text:
Literature/1971/Kolakowski

 * http://www.socialistregister.com/index.php/srv/article/view/5334/2235

Wikimedia

 * Structural Marxism
 * Kolakowski ... argued that, despite Althusser's claims of scientific rigor, structural Marxism was unfalsifiable and thus unscientific, and was best understood as a quasi-religious ideology. In 1980, sociologist Axel van der Berg described Kolakowski's critique as "devastating," proving that "Althusser retains the orthodox radical rhetoric by simply severing all connections with verifiable facts."

title: Literature/1971/Kolakowski


text:
Literature/1954/Gowers

Revisions

 * Plain Words (1948) at the request of Sir Edward Bridges (then head of the Civil Service)
 * The ABC of Plain Words (1951)
 * The Complete Plain Words (1954)
 * rev. Bruce Fraser (1973)
 * rev. Sidney Greenbaum & Janet Whitcut (1986)

Excerpts

 * The purpose of this book is to help officials in their use of written English as a tool of their trade. (1958)

Chronology

 * Gowers, Ernest (1948). Plain Words.
 * Gowers, Ernest (1948). Plain Words.
 * Gowers, Ernest (1948). Plain Words.

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

title: Literature/1954/Gowers


text:
Literature/1975/Halliday

Wikimedia
 In enumerating his claims about the trajectory of children's language development, Halliday eschews the metaphor of "acquisition", in which language is considered a static product which the child takes on when sufficient exposure to natural language enables "parameter setting". By contrast, for Halliday what the child develops is a "meaning potential". Learning language is Learning how to mean, the name of his well known early study of a child's language development. Halliday (1975) identifies seven functions that language has for children in their early years. For Halliday, children are motivated to acquire language because it serves certain purposes or functions for them. The first four functions help the child to satisfy physical, emotional and social needs. Halliday calls them instrumental, regulatory, interactional, and personal functions. The next three functions are heuristic, imaginative, and representational, all helping the child to come to terms with his or her environment. According to Halliday, as the child moves into the mother tongue, these functions give way to the three metafunctions of a fully tri-stratal language (one in which there is an additional level of content inserted between the two parts of the Saussurean sign [clarification needed]). These metafunctions are the ideational, the interpersonal, and the textual. Halliday's work represents a competing viewpoint to the formalist approach of Noam Chomsky. Halliday's concern is with "naturally occurring language in actual contexts of use" in a large typological range of languages whereas Chomsky is concerned only with the formal properties of languages such as English, which he thinks are indicative of the nature of what he calls Universal Grammar. While Chomsky's search for Universal Grammar could be considered an essentially platonic endeavor (i.e. concerned with idealized forms), Halliday's orientation to the study of natural language has been compared to Darwin's method.
 * Michael Halliday
 * Instrumental: This is when the child uses language to express their needs (e.g.'Want juice')
 * Regulatory: This is where language is used to tell others what to do (e.g. 'Go away')
 * Interactional: Here language is used to make contact with others and form relationships (e.g. 'Love you, mummy')
 * Personal: This is the use of language to express feelings, opinions, and individual identity (e.g. 'Me good girl')
 * Heuristic: This is when language is used to gain knowledge about the environment (e.g. 'What the tractor doing?')
 * Imaginative: Here language is used to tell stories and jokes, and to create an imaginary environment.
 * Representational: The use of language to convey facts and information.
 * Michael Halliday
 * ... language said not merely to reflect social structure. For instance, he writes:
 * ... if we say that linguistic structure "reflects" social structure, we are really assigning to language a role that is too passive ... Rather we should say that linguistic structure is the realization of social structure, actively symbolizing it in a process of mutual creativity. Because it stands as a metaphor for society, language has the property of not only transmitting the social order but also maintaining and potentially modifying it. (This is undoubtedly the explanation of the violent attitudes that under certain social conditions come to be held by one group towards the speech of others.)

title: Literature/1975/Halliday


text:
Literature/1973/Hassan

Wikimedia

 * Tamman Hassan
 * John Rupert Firth, founder of the London School and head of the Department of General Linguistics at University College of London, was the primary influence on Hassan’s career as a linguist. Hassan studied under and worked with Firth at the University College London for six years. While there, he worked under Firth in phonetics, and wrote his master’s dissertation on the phonetics of his home town, ElKarank (Upper Egypt). His Ph.D. work was with the Yemen dialect of Arabic. As a student of Firth, Hassan was exposed to many of his new ideas about linguistics and how to approach its study. Polysystematism was one such idea. David Crystal describes the idea of polysystematism in this way: "the patterns of language that appear at a particular level of description cannot be explained using a single analytic system. Different systems may need to be set up at different places, in order to handle the range of contrasts involved" (Cambridge Encyclopedia of Language). This would help him deal with the intricacies of describing the tense and aspect system of Arabic later in his career. Another main concept Firth put forth in his lectures and writings was the idea that context of situation should be taken into account when it comes to linguistic analysis. To analyze Arabic would be impossible without involving its context, since context and pragmatics play a huge role in even choosing which words to infer to complete a sentence logically. Firth was a structuralist, but not in the American sense, which diverged from its European roots. He was a structuralist because he believed language to be a system of parts or units that are completely dependent on one another and defined by their relationship to the other parts. In fact, the techniques of structural analysis were later carried over to the analysis of meanings, paving the way for a structurally oriented theory of semantics" (Encyclopedia of Language: Structuralism). His structuralism included a functional view, regarding the meaning of an utterance as dependent on its goals for communication and the context in which it is spoken.

title: Literature/1973/Hassan


text:
User talk:Davidberke

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 15:26, 20 June 2011 (UTC)

Ervin fritz moved to your user space.
A page you created is under discussion for deletion. You saw and removed, without comment, the deletion discussion tag. This page is in Slovenian and is not appropriate for the English Wikiversity. As you are the only author, you could easily place this page content where it might be more appropriate. I don't think there is a Slovenian Wikiversity yet, but pages in Solvenian are welcome on beta.wikiversity, see Beta Wikiverity Category:SL. I've moved the page to your user space, to User:Davidberke/Ervin Fritz. When you have copied the content, please place a speedy deletion tag on it, like this:

While there is no rush, the sooner the better. I've removed the deletion discussion tag, closing that discussion.

I have no opinion on the suitability of this page for beta.wikiversity, but at least the language won't be a problem there. Thanks. --Abd 14:01, 8 August 2011 (UTC)

title: User talk:Davidberke


text:
User talk:Bharilamit

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 15:53, 20 June 2011 (UTC)

 * As stated in the template above, if you would like to make test edits to the wiki try using the WV:Sandbox page as that is the primary purpose of that page. Devourer09  ( t · c ) 15:53, 20 June 2011 (UTC)

title: User talk:Bharilamit


text:
User:Acsc.aac

Forum for Air Command and Staff College seminar group from AAC.

Question assignments will be provided in advance. Answers to questions are due NLT noon each Monday. Seminar group meets at 1100 on Tuesday.

title: User:Acsc.aac


text:
User talk:Hilq

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:58, 20 June 2011 (UTC)

title: User talk:Hilq


text:
User talk:Tomato Milk Olive

Welcome to Wikiversity. Although everyone is welcome to contribute constructively to the Community, we would like to remind you not to attack other editors. Please comment on the contributions and not the contributors. Take a look at the welcome page to learn more about contributing to this community. Gaidheal1 19:01, 20 June 2011 (UTC)

title: User talk:Tomato Milk Olive


text:
User talk:ALOBROWN

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:16, 20 June 2011 (UTC)

title: User talk:ALOBROWN


text:
User talk:Ssc08-renz

 Hello Ssc08-renz, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:16, 20 June 2011 (UTC)

title: User talk:Ssc08-renz


text:
User talk:Bupsycho

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:17, 20 June 2011 (UTC)

title: User talk:Bupsycho


text:
User talk:Gbatheo

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 19:23, 20 June 2011 (UTC)

title: User talk:Gbatheo


text:
User:Gbatheo/Graphics Programming (Real Time)

Introduction
Real time shader programming is becoming a more and more important part of the computer industry. Computer games sell in their millions so a lot of time and money is invested by games companies to develop and improve both hardware and software.

Languages Used In This Course
This course uses HLSL (High Level Shader Language) to show how an idea may be implemented in code. You don't need to know how to program in HLSL to understand this course as it is mainly to do with the concepts behind the shading

Prerequisites

 * High School Level Maths (Particularly algebra, trigonometry and vectors)
 * Any C Based Language (HLSL and OpenGL are both used to write real time shader programs and are based on C, so if you want to apply the ideas in this course then it's manditory to learn them)

Software
A good IDE to use is Nvidia's FX Composer

or for a simpler, less cluttered but less powerful environment AMD's RenderMonkey

Both of these are out of date for the more modern aspects of shading, with FX Composer only supporting up to DirectX 10 and RenderMonkey only DirectX 9. However, they are sufficient for all that will be covered in this course.

For DirectX 11 there is a plugin to the IDE Microsoft's Visual Studio By Nvidia called Parallel Nsight. However, the full version of Visual Studio costs money, but the express editions are free.


text: Template:ROOTPAGENAME

title: Template:ROOTPAGENAME


text:
Template:ROOTPAGENAME/doc

Get the root page name of the current or the given page. It is similar to the magic word, but returns the root of the page hierarchy instead of the parent.

This template can be substituted.

Usage

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title: Template:ROOTPAGENAME/doc


text: Template:Ifsubst

title: Template:Ifsubst


text:
Template:Ifsubst/doc

Usage
Meta template that returns the first parameter if evaluated during substitution, and the second parameter if evaluated during transclusion. Note that this template must be used in safesubst mode to work properly:

The demo parameter can be used for testing the template. Set yes to always display the yes text, no to always display the no text, or demo to pass through the value from the parent template.

title: Template:Ifsubst/doc


text:
Template:Welcome-anon/doc

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Parameters

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title: Template:Welcome-anon/doc


text: Template:Subst only

title: Template:Subst only


text:
Template:Subst only/doc

Usage
This template should be placed on the documentation subpage (not the template page) of any template that needs to be substituted rather than transcluded. This will add the template to Category:Templates that must be substituted.

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text:
User talk:Wikibookian

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 20:28, 20 June 2011 (UTC)

title: User talk:Wikibookian


text:
User talk:Dsannes

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 20:29, 20 June 2011 (UTC)

title: User talk:Dsannes


text:
User talk:Pearlek.t

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 20:30, 20 June 2011 (UTC)

File:Pearlek 2372.jpg
Hi! It seems that you uploaded the file File:Pearlek 2372.jpg]. Thanks for uploading it, and it is a very nice picture. Unfortunately, though, when you did so you added it as a copyrighted file. Although it is ok to use some non-free media under a fair use license (more information about this can be found at Uploading files), we generally can't use them in user pages. I suspect you uploaded the image as part of a course you were doing, which is great, and I'm hoping that the course requirements are passed now. On that basis it may need to be removed, but if you would like help on licensing requirements so that you can add a replacement or chance the license I'd love to help. :) Just let me know and I'll do whatever I can to assist. - Bilby 17:18, 17 October 2011 (UTC)

What is your wish?
You blanked your user page, apparently responding to the notice above about your photograph. Wikiversity is currently discussing issues around photos like this, which are contrary to what policy says, literally, but which may, in fact, be okay. I want you to know that you have done nothing wrong, in any case, and that you are welcome at Wikiversity.

