ethnic and religious tensions which are likely to impact business.  Environmental, health, and employment regulations tend to be strictly enforced in Western Europe.

 * Asia tends to be totalitarian and opaque. While nominally capitalist, other factors are likely to be more important when starting a business there, like developing a "relationship" with government regulators, which often involves bribery.  Ethnic and religious tensions can periodically erupt into attacks on Western businesses (particularly in Muslim nations), or warfare which can make operating a business impossible.  Environmental, health, and employment regulations are typically minimal and/or unenforced. StuRat 13:55, 4 April 2009 (UTC)

 * If you need. I am in Prague, Czech Republic. Create a page here on Wikiversity and leave me there some questions and/or points and I will leave ther something too.--Juan de Vojníkov 21:05, 9 April 2009 (UTC)

Poster Presentation - affiliation with Wikiversity?
I have edited Wikipedia for a while but am new to Wikiversity. I recently had an abstract of original research accepted to be presented at a poster session at a local university. I am doing this research unfunded and with free licencsed software and plan to create a Wikiversity page and publish the research here.

First, is it possible, appropriate and/or sane to have my affiliation for the poster be with Wikiversity?

Second, has anyone done that before?

The session is very informal, though the poster has the option (up to the authors) of having the poster published on their website. If I chose to allow them to publish the poster on the site, is it still fair to publish the project in Wikiversity (I am assuming yes as it is developing research) but is it possible/appropriate to use the Wikiversity logo/affiliation if I say yes to publishing the poster on their website? This question was added on 02:30, 9 April 2009 by User:Enviropearson.

 * This Q would be better placed on the Colloquium, as this Help Desk is for general knowledge questions, like "Which country has the largest fishing fleet".  I will move this Q to that page for you. StuRat 13:31, 9 April 2009 (UTC)

 * Here it is: Colloquium. StuRat 13:39, 9 April 2009 (UTC)

Geometry/Trig for survey work...
Does anyone know if there's a guide to laying out railroad/highway curves based on survey lines available online or as a Wikibook?

The techniques needed could also on a smaller scale be used for paths, driveways and model railroads..

 * What do you mean by "survey lines" ? Do you mean lines of constant elevation ? StuRat 23:46, 25 April 2009 (UTC)

Interactive learning
Is it possible that wikiversity supports some additional media such animated flash pages, and scripting features as in JScript. The reason I suggest this is to facilitate the learner with all possible ways to browse and interact with some self pre-programmed study. An example of this is identifying locations and related points on an image or a map.--Email4mobile 16:50, 22 June 2009 (UTC)

 * Not as far as I know, no. The problem with such complex teaching tools is that they run counter to the wiki philosophy of allowing anyone to edit.  The type of thing you describe wouldn't be easy for the average user to edit, would it ?  As an alternative, you could have a map with numbers on it, and the user could be asked to pick from a list of all the numbers below the map.  Each number could then have an HTML link that would take you to a page which lists the name of the city, state, province, nation, etc., and of course, a link back to the map page.  If your links to Chicago and Detroit were mixed up, then, anyone could easily fix them.  Changing the map itself (with the numbers on it) would be a bit more work, but still relatively simple compared with changing a Flash program. StuRat 16:16, 23 June 2009 (UTC)

 * Thanks for sharing opinion but I don't think it will be necessary to edit a flash portion again because it will be like an animated GIF photo with more enhanced features. This means the page will remain the same standard except that you can embed or insert such ActiveX as a flash movie just like embedding in an HTML page. The reason I raised this idea is when I saw Microsoft Encarta using such flash animations in their articles, I thought it will be an interesting way of teaching, especially when lessons require more explanations (sometimes 3D maneuverable animations). Anyhow, animated GIFs can still fulfill our needs.--Email4mobile 17:49, 29 June 2009 (UTC)

 * Right, but Encarta doesn't follow the wiki model of allowing anyone to edit. There are many problems with just having one person responsible for the creation and maintenance of the material.  Here are a few:

 * 1) Mistakes aren't corrected as quickly, since they must wait for that one person to discover and fix the mistake. Leaving a note for them may help, but only if they check back here frequently.

 * 2) Eventually that single person will leave Wikiversity. Either they will go on to do something else or no longer be able to participate, etc.  At that time, we want others to be able to take over, not just leave the project abandoned.

 * 3) There could be disagreements over the content, in which case we want to consensus to win, not always the opinion of the person who happens to know how to make Flash animations. StuRat 20:23, 29 June 2009 (UTC)

Erm...
The Wikiversity School of Interviewing doesn't really seem to be functional, and personally, I think it should be deleted. Renaissancee 22:28, 2 July 2009 (UTC)

 * The best place to request a deletion is at Requests for Deletion. StuRat 00:43, 3 July 2009 (UTC)

title: Wikiversity:Help desk/Archive 13


text:
Shifting nth root algorithm

The shifting nth root algorithm is an algorithm for extracting the nth root of a positive real number which proceeds iteratively by shifting in n digits of the radicand, starting with the most significant, and produces one digit of the root on each iteration, in a manner similar to long division.

Notation
Let B be the base of the number system you are using, and n be the degree of the root to be extracted. Let x be the radicand processed thus far, y be the root extracted thus far, and r be the remainder. Let α be the next n digits of the radicand, and β be the next digit of the root. Let x ' be the new value of x for the next iteration, y ' be the new value of y for the next iteration, and r ' be the new value of r for the next iteration. These are all integers.

Invariants
At each iteration, the invariant $$y^n + r = x$$ will hold. The invariant $$(y+1)^n>x$$ will hold. Thus y is the largest integer less than the nth root of x, and r is the remainder.

Initialization
The initial values of x, y, and r should be 0. The value of α for the first iteration should be the most significant aligned block of n digits of the radicand. An aligned block of n digits means a block of digits aligned so that the decimal point falls between blocks. For example, in 123.4 the most significant aligned block of 2 digits is 01, the next most significant is 23, and the third most significant is 40.

Main loop
On each iteration we shift in n digits of the radicand, so we have $$x' = B^n x + \alpha$$ and we produce 1 digit of the root, so we have $$y' = B y + \beta $$. We want to choose β and r ' so that the invariants described above hold. It turns out that there is always exactly one such choice, as will be proved below.

The first invariant says that:

 * $$x' = y'^n + r'$$

or

 * $$B^n x + \alpha = (B y + \beta)^n + r'.$$

So, pick the largest integer β such that

 * $$(B y + \beta)^n \le B^n x + \alpha$$

and let

 * $$r' = B^n x + \alpha - (B y + \beta)^n.$$

Such a β always exists, since if $$\beta = 0$$ then the condition is $$B^n y^n \le B^n x + \alpha$$, but $$y^n \le x$$, so this is always true. Also, β must be less than B, since if $$\beta = B$$ then we would have

 * $$(B(y+1))^n \le B^n x + \alpha\,$$

but the second invariant implies that

 * $$B^n x < B^n (y+1)^n\,$$

and since $$B^n x$$ and $$B^n (y+1)^n$$ are both multiples of $$B^n$$ the difference between them must be at least $$B^n$$, and then we have

 * $$B^n x + B^n \le B^n (y+1)^n\,$$
 * $$B^n x + B^n \le B^n x + \alpha\,$$
 * $$B^n \le \alpha\,$$

but $$0 \le \alpha < B^n$$ by definition of α, so this can't be true, and $$(B y + \beta)^n$$ is a monotonically increasing function of β, so it can't be true for larger β either, so we conclude that there exists an integer γ with $$\gamma x' \,$$

or

 * $$(B y + \beta + 1)^n>B^n x + \alpha\,$$

Now, if β is not the largest admissible β for the first invariant as described above, then $$\beta + 1$$ is also admissible, and we have

 * $$(B y + \beta + 1)^n \le B^n x + \alpha\,$$

This violates the second invariant, so to satisfy both invariants we must pick the largest β allowed by the first invariant. Thus we have proven the existence and uniqueness of β and r '.