 * Do you want your user page deleted? If so, I'll do it.
 * Do you want that photo deleted? Again, if so, I'll do it immediately.

Thanks. --Abd 17:31, 19 October 2011 (UTC)

title: User talk:Pearlek.t


text:
Template:Welcome/Mascot/doc

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text: Category:Wikiversity books (community books)


text:
Category:Exercise

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title: Category:Exercise


text: Category:Sign languages

title: Category:Sign languages


text: Category:Hungarian

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text: Category:Portal templates

title: Category:Portal templates


text: Category:Wikiversity message box templates


text:
Template:Userbox/doc

This template can be used to quickly create a userbox for display on a user's user page without having to know HTML or Wikitable syntax.

Usage

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Most HTML-based tables use only a handful of these attributes. The following subset can be used to quickly convert an HTML userbox into the format used here:

Microformats

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See WikiProject Microformats for more information on adding microformat information to Wikipedia.

title: Template:Userbox/doc


text:
Literature/1955/Austin

Wikimedia

 * J. L. Austin
 * How to Do Things With Words is perhaps Austin's most influential work. In it he attacks what was in his time a predominant account in philosophy, namely, the view that the chief business of sentences is to state facts, being "true" when they succeed and "false" when they fail in that business. In contrast to this common view, he argues, sentences with truth-values form only a small part of the range of utterances. After introducing several kinds of sentences which he asserts are neither true nor false, he turns in particular to one of these kinds of sentences, which he calls performative utterances or just "performatives". These he characterises by two features:
 * Again, though they may take the form of a typical indicative sentence, performative sentences are not used to describe (or "constate") and are thus not true or false; they have no truth-value.
 * Second, to utter one of these sentences in appropriate circumstances is not just to "say" something, but rather to perform a certain kind of action.
 * Verbal behavior
 * Speech act

title: Literature/1955/Austin


text:
User:Zorokajhtka

Collection of Handmade Anniversary Cards
Have you been accustomed to the handmade cards by Gift of Cards? Properly, it's possible you would possibly need to know further about this on line store because it will eventually definitely make it easier to Inside of a lot of tactics like for situations if you should are possessing difficulties for the pick of gift in your family members for the period of your anniversary or every other occasions. The good thing about these handmade cards by Gift of Cards is there're readily available whenever of the day and wherever you might be. You simply get your laptop and connect with via the internet web-based. Immediately after that, you can start seeking this Anniversary Cards from Gift of Cards.co.uk. It will not get you a lot time nor will it cost you a great deal of energy. You are able to purchase any of these Handmade Anniversary Cards or Birthday Cards anytime you would like and on the most economical amount.

Any time you are developing concerns while using the gift to present in your beloved one, then maybe you would possibly choose to have a look at acquiring these Anniversary Cards from Gift of Cards.co.uk. It is possible to customise the design and message within. You possibly can also get it delivered specifically into the human being whom you are providing. The method of buying these Handmade Anniversary Cards and Birthday Cards is extremely basic, which you will not even observe you presently did end it. Well before nearly anything else, you need to be in a position to appreciate that these Anniversary Cards from Gift of Cards.co.uk can be found in different dimensions, styles, models, kinds, and price tags. You have got the privilege to select which a single will completely in shape to the card you have seeking for. What’s even very good about that is you will be furnished with loads of photographs so that you can absolutely visualize how it appears like. You know for any indisputable fact that acquiring these sorts of gifts might not be as extravagant because the other materials important things nevertheless it stands out as the most romantic and thoughtful of all. With these Handmade cards by Gift of Cards, you can actually pour out all those thoughts that lie within your heart. This is the suitable choice of gift.

title: User:Zorokajhtka


text:
Literature/1985/Quirk

 * http://books.google.com/books?id=CrhZAAAAMAAJ&pgis=1

Authors

 * Randolph Quirk
 * Quirk, Randolph (1981). "International Communication and the Concept of Nuclear English," in: Larry E. Smith, ed., English for Cross-Cultural Communication, 151-165, London: Macmillan.
 * Stein, Gabriele (1979). "Nuclear English: Reflections on the Structure of Its Vocabulary," Poetica (Tokyo) 10: 64-76.
 * Sidney Greenbaum
 * Greenbaum, Sidney (1996). Oxford English Grammar.
 * Geoffrey Leech
 * Leech, Geoffrey & Jan Svartvik (1975). A Communicative Grammar of English.

title: Literature/1985/Quirk


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Literature/2002/Huddleston

 * http://www.cambridge.org/uk/linguistics/cgel/

title: Literature/2002/Huddleston


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Portal talk:Special relativity

Archive of material that should not be on this topic page
This is a topics page, so i've removed the following material from it. Please incorporate it into another learning resource if you think it's useful. i disabled the section headers. Boud 12:38, 21 June 2011 (UTC)

Archive begins

The Special relativity (SR) or Special relativity theory (SRT) is the physical theory published in 1905 by  Albert Einstein. It replaced Newtonian notions of space and time, and incorporated electromagnetism as represented by  Maxwell's equations. The theory is called "special" because the theory does not include a description of gravity. Ten years later, Einstein published the theory of general relativity, which incorporates gravitation.

== Introduction

Before special relativity can be understood it is wise to revise Newtonian Mechanics paying close attention to its assumptions. This course will first re-examine classical mechanics in 3 dimensions whilst introducing relativistic notation. Specifically, students are used to using x,y,z to specify spacial position, whereas this course will talk about dimensions 1,2,3 instead. This is not to confuse you, but to train you into thinking in terms of dimensions. Already you may be guessing where this is leading, to the use of a number 4. The course continues on to describing the observations which demand a re-thinking of our basic assumptions about time and space and how electromagnetism was found to be inconsistant with classical mechanics. The student will find it satisfying to derive Einstein's famous equation relating mass and energy and gain a fuller understanding of the nature of space and time. It is anticipated that this course will be one of the most popular in Wikiversity.

== Motivation for the theory of special relativity

The principle of relativity was introduced by Galileo. Overturning the old absolute views of Aristotle, it held that motion, or as least uniform motion in a straight line only had meaning relative to something else, and that there was no absolute reference frame by which all things could be measured. Galileo also assumed a set of transformations called the Galilean transformations. These seem like common sense today. Galileo produced five laws of motion. Newton accepted the principle of relativity when constructing an improved set of only three laws of motion.

While these seemed to work well for everyday phenomena involving solid objects, light was still problematic. Newton believed that light was "corpuscular", but later physicists found that a transverse wave model of light was more useful. Mechanical waves travel in a medium, and so it was assumed for light. This hypothetical medium was called the " luminiferous aether". It seemed to have some conflicting properties, such as being extremely stiff, to account for the high speed of light, while at the same time being insubstantial, so as not to slow down the Earth as it passes through. The idea of an aether seemed to reintroduce the idea of an absolute frame of reference, one that is stationary with respect to the aether.

In the early 19th century, light, electricity, and magnetism began to be understood as aspects of the electromagnetic field. Maxwell's equations showed that accelerating a charge produced electromagnetic radiation which always traveled at the speed of light. The equations showed that the speed of the radiation did not change based upon the speed of the source. This is consistent with analogies to mechanical waves. Presumably, however, the speed of the radiation would change based on the speed of the observer. Physicists tried to use this idea to measure the speed of the Earth with respect to the aether. The most famous attempt was the Michelson-Morley experiment. While these experiments were controversial for some time, a consensus emerged that the speed of light does not vary with the speed of the observer, and since

== Newtonian Assumptions on the nature of Space and Time

=== Assumption 1

Archive ends

title: Portal talk:Special relativity


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User talk:Johnsonville~enwikiversity

Hello!

First of all, thank you very much for signing up on my United States History course. If you are still interested, I would love to schedule an orientation session with you. You can contact me at ablair2391@yahoo.com or on Skype at austinteacher. I am looking forward to hearing from you! :)

--MrABlair23 13:19, 21 June 2011 (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 Johnsonville. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Johnsonville~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 23:35, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Johnsonville~enwikiversity


text:
User:EGM6341.S11.team5.cavalcanti/Mtg9

Mtg 9: Fri, 21 Jan 11 [[media: Nm1.s11.mtg9.djvu | Page 9-1]]

_____________________________________________________________________ Newton-Cotes cont'd p8-3

[[media: Nm1.s11.mtg9.djvu | Page 9-2]]  Lagrange (n intervals) :

Note:    $$\begin{array}{c}{l}_{i,n}\left(x\right)\in {P}_{n}\\ i=\mathrm{0,1,.}\mathrm{..},n\end{array}$$(set of poly. of deg. $$\leqslant n$$)  "End Note"

Trapezoidal Rule: (simple)

$$\left\lbrack a,b\right\rbrack , \left.\begin{matrix} x_{0}=a\\ x_{1}=b \end{matrix}\right\} $$ 2 nodes

$$f_{1}(x)=p_{1}(x)=\sum_{i=0}^{1}l_{i}(x)f(x_{i})=l_{0,1}(x)f(x_{0})+l_{1,1}(x)f(x_{1})$$ [[media: Nm1.s11.mtg9.djvu | Page 9-3]]

Note: Used extensively in 1-D Finite Element Methods.  "End Note"

(1)&(2) → $${l}_{i,\color{red}{n}}\left({x}_{j}\right)={\delta }_{\mathit{ij}}$$ Kronecker δ p.2-2

$${l}_{\mathrm{0,\color{red}{1}}}\left(x\right),{l}_{\mathrm{1,\color{red}{1}}}\left(x\right)$$: linear funcs → f1(x) is also linear since f1(x) is a linear combination of l0, 1(x) and l1, 1(x). (i.e., f1(x) is a straight line)

[[media: Nm1.s11.mtg9.djvu | Page 9-4]]

title: User:EGM6341.S11.team5.cavalcanti/Mtg9


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User:EGM6341.S11.team5.cavalcanti/Mtg23

Mtgs 22+23: Exam 1 (thus the Mtg no. from 22 to 26 should be incremented by 2, i.e., Mtg 22 should be numbered Mtg 24, ..., Mtg 26 should be numbered Mtg 28)

title: User:EGM6341.S11.team5.cavalcanti/Mtg23


text:
User:EGM6341.S11.team5.cavalcanti/Mtg43

Mtgs 43+44: Exam 2

title: User:EGM6341.S11.team5.cavalcanti/Mtg43


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User:Wikibookian

bye

title: User:Wikibookian


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User:Wikibookian/Circulation Desk

bye

title: User:Wikibookian/Circulation Desk


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User talk:Wikibookian/Circulation Desk

This page is not a standard discussion page. To discuss the WOW Library, please visit the WOW discussion table.

title: User talk:Wikibookian/Circulation Desk


text:
Logic/Logic patterns

A: a, b, 0, 1, +, -, ., /, =, =/=, ~,.

B: ++ = +, +- = +-, -- = -, +.+ = +, +/+ = +, -.- = +, -/- = +, +.- = -, +/- = -, -/+ = -

C: + = +, - = -,. = ., / = /, ~ = ~, = = =, =/= = =/=, =

D: + =/= -,. =/= /, ~ =/= -, = =/= =/=

E: =

1. a => a <=> a = a

2. ~a => ~a <=> ~a = ~a

3. a =/=> ~a <=> a =/= ~a

4. a ^ ɸ => a <=> a + 0 = a

5. a ^ ~ɸ => a <=> a - 0 = a

6. ~a ^ ɸ => ~a <=> ~a + 0 = ~a

7. ~a ^ ~ɸ => ~a <=> ~a - 0 = ~a

8. a v 1 => a <=> a.1 = a

9. a a <=> a/1 = a

10. ~a v 1 => ~a <=> ~a.1 = ~a

11. ~a ~a <=> ~a/1 = ~a

12. a v ɸ => ɸ <=> a.0 = 0

13. a < ɸ => ɸ <=> a/0 = 0

14. ~a v ɸ => ɸ <=> ~a.0 = 0

15. ~a < ɸ => ɸ <=> ~a/0 = 0

16. a ^ 1 => 1 ^ a <=> a + 1 = 1 + a

17. a ^ ~1 => Q ^ a <=> a - 1 = -1 + a

18. ~a ^ 1 => 1 ^ ~a <=> ~a + 1 = 1 + ~a

19. ~a ^ ~1 => Q ^ ~a <=> ~a - 1 = -1 + ~a

20. ɸ ^ a => a <=> 0 + a = a

21. ɸ ^ ~a => ~a <=> 0 - a = -a

22. ɸ ^ ~(~a) => !a <=> 0 - ~a = - ~a

23. a ^ a => a ^ a <=> a + a = a + a

24. a v a => a <=> a. a = a

25. a ^ ~a => e <=> a - a = 0

26. a 1 <=> a / a = 1

27. a v ~a => Q <=> a. ~a = 0

28. a ^ ~(~a) => a ^ !a <=> a - ~a = 1

29. a < ~a => Q <=> a / ~a = -1

30. a v b => b v a <=> a. b = b. a

31. a ^ b => b ^ a <=> a + b = b + a

32. (a ^ b) ^ c => a ^ (b ^ c) <=> (a + b) + c = a + (b + c)

33. (a v b) v c => a v (b v c) <=> (a . b). c = a. (b . c)

34. a ^ (b v c) => (a ^ b) v (a ^ c) <=> a + (b . c) = (a + b). (a + c)

35. a v (b ^ c) => (a v b) ^ (a v c) <=> a. (b + c) = (a . b) + (a . c)

36. ~(a ^ b) => ~a ^ ~b <=> ~(a + b) = ~a + ~b

37. ~(a v b) => ~a v ~b <=> ~(a . b) = ~a. ~b

38. a a < b <=> a / b = a / b

39. a ^ ~b => ~b ^ a <=> a - b = -b + a

40. (a ^ ~b) ^ ~c => a ^ (~b ^ ~c) <=> (a - b) - c = a (-b - c)

41.i.(a < b) a < (b v c) <=> (a / b) / c = a / (b . c)

41.ii. a < (b < c) => (a v c) < b <=> a / (b / c) = (a . c) / b

42. a ^ ~(b < c) => (a ^ ~b) < (a ^ ~c) <=> a - (b / c) = (a - b) / (a - c)

43. a < (b ^ ~c) => (a < b) ^ ~(a < c) <=> a / (b - c) = (a / b) - (a / c)

44. ~(a ^ ~b) => ~a ^ ~(~b) <=> ~(a - b) = ~a - ~b

45. ~(a < b) => ~a < ~b <=> ~(a / b) = ~a / ~b

46. ʘ => ʒ ^ e 47. ψa => a ^ ~a ^ !a 48. Эa => a v ~a v !a 49. ʒ => e 50. ɸ => ʒ ^ ~e

51. 1 => a < a 52. e => a ^ ~a 53. Q => ~ɸ ^ ~1 54. !a => ~(~a) 55. ʘ => ʒ ^ e < (Q ^ !e) v [(ɸ ^ 1) ^ (ψ ^ Э)]

zi': 0 + 0 = 0 <=> ɸ ^ ɸ => ɸ

zi": 0 - 0 = 0 <=> ɸ ^ ~ɸ => Q

zi"': 0 . 0 = 0 <=> ɸ v ɸ => ɸ

zi"": 0 / 0 = 0 <=> ɸ < ɸ => ∞

zii':0. 1 = 0 <=> ɸ v 1 => ɸ

zii": 1 . 0 = 0 <=> 1 v ɸ => ɸ

zii"': 0 / 1 = 0 <=> ɸ ɸ

zii"": 1 / 0 = 0 <=> 1 < ɸ => ɸ

ziii': 0. a = 0 <=> ɸ v a => ɸ

ziii": a . 0 = 0 <=> a v ɸ => ɸ

ziii"': 0 / a = 0 <=> ɸ ɸ

ziii"": a / 0 = 0 <=> a < ɸ => ɸ

ziv': 0. ~a = 0 <=> ɸ v ~a => ɸ

ziv": ~a . 0 = 0 <=> ~a v ɸ => ɸ

ziv"': 0 / ~a = 0 <=> ɸ < ~a => ɸ

ziv"": ~a / 0 = 0 <=> ~a < ɸ => ɸ

zv': 1 - 1 = 0 <=> 1 ^ ~1 => Q

zv": a - a = 0 <=> a ^ ~a => e

zv"': ~a - ~a = 0 <=> ~a ^ ~(~a) => !ɸ

zv"": a + ~a = 0 <=> a ^ ~a => e

G1. ЭX < ЭY G2. ЭX < Э~Y G3. ЭY < ЭX G4. ЭY < Э~X G5. Э~X < ЭY G6. Э~Y < ЭX G7. Э~X < Э~Y G8. Э~Y < Э~X G9. [~]X < ЭY G10. [~]Y < ЭX G11. [~]Y < Э~X G12. [~]~X < ЭY G13. [~]X < Э~Y G14. [~]~Y < ЭX G15. [~]~X < ~Y G16. [~]~Y < ~X

P1. (ЭX < ЭY) ^ ([~]Y < Э~X) => (ЭX < ψY) P2. (ЭX < Э~Y) ^ ([~]X < ЭY) => (ψX < Э~Y) P3. (ЭX < ЭY) ^ (ЭY < ЭX) => (ЭX < ЭY) P4. (Э~X < ЭY) ^ (ЭY < Э~X) => (Э~X < ЭY)

One.

1. (ψB < ~A) => (ψA < ~B) 2. (ЭA < ψC) ^ (ЭC < ЭB) =/=> [(ψB < ~A) <= (ЭC < ЭB)] 3. (ψB < ЭA) => (ЭA < ψB) 4. (ψA < ~B) => (ψB < ~A) 5. (ψB < ЭA) 6. (ЭB < ЭA) => (ЭA < ЭB) 7. (ψA < ~B) => (ψB < ~A) 8. (ЭB < ~A) => [(ЭA < ЭB) v (ψA < ~B)]

Two.

1. (ЭA < ψB) ^ (ЭB < ψC) => (ЭA < ψC) 2. (ψA < ~B) ^ (ЭB < ψC) => (ψA < ~C)

Three.

1. (ψB < ЭA) ^ (ЭC < ЭB) => (ЭC < ЭA) 2. (ψB < ~A) ^ (ЭC < ЭB) => (ЭC < ~A)

Four.

1. (ψA < ~B) ^ (ЭA < ψC) 2. (ψA < ~B) <=> (ψB < ~A) <= [(ψ < ~) <=> (~ < ψ)] 3. (ЭA < ψC) 4. (ψB < ~C) 5. (ЭA < ψB) ^ (ψA < ~C) => (ψB < ~C) 6. (ψA < ~C) => (ψC < ~A) 7. (ЭA < ψB) 8. (ψC < ~B) 9. (ψC < ~B) => (ψB < ~C)

Five.

1. (ψA < ~B) ^ (ЭA < ЭC) => (ЭC < ~B) 2. [(ψA < ~B) => (ψB < ~A)] <= [(ψ < ~) <=> (~ < ψ)] 3. (ЭA < ЭC) 4. (ЭC < ~B) 5. (ЭA < ψB) ^ (ψA < ~C) => (ψB < ~C) 6. (ЭB < ψC) ^ (ЭA < ψB) => (ЭA < ψC) 7. (ψA < ~C) 8. (ЭA < ψB) ^ (ЭC < ~A) => (ЭC < ~B)

Six.

1. (ЭA < ψB) ^ (ЭA < ЭC) 2. (ЭB < ψC) v (ψB < ~C) 3. (ψA < ~C) ^ (ЭA < ~B) 4. (ЭB < ψC) v (ψB < ~C)

Seven. 1. (ЭA < ψC) ^ (ЭB < ψC) => (ЭA < ЭB) 2. [(ЭB < ψC) <=> (ψC < ЭB)] <= [(Э < ψ) <=> (ψ < Э)] 3. (ЭA < ψC) ^ (ψC < ЭB) => (ЭA < ЭB)

Eight.

1. [(ЭA < ψC) ^ (ЭB < ψC)] ^ (ЭC < ψD) 2. [(ЭA < ψD) ^ (ЭB < ψD)] => (ЭA < ЭB) 3. (ЭB < ψC) ^ (ψA < ~C) => (ЭB < ~A)

Nine.

1. (ЭB < ψC) ^ (ЭA < ЭC) => (ЭA < ЭB) 2. [(ЭA < ЭC) <=> (ЭC < ЭA)] <= [(Э < Э) <=> (Э < Э)] 3. (ЭB < ψC) ^ (ЭC < ЭA) => (ЭB < ЭA)] 4. (ЭA < ЭB)]

Ten.

1. (ЭB < ЭC) ^ (ЭA < ψC) => (ЭA < ЭB) 2. (ЭB < ψC) ^ (ЭA < ~C) => (ЭA < ~B) 3. (ЭA < ψB) ^ (ЭB < ψC) => (ЭA < ψC) 4. (ЭA < ~C)

Eleven.

1. (ψA < ~C) ^ (ЭB < ЭC) => (ЭA < ~B)

Twelve.

1. [(ЭA < ψB) v (ЭA < ЭB)] ^ (ψB < ~C) 2. [(ψB < ЭA) v (ЭB < ЭA)] ^ (ψC < ~B) 3. (ЭA < ~C)

Thirteen.