To summarize, on each iteration:
 * 1) Let α be the next aligned block of digits from the radicand
 * 2) Let $$x' = B^n x + \alpha$$
 * 3) Let β be the largest β such that $$(B y + \beta)^n \le B^n x + \alpha$$
 * 4) Let $$y' = B y + \beta$$
 * 5) Let $$r' = x' - y'^n$$

Now, note that $$x = y^n + r$$, so the condition

 * $$(B y + \beta)^n \le B^n x + \alpha$$

is equivalent to

 * $$(B y + \beta)^n - B^n y^n \le B^n r + \alpha$$

and

 * $$r' = x' - y'^n = B^n x + \alpha - (B y + \beta)^n$$

is equivalent to

 * $$r' = B^n r + \alpha - ((B y + \beta)^n - B^n y ^n)$$

Thus, we don't actually need $$x$$, and since $$r = x - y^n$$ and $$x<(y+1)^n$$, $$r<(y+1)^n-y^n$$ or $$r<n y^{n-1}+O(y^{n-2})$$, or $$r<n x^{{n-1}\over n} + O(x^{{n-2}\over n})$$, so by using $$r$$ instead of $$x$$ we save time and space by a factor of 1/n. Also, the $$B^n y^n$$ we subtract in the new test cancels the one in $$(B y + \beta)^n$$, so now the highest power of y we have to evaluate is $$y^{n-1}$$ rather than $$y^n$$.

Summary

 * 1) Initialize r and y to 0.
 * 2) Repeat until desired precision is obtained:
 * 3) Let α be the next aligned block of digits from the radicand.
 * 4) Let β be the largest β such that $$(B y + \beta)^n - B^n y^n \le B^n r + \alpha.$$
 * 5) Let $$y' = B y + \beta$$.
 * 6) Let $$r' = B^n r + \alpha - ((B y + \beta)^n - B^n y^n).$$
 * 7) Assign $$y \leftarrow y'$$ and $$r \leftarrow r'.$$
 * 8) $$y$$ is the largest integer such that $$y^n<x B^k$$, and $$y^n+r=x B^k$$, where $$k$$ is the number of digits of the radicand after the decimal point that have been consumed (a negative number if the algorithm hasn't reached the decimal point yet).

Paper-and-pencil nth roots
As noted above, this algorithm is similar to long division, and it lends itself to the same notation:

1. 4   4   2   2   4     -- _ 3/ 3.000 000 000 000 000  \/  1 = 300×(0^2)×1+30×0×(1^2)+1^3      -      2 000      1 744 = 300×(12)×4+30×1×(42)+43      -        256 000        241 984 = 300×(142)×4+30×14×(42)+43        ---         14 016 000         12 458 888 = 300×(1442)×2+30×144×(22)+23         --          1 557 112 000          1 247 791 448 = 300×(14422)×2+30×1442×(22)+23          -            309 320 552 000            249 599 823 424 = 300×(144222)×4+30×14422×(42)+43            ---             59 720 728 576

Note that after the first iteration or two the leading term dominates the $$(B y + \beta)^n - B^n y^n$$, so we can get an often correct first guess at β by dividing $$r + \alpha$$ by $$n B^{n-1} y^{n-1}$$.

Performance
On each iteration, the most time-consuming task is to select β. We know that there are B possible values, so we can find β using $$O(\log(B))$$ comparisons. Each comparison will require evaluating $$(B y +\beta)^n - B^n y^n$$. In the kth iteration, y has k digits, and the polynomial can be evaluated with $$2 n - 4$$ multiplications of up to $$k(n-1)$$ digits and $$n - 2$$ additions of up to $$k(n-1)$$ digits, once we know the powers of y and β up through $$n-1$$ for y and n for β. β has a restricted range, so we can get the powers of β in constant time. We can get the powers of y with $$n-2$$ multiplications of up to $$k(n-1)$$ digits. Assuming n-digit multiplication takes time $$O(n^2)$$ and addition takes time $$O(n)$$, we take time $$O(k^2 n^2)$$ for each comparison, or time $$O(k^2 n^2 \log(B))$$ to pick β. The remainder of the algorithm is addition and subtraction that takes time $$O(k)$$, so each iteration takes $$O(k^2 n^2 \log(B))$$. For all k digits, we need time $$O(k^3 n^2 \log(B))$$.

The only internal storage needed is r, which is $$O(k)$$ digits on the kth iteration. That this algorithm doesn't have bounded memory usage puts an upper bound on the number of digits which can be computed mentally, unlike the more elementary algorithms of arithmetic. Unfortunately, any bounded memory state machine with periodic inputs can only produce periodic outputs, so there are no such algorithms which can compute irrational numbers from rational ones, and thus no bounded memory root extraction algorithms.

Note that increasing the base increases the time needed to pick β by a factor of $$O(log(B))$$, but decreases the number of digits needed to achieve a given precision by the same factor, and since the algorithm is cubic time in the number of digits, increasing the base gives an overall speedup of $$O(\log^2(B))$$. When the base is larger than the radicand, the algorithm degenerates to binary search, so it follows that this algorithm is not useful for computing roots with a computer, as it is always outperformed by much simpler binary search, and has the same memory complexity.

Square root of 2 in binary
1. 0 1  1  0  1     -- _  / 10.00 00 00 00 00     1  \/   1                  + 1      -                      1 00                100          0               +  0                  -       1 00 00             1001         10 01            +   1      ---         --          1 11 00          10101          1 01 01         +    1          --      ---             1 11 00       101100                   0      +     0             --                1 11 00 00    1011001             1 01 10 01          1             --                1 01 11 remainder

Square root of 3
1. 7 3  2  0  5     -- _  / 3.00 00 00 00 00  \/  1 = 20×0×1+1^2      -      2 00      1 89 = 20×1×7+7^2        11 00        10 29 = 20×17×3+3^2        -           71 00           69 24 = 20×173×2+2^2           -            1 76 00                  0 = 20×1732×0+0^2            ---            1 76 00 00            1 73 20 25 = 20×17320×5+5^2            --               2 79 75

Cube root of 5
1. 7   0   9   9   7     -- _ 3/ 5.000 000 000 000 000  \/  1 = 300×(0^2)×1+30×0×(1^2)+1^3      -      4 000      3 913 = 300×(1^2)×7+30×1×(7^2)+7^3      -         87 000              0 = 300×(17^2)*0+30×17×(0^2)+0^3        ---         87 000 000         78 443 829 = 300×(170^2)×9+30×170×(9^2)+9^3         --          8 556 171 000          7 889 992 299 = 300×(1709^2)×9+30×1709×(9^2)+9^3          -            666 178 701 000            614 014 317 973 = 300×(17099^2)×7+30×17099×(7^2)+7^3            ---             52 164 383 027

Fourth root of 7
1.  6    2    6    5    7     --- _ 4/ 7.0000 0000 0000 0000 0000  \/  1 = 4000×(0^3)×1+400×(0^2)×(1^2)+40×0×(1^3)+1^4      -      6 0000      5 5536 = 4000×(1^3)×6+600×(1^2)×(6^2)+40×1×(6^3)+6^4      --        4464 0000        3338 7536 = 4000×(16^3)×2+600*(16^2)×(2^2)+40×16×(2^3)+2^4        -        1125 2464 0000        1026 0494 3376 = 4000×(162^3)×6+600×(162^2)×(6^2)+40×162×(6^3)+6^4        --          99 1969 6624 0000          86 0185 1379 0625 = 4000×(1626^3)×5+600×(1626^2)×(5^2)+          -   40×1626×(5^3)+5^4          13 1784 5244 9375 0000          12 0489 2414 6927 3201 = 4000×(16265^3)×7+600×(16265^2)×(7^2)+          --   40×16265×(7^3)+7^4           1 1295 2830 2447 6799

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

title: Shifting nth root algorithm


text:
User:Egm6321.f09.Team6/HW7

=Problem 1= =Problem 2=

Problem Statement
Use Eq. 2 to show that $$Q_n(x)$$ is even or odd, depending on $$n$$ (assigned in lecture 37-1).

Solution
The general function for $$Q_3(x)$$ is given by: $$Q_n(x)=P_n(x)tanh^{-1}(x)-2\sum^{J}_{j=1,2,3,...}\frac{2n-2j+1}{2n-j+1}P_{n-j}(x)$$ where $$Q_0(x)$$ is given by: $$Q_0(x)=\frac{1}{2}log\left(\frac{1+X}{1-X}\right)$$ Since $$Q_0(x)$$ is a logarithmic function, it is even. Next, the equation for $$Q_1(x)$$ is: $$Q_1(x)=\frac{1}{2}xlog\left(\frac{1+x}{1-x}\right)-1$$ The first part of the expression for $$Q_1(x)$$, given as $$\frac{1}{2}x$$ is an odd polynomial, and the second part is a logarithmic function, which is even. The product of these two parts is an odd function. The final expression for $$Q_1(x)$$ is the sum of this function with $$-1$$, which is even. Therefore, the final equation for $$Q_1(x)$$ is neither odd nor even. The equation for $$Q_2(x)$$ is given by $$Q_2(x)=\frac{1}{4}(3x^2-1)log\left(\frac{1+x}{1-x}\right)-\frac{3}{2}x$$ The first part of the equation for $$Q_2(x)$$, given as $$\frac{1}{4}(3x^2-1)$$ , is even. The second part is a logarithmic function, which is even. Then the third part, $$\frac{3}{2}x$$, is also even. The entire equation for $$Q_2(x)$$ is therefore even. Finally, the equation for $$Q_3(x)$$ is $$Q_3(x)=\frac{1}{4}(5x^3-3x)log\left(\frac{1+x}{1-x}\right)-\frac{5}{2}x^2+\frac{2}{3}$$ The first part of the equation for $$Q_3(x)$$, given by $$\frac{1}{4}(5x^3-3x)$$ , is odd. The second part is a logarithmic function, which is even. The product of these two functions is therefore odd. The third part of the function, given by $$-\frac{5}{2}x^2+\frac{2}{3}$$, is even. The sum of this function with the product is neither odd nor even. Following this pattern, $$Q_n(x)$$ is even for $$n=0,2,4,...$$ and $$Q_n(x)$$ is neither even nor odd for $$n=1,3,5,...$$. =Problem 3=

Problem Statement
Plot $$\{P_0, P_1, ..., P_4\}$$ and $$\{Q_0, Q_1, ... , Q_4\}$$.

MATLAB Plots
=Problem 4= =Problem 5=

Problem Statement
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=

Problem Statement
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"

$$\displaystyle (r_{PQ})^2 = (r_P)^2 + (r_Q)^2 - 2 (r_P) (r_Q) \cos\gamma $$ =Problems 7 & 8= =Contributing Members= Egm6321.f09.Team6.PaulMoore
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }
 * }

Egm6321.f09.team6.breaux 20:05, 9 December 2009 (UTC)

Egm6321.f09.Team06.sada 21:00, 9 December 2009 (UTC)

Egm6321.f09.Team6.dianafoster 21:02, 9 December 2009 (UTC)

title: User:Egm6321.f09.Team6/HW7


text: File:Legendre function of the first kind.jpg


text: File:Legendre function of the second kind.jpg


text: User talk:Antarctic-adventurer

title: User talk:Antarctic-adventurer


text:
Votian/Present Tense Indefinite Voice

Indefinite voice
The indefinite voice describes an action without giving any information about it's agent. Hence a present tense indefinite expression like juvvaz could be translated approximately as: "Somebody drinks!". We don't bother ourselves clarifying, who is drinking.

But it seems to have been replaced with the -tak infinitive by metanalysis. See the morphophonology chapter below.
 * The -t'ak suffix is composed of an indefinite voice marker -tta and a present tense marker -k.
 * The *-t'aksen suffix was composed of the previous one and 3. person's singular hen.
 * The ks cluster was replaced later with ss both in Votian (like) dialects of Ingria and Estonia hence producing -t'aksen > -tassen.

Morphophonology

 * The final -k is pronounced as -G only in Eastern Votic dialect e.g. ep tuллaG ('Nobody comes'). All the other dialects both in Ingria and Estonia have lost the phoneme *k in the end of words e.g. ep tuллa.
 * The final -n was pronounced as a prolongation of the preceding vowel e.g. pan+t'aksen > pannassē̮ ('Somebody puts' - Pontizõõ dialect ).
 * In Votian like dialects of Estonia the long vowels without primary stress have been shortened (influenced by Mid Estonian dialect) e.g. süö+t'aksen > süässe ('Somebody eats.' - Lüganuse dialect).

The vowel a alternates with ä and e̮ alternates with e according to vowel harmony rules.
 * pan+t'aksen > pannassē̮ ('Somebody puts' ) - Pontizõõ dialect
 * pes+t'aksen > pesässē ('Somebody washes' ) - Pontizõõ dialect

 * The -ta component of the suffix has usually been assimilated with preceding dental consonants:  l, л, n, r, s, t  like the -t'ak infinitive e.g. epi tuл+t'ak > ep tuллaG ('Nobody comes').
 * The -ta component of the suffix will be assimilated also with preceding stressed long (labialized) vowels: o, u, ö, y  like the -t'ak infinitive producing:
 * ō + ta > uvva
 * ū + ta > uvva
 * ȫ + ta > üvvä
 * ǖ + ta > üvvä
 * e.g. jō+t'aksen > juvvassa ('Somebody drinks').
 * The -ta component of the suffix will lose it's t after unstressed vowels like the -tak infinitive e.g. se̮ve̮tta+t'aksen > se̮ve̮ttāssē̮ ('Somebody dresses') - Pontizõõ dialect.

It seems to be a metanalytic feature, because a verbal stem is always in the weak grade in front of any indefinite voice marker in other Baltic-Finnic dialects.
 * Indefinite voice suffixes take a consonant stem if available.
 * But verbal stem is always in the same grade as the -tak infinitive and plural of the second person imperative.
 * лuke̮assa ('Somebody reads.') ~ лuke̮a ('to read') ~ лuke̮gā ('Read!' - plural) X лuge̮G ('Read!' - singular)
 * vs. magatassa ('Somebody sleeps.') ~ magata ('to sleep') ~ magatkā ('Sleep!' - plural) X makā ('Sleep!' - singular)

Dialectal alternatives

 * Dialectal alternatives of the negation verb epi were described in the lesson about present tense negation e.g. ep tuллa vs. ei tulla ('Nobody comes.').

 * In Ingria:
 * 1)  Eastern Votic dialect
 * 2) The final -k is pronounced as -G e.g. eb e̮ллaG.
 * 3) The geminated ss is degeminated e.g. kutsu+t'aksen > kutsuasē̮ ('Somebody invites' ).
 * 4)  Western
 * 5)  Hill Votic dialect: Kattila and surroundings
 * 6) The suffix -t'aksen has became -tassa or -tässä according to vowel harmony rules e.g. ripussa+t'aksen > ripussāssa ('Somebody hangs' ) vs. repi+t'aksen > repiässä ('Somebody tears' )
 * 7) The suffix -t'aksen may have lost its final syllable and became -tas̄ or -täs̄ according to vowel harmony rules e.g. лauлa+t'aksen > лauлās̄ ('Somebody sings')
 * 8)  Valley Votic dialect: Mati and surroundings
 * 9) The suffix -t'aksen has became -taz or -täz according to vowel harmony rules e.g. sȫ + t'aksen > süvväz ('Somebody eats' ) vs. ve̮tta+t'aksen > ve̮ttāz ('Somebody takes' )
 * 10) The suffix -t'aksen may still occur with it's final syllable e.g. -taze̮ or -täze according to vowel harmony rules.
 * 11)  Pontizõõ dialect
 * 12) The suffix -t'aksen has became -tassē̮ or -tässē according to vowel harmony rules e.g. pan+t'aksen > pannassē̮ ('Somebody puts' ) vs. pes+t'aksen > pesässē ('Somebody washes' )
 * 13)  Vaipooli
 * 14)  Jõgõperä dialect
 * 15) The suffix -t'aksen has been replaced with -tā or -tǟ  (influenced by Ingrian dialects) e.g. лauлo+t'aksen > лauлotā ('Somebody sings') vs. tšüsü+t'aksen > tšüzütǟ ('Somebody asks' )
 * 16) In front of any indefinite voice marker the stem-vowel  a alternates with e̮  and ä alternates with e e.g. levvetǟ ('Somebody finds'  vs. levvä - the 2. person's singular imperative). This example is composed for Wikiversity and needs verification.
 * 17) Verbal stem is always in the weak grade in front of any indefinite voice marker e.g. itke̮+t'aksen > idge̮tā ('Somebody cries').