1. (ЭA < ψC) ^ (ЭB < ψC) => (ЭA < ЭB) 2. (ψA < ~B) ^ (ЭB < ψC) => (ψA < ~C) 3. (ЭA < ψC)

Fourteen.

1. (ЭA < ψB) ^ (ЭB < ЭC) => (ЭA < ЭC) 2. (ψA < ~C) ^ (ЭA < ψB) => (ψB < ~C) 3. (ψA < ~B) ^ (ЭB < ЭC) => (ЭC < ~A) 4. (ЭA < ψC) ^ (ψA < ~B) => (ψB < ~C)

Fifteen. 1. (ЭA < ψB) ^ (ЭB < ЭC) 2. (ЭA < ЭC) 3. (ЭB < ЭC) ^ (ЭA < ψB)

Sixteen. 1. (ψB < ~A) ^ (ЭA < ψC) 2. [(ψB < ~A) => (ψA < ~B)] <= [(ψ < ~) => (~ < ψ)] 3. (ЭA < ψC) 4. (ψB < ~C) 5. (ψC < ЭA)

Seventeen. 1. (ψA < ~C) => (ψC < ~A) 2. (ЭA < ψB) 3. (ψC < ~B) 4. (ψB < ~C)

Eighteen. 1. (ψC < ~A) 2. (ψB < ~C) => (ψC < ~B) 3. (ЭB < ЭA) <= (ЭA < ψB) 4.(ψC < ~A)

Nineteen. 1. (ψB < ~A) ^ (ЭC < ЭA) 2. (ψB < ~A) => (ψA < ~B) 3. (ЭC < ЭA) 4. (ЭB < ~C)

Twenty. 1. (ЭA < ψB) ^(ЭC < ~A) => (ЭC < ~B)

Twenty One. 1. (ЭA < ψC) ^ (ЭB < ψC) 2. [(ЭB < ψC) => (ЭC < ЭB)] <= [(Э < ψ) => (Э < Э)] 3. (ЭA < ψC) ^ (ЭC < ЭB) => (ЭA < ЭB) 4. (ЭC < ЭB)

Twenty Two. 1. (ЭC < ЭA) => (ЭA < ЭC) 2. (ЭB < ψC) => (ЭB < ЭA)

Twenty Three. 1. (ψA < ~C) ^ (ЭB < ЭC) 2. (ЭB < ЭC) ^ (ψA < ~C) => (ЭA < ~B) 3. (ЭB < ЭC)

Twenty Four. 1. (ЭB < ЭC) ^ (ψA < ~C) 2. (ЭB < ЭC) => (ЭC < ЭB) 3. (ψA < ~C) ^ (ЭB < ЭC) => (ЭA < ~B)

Twenty Five. 1. (ЭB < ψC) ^ (ЭA < ЭC) => (ЭB < ЭA) 2. (ψA < ~C) ^ (ЭB < ЭC) => (ЭB < ~A)

Twenty Six. 1. [(ЭA < ψB) v (ЭA < ЭB)] ^ (ЭB < ψC) 2. (ЭA < ψC) v (ЭA < ЭC) 3. [(ψA < ~B) v (ЭA < ~B)] ^ (ЭB < ψC) 4. (ψA < ~C) v (ЭA < ~C) 5. {[(ЭA < ψB) v (ЭA < ЭB)] ^ (ЭB < ЭC)} => [(ЭA < ψC) v (ЭA < ЭC)]

Twenty Seven. 1. {[(ψA < ~B) v (ЭA < ~B)] ^ (ЭB < ЭC)} => [(ψA < ~C) v (ЭA < ~C)]

Twenty Eight. 1. [(ЭA < ψB) v (ЭA < ЭB)] ^ (ЭB < ψC) 2. {(ЭB < ψC) ^ [(ЭA < ψB) v (ЭA < ЭB)]} => [(ЭA < ψC) v (ЭA < ЭC)]

Twenty Nine. 1. {[(ψA < ~B) v (ЭA < ~B)] ^ (ЭB < ψC )} => [(ψA < ~C) v (ЭA < ~C)]

Thirty. 1. A < B 2. [(A <= B) v (A => B v ~B)] ^ (~A => ~B) 3. (A v ~A) ^ ~B 4. (A v ~A) => (A v ~A) 5. ~B => ~B 6. (A v ~A) ^ ~B 7. [(A ^ ~B) v (~A ^ ~B)] => [(A < A) ^ (A => A)] 8. (A => A) <=> (A < A)

Thirty One. 1. (A v ~A) ^ (A < B) => [(A => B) v (~A => ~B)] 2. A <= B 3. {[(A => B v ~B) v (~A => ~B)] ^ (A v ~A)} => (B v ~B) 4. (~B v ~B) => [(~B v ~B) ^ (B v ~B)]

Thirty Two. 1. (~B v ~B) ^ ~(B v B) ^ ~(ψB v ЭB) 2. (ЭB < ψC) 3. (ψA < ~C) ^ (ЭB < ψC) => [(ЭA < ~B) v (ψA < ~B)] 4. (ЭA < ψB) v (ЭA < ЭB) 5. (ЭA < ψC) v (ЭA < ЭC) 6. (ψA < ~C) <=/=> [(ЭA < ψC) v (ЭA < ЭC)]

Thirty Three. 1. B < C 2. {(ЭB < ψC) ^ [(ЭA < ψB) v (ЭA < ЭB)]} => [(ЭA < ψC) v (ЭA < ЭC)] 3. (ψA < ~C) v (ЭA < ~C)

Thirty Four. 1. (ψA < ~B) ^ [(ЭB < ψC) v (ЭB < ЭC)] 2. (ЭA < ~C) v (ψA < ~C) 3. (ψA < ~C) ^ [(ЭB < ψC) v (ЭB < ЭC)] 4. (ЭA < ЭB) 5. (ψA < ~B) <=/=> (ЭA < ЭB) 6. (ψA < ~C)

Thirty Five. 1. (ЭA < ψB) ^ [(ψB < ~C) v (ЭB < ~C)] 2. (ЭA < ~C) v (ЭA < ~C) 3. (ЭB < ψC) v (ЭB < ЭC) 4. {(ЭA < ψB) ^ [(ЭB < ψC) v (ЭB < ЭC)]} => [(ЭA < ψC) v (ЭA < ЭC)]

Thirty Six. 1. (ψA < ~B) ^ [(ЭB < ~C) v (ψB < ~C)] 2. [(ЭA < ψC) v (ЭA < ЭC)] v [(ЭA < ~C) v (ψA < ~C)] 3. {(ЭA < ψB) ^ [(ЭB < ~C) v (ψB < ~C)]} => [(ЭA < ~C) v (ψA < ~C)]

Thirty Seven. 1. (ψA < ~B) ^ [(ЭB < ~C) v (ψB < ~C)] 2. [(ЭA < ψC) v (ЭA < ЭC)] v [(ЭA < ~C) v (ψA < ~C)] 3. {[(ЭB < ψC) v (ЭB < ЭC)] ^ (ψA < ~B)} => [(ЭA < ~C) v (ψA < ~C)]

Thirty Eight. 1. (ЭA < ψB) ^ [(ЭB < ψC) v (ЭB < ЭC)] 2. [(ЭA < ψC) v (ЭA < ЭC)]

Thirty Nine. 1. [(ЭA < ψB) v (ЭA < ЭB)] ^ (ЭB < ψC) 2. [(ЭA < ЭC) v (ЭA < ψC)] =/=> (ЭA < ψC)]

Forty. 1. (ψB < ~A) ^ [(ЭB < ЭC) v (ЭB < ψC)] 2. (ψA < ~C) 3. [(ЭA < ЭC) v (ЭA < ψC)] 4. (ψB < ~A) 5. (ψB < ~A) => (ψA < ~B) 6. [(ЭA < ЭC) v (ЭA < ψC)] 7. [(ЭB < ~C) v (ψB < ~C)] 8. [(ЭB < ЭC) v (ЭB < ψC)]

Forty One. 1. (ψB < ~A) ^ [(ЭB < ЭC) v (ЭB < ψC)] 2. (ЭA < ~C) 3. (ЭA < ψC) ^ [(ψB < ~A) => (ψA < ~B)] 4. (ЭA < ψC) => (ψC < ~B) 5. [(ЭB < ЭC) v (ЭB < ψC)]

Forty Two. 1. (ψA < ~B) ^ (ЭA < ψC) 2. (ψA < ~B) => (ψB < ~A) 3. (ЭA < ψC) 4. (ψB < ~A) ^ (ЭA < ψC) => (ψB < ~C)

Forty Three. 1. (ψB < ~A) ^ [(ЭA < ψC) v (ЭA < ЭC)] 2. (ψB < ~A) => (ψA < ~B) 3. [(ЭA < ψC) v (ЭA < ЭC)] 4. {(ψA < ~B) ^ [(ЭA < ψC) v (ЭA < ЭC)]} => [(ψC < ~B) v (ЭC < ~B)] 5. (ψC < ~B) 6. (ЭC < ЭB) 7. (ψA < ~B) ^ (ЭC < ЭB) => (ЭA < ~C) 8. [(ЭA < ψC) v (ЭA < ЭC)]

Forty Four. 1. (ψB < ~A) ^ [(ψC < ~A) v (ЭC < ~A) v (ЭC < ЭA)] 2. (ψB < ~A) => (ψA < ~B) 3. (ЭA < ψC) 4. (ψA < ~B) ^ (ЭA < ψC) => (ψB < ~C)

Forty Five. 1. [(ЭA < ψC) v (ЭA < ЭC)] ^ [(ЭB < ψC) v (ЭB < ЭC)] 2. [(ЭB < ψC) v (ЭB < ЭC)] => [ψC < ЭB) v (ЭC < ЭB)] 3. [(ЭA < ψC) v (ЭA < ЭC)] ^ [ψC < ЭB) v (ЭC < ЭB)] 4. (ЭA < ЭB) v (ψA < ~B)

Forty Six. 1. [(ψC < ~A) v (ЭC < ЭA)] ^ [(ЭB < ψC) v (ЭB < ЭC)] 2. (ЭB < ~A) v (ЭB < ЭA)

Forty Seven. 1. [(ψC < ~A) v (ЭC < ~A)] ^ [(ψC < ~B) v (ЭC < ~B)] 2. [(ψB < ~A) v (ЭB < ~A)] v [(ЭB < ψA) v (ЭB < ЭA)] 3. {[(ЭA < ψC) v (ЭA < ЭC)] ^ [(ЭB < ψC) v (ЭB < ЭC)]} => [(ЭB < ψA) v (ЭB < ЭA)]

Forty Eight. 1. [(ЭA < ψC) v (ЭA < ЭC)] ^ (ЭB < ЭC) 2. (ЭB < ЭC) => (ЭC < ЭB)] 3. {[(ЭA < ψC) v (ЭA < ЭC)] ^ (ЭC < ЭB)} => [(ЭA < ЭB) v (ЭA < ~B)]