The suffix -t'aksen may have been replaced with -ta or -Da (possibly influenced by Estonian coastal dialects) e.g. vestä+t'aksen > vestetä ('Somebody whittles') Both suffixes with -sse component and without it may be found in Alutaguse runic songs, what makes it difficult to decide which option was the endemic one.
 * Alutaguse dialects
 * 1) The suffix -t'aksen has became -tasse or -tas̆se (after an unstressed syllable) e.g. tuo+t'aksen > tuasse ('Somebody brings' ) - Lüganuse dialect vs. tuo+t'aksen > tūvas̆se ('Somebody brings' ) - Iisaku dialect
 * 2) The suffix -t'aksen may substitute -t'ak suffix by negation e.g. epi tuo+t'aksen > ei tuvas̆se ('Nobody brings' ) - Lüganuse dialect
 * 3) In front of any indefinite voice marker the stem-vowel  a alternates with e̮  and ä alternates with e e.g. laula+t'aksen > laulet̆tasse ('Somebody sings') - Jõhvi dialect.
 * 4) Verbal stem is always in the weak grade in front of any indefinite voice marker e.g. keittä+t'aksen > keitet̆tässe ('Somebody boils').
 * 1) The suffix -t'aksen may have been replaced with  -tta or -t̆ta (after an unstressed syllable) (possibly influenced by Estonian coastal dialects) e.g. kisku+t'aksen > kisut̆ta ('Somebody tears' )
 * 2) The -ta component of the suffix has usually been assimilated with preceding dental consonants:  l, n, r, s, t  like the -tak infinitive e.g. me̮ttel+t'aksen > me̮ella ('Somebody thinks'), pes+t'aksen > pessäs̆se ('Somebody washes') - Lüganuse dialect.
 * 3) The -ta component of the suffix will be assimilated also with preceding stressed long (labialized) vowels and diphtongs: uo, ū, üö, ǖ like the -tak infinitive producing
 * 4) in archaic Lüganuse dialect
 * 5) uo + ta > ua
 * 6) ū + ta > ua
 * 7) üö + ta > üä
 * 8) ǖ + ta > üä
 * 9) elswhere in Alutaguse dialects
 * 10) uo + ta > ūva
 * 11) ū + ta > ūva
 * 12) üö + ta > ǖvä
 * 13) ǖ + ta > ǖvä
 * 14)  e.g.  tuo+t'aksen > tua - Lüganuse dialect ~ tūva - Jõhvi dialect ('Somebody brings' )

=== Other Finnic dialects ===

 * Standard Finnish : lue-taan ('Somebody reads.') / ei lue-taʔ ('Nobody reads.')
 * Vesjegonski Karelian dialects : lugie-tah ('Somebody reads.') / ei lugie-ta ('Nobody reads.')
 * Central Vepsian dialects : luge-das ('Somebody reads.') /
 * Hevaha Ingrian dialects : lue-Dān ('Somebody reads.') / ei lue-DaG ('Nobody reads.')
 * Standard Estonian : loe-takse ('Somebody reads.') / ei loe-ta ('Nobody reads.')
 * Räpina South Estonian dialects : loe-ttas̀ ('Somebody reads.') / ei loe-ttaʔ ~ loe-tta ̮aiʔ  ('Nobody reads.')

title: Votian/Present Tense Indefinite Voice


text:
User:Jo4567/Julius caesar`s failures in life

julius caesar`s failures in life


text:
User:Huckleberryg87

'''

A Little About Myself
''' I'm currently a business student at California State University Channel Islands.

title: User:Huckleberryg87


text:
User:Cheesysam/Compiling the Linux kernel

Compiling the Linux Kernel from the source code will allow you to get a great understanding of the internal workings of the kernel. Obtaining the source code, modifying, and then compiling and installing it is explained in this article. All examples are done on a Fedora 11 virtual machine.

Kernel Versions
The developers of the linux kernel use a numbering system to track the newest versions of the source code. The current major revision is 2.6. Numbers following this version, (example, 2.6.32.1) indicate minor revisions and bug fixes. More details can be found on the wikipedia article for the linux kernel. Linux Kernel Version numbering

Obtaining the latest Linux Kernel version
The latest kernel source code is always available from www.kernel.org. To start with we need to obtain the latest stable release of the Linux kernel. This should be downloaded and extracted into the right directory on our linux machine. Typically, the kernel will be kept in the /usr/src/kernels directory, so we will use this in this guide.

Assuming the kernel package has been downloaded to your Download folder, the following command will copy this to our working directory. To then extract the files we use the 'tar' program.

This will leave the original compressed file in your /usr/src/kernels directory. We can delete this using the rm command, leaving just our uncompressed directory.

You can now browse the entire Linux source code at your leisure.

Compiling
The Linux Kernel is distributed with it's 'Makefile'. This file is a set of rules which simplifies the procedure of compiling the kernel. To use the Makefile to build the kernel, there are two commands.

You can expect this to be a time consuming process. How long it will take exactly depends on your machines hardware. To install the kernel you just compiled, you can use the command,

This will install the Kernel to your system and add the record to your grub loader. Once you reboot your system, make sure to select your new kernel version from the grub menu.

Modifying
The Makefile can also be used to modify aspects of the kernel before you compile it. To access the tool used to modify our kernel, we use

This will bring up the interface used for our modifications. This requires the 'ncurses-devel' library to be installed. Use your package manager to install this if required.

The kernel can be compiled with a huge amount of different options set. Explaining each is beyond the scope of this document, but if it is not self-explanatory from the title, then an Internet search should yield enough results to help explain what that option does.

The Linux kernel is primarily written in the C language. To experiment with making modifications to the source code, you can open up the relevant .c file and make your changes. Once you wish to compile the kernel after your changes, you can run this make command, which will only compile what you have changed, saving a lot of time rather than compiling the whole kernel again.


text:
Pediatrics/Breastfeeding for your baby

Things to Think About when Breastfeeding
Now that you have made the choice to breastfeed, you need to know a few things in regards to what you should and should not do while breastfeeding your baby. Such topics will include nutrition, positions to hold the baby at, and possible complications among many other topics. You’ve already made a great decision in deciding to breastfeed your baby. Keep it up with making good decisions while breastfeeding to make the process more effective and comfortable for yourself and your baby.

One of the first subjects to touch upon would include nutrition. Remember, everything you put into your body has the possibility of transferring to your baby through your breast milk. The best advice is to follow the food pyramid when planning your meals. Base most if not all of your meals with carbohydrates while adding lean proteins and calcium such as peanut butter, cheese, yogurt, and other meats. Next, make sure to add plenty of fruits and vegetables to your diet. These can be cooked or raw or even in the form of juices. Some foods that you may want to avoid would be spicy or gassy food because these have a tendency to make your baby fussy. As your baby develops they may be able to handle more types of food but it should be handled on a trial and error basis. Another good idea would be to supplement your diet with a prenatal vitamin to ensure you and your baby gets all of the necessary vitamins.

Another thing to consider is alcohol consumption. While the occasional glass of wine may not be bad for you, you need to remember that it will be passed along to your baby as long as it is in your system. Your baby’s body is not developed enough to handle that, so, please be mindful while you are still breastfeeding of any type of alcoholic intake.

Taking birth control is another issue many breastfeeding mothers have questions about. It is perfectly fine to take a form of birth control while you are breastfeeding but I would suggest taking something like the “mini” pill which is progesterone only. The reason for this is that regular birth control pills which contain estrogen and progesterone can affect your milk supply and your baby’s growth.

The positions at which you hold your baby during breastfeeding is another thing you must consider. There are a couple of options and it is a smart option to alternate these from time to time to prevent too much pressure on certain ducts. The first would be the cradle hold in which you place the baby’s head in the crook of your arm and support the baby’s back with your forearm while holding onto the buttocks or legs with your hand. Hold the baby with its head in line with the rest of its body facing you. Next is the cross cradle hold. This is similar to the cradle hold just facing the opposite way using the opposite arm. There is also the side lying hold where you and your baby lie on your sides tummy to tummy using your free hand to position the breast for the baby. Finally, there is the clutch hold. Here you will need to place a pillow under the baby to bring it level with your breast. From there position the baby’s legs under your arm while supporting the head with your hand. Position you breast to the baby and nurse.

Some issues to be aware of while breastfeeding would include thrush and blocked ducts. Thrush is a yeast infection inside of the baby’s mouth that appears as white patches on the gums, tongue or on the inside of the cheeks. It can also appear as diaper rash that peels or looks like red dots. Thrush is generally caused by antibiotics that are taken by the mother or baby. Thrush can then pass to the mother’s nipples and cause them to become red and sore. Thrush is generally treated with nystatin oil drops.

A blocked duct can occur for several reasons. Not emptying your breasts for reasons such as but not limited to, not nursing often due to a busy schedule or the baby sleeping throughout the night, too tight bras, stress, or poor nutrition. To prevent or alleviate a blocked duct get plenty of sleep and nurse often. Massage the breast before feeding or apply warm, moist heat to the breast. Also, changing the baby’s position when you breastfeed should help alleviate pressure on any one duct.

Overall, you have made a wonderful decision in deciding to breastfeed your baby. Just try to remember to take care of yourself and your baby. If you have any questions or concerns you can find plenty of information from the professionals at www.breastfeeding.com, which is where I found all of the information found here, or contact a La Leche Legue representative. You can find your local representative at www.llli.org.