Forty Nine. 1. (ЭA < ψC) ^ [(ЭB < ψC) v (ψB < ~C)] 2. [(ЭB < ψC) v (ψB < ~C)] => [(ψC < ЭB) v (ψC < ~B)] 3. {(ЭA < ψC) ^ [(ψC < ЭB) v (ψC < ~B)]} => [(ЭA < ЭB) v (ЭA < ~B)]

Fifty. 1. (ЭB < ψC) ^ [(ЭA < ЭC) v (ЭA < ~C)] 2. [(ЭA < ЭB) v (ЭA < ~B)] 3. (ЭA < ψB) ^ (ЭB < ψC) 4. (ЭA < ψC) 5. [(ЭA < ЭC) v (ЭA < ~C)]

Fifty One. 1. (ЭA < ψC) ^ [(ЭB < ψC) v (ЭB < ЭC)] 2. (ЭA < ψC) ^ [(ЭC < ЭB) v (ψC < ЭB)] 3. [(ЭB < ψA) v (ЭB < ЭA)]

Fifty Two. 1. A=>B, C=>A, D=/=>A. 2. E=>F, G=>E, H=/=>E. 3. C <=> F => ЭA < ψE. 4. (ЭF < ψE) ^ (ЭA < ψC) => (ЭA < ψE) 5. [(C <=> G) => (ЭA < ЭE)] <= [(C=>A) ^ (G=>E)] 6. (F <=> D) => (ψA < ~E) 7.{[(ψA < ~E) => (ψE < ~A)] ^ (F <=> D)} => [(ψA < ~F) ^ (ЭF < ψE)].

Fifty Three. 1. (B <=> H) => (ψA < ~E). 2. (ЭB < ψA) ^ (ψB < ~E). 3. (B <=> H) ^ (ψH < ~E).

Fifty Four. 1. (D <=> G) => [(ψA v ЭA) < ~E.] 2. (ψA < ~G) <= (ψA < ~D). 3. ψG < ЭE. 4. (ψA v ЭA) < ~E.

Fifty Five. 1. (B <=> G). 2. (ЭE < ψA) <= {[(ψB < ЭA) ^ (ψE < ЭB)] ^ (B <=> G)}. 3. (ЭA < ψE) v (ЭA < ЭE). 4. (ЭA < ЭE) <= (ψ => Э) 5. (ЭC <=> ЭF) => (ЭA < ψE)

Fifty Six. 1. (C <=> G) => (ЭA <=> ЭE) 2. (ЭD <=> ЭF) => (ψA < ~E) 3. [(ψA < ~F) <= {(ψF < ~A)] ^ (ЭF < ψE)} 4. (ψD < ~A) ^ (ЭD < ψE) 5. (ЭD <=> ЭG) => (ψA < ~E) 6. (ψA < ~G) ^ (ЭE < ψG)

S1. (ЭC < ψB) ^ (ЭB < ψA) => (ЭC < ψA) S2. (ψC < ~B) ^ (ЭB < ψA) => (ψC < ~A) S3. (ЭC < ψB) ^ (ЭB < ЭA) => (ЭC < ЭA) S4. (ψC < ~B) ^ (ЭB < ЭA) => (~C < ЭA) S5. (ψB < ~C) ^ (ЭB < ψA) => (ψC < ~A) S6. (ЭB < ψC) ^ (ψB < ~A) => (ψC < ~A) S7. (ψB < ~C) ^ (ЭB < ЭA) => (~C < ЭA) S8. (ЭB < ψC) ^ (~B < ЭA) => (~C < ЭA) S9. (ЭC < ψB) ^ (ЭA < ψB) => (ЭC < ЭA) S10. (ψC < ~B) ^ (ЭA < ψB) => (~C < ЭA) S11. (ЭC < ЭB) ^ (ЭA < ψB) => (ЭC < ЭA) S12. (ЭC < ψB) ^ (ЭA < ЭB) => (ЭC < ЭA) S13. (~C < ЭB) ^ (ЭA < ψB) => (~C < ЭA) S14. (ψC < ~B) ^ (ЭA < ЭB) => (~C < ЭA) S15.(ЭB < ψC) ^ (ЭA < ψB) => (ψC < ЭA) S16.(ЭB < ψC) ^ (ψA < ~B) => (~C < ψA) S17.(ЭB < ЭC) ^ (ЭA < ψB) => (ЭC < ЭA) S18.(ψB < ~C) ^ (ЭA < ψB) => (~C < ЭA) S19.(ψB < ~C) ^ (ЭA < ЭB) => (~C < ЭA)

1. (ЭC < ψA) 1.1 (ЭC < ψB) ^ (ЭB < ψA)

2. (ψC < ~A) 2.1 (ψC < ~B) ^ (ЭB < ψA) 2.2 (ψB < ~C) ^ (ЭB < ψA) 2.3 (ЭB < ψC) ^ (ψB < ~A)

3. (ЭC < ЭA) 3.1 (ЭC < ψB) ^ (ЭB < ЭA) 3.2 (ЭC < ψB) ^ (ЭA < ψB) 3.3 (ЭC < ψB) ^ (ЭA < ЭB) 3.4 (ЭC < ЭB) ^ (ЭA < ψB) 3.5 (ЭB < ψC) ^ (ЭA < ψB) 3.6 (ЭB < ЭC) ^ (ЭA < ψB)

4.(~C < ЭA) 4.1 (ψC < ~B) ^ (ЭB < ЭA) 4.2 (ψB < ~C) ^ (ЭB < ЭA) 4.3 (ЭB < ψC) ^ (~B < ЭA) 4.4 (ψC < ~B) ^ (ЭA < ψB) 4.5 (~C < ЭB) ^ (ЭA < ψB) 4.6 (ψC < ~B) ^ (ЭA < ЭB) 4.7 (ЭB < ψC) ^ (ψA < ~B) 4.8 (ψB < ~C) ^ (ЭA < ψB) 4.9 (ψB < ~C) ^ (ЭA < ЭB)

Corrections to the original article will be notified here.

Adjustive corrections have since been made to: 41, giving 41.i, 41.ii. Adjustive corrections have also been made to S15 and S16.

See also: https://en.wikiversity.org/w/index.php?title=User:Shadowjack/Deductive_logic&oldid=1129397

https://en.wikiversity.org/w/index.php?title=User:Glimmerguard/Quantum_Indefinite&oldid=1127754

Click on view history to find the relevant text.

Essays

 * /Error correction/

title: Logic/Logic patterns


text:
Wikiversity:Request custodian action/Archive/12

page delete or move for School:Electronics to School:Electronic engineering
{{archive top|discussion stale, no custodian action requested (use speedy tag or WV:RFD to propose deletion}. Discuss changes to structure on resource talk pages. Involved close, revert if desired with explanation proposing custodian action other than deletion. --Abd 18:20, 8 June 2011 (UTC)}} Ive been trying to repair some of the stuff on the School:Electronics page and as part of it tried to rename the page to School:Electronic engineering(this has been the title for a very long time). I discovered that School:Electronic engineering already existed as a redirect with history and i couldn't move it because of that. If possible when someone gets a chance can School:Electronic engineering be deleted and then School:Electronics be moved to it or School:Electronic engineering and School:Electronics have a history merge also moving both to School:Electronic engineering. Eadthem 18:46, 27 March 2011 (UTC)

 * Are you sure that there wouldn't ever be 2 separate schools of those names? History merges are practically impossible to undo. --SB_Johnny talk 11:43, 28 March 2011 (UTC)
 * Well, to me, as an electronics engineer of sorts, "Electronics" and "Electronics Engineering" are not exactly the same thing. Obviously, any electronics engineer needs to know electronics, but electronics is a matter of knowledge and engineering is practical application. If I had more time, I'd assist in figuring out what to do here, but I don't, at the moment. Page deletion and history merges, however, aren't likely to be part of the solution. Content can be merged, easily, as an ordinary editorial decision, through copy/paste, as long as there is a pointer, perhaps in an edit summary, to the original where contribution history can be found. --Abd 13:20, 28 March 2011 (UTC)
 * I guess my impression was that school:electronic engineering was originally moved/copy edited to what started the school:electronics page. going back the last time the page had a real page, it was just a directory/link page for the school. Are you saying it would be better to copy/edit move the page to school:electronic engineering and manually set school:electronics to a redirect. My reasoning for the move is simply that the title of the page and all content has always been school of electronic engineering or simply electronic engineering. In fact that is how all links to the page are piped as.Eadthem 21:38, 28 March 2011 (UTC)
 * I suppose we could move one, and then the other (switching places), if you think it's necessary. Otherwise I'd say just be comfortable to fix whatever you think needs fixing :-). --SB_Johnny talk 23:31, 28 March 2011 (UTC)

FWIW Topic:Electronic engineering was previously merged with School:Electronics. -- dark lama  00:31, 29 March 2011 (UTC)
 * I thought of archiving this, but maybe it should sit for a bit. The only usage of custodial tools here would be deletion, which can be requested, if not controversial, with at the top of the page, or otherwise should be requested per Requests for deletion. --Abd 20:33, 24 April 2011 (UTC)

189.140.24.110

 * IP created Rafael M. Pedrajo, see page history. Removed speedy deletion tags. (allowed, my opinion). However, also removed RfD tag, also allowed, my opinion, the main purpose of that tag is not defeated by removal (author has been notified, perhaps). The IP blanked attempts to inform and discuss on the IP's talk page, without comment. That is also allowed, though it indicates lack of interest in cooperation.
 * However, the IP has now removed resource Talk page comment, and a source notice placed on the page to avoid copyvio.
 * Notice additional Mexican IP that removed a speedy tag., likely the same user.
 * There is a similar page creation by this IP at Commons (inappropriate), deleted twice. See Requests for deletion for deletion request here.
 * Please provide final warning and/or short block.
 * I will revert the two improper removals, once again, after notifying the IP of this request, but do not intend to continue. Custodian attention is now needed. --Abd 16:15, 26 April 2011 (UTC)
 * Notification of this request.
 * editor removed notice of source again ignoring Talk page requests and request embedded in text as a comment. --Abd 16:38, 26 April 2011 (UTC)
 * See Requests for deletion. User not communicative, removed the reference to es.wikipedia, necessary for license compliance, and blanked the RfD page, and blanked resource Talk page discussion. A block may be necessary, efforts to develop cooperation have failed. --Abd 02:56, 4 May 2011 (UTC)