Breastfeeding: Opening the Door to Your Child’s Healthy Future
Breastfeeding has innumerable benefits for your infant. It is simply the better choice! Women have been given the gift of providing their babies with the most nutritious food possible through breastfeeding. Your breast milk is uniquely formulated for your infant and changes to meet their needs as they grow. No laboratory can recreate or even come close to the brilliance of breast milk! Colostrum, also known as “liquid gold,” is the yellow milk you secrete shortly after birth and is the best nutrient source for your newborn. Packed with nutrients and antibodies, colostrum is the perfect food to give this little babe a healthy start. A few days after birth, your milk will become thinner, though it remains just as beneficial for the infant; your breast milk will alter itself to meet your infants changing needs as they get older.

One of the most rewarding benefits of breast milk is its ability to combat disease.

Breast milk helps FIGHT & PREVENT DISEASE It also lowers your infant’s susceptibility to several illnesses.

It decreases your infant’s risk of:

-Diarrhea -Asthma -Obesity -Ear infections -Type 1 and Type 2 Diabetes -Leukemia -SIDS (Sudden Infant Death Syndrome) -Bacterial Meningitis -Bacteremia -Respiratory Tract Infections -Urinary Tract Infections

Additional Benefits of Breastfeeding:
-Breast milk contains the appropriate amount of fats, vitamins, minerals, sugar, water, and protein that your child requires. Formula cannot begin to compare!

-Breast milk offers antibodies that boost your child’s immune system

-Breast milk is easier for your child to digest; because the proteins in formula are made from cow’s milk, infants can struggle with digestion.

-Breastfeeding reduces the risk of milk contamination, as you do not have to sterilize bottles or nipples.

-According to the American Academy of Pediatrics, postneonatal infant mortality rates in the U.S. are reduced by 21% in breastfed babies.

-Breastfeeding encourages skin to skin contact between mother and child, which allows them to bond with you in a special way. Physical touch has also been proven to highly benefit your child’s health. This skin to skin contact may also help the mother produce the hormone oxytocin; which can aid in increasing the mother's milk flow.

-Breastfeeding also saves money. Baby formula can cost anywhere from $20-$45 per can.

Breastfeeding and Premature Infants

-Premature infants are especially at risk for contracting infections and disease, so breast milk is certainly the best thing they can be given!

-According to the National Institutes of Health, premature babies that were given breast milk had higher mental development scores than low birth weight babies who did not; they were also less likely to be readmitted to the hospital after being sent home.

A Note from the American Academy of Pediatrics (AAP) “Although economic, cultural, and political pressures often confound decisions about infant feeding, the AAP firmly adheres to the position that breastfeeding ensures the best possible health as well as the best developmental and psychosocial outcomes for the infant.”

The Best Choice
Breastfeeding is natural and one of the best decisions you can make for your child’s health. Doctors recommend breastfeeding until your baby reaches at least 6 months, but they strongly encourage you to continue as long as you can. From the unbeatable milk that helps prevent disease, to creating that special, intimate connection with your infant, breastfeeding is the simple choice. So what are you waiting for? Open the door to your child’s healthy future and breastfeed!

Resources

 * http://aappolicy.aappublications.org/cgi/content/full/pediatrics;115/2/496
 * http://www.nih.gov/news/pr/oct2007/nichd-01.htm
 * http://www.womenshealth.gov/breastfeeding/

title: Pediatrics/Breastfeeding for your baby


text:
User talk:Vcxuo

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 10 December 2009 (UTC)

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text:
User talk:Djcallisto

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

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text:
User talk:I.M. Hagar

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

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Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:18, 10 December 2009 (UTC)

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text:
User talk:Myrrhman~enwikiversity

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

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 * 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, 10 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, 10 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 Myrrhman. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Myrrhman~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:Myrrhman~enwikiversity


title: File:6.B.FFT.pdf


text:
User:Glinos

Name: Harry Glinos

You can see my Wikipedia user page for more info. User:Glinos

Below is my public workspace. Notes that might be useful to others, but not quite ready for prime time.

Financial Markets Theory
Looking to start a wiki page or some kind of project on it.

Journals

 * Financial Markets and Portfolio Management

Theories

 * Financial_Instability_Hypothesis
 * Adaptive market hypothesis- Similar since it isn't EMH.

 * Efficient-market hypothesis
 * Random walk hypothesis

People

 * Andrew Lo - Researcher associated with Adaptive market hypothesis. - His wiki page could probably use some additional info.
 * Lab for Financial Engineering @ MIT - Headed by Andrew Lo

Useful Wiki Material
w:Help:Displaying_a_formula

title: User:Glinos


text:
User:Cpopo~enwikiversity

I'm Charoenwat Srisuta ID 5180518 (MUIC Student)

title: User:Cpopo~enwikiversity


text:
User:Tomlib

I'm an technical trainer and interested in eLearning in its many forms.

title: User:Tomlib


text: File:Vickie & Leiah.jpg

title: File:Vickie & Leiah.jpg


text:
User:John Bessa/Sandbox

Sandbox:
 * Rough drafts
 * "Sketchy" information
 * Embryonic ideas

=Evolving Wiki "policies"= Embrace and protect original research, and to invite Wikipedians expand into wv when their work contradicts WP policy Create discussion and research-and debate-extensions of WP pages

Relevance of creep and just world hypothesis
[Creep] [Just World Hypothesis]

Relevant WP pages:

 * BOLD, revert, discuss cycle
 * Editing policy
 * Defending article quality
 * Don't revert due to "no consensus"
 * How to edit a page
 * Ignore all rules
 * WikiProject Usability
 * Article Rescue Squadron
 * Old dogs and new tricks
 * Uw-sofixit

=Creating WP school in wv=
 * Article use
 * Novice
 * Reading
 * Writing
 * Expert
 * Templates

 * Page development
 * Templates
 * Server system
 * wikimedia school

=Proposing Wiki markup language= That is not XML!

title: User:John Bessa/Sandbox


text:
User:John Bessa/Capital Structure/Preface

Knowing that the Web works best in bite-sized (or byte-sized) bits of information, and that beneficial changes require clear maps, I have attempted to introduce the classic structure of Capital (mostly as I learned it from Lewis Mumford, Joel Spring, and Will Durant) in the context of recent experiences that can easily be pointed to and confirmed by others. Many people have difficulty grasping Capital as an entity, and try to think of capital (with a small "c") in terms of its minor components, such as bank accounts and home equity. Many also deny a relationship between Capital and family capital, but I attempt to link the two by showing that the big Japanese firms developed very recently as corporate (and hence Capital) families--a "clean model" of Capital development and growth.

(I recall that the term "byte" was derived from "bite" as an extension of the "bit," and that there was also a "nibble," which is now deprecated.)

As I began naming Capital components and developing a structure, I started to think of Capital more in terms of a template for an entity rather than a culture of business people. And this leads me to think that the culture of Capital (there definitely are such things as financial communities) as a template. Present-day Capital culture as multiculturalism, would not then be a circle of friends, but actually a cooperative process. Capital culture is unlike, say, the artists cultures of Torrington or New Paltz, Capital culture is not about community and mutual support, but, predictably, about making money. Capital culture is structure of Mumford's machine, and not a culture at all. If you follow the evolutionary concept that community and morality spring from Darwin's idea of "natural affection" among the higher animals, then Capital culture is a reversal of natural evolution, and hence shares precious little with humanity. Mumford easily pointed to the few things Capital presents as humanity as "false charity."

I have found Durant's writing to be very useful in helping understand the roots of Capital components in Roman history, such as the bureaucracy. He shows bureaucracy to be beneficial in that it was designed to prevent the capital families of Rome from swallowing the state. Durant's description goes a long way to help explain corporate hate for government; I found the level of hate perplexing when I was on Wall Street. My thought back then was "where is the manual for this thing?" Well, I now think that this mysterious handbook is the Capital template that has been passed down through many generations, and hence my excitement about this writing.

Durant is helpful, also, because he is pro-Capital and pro-Roman--despite Rome's cruelty--and seemingly pro-killing in his writing about both Rome and primitive man. I don't buy his rationalizations for accepting the cruelty of humanity as an indirect contribution, but I respect his research, and his pro-Capital slant helps balance the anti-Capital approaches of Mumford and Spring. (Perhaps anti-Capital is strong when applied to Mumford and Spring, but both seem socialist at times.) Durant also easily shows that our contemporary culture is well-preserved version of the Roman empire. I attempt to extend his idea by showing that the Capital arrangement is largely universal, and that resource exploitation systems arrange themselves in much the same way everywhere, and that denying this universality is biased thinking. I deny that capital development is evolutionary, because evolution is empathy-based (or affection-based, if you prefer) as there is nothing affectionate about big business!)


text:
Theory Design Lab/Extraterrestrial point of view

Interview with an extraterrestrial proponent of logic
Examples for extraterrestrial proponents of logic are Mr. Spock and Lieutenant Commander Data. Assume the visitor does apply a high degree of intercultural competence but tries to explain all observations logically because from a logical perspective logic is not subject to intercultural competence.

 * What are some hypotheses of the extraterrestrial visitor about the unknown planet?
 * Is the planet a single community?
 * Do the aliens on the planet show reasonable behavior towards extraterrestrial visitors?
 * Are the aliens on the planet civilized?
 * Is the civilization on the planet an advanced civilization? What are possible criteria?

 * What is the extraterrestrial visitor's view of capitalism?
 * Is capitalism
 * efficient?
 * reasonable?
 * civilized?
 * What are possible criteria?

 * What is the extraterrestrial visitor's view of religions and other beliefs?
 * Are the beliefs reasonable and civilized?
 * What are possible criteria?
 * If nonrational beliefs are seen as a way to motivate or envision desirable behavior, what are possible deductions about desirable behavior?
 * How are possible deductions related to the categorical imperative, as a logical motivation for morality?

 * Assume the visitor has studied human cognition and psychology.
 * Which features of human cognition and which cognitive biases does he comment on?
 * Does he recommend to apply more logic?
 * What are the effects of a logic bias on human psychology?

 * Assume the visitor does not apply a prime directive of non-interference.
 * What aspects of his own perception of an advanced civilization might the visitor want to teach the aliens?
 * What are possible criteria for the selection of appropriate content?

Discussion
Discuss the results.

 * Are the views expressed by your extraterrestrial visitors consistent?
 * Are they logical?
 * Are they plausible or would an actual scientist on another planet hold different views?


text:
Wiki Resources/Teaching Philosophy

Home | Learning Theories | Instructional Design & eAuthoring | ePortfolio | Storyboard | Wiki Analysis | Communication Tools | Resources Analysis | Group Work | Teaching Philosophy | Accessibility | Glossary

Why A Teaching Philosophy For E-learning?
In discussing the need for a teaching philosophy of elearning, it may be important not to confuse the process of sharing information with the process of teaching. They are entirely separate mechanisms, even though they can appear to be identical because of the shared functionality of the website platform. As an illustration, if I simply hand a book to someone, then I am technically sharing information, but am I teaching? The book may contain all the content the student requires, but I have given no guidance as to how that content relates to the student’s needs. The ‘medium and the message’, while related, are not identical.

Establishing an open source wiki that is designed for networked learning is not in itself an educational process. If anyone in a learning community can create and edit content, the system of learning and knowledge creation can quickly settle into simple forms of thinking, such as recollection of facts and knowledge, rather than higher order thinking skills of analysis and interpretation. In order for Higher Order Thinking Skills to be integrated into any wiki, a system of learning should preferably be incorporated into the design of that wiki. This system is a philosophy that orders information based on educational principles, not web design—in other words, a pedagogical design that combines a philosophical design for learning and the physically-designed process of learning.

Two assumptions can be made about almost any elearning community. Those participating share a common interest, and they want to learn together both as a group and from within the group. In order to facilitate this goal, the content that appears on the wiki should be relevant and have a shape, and achieving that necessitates filtering and organising that content, so that the wiki becomes an effective form of knowledge management based on a recognition of the participants’ cognitive processes.

To sum up: Knowledge filtering and management should reflect a systematic approach based on educational principles that go beyond the physical design of elearning platforms. Such an approach can be guided, if not formulated, through a teaching philosophy.

We would appreciate if you give us your contribution in this project. If you have any query, suggestion or feedback, don't hesitate to contact us sending a message to our email: wikiresourcesgroup@gmail.com

For examples of Teaching Philosophy Statements please go to:

http://ucat.osu.edu/portfolio/philosophy/elizallen_phil.htm

title: Wiki Resources/Teaching Philosophy


text:
User talk:Fangjian~enwikiversity

 Hello Fangjian, 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, 11 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, 11 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 Fangjian. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Fangjian~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 23:36, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Fangjian~enwikiversity


text:
Template:SearchWithPrefix

This template searches only pages below this page (using the as prefix for the search).

Parameters:
 * prefix (optional) : Another prefix for the search.
 * resourceName (optional) : Another name for the resource in which the search is performed (instead of "course").

title: Template:SearchWithPrefix


text:
Theory Design Lab/Conservation law of ideas

The "conservation law of ideas" theory is described in the assistant teacher course in the course phase theory formation.


text:
Theory Design Lab/Respect economy

Respect economy
Questions concerning respect economy can be found in the optional course unit respect economy of the assistant teacher program.

Discussion
The first two groups of questions from the optional course unit can be given as an homework assignment or can be discussed in class as an introduction to the topic. The last group of questions should rather be added to this discussion.

 * Compare your theories for a respect economy.
 * Are your theories consistent?
 * How good are your theories at describing reality? Do they simplify?

title: Theory Design Lab/Respect economy


text:
Votian/Imperfect Tense of Indefinite Voice

Indefinite voice
The indefinite voice describes an action without giving any information about it's agent. Hence an imperfect tense indefinite expression like püvvettī could be translated approximately as: "Somebody cought!". We don't bother ourselves clarifying, who was it.

 * The -ttu ending is actually an indefinite voice past tense participle suffix.
 * The -ttiin suffix was composed of an indefinite voice marker -tta, an imperfect tense marker -i  and 3. person's singular hen.

Morphophonology
The final -n was pronounced as a prolongation of the preceding vowel e.g. tek+tiin > tehtī ('Somebody did').
 * In Votian like dialects of Estonia the long vowels without primary stress have been shortened (influenced by Mid Estonian dialect) e.g. pes+tiin > pesti ('Somebody washed.').

The first t is geminated after a short vowel only, elsewhere the suffix is degeminated e.g. ve̮te̮ttī ('Somebody took') vs. jute̮лtī ('Somebody said!') or sȫtī ('Somebody did eat!').

Indefinite voice suffixes take a consonant stem if available.
 * Therefore verbal stem is always in the weak grade in front of any indefinite voice marker (except present tense indefinite voice)
 * лuget̮tī ('Somebody (did) read.') X лuke̮assa ('Somebody reads.')
 * vs. magattī ('Somebody slept.') X makā ('Sleep!' - singular imperative).

In front of any indefinite voice marker (except present tense indefinite voice) the stem-vowel a alternates with e̮  and ä alternates with e e.g.  tširjota+ttiin  > tširjote̮ttī ('Somebody wrote').

Dialectal alternatives

 * Dialectal alternatives of the negation verb epi were described in the lesson about present tense negation e.g. ep e̮лtu vs. ei e̮lDu ('Nobody was.').

 * Dialectal alternatives of the -ttu suffix are better described in the lesson about Votian participles.
 * The Eastern Votic -ttuk suffix is composed of an indefinite voice past tense participle suffix -ttu and a metanalytic negation marker -k borrowed from the present tense negation, where it is a  present tense marker.
 * The final -k is pronounced as -G only in Eastern Votic dialect e.g. ep e̮лtuG ('Nobody is') . All the other dialects both in Ingria and Estonia have lost the phoneme *k in the end of words e.g. ep e̮лtu.