Block?
The block has been done globally. Courcelles 09:32, 8 May 2011 (UTC)
 * Also, the speedy deletions are backed up about a fortnight. Anyone up for cleaning them out? Courcelles 09:15, 8 May 2011 (UTC)
 * Thanks for the heads up; also blocked locally now although that's probably redundant. Have had a quick clean through some of the speed delete backlog, but more attention needed. -- Jtneill - Talk - c 11:47, 8 May 2011 (UTC)
 * The original request was, for the record, an offensive username. Thanks, Courcelles. Custodians, please review Category:Candidates for speedy deletion, I considered that part of being a custodian, but we are short on custodial help at this time. If the page violates policy, please delete immediately. If it is clearly not an educational resource and not intended to be part of one, likewise. However, pages are often speedied that are arguably part of a course, past course, such as "homework," or are intended to build a resource. If there is any doubt about a deletion, the tag should be removed. (Note: custodians should not use RfD automatically, but allow a nominator to create the RfD, unless the custodian personally supports deletion and so argues. Sometimes I would notify a user and allow extra time, if the user was not already notified. It can be frustrating to review speedies, because sometimes the issues are difficult. That's a sign that it is not appropriate for speedy deletion, so the answer is to pull the tag, if there is any doubt. Reserve the category for obvious deletions, that's the point of it.
 * I will review the category and yank tags that I think marginal. That should make it a little easier for custodians. --Abd 16:12, 8 May 2011 (UTC)

Delete Speedy deletions nominated by author, shown by Special:PrefixIndex/User:Icns141/Homework/. I have verified that the author, Icns141, is the last editor, that there were few other editors. Suggest load the pages, verify that speedy tag has not been removed, and delete as author request. --Abd 16:28, 8 May 2011 (UTC) Delete as above, same author, Special:PrefixIndex/User:Icns141/In-Class Active Quiz/. However, many pages have many editors. My opinion is that as a userspace page, pages created by the user in his or her space, being used in a class for purpose considered transient, the editor should be able to request deletion. I'd personally prefer that quizzes -- and answers! -- be left in place, but that could create other problems in situations that we know nothing about. I've verified that all pages have the user as the last editor, and, unless I missed something, all were still tagged for deletion, so, suggest deletion as above. --Abd 16:39, 8 May 2011 (UTC)
 * That should seriously whack the apparent backlog. Thanks. --Abd 16:41, 8 May 2011 (UTC)

Mass creation of articles by User:PCano
PCano has created a large number of articles, all of which seem to be suitable for speedy deletion.--Poetlister 12:05, 8 May 2011 (UTC)
 * There is some discussion here: User talk:PCano. I wonder if maybe there is a more suitable project for such genetic info - maybe ? -- Jtneill - Talk - c 12:43, 8 May 2011 (UTC)

 * No custodian action required. This is not RfD or a speedy deletion page, unless there is conflict over deletion or seriously neglected tags or discussions. There was also discussion at the Colloquium. Poetlister, Wikiversity is not a collection of articles, it's a collection of educational resources. The massive creation is of subpages, one way of organizing material; whether this is the best way or not depends on how the material is to be used. If I'm correct, he plans to use, or is using, categories to cross-link information, that's why subpages instead of lists or tables. If it is being done incorrectly, in your view, please discuss it with the author, please don't pull in custodians unless there is a behavioral dispute or policy violation. "Out of scope," if that's what you believe, would be a question for RfD, in which case you would want to ask for deletion of the top-level resource, HLA, not the myriads of subpages underneath. But don't, it would be a waste of time. This is a real academic doing real academic work here, please respect that.
 * Jtneill, it is possible that the information might be moved elsewhere, but this is a good place for it to be collected, pending. That's an academic function, appropriate for Wikiversity. It might also eventually go to Wikibooks. --Abd 15:56, 8 May 2011 (UTC)

Group of spammy/socky users
Shortly after midnight (GMT) four users created accounts within 20 minutes of each other. They have each put similar spammy material on two different talk pages, and three of the names are very similar.

The first three posted on User talk:Toddst1 while the latter posted on their own talk page. Hope this helps. Gaidheal1 12:23, 1 June 2011 (UTC)
 * HappyCamper and I have blocked the toddst accounts. --Draicone (talk) 07:04, 2 June 2011 (UTC)

User creates spammy user page
✅

appears to have created their userpage with a massive list of keywords (presumably), seems to consider Wikiversity a place to spam (or has no idea how to attract the opposite sex - see 'I love women' at the end!) Gaidheal1 20:37, 20 June 2011 (UTC)
 * Yes, seems like a large list of spammy keywords with a "personal" top and tail. Have speedy deleted as Vandalism/Nonsense. User can recreate a sensible user page if he/she wishes. -- Jtneill - Talk - c 02:15, 21 June 2011 (UTC)

User:Pepboys seems to be just spam.Leutha 11:44, 6 July 2011 (UTC)
 * Speedied. --Draicone (talk) 15:57, 7 July 2011 (UTC)

Disruptive user, vandal, please block ASAP
✅ User blocked. Impersonating user page deleted. See

Impersonating and vandalizing User:Poetlister, offensive username. --Abd 20:16, 20 July 2011 (UTC)
 * Actioned, although I'm a bit late here. --Draicone (talk) 16:28, 22 July 2011 (UTC)
 * Don't worry, no problem. If the vandalism had continued, I'd have gone to meta for quick action. Thanks for acknowledging this here. --Abd 20:46, 22 July 2011 (UTC)

Add Arabic WV to the mainpage
Are the links for other language WVs only for languages which have their own site, or should other languages that exist on Beta be included as well? Anyways, there is a request here: Wikiversity talk:Main Page. Devourer09 ( t · c ) 20:12, 25 May 2011 (UTC)
 * That's a good request. There are some other design review requests on the main page discussion.  174.63.86.33 15:35, 11 July 2011 (UTC)
 * Based on the current design, I think only languages which have their own site are listed on the main page. -- dark lama  15:40, 11 July 2011 (UTC)

 * ✅ by Darklama . --Abd 15:05, 30 July 2011 (UTC)

Potential sock user
In relation to the 'Group of spammy/socky users' section above, is claiming to be Toddst1, and has posted their intent to disrupt Wikiversity. Abd has removed the post on the Notices for Custodians page. Gaidheal1 19:11, 20 June 2011 (UTC)

 * Also, I have just noticed that four users with almost identical names created accounts within four minutes of each other.

The last has posted creative, but unpleasant, content on their user page.

Gaidheal1 19:15, 20 June 2011 (UTC)
 * I've speedy deleted the "creative, but unpleasant" (ASCII art) content at User:HiFre4 as vandalism/nonsense. Per Jtneill below, user can recreate if they wish to use their user page productively. --Draicone (talk) 13:14, 21 June 2011 (UTC)

 * I was actually more concerned that they seemed to be rather obviously have been created by one person. But if you're happy just to leave it until (if ever) they start participating in sock-like behaviour, then I'm content. In future, if I see such user pages, and also ones like the page I posted about below, I'll just stick a delete template on it. --Gaidheal1 21:39, 27 June 2011 (UTC)
 * Wikiversity does not prohibit socking, per se, if it is not disruptive. However, creating many accounts for no apparent useful educational purpose doesn't leave us thrilled. On User:Hilkia9o, my "removal" action was this, reverting as vandalism, which may not be technically correct (it was a notice of intent to disrupt, coupled with a false representation of identity).
 * Pseudo-Toddst1 socks are disruptive block evasion and should be treated as such, with reversion, immediate blocks, and range blocking if required. See for the first report and actions taken. --Abd 16:50, 28 June 2011 (UTC)
 * Hey all. I came here to tell you that those last 3 are confirmed as the same, as well as some others. --Bsadowski1 01:36, 14 July 2011 (UTC)
 * Thanks. --Draicone (talk) 10:03, 17 July 2011 (UTC)

Candidates for Custodianship/Abd 3
User has been nominated and mentorship offered. A 'crat is needed to activate custodianship. -- Jtneill - Talk - c 21:13, 6 June 2011 (UTC)
 * I'm not pressing any buttons without more activity here. Especially not for this particular candidate-mentor pairing, because of what happened last time (no offense to either of you). Mike or Cormac might be more amenable, but you'll probably need to email them because they're both inactive these days. --SB_Johnny talk 00:11, 7 June 2011 (UTC)
 * Given how clear the policy is -- that CR shows no sentiment for actually changing the policy -- it would be simpler to go to meta and ask for a steward to approve. "What happened last time" was a complicated can of worms, and is extremely unlikely to repeat, plus I've agreed to a Candidates for Custodianship/Standard stop agreement which is a more formal version of what I'd more informally agreed to before. I'd rather not open that can, but, if needed, I will, because my actions were proper, as confirmed by later events. --Abd 15:59, 7 June 2011 (UTC)
 * "Policy", in this case (as in several other cases) was declared without any serious discussion. We've tried to work with it as-is over the years, but the "can-of-worms" you mention made the "policy's" weakness abundantly clear (and you bear very little fault for that). I've changed the template to reflect the policy's questionable status, since you've already (again!) hinted that you wish to "go to the stewards" rather than allow for organic process here on WV. --SB_Johnny talk 01:13, 8 June 2011 (UTC)
 * SBJ, precedent is clear that if no 'crat responds to a request, that stewards may be asked. I did it before, nobody objected. As to your edit of the page, changing a policy to a proposed policy, when the policy stood, apparently without challenged, since 12 February 2007, made my jaw drop. I'll revert that. This is not the way to challenge a standing policy! --Abd 01:27, 8 June 2011 (UTC)
 * Nobody objected to what, exactly? As noted elsewhere, the pedigree of this "policy" is questionable, since there has never been a full discussion of it. Asking the stewards to re-start a mentorship that was broken up by community action would really not be helpful, Abd. We've had quite enough of going to the stewards to get around things over the past year. --SB_Johnny talk 13:19, 8 June 2011 (UTC)

 * Status of this request At this point, we have an open candidacy with an agreed mentor. Per well-established procedure, any 'crat may implement the custodianship. No 'crat is obligated to do so. 'Crats are not robots, and if any 'crat is uncomfortable, it is a safeguard in the system that the 'crat is not obligated to act. There are now three options, and neither I nor Jtneill are in a rush, so these options have not been followed, but they are listed here.
 * 1) Specifically request other 'crats, who may not be aware of the request, to review it for action.
 * 2) Request a steward implement local policy in the absence of local 'crat action. This was done before, by me, in fact, when Jtneill's 'cratship sat with no action for a long time, simply due to local 'crat inattention. This is not disruptive in any way, it is not "getting around things." SB_Johnny's comment would seem to indicate that he believes he has veto power. He does, he has a pocket veto, and that kind of veto is completely legitimate. However, his pocket veto still allows other alternative actions and alternative requests.
 * 3) Request another custodian mentor. In that event, Jtneill would probably push the button. Any custodian who wishes to consider this should review Candidates for Custodianship/Abd 3 and choose. My binding agreement to the Candidates for Custodianship/Standard stop agreement should make this completely safe, but arguments over my suitability for custodianship should not be here, they should be on the candidacy page. This option, which may be followed up with some specific requests, is the simplest one, and that's why this is bolded and on this page.
 * 4) Withdraw the candidacy. Almost every day, I see occasions for uncontroversial use of custodial tools. When these are important, I request -- and get -- action. I know how to serve the community consensus, and I know how to avoid recusal failure, and am dedicated to both, so this would be a shame. I intend to pursue the other options first, within policy and procedure and the welfare of the wiki. --Abd 15:23, 30 July 2011 (UTC)

Please delete the page of Boubaker Polynomials immediately
Please delete the page of the so-called Boubaker Polynomials, they are copied from Chebyshev polynomials by an undergraduate Arab fellow in lack of notability.

You can verify there that there are only 2 meaningless sources, no coverage and no reliable sources.

Thank you for understanding --Popo Le Chien 17:42, 11 August 2011 (UTC)
 * ❌. Wikiversity is not an encyclopedia, and the material there may be useful for learning. Please try to improve the page, especially if you are knowledgeable. I see that you blanked a large amount of material. Please don't do that without discussion, and it might be better to move the material to a subpage. Discuss any major changes on the Talk page. First, however, I suggest becoming familiar with Wikiversity and how we work. If you want to have a page deleted, and if the reason is obvious, you can place a speedy deletion tag and if a custodian agrees with you, it can be deleted. But I don't think any custodian here would delete that page, it would be too controversial. Beyond that, you may request deletion at RFD. Again, it would be a waste of time, please see Deletion policy for a discussion of deletion and alternatives. Thanks. --Abd 18:08, 11 August 2011 (UTC)

 * Note: At this point I believe that the user filing this request is an impersonator, see the user's Talk page. I have indef blocked the user pending further investigation. --Abd 18:37, 11 August 2011 (UTC)
 * Account confirmed as impersonator, globally locked. --Abd 00:37, 14 August 2011 (UTC)

Inviting review of my RevDel actions today
I've been clerking the user rename page, and came across a request to rename and block a user. Investigating, it came to seem likely to me that the requestor's real name was that of the target user account. That user account had apparently been deleted by a steward (I've not found the log yet, but I'm going to go to meta to see if I can find anything on this.) Because the renaming request effectively outed the user making the request, I decided to hide it. Unfortunately, because of the long delay in responding to rename requests, that meant hiding many revisions. I also deleted three pages of the user. There is a standing resource that was apparently created by this user.

There is a page which provides some background, User:White Fennec/Save. I redacted it to remove the problem user name.

Details of the history, implications
The original appears to be from fr.wikiversity requests for sysop action, similar to what we saw here. It's been hidden there, including harmless edits, probably because of that user name being shown, but perhaps for other reasons. See an original request, which refers to the Wikipedia deletion discussion that ultimately deleted the article there. the history of that admin request page, see August 12-16. The revdel action, citing the requestors for suppression. From the en.wiki deletion discussion, this kind of work should be quite welcome on the Wikiversities. It looks like it got personal elsewhere, spilling over onto the 'versity wikis.

The apparent impersonation is not acceptable, that's why I've so vigorously scrubbed this, but in the other direction, I see some "Wikipedian hysteria" here, where Wikipedians become, as it were, enemies of a content position, even if not in a 'pedia. That enmity damages the 'pedias, in my opinion, but it is totally out of place here. The article in question is Boubaker Polynomials --Abd 18:50, 28 August 2011 (UTC)

Block request for vandalism-only account
Please block for being a vandalism-only account. It's a new incarnation of the "Hunter Mariner" case. Mathonius 18:46, 10 September 2011 (UTC)
 * ✅. blocked. Hunter Mariner deleted. Specific video page spam-blacklisted. Thanks, Mathonius, for your assistance with Wikiversity. --Abd 19:44, 10 September 2011 (UTC)
 * Please block as well. Thanks, Mathonius 00:40, 12 September 2011 (UTC)
 * ✅. The accounts have now been globally locked, though. This was part of a massive sock farm, fairly old, apparently newly fired up. --Abd 05:30, 12 September 2011 (UTC)

71.249.226.126
Please consider blocking for consistend vandalism, such as. Mathonius 13:31, 13 September 2011 (UTC)
 * Already blocked by Dungodung for 1 day. Mathonius 14:06, 13 September 2011 (UTC)
 * (Block was for 24 hours.) I will watch this IP range. Thanks. --Abd 15:29, 13 September 2011 (UTC)
 * A temporary steward block - confirmed locally and extended to one week. --Draicone (talk) 03:20, 14 September 2011 (UTC)

 * ✅ --Abd 20:31, 14 September 2011 (UTC)

Spam-only accounts
The following accounts are spam-only accounts (both non-sul): "Celery" has already been blocked on meta and en.wikipedia. "Deng" and "Zing852741" were created on this project. Their editing behaviour is identical, as they're both replacing content with spam (see this diff). Please consider blocking these accounts, or at least keep an eye on them. Kind regards, Mathonius 05:35, 16 September 2011 (UTC) some additions at 05:47, 16 September 2011 (UTC)
 * First two users blocked, various pages speeded. Does the third user appear to be a sock of the first two? The similarity wasn't as clear in the pages I speedied so I've held off on a block. Thanks for your report. --Draicone (talk) 06:46, 16 September 2011 (UTC)
 * Thank you for the blocks and deletions. I'm not completely sure if the third account belongs to this group... but I've requested a CU investigation. Mathonius 06:58, 16 September 2011 (UTC)

According to CU investigation, the following accounts are related: "Celery" and "Deng" do not belong to this group. Mathonius 07:26, 16 September 2011 (UTC)
 * I've blocked Zing with an associated IP block (which should catch the socks), and deleted another page created by one of the socks which I presume you tagged for speedy. Thanks for following up with the CU. --Draicone (talk) 10:24, 16 September 2011 (UTC)

 * Mathonius' work here is highly appreciated. --Abd 15:40, 16 September 2011 (UTC)
 * ✅. Mathonius is now also a probationary custodian, so this user may directly block and delete as appropriate. --Abd 18:48, 18 September 2011 (UTC)

undo a rename
Somebody can undo the rename that I do on What Wikiversity is not. Sorry. Crochet.david 16:50, 17 September 2011 (UTC)

 * ✅. Thanks for all you do here, David :-). --SB_Johnny talk 17:27, 17 September 2011 (UTC)

Copyright review of contributions by marshallsumter

 * Note: unclosed, this needs more eyes than just Abd's. --SB_Johnny talk 23:21, 13 September 2011 (UTC)

A recent [http://en.wikipedia.org/wiki/Wikipedia:Administrators%27_noticeboard/Incidents#User:Marshallsumter_disrupting_Wikipedia_for_.22research.22_purposes. review of Wikipedia articles created by Marshallsumter] resulted in many people believing that his articles were all patchwork copyvios. Some of them do seem to be collections of sections, somewhat arbitrarily sequenced, each of which is composed only of full quotes from copyright publications. Some do not seem to make sense at the paragraph level. (An earlier discussion of this style of writing addressed some of the problems with it.)

The user has since copied some of those articles here to Wikiversity in their entirety. These articles do seem to stretch the bounds of fair use, though it's not clear to me where one should draw the line between extensive fair use and copyright violation. As the articles were deleted out of copyright concerns on English Wikipedia, which is generally friendly to fair use, the concerns raised bear review here as well. I am personally on the fence about whether this use is appropriate. –SJ + > 04:16, 13 September 2011 (UTC)

 * If it's okay for me to comment here, I would like to add that I will be more than happy to remove any content here per consensus or individual concerns. The last thing I want is a repeat of what happened at Wikipedia. Further, I am willing to place content for research projects or topics of educational value where ever is considered appropriate for review. Marshallsumter 15:40, 13 September 2011 (UTC)
 * Marshall, if these articles were edited by people other than you, they should really be imported over (which will keep the contribution history. This will require undeletion on the WP side at this point, but I'm an admin there too so I can do that if you give me a list of the source pages and the current page name on WV. I'll have to ask our friends at WP for help on the copyvio issues though, since I have only limited time to devote. --SB_Johnny talk 23:24, 13 September 2011 (UTC)
 * I'm going to move this to your user talk page, which is where this should have started in the first place. Custodian action is not the last stop for a dispute resolution train, but it should be down the tracks. Sj, I invite you to participate there, and, Marshall, your cooperative attitude will work wonders. Congratulations. --Abd 18:16, 13 September 2011 (UTC)

✅. Sj began discussion on user talk page, and Marshallsumter has fully cooperated, as far as can be seen so far. There is no request for action here. There are issues to be discussed, at this point on user talk, with clear directions for resolution, and there are some policy issues raised where Wikiversity has no clear policy. But this is not the page for that, it's for requesting custodian action. Given that discussion is taking place elsewhere, it should not be forked here. Thanks. --Abd 20:37, 14 September 2011 (UTC)

Copyvio on Oracle Databases
I've tagged Oracle Databases as copyvio. The tag only supported one URL, but so far I've identified that much of the content was taken from and, although I'm finding a couple of others which look like probable sources for most of the rest. - Bilby 05:34, 22 September 2011 (UTC)
 * ✅ -- i.e., Handled. Investigating copyvio can be tricky. Because of the likelihood that Bilby is correct, I have blanked the page pending investigation, with a note on the page explaining this. I have no time to follow up at this point. If there are substantial chunks of text that are duplicated elsewhere, the history of the other material might be checked; I have seen this result from copying from Wikipedia or perhaps Wikiversity. I've seen no evidence re the licensing, if any, of the other material. Until we know definitively, and until we attempt to rescue and distinguish non-copyvio from copyvio, the page should not be deleted, as far as I can tell. I hope that we don't have to have an RCA request for every problem that pops up. Bilby notified the editor, today. That editor is inactive, though, this page was his last edit, over a year ago. Bilby, or any editor, could have done what I did. --Abd 18:30, 22 September 2011 (UTC)
 * I was following the process outlined at Copyright issues - tag, notify Custodians here, and (although it wasn't stated in the process) notify the author. In this case, the page consists almost entirely of text lifted from copyrighted sources (with a small amount taken from WP), there was one editor, and the copyright violations were foundational. On those grounds I've nominated it for speedy deletion. It would need to be completely rewritten to remove the copyrighted material, and as it was foundational, that content cannot be removed from the history without deleting the page as a whole. - Bilby 21:25, 22 September 2011 (UTC)
 * I've speedily deleted it as a copyright violation. As far as I can see, almost all the content was copied and pasted from copyright sources. --S Larctia 13:57, 23 September 2011 (UTC)
 * Thanks for that - it was a tad too blatant to have anything worth saving. - Bilby 07:58, 24 September 2011 (UTC)