 * Alutaguse dialects
 * 1) The suffix -ttiin has became
 * 2) -tti (after a syllable of primary or secondary stress) e.g. luke+ttiin > luetti ('Somebody (did) read' ), kuivata+ttiin > kuivaDetti ('Somebody dried' )
 * 3) -t̆ti (after an unstressed syllable) e.g. aja+ttiin > ajat̆ti ('Somebody chased' ) - Jõhvi dialect
 * 4) -ti (after a voiceless consonant) e.g. las+ttiin > lasti ('Somebody shot' )
 * 5) -t̆i or -Di (after a voiced consonant or a vowel with primary stress) e.g. tuo+ttiin > tuoDi ('Somebody brought' ), men+ttiin > menDi ('Somebody went' )
 * Alutaguse runic songs have preserved a more archaic suffix *-tta+i+hen >  -tiie, -diie, -die, -tie  :
 * üteldie, räägitie, valetie ('Somebody said, told, poured')

=== Other Finnic dialects ===

 * Standard Finnish : lue-ttiin ('Somebody read.') / ei lue-ttu ('Nobody read.')
 * Vesjegonski Karelian dialects : lugie--tti̮h ('Somebody read.') / ei lugie-ttu ('Nobody read.')
 * Central Vepsian dialects : luge-tihe ('Somebody read.') /   ī luge-tud ('They did not read.')
 * Hevaha Ingrian dialects : lue-ttīn ('Somebody read.') / ei lue-ttu ('Nobody read.')
 * Standard Estonian : loe-ti ('Somebody read.') / ei loe-tud ('Nobody read.')
 * Räpina South Estonian dialects : loe-tte ('Somebody read.') / es loe-ttaʔ ~ loe-tta ̮as̀ ('Nobody read.')


text: Theory Design Lab/Colonization of Mars

title: Theory Design Lab/Colonization of Mars


text:
User:Paul cutov

Paul G Cutov is a full-time student of UHI Millenium Institute - Information Technology. Was designated with the title "Student of the Year 2009" among other 5 students from the same faculty for good results in e-commerce and Computer Operating System. Graduate of University of Cambridge he obtained an certificate in Advanced English, he was doing great in the exam session passing them with maximum grade. The UHI Millennium Institute (Scottish Gaelic: Institiùd OGE nam Mìle Bliadhna) is a federation of 13 colleges and research institutions in the Highlands and Islands of Scotland delivering higher education. It is incorporated as a charity and limited company and its executive office is in Inverness, in the Highland council area. In April 2001 the Scottish Parliament awarded UHI Higher Education Institute status, and it now provides university level courses. UHI degrees were authenticated by the Open University Validation Service, the University of Strathclyde and the University of Aberdeen until 2008 when the UHI was awarded taught degree awarding powers (tDAP) by the Privy Council[3][4] under recommendation from the Quality Assurance Agency for Higher Education (QAA)[5]; Higher National Certificate and Higher National Diploma courses are awarded by the Scottish Qualifications Authority. University status in the UK is awarded by the Privy Council and has not yet been granted to the UHI, but a major step has been taken with taught degree awarding powers (tDAP) recently being granted. If granted, the 'University of the Highlands and Islands' has been touted as the likely name for the institution. www.uhi.ac.uk

title: User:Paul cutov


text:
User:Balognaw

I'm relatively new to wikimedia on a participatory level, but eager to get involved and be part of this active community. This entry is mostly just to start the page...It will change drastically as time goes on.

title: User:Balognaw


text:
User talk:00iCon

 Hello 00iCon, 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, 12 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, 12 December 2009 (UTC)

title: User talk:00iCon


text:
User talk:Flea~enwikiversity

 Hello Flea, 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, 12 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, 12 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 Flea. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Flea~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 23:32, 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) 06:08, 19 April 2015 (UTC)

title: User talk:Flea~enwikiversity


text:
User talk:Keeganwade

 Hello Keeganwade, 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, 12 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, 12 December 2009 (UTC)

title: User talk:Keeganwade


text:
User talk:Swp239

 Hello Swp239, 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, 12 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, 12 December 2009 (UTC)

title: User talk:Swp239


title: File:Trigonometry.3.A.pdf


text:
User:Anita op

Anita_op--Anita op 13:42, 12 December 2009 (UTC) Welcome to the learning project on Anita op!

The following is a suggested list of headings for a learning project. For more information, please read the directions. Please organise the page as you see fit.

ANIMAL BREEDING AND GENETICS
Summary:

This page is designed to provide information on Animal Breeding tools, basic knowledge of Animal Breeding and genetics, and to act as a communication point for Animal Breeders throughout the world.

Content summary
This page offers links to further readings related to the topic, and offers lectures about animal breeding basics.

Goals
Information This page offers link to information on Animal Breeding and Genetics

Users Anybody interested in the Animal Breeding and Genetics field, Animal Breeders, Students, Teachers, Producers, and local farmers are welcomed to join.

How to help

 * We can have this box here during the writing process, then we will move the contents to a more suitable place.
 * Question: Was this place reserved for the "tutorial" part of our project, or to distinguish between people according to their animal breeding experiences?

Read - Write - Contribute

Lessons
Drop down arrow on the right side of boxes.

 Your original proposal
 * 1) What is Animal Breeding?
 * 2) History of Animal Breeding
 * 3) Why do Animal Breeding?
 * 4) Importance of Animal Breeding
 * 5) Basic concepts of Inheritance
 * 6) Mendel's Experiments
 * 7) Mendel's Laws of Inheritance
 * 8) Evolution and Darwin
 * 9) The concept of Genetic Diversity
 * 10) Mutation
 * 11) Natural Selection
 * 12) Migration
 * 13) Genetic Drift
 * 14) Importance of maintaining Diversity
 * 15) Animal Selection
 * 16) Types of Traits
 * 17) Importance of Traits
 * 18) Production Traits vs. Fitness Traits
 * 19) Selection Mechanisms
 * 20) Tools for Selection
 * 21) Animal Indicators
 * 22) Data Recording and Importance
 * 23) Reproduction Indicators
 * 24) Production Indicators
 * 25) Health Data

 After our short meeting
 * Focus on developing countries and biodiversity issues
 * Short description (definitions) of the theoretical part (mutation, migration, etc.)
 * Leave out "Basic concepts of Inheritance" part
 * Parts in bold are more important
 * This is still an early (but more specific) concept. Feel free to suggest changes. G.
 * I talked with Maria today, if she has some suggestions (as she is very experienced this topic). She suggested to focus on cattle, as there is more information published which could be important for us because of our time constraint.

 * 1) Keep these sections relatively short
 * 2) History of Animal Breeding - short section, maybe even leave out
 * 3) Mutation
 * 4) Natural Selection
 * 5) Migration
 * 6) Genetic Drift
 * 7) What is Animal Breeding?
 * 8) Why do Animal Breeding?
 * 9) Importance of Animal Breeding
 * 10) The concept of Genetic Diversity
 * 11) What is Biodiversity
 * 12) Importance of maintaining Diversity
 * 13) Animal Selection
 * 14) Types of Traits
 * 15) Importance of Traits
 * 16) Production Traits vs. Fitness Traits/Adaptation to the local environment
 * 17) Selection Mechanisms
 * 18) Tools for Selection
 * 19) Animal Indicators
 * 20) Data Recording and its Importance - this is in fact an important part, but I doubt we will have time for this.
 * 21) Reproduction Indicators
 * 22) Production Indicators
 * 23) Health Data

Why wiki format? At some point of your final "report" you should mention also how these two things (i.e. the wiki and the developing country topic) are related. The main point in here would be the possibility to distribute the information in an effective way. In case of no Internet connection it is still possible to put these on the USB (WOS). The wiki interface is easy to handle - especially with your tutorial. Also it is very flexible in terms of updating the information. Idea: One can have a central, trusted place for the newest information and update the "sticks" from there. One still needs a computer though... There is also a very nice summary on Wikiresources/why this tool? you can check.

Readings and other resources

 * delicious.com/gbaor/biodiversity
 * delicious.com/gbaor/development
 * delicious.com/gbaor/agriculture
 * delicious.com/gbaor/livestock

Animal Breeding Resources:
 * User:Gbaor/External link collection
 * delicious.com/gbaor/animalbreeding

Animal Production Resources:

Genetics Resources:
 * User:Gbaor/External link collection
 * delicious.com/gbaor/genetics

Organic Production and Agroforestry Resources: - too far from our topic (G)

Tests and quizzes

 * Quiz 1:
 * Quiz 2:
 * Test 1:

Subpages
Subpages can be created - using the syntax '/concepts/' (for concepts involved in this learning project & without the quotes).

Links to subpages can be automatically shown using

Active participants
Active participants in this Learning Group

{| width="100%" style="background:#FFFCCF; border:1px solid #DAA520"

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace (i.e. without any prefix such as 'Topic:' or 'School:'). Simply make a link to the name of the learning resource, lesson, or learning project (these are independent pages in the main namespace, and sometimes subpages when appropriate) and start writing!

You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.

 * }

title: User:Anita op


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User talk:Jasir

A c++ Tutorial is under construction. You will soon be able to use it. For more details contact meetjasir@gmail.com

title: User talk:Jasir


text:
Answering Votian questions

Dialectal alternatives

 * Votic of Ingria

 * Western
 * Hill:
 * Lempola dialect

 * Kukkuzi dialect
 *  kussalēB  may be  kust-lē  .

Syntax

 * A simple descriptive question may be composed starting a sentence with an interrogative word. Often you may answer with one word or phrase.
 *  kuhē̮ ke̮rjazit tširvē ? 'Where did you hide the ax?' Luuditsa dialect
 *  sinne . 'Over there.'