Block request
Please consider blocking user 71.249.226.126 because of repeated vandalism. Thanks in advance. Kind regards, Trijnstel 20:39, 10 October 2011 (UTC)
 * I've given the IP a final warning - if s/he makes another disruptive edit, I'll block for a week. Thanks. -- Simone 20:41, 10 October 2011 (UTC)
 * The IP already has a block log with two entries: one day by a steward, confirmed at a week by Draicone, 13 September. The IP continued with heavy and disruptive vandalism, revert warring over removals. Talk page warnings are not necessary for such vandals (but the block log should be explicit). I've blocked for a month this time. --Abd 01:05, 11 October 2011 (UTC)
 * Abd, in what way is this block necessary ? Blocks exist to stop disruption of Wikiversity. The IP stopped making disruptive edits as soon as I gave the warning, and there's no need to block it again unless more vandalism occurs. IP blocks can affect more than one person, so they shouldn't be treated so lightly. I frankly consider your threat of indefinitely blocking the IP rather worrying. Inserting jokes into pages may be a nuisance, but there's no need to be heavy-handed. It would be nice if you notified the IP of the block as well. I've reduced the length of the block to a week. Please do not revert administrative decisions by me in the future - you are free to discuss whether my decisions are appropriate with me, and I probably would have blocked the IP if you had suggested it. Thanks. -- Simone 06:31, 11 October 2011 (UTC)
 * Simone, that's wheel-warring, you had not made an "administrative decision," i.e., involving use of sysop tools. I did, in order to stop the waste of time for global RCP and stewards, and you altered it without prior discussion or emergency. I'm not going to change that. I don't wheel-war, period. Have you reviewed the history of this IP?
 * Contrary to what you imply, I notified the IP of the block. This IP has vandalized Wikiversity for over a year, same articles, apparently stable IP. The IP was already blocked for a week last month by Draicone, and returned to vandalism, again revert warring with global RCP, this is not ordinary drive-by vandalism. Escalating blocks when disruption does not stop is standard practice. It's not "heavy-handed," and there is no apparent collateral damage. "More than one person?" There has never been a positive edit from this IP. I allowed Talk page access and watchlisted the talk page just in case someone else acquires the IP in the future and has a problem. If this were a registered user, we'd have indeffed, probably last month. --Abd 12:39, 11 October 2011 (UTC)
 * As far as I see it, it's not wheel-warring on my part. My decision not to use tools was an administrative decision. However, I really didn't adequately review the situation originally (especially per Darklama's comment below - I didn't check the user's contributions far enough), and my response to you was incivil. Apologies. I've reinstated your original block of the IP. You can find further comments here. -- Simone 14:00, 11 October 2011 (UTC)

The associated hostname suggests a static address from a major ISP. A Google search suggests the IP was compromised up to at least 3 months ago, and maybe is still. -- dark lama  13:31, 11 October 2011 (UTC)

User:Bestdealsonpaydayloansonline
Please block this user and delete all pages they have created, which are spam. Adrignola 14:31, 1 November 2011 (UTC)

Crosswiki spam
Hi everyone. Please delete User:AliciaLearlici and User:Netanelpedroza. Those pages are created by a crosswiki vandal (see here). There may be more socks. Trijnstel 17:30, 5 November 2011 (UTC)
 * ✅ It would be better if the global sysops and stewards dealt with these in the future, IMO. --SB_Johnny talk 20:48, 5 November 2011 (UTC)
 * For global sysops to act here, you will need to make a vote and then we can enable the global sysops here. As a steward, I've also done a block recently. Would probably be good to opt-in for you. -Barras 21:03, 5 November 2011 (UTC)
 * In this case is was somebody adding spam pages in what I'm pretty sure was Polish(?), so we're really not equipped to deal with it ;-). --SB_Johnny talk 22:50, 5 November 2011 (UTC)
 * We should set policy and procedure for it. The actions should not be controversial, and I believe that the global sysops and stewards understand the difference between support and interference, from what I've seen. The only issue I can see is that sometimes "spam" can be or can become good-faith contributions. "Vandalism" may represent a very young user (and Wikiversity can accommodate these, sometimes, diverting them into harmless and educational activities, from editing wikis where more sophistication is required). Quickly stopping serious vandalism and blatant spam, however, are positive values. --Abd 21:23, 5 November 2011 (UTC)
 * See above :-). If it's an account (or IP) that's just robotically spamming random WMF wikis, it's really better if the people who watch out for those things (global sysops and stewards) can just whack it on sight, rather than going through a silly bureaucracy of asking us to do it.
 * Describing what we want our friends from the crosswiki space to be able to do would be a very good topic for a CR, IMO. --SB_Johnny talk 22:50, 5 November 2011 (UTC)


text:
Talk:Introduction to Swedish/Adjectives

Please fix
Skimming through the lectures, this is the first unclear sentence I've found: "for long adjectives following kind of bending is used as an alternative:"  It's clear enough what you're doing, something very similar to "redder" vs. "more fantastic", but I don't want to change the text myself because I can't be sure about the exact technical term you mean to use where it says "bending" - presumably something like "modified by a superlative", but I don't know Swedish. Wnt 19:39, 21 June 2011 (UTC)

title: Talk:Introduction to Swedish/Adjectives


text:
User talk:LeGuin

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 21:01, 21 June 2011 (UTC)

title: User talk:LeGuin


text:
Buganda

The Buganda Kingdom is one of the most powerful monarchs in Africa and is located in Central Uganda. It was founded over 800 hundred years ago. The kingdom of the Ganda people, Buganda is the largest of the traditional kingdoms in present-day Uganda, comprising all of Uganda's Central Region, including the Ugandan capital Kampala, with the exception of the disputed eastern Kayunga District. The 5.5 million Baganda (singular Muganda; often referred to simply by the root word and adjective, Ganda) make up the largest Ugandan ethnic group, representing approximately 16.9% of Uganda's population.

Buganda has a long and extensive history. Unified in the fourteenth century under the first king Kato Kintu, the first Muganda, Buganda became one of the largest and most powerful states in East Africa during the eighteenth and nineteenth centuries. During the Scramble for Africa, and following unsuccessful attempts to retain its independence against British imperialism, Buganda became the centre of the Uganda Protectorate in 1894; the name Uganda, the Swahili term for Buganda, was adopted by British officials. Under British rule, many Baganda acquired status as colonial administrators, and Buganda became a major producer of cotton and Coffee.

Following Uganda's independence in 1962, the kingdom was abolished by Uganda's dictator Milton Obote in 1966. Following years of dictatorship under Obote and Idi Amin, and following several years of internal divisions among Uganda's ruling National Resistance Movement under Yoweri Museveni, the President of Uganda since 1986, the kingdom was finally restored in 1993. Buganda is now a constitutional monarchy with a large degree of autonomy from the Ugandan state, although tensions between the kingdom and the Ugandan government continue to be a defining feature of Ugandan politics.

Since the restoration of the kingdom in 1993, the king of Buganda, known as the Kabaka, has been Muwenda Mutebi II. He is recognised as the thirty-sixth Kabaka of Buganda. The current queen, known as the Nnabagereka, is Queen Sylvia Nagginda.

title: Buganda


text:
User:GermanGamboaJr

Hello I'm a high school student(Junior)and I want to learn philosophy. Also I want to help with the School of philosophy in any way I can. Feel free to email me.

I'm also doing the School of Latin, I have some Latin knowledge

title: User:GermanGamboaJr


text:
Literature/1977/Tsur

Wikimedia

 * Reuven Tsur
 * In his doctoral dissertation (Sussex University, 1971) Tsur developed an approach which he later called "Cognitive Poetics". This is an interdisciplinary approach that combines literary theory, linguistics, psychology, and philosophy. It explores the relationship between the structure of the text and the human qualities perceived in it, and the mediating processes that take place in the reader's mind.
 * His theory of metaphor has two facets: the creation and understanding of novel meanings (based on the "controversion" and "feature deletion" theories), and perceived qualities. In his criticism of George Lakoff's claim that a road mentioned in a poem must be interpreted in light of the "life is a journey" conceptual metaphor he argued that in various works "road" may assume an indefinite number of unforeseen meanings (one of which may be "life is a journey").

 * Cognitive poetics
 * Prominent figures in the field include Reuven Tsur, who is credited for originating the term, Ronald Langacker, Mark Turner and Peter Stockwell.

title: Literature/1977/Tsur


text:
User:Percha

Rafael Vásquez Percha Dominican Republic

title: User:Percha


text:
User:Jergas

es:User:Jergas =Project Yoreme= We've started a project to generate educational materials to teach computer skills to kids who have had little or no access to computer networks. Project Yoreme is close to completing its initial phase. Since the theoretical basis of our work and its methodology have been clearly outlined on our site, its now time to generate the content.

Now that the project nears completion of its initial phase, we must take it further, one of these directions is by opening the English site and targeting adults. I want to generate content on this site which will be used to draw collaborators and beta testers worldwide, for English to me is first and foremost a lingua franca. the challenge for these collaborators, and for us, is to take the content created here for adults and localise it, and if native English speakers want to added content for children, new or based on this collection to it, then we welcome that as well.
 * Jergas (talk) 06:04, 11 May 2012 (UTC)

Estamos iniciando un proyecto para generar material educativo para enseñar habilidades de computo a niños que han tenido poco o nulo acceso a las redes de computo.

Proyecto Yoreme esta cerca de completar su fase inicial. Ahora que el sustento teórico y la metodología han sido expuestos en nuestro sitio web (http://educere.jerx.net/), es hora de empezar a generar el contenido educativo. Si quieres unirte a nuestro esfuerzo, por favor consulta la metodología, y ¡a darle! Si tienes cualquier duda, no dudes en contactarnos en nuestras paginas de usuario de Wikiversidad on en la dirección de correo que puedes encontrar para ese efecto en nuestra página. -- Jergas 02:42 2 jun 2011 (UTC)

=My Content= Material written by me:
 * 1) Collaborative Writing with Gobby
 * 2) Basic Shell Use
 * 3) Introduction to Tuxpaint

Material written by me in the Spanish Wikiversity:
 * Collaborative Writing with Gobby
 * 1) Uso básico del Shell
 * 2) IntroduccionATuxpaint

=Content I want to look at=
 * 1) Tiny Core Linux
 * 2) One Laptop Per Teacher
 * 3) []
 * 4) Managing vandalism
 * 5) Learning check out the part about the reflective cycle in: http://en.wikiversity.org/wiki/Wikiversity:Learning#Experiential_learning
 * 6) http://en.wikibooks.org/wiki/Help:Development_stages Something like this could be adopted into Wikiversity for indicating the maturity of the content.
 * 7) http://en.wikiversity.org/wiki/Learning_to_learn_a_wiki_way
 * 8) http://en.wikiversity.org/wiki/Wikiversity:Disclosures
 * 9) http://beta.wikiversity.org/wiki/Wikiversity:Policies/En
 * 10) http://en.wikiversity.org/wiki/School:Computer_simulation_and_game_design
 * 11) http://en.wikiversity.org/wiki/Portal:Learning_Projects
 * 12) http://en.wikiversity.org/wiki/Category:Learning_projects
 * 13) http://en.wikiversity.org/wiki/Wikiversity:Learning_projects
 * 1) http://en.wikiversity.org/wiki/Wikiversity:Learning_projects

title: User:Jergas


title: Literature/1937/Palmer