You may answer with more informative adverbs, than the general ones displayed in the table above.
 *  kuhē̮, kuza, kussa   'where (to), where, where (from)'
 * 'somewhere'
 * kuhē̮lēB e.g. Itšäpäivä dialect: kuhē̮lēG mennǖD tüttäreD, ep kūluG näitä  'Daughters have gone somewhere, they can't be heard.' kuhē̮
 * 'outside'
 * akkunaлā e.g. лahze̮d ̮johsivad ̮akkunaлā 'The kids ran out.' kuhē̮
 * akkunaллa e.g. meil on akkunaллa vanat ̮kazge̮D 'We have old birchtrees outside (in our courtyard).' kuza
 * akkunaлta e.g. akkunaлta tultī jo rihēsē 'They came in already.' kussa  (into the chamber from outside of the house)
 * 'down, below, under'
 * aлaz ~ aлā e.g. tämä tuli ähüpǟlt aлaz 'He came down from the oven.' kuhē̮
 * aллa e.g. koira on lavvā naллa, meni aлā 'The dog is under the table, went down.' kuza (The n of  naллa is actually a Genitive ending, which has slided from lavvā to the beginning of the following word.)
 * aлta e.g. ve̮ta linad ̮aлta vällǟ 'Take the bedsheets away.' kussa  (from below a blanket)
 * 'ahead, forward, onwards'
 * etezī ~ etēz e.g. ain ove̮s̄ etezī aje̮ Lempola dialect '(He) drove the horse forward all the time.' kuhē̮
 * 'back'
 * tagāz ~ tagaz e.g. vellet ̮tulivat ̮tagāz 'The brothers came back.' kuhē̮ ; täl tagāz ̮be̮ллu antā rahā 'She (the seller) had no money to give (return me) the change.'
 * 'back and forth, there and back, to and fro, up and down'
 * etēz ̮tagāz e.g. tšäütteleb ̮etēz ̮tagāz '(Se) walks back and forth.' kuhē̮'

 *  kui   'how'
 * 'below'
 * aлe̮tsē̮  ~ aлe̮ttse̮   ~ aлattsē̮   e.g. menemmä aлe̮tsē̮   "Let's pass below (the obstacle)."

 *  mihsi   'why'
 * ' otherwise, for no reason, for nothing'
 * muite̮z ~ muitez ~ muitaz
 * ' anyway, still (regardless to that)'
 * muite̮štši
 * ' of course'
 * muitokki Kukkuzi dialect

Affirmative question

 * A simple question may be composed adding a suffix -ko to the first word of a sentence.
 * pesiko tšäet puhtāssi? 'Did he wash his hands (clean)?' < pesi tšäet puhtāssi. '(He) washed (his) hands (clean).'
 * oŋko üvä issua? 'Is it good to sit (like this)?' < on üvä issua. 'It is good to sit (like this).'

 * A simple question may be composed starting a sentence with vai.
 *  vai siä karjuššin̄ e̮лe̮D? 'Are you (working as) a shepherd?' < siǟ e̮лe̮D karjuššin 'you are (working as) a shepherd?'

A vague answer may contain  ku b lie  (may be).

Neighbouring languages
There is a similar morpheme vai in Latvian with similar functions.
 *  Vai Ritai patīk aritmētika? 'Does Rita like arithmetic?' < Ritai patīk aritmētika? 'Rita likes arithmetic.'

Exercises

 * 1. Compose questions and answers using the examples of the Syntax chapter.

title: Answering Votian questions


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Wikiworld/Introduction - Notes

Introduction
- We are moving towards a new open form of learning and collaborating.

- Task of book is to explore the power of Critical pedagogy in the context of the 'Wikiworld'.

- The Wikiworld is built through participation.

- The Wikiworld can be seen as an ideological battlefield. "in question are the very ways in which we conceive of the digital sphere and its physical counterparts."

- New forms of interaction and knowledge are growing outside of the 'closed education systems'. A transformation from formal education to public education.

- Wikis have proved the effectiveness of volunteer working collaboratively to create free contents.

- We are at the edge of a revolution in teaching and learning. Built on the belief that every person can use, customize, improve and redistribute human knowledge without constraint.

- The goal is to make all of human culture available, and improvable, to everyone.

- Critical thought and open access need and nourish each other. Both ideas value collaborative learning in all its forms.

- The Wikiworld is anarchistic in its nature; it progresses collectively and cannot be controlled by any individual.

- The essential issue in the Wikiworld is freedom. "Our message is clear: we write for the radical openness of education for all."

title: Wikiworld/Introduction - Notes


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User:Hades~enwikiversity

Embedded IEEE 2009 projects @ Hades infotech vellore, trichy, chennai, madurai

 Hades Info Tech offers Real Time IEEE 2009 Projects in Embedded system, Microcontroller like ARM7, ARM9, DSP, VLSI, FPGA, RFID, wireless, ZIGBEE, Robotics, GSM, GPS/GPRS, Bio-Medical, Bio-Metrics, Finger Print, Access Control, MATLAB, Image Processing, Power Electronics

MICROCONTROLLER: Microchip : PIC, dsPIC, Atmel -AT, ATmega, Maxim, Dallas, ST, Intel, Motorola

DIGITAL SIGNAL CONTROLLERS : dsPIC, TI, DSP Analog Devices - ADSP Processors TI : TMS Processors

VLSI PAL, FPGA, PLD, CPLD, HDL, VHDL, Verilog Cypress, Lattice, Altera, Cirrus Logic, Xilinx, Cadence

 Specialization Security Systems, Access Control, Bio Medical, Power Electronics, Electrical Communication Networking, Instrumentation, Control ; Process Engineering, Bio Metrics ; Finger Print and IRIS scanning, Smart Cards, Robotics, GPS, Blue tooth,PLC, SCADA, Mechanical ; Mechatronics

IEEE Based Projects EMBEDDED MICROCONTROLLER PROJECTS VLSI- PROJECTS RFID PROJECTS ROBOTIC PROJECTS COMMUNICATION SYSTEM CONTROL SYSTEM

Contact:

Hades InfoTech Pvt Ltd No 175, First Floor, Kodambakkam Road Saidapet, Chennai-15. Ph: 044- 43322196, Mobile: 9840989556, 9894229496 Email- projects@hades.in, contact@hades.in www.hades.in

Vellore:- No:#22/11, Chinna Allapuram Road, R.N. Palayam, Vellore - 632 002, Mobile : 9840989556, 9894229496 E-mail : projects@hades.in, contact@hades.in

 Madurai:- Hades InfoTech Pvt Ltd No:51, Shree Shopping Complex, Naganangulam Iyer Bungalow, Madurai - 14, Mobile : 9840989556, 9894229496 E-mail : projects@hades.in, contact@hades.in

title: User:Hades~enwikiversity


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Talk:Particle physics

This article requires a complete rewrite by an expert in the field. comment added 23:54, 12 December 2009 by User:Aidansean, note added by Abd 21:58, 25 November 2010 (UTC)

 * Yeah, and then a complete rewrite by someone with an understanding of how to explain stuff to non-experts... Lots of pages here at Wikiversity may be like this. They are almost like stubs, undeveloped, not fully suited for purpose.

 * Opportunities. --Abd 21:58, 25 November 2010 (UTC)

Reflection
Hello guys, I want to share this message with you: We should understand that life connect with the smaller parts of space because when we see, we can see infinite smaller points that form our vision and our consciousness, both properties of life in almost every living being. And every part of the space have an absolute union with each other, so only can be moved by life, so every particle is a god particle! --Javier José Moreno Tovar18 (discuss • contribs) 14:08, 8 June 2016 (UTC)

title: Talk:Particle physics


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User:John Bessa/Index

Index of writing

title: User:John Bessa/Index


text:
User:Violarulez

likes learning random things...

http://en.wikiversity.org/wiki/Latin_stream

http://en.wikiversity.org/wiki/Philosophy

http://en.wikiversity.org/wiki/Topic:Computer_Programming

http://en.wikiversity.org/wiki/Introduction_to_Italian

http://en.wikiversity.org/wiki/Psychology

http://www.academictips.org/memory/index.html

title: User:Violarulez


text:
User talk:Jhowsley

 Hello Jhowsley, 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 08:17, 13 December 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 13 December 2009 (UTC)

title: User talk:Jhowsley


text:
User talk:Chinofacil

 Hello Chinofacil, 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, 13 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, 13 December 2009 (UTC)

title: User talk:Chinofacil