text:
User:EGM6341.s11.TEAM1.WILKS/Mtg39

=EGM6321 - Principles of Engineering Analysis 1, Fall 2010=

[[media: 2010_11_11_15_13_58.djvu | Mtg 39:]] Thu, 11 Nov 10

= Family of 2nd homogeneous solutions of Legendre equation =

[[media: 2010_11_11_15_13_58.djvu | Page 39-1]]
$$ \left \{ Q_0, Q_1,... \right \} \ $$ non-polynomial

Recall the 1st homogeneous solutions: $$ \left \{ P_0, P_1,... \right \} \ $$ polynomials

$$ \left \{ P_n \right \} \oplus \left \{ Q_n \right \} = \ $$ Legendre functions $$ P_0(x)=1 \ $$ HW7.5

$$ Q_0(x)=\frac{1}{2} \log \left( \frac{1+x}{1-x} \right) = \tanh ^{-1}x \ $$ F09 HW4

$$ Q_1(x) = \frac{x}{2} \log \left( \frac{1+x}{1-x} \right) - 1 = x \tanh ^{-1} x - 1 \ $$ F09 HW4

END HW7.5

See (K.p.33) for $$ Q_2, Q_3,... \ $$ for $$ Q_2 \ $$ see [[media: 2010_11_02_14_58_42.djvu | (p.32-3)]] and HW6.1

In general,

[[media: 2010_11_11_15_13_58.djvu | Page 39-2]]
where
 * {| style="width:100%" border="0"

$$  \displaystyle \left[ \cdot \right] = \text{ Int}\left( \cdot \right) $$     (1b) means the "integer part of"; the notation $$\displaystyle \text{ Int}\left( \cdot \right)$$ is less confusing than the notation $$\displaystyle [\cdot]$$, which could be interpreted as simple square brackets. To avoid such confusion, the floor brackets could be used to indicate the integer part:
 * style="width:95%" |
 * style="width:95%" |
 *
 * }
 * {| style="width:100%" border="0"

$$  \displaystyle \lfloor \cdot \rfloor := \text{ Int}\left( \cdot \right) $$     (1c) See Floor and ceiling functions (wikipedia). Still, it's hard to beat the clarity of the notation $$\displaystyle \text{ Int}\left( \cdot \right)$$.
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

$$ Q_0(x) = \tanh ^{-1}x \ $$ is odd. HW*7.6:

Use [[media: 2010_11_11_15_13_58.djvu | Eq.(1)p.39-1]] to show $$ Q_n \ $$ even or odd depending on "n"

End HW*7.6

= Orthogonality of Legendre functions, proof =

Legendre functions: $$ L_n(x)=P_n(x) \ $$ OR $$ Q_n(x) \ $$

[[media: 2010_11_11_15_13_58.djvu | Page 39-3]]
Proof:

[http://books.google.com/books?id=9Cg3HWCnCjAC&printsec=frontcover&dq=differential+equations+billingham&ei=pGR4SpPVLojSMpb07Qw#v=onepage&q=&f=false cf. K.2003 p.41-42], where the Rodrigues's formula is used. Here, we show [[media: 2010_11_11_15_13_58.djvu | Eq.(3)p.39-2]] using Legendre [[media: 2010_11_05_07_46_02.djvu | Eq.(1)and Eq.(3) p.35-3]] $$ \equiv \ \ $$ [[media: 2010_09_02_13_55_50.djvu | Eq.(1) p.5-4]] $$ \equiv \ \ $$ [[media: 2010_10_14_14_02_27.djvu | Eq.(1) p.24-1]] where $$ \left [ (1-x^2)y' \right ]' = (1-x^2)y''-2xy' \ $$ $$ \Rightarrow \ \left [ (1-x^2)L_n' \right ]'+ n(n+1)L_n=0 \ $$ Multiply by $$ L_m \ $$ and integrate over $$ \left [ -1,+1 \right ] \ $$ $$ \int_{-1}^{1} L_m \left [ (1-x^2)L_n' \right ]' \, dx +n(n+1)\int_{-1}^{1} L_m L_n\, dx  \ $$ Integrate by parts $$ \int_{-1}^{1} L_m \left [ (1-x^2)L_n' \right ]' \, dx = \alpha\ \ $$ to obtain where $$ \int_{-1}^{1} L_m L_n, dx = \left \langle L_m,L_n \right \rangle  \ $$ from F09

[[media: 2010_11_11_15_13_58.djvu | Page 39-4]]
Interchange n and m: Now subtract Eq.(3) from Eq.(2) to get $$ \left [ n(n+1)-m(m+1) \right ] \left \langle L_n,L_m \right \rangle =0 \ $$ Where $$ \left [ n(n+1)-m(m+1) \right ] \ne 0 \ $$ since $$ m \ne n  \ $$ $$ \Rightarrow \ \left \langle L_n,L_m \right \rangle =0 \ $$ because $$ m \ne n \ $$ END Proof

= Historical origin of the Legendre functions =

NOTE:

Historical development of $$ \left \{ P_n \right \} \ $$, where $$ P_n \ $$ is a Legendre polynomial. Q1: Origin of $$ \left \{ P_n \right \} \ $$ and Legendre equation [[media: 2010_09_02_13_55_50.djvu | Eq.(1) p.5-4]] Q2: Why solving Laplace equation (heat, fluids, electromagnetics, ...) in a sphere gave rise to Legendre Equation?

[[media: 2010_11_11_15_13_58.djvu | Page 39-5]]
A1: Legendre idea: Study attraction of spheres $$ \Rightarrow \ \ $$ expand Newtonian potential $$ \frac{1}{r} \ $$ in power series $$ \Rightarrow \ \ $$ Found Legendre polynomial $$ \left \{ P_n \right \} \ $$.

Studied properties of $$ \left \{ P_n \right \} \Rightarrow \ \ $$ found difference (recurrence) equation, then differential (Legendre) equation governing $$ \left \{ P_n \right \} \ $$. A2: Newtonian potential $$ \frac{1}{r} \ $$ is a solution of Laplace equation $$ \Delta\ \frac{1}{r}=0 \ $$, thus each term of power series of $$ \frac{1}{r} \ $$, and thus $$ P_n(x) \ $$ is also a solution. (superposition and induction) $$ \Rightarrow \ \ $$ spherical harmonics (solution of Laplace equation in a sphere) END NOTE

title: User:EGM6341.s11.TEAM1.WILKS/Mtg39


text:
User:EGM6341.s11.TEAM1.WILKS/Mtg41

=EGM6321 - Principles of Engineering Analysis 1, Fall 2010=

[[media: 2010_11_30_14_54_10.djvu | Mtg 41:]] Tue, 30 Nov 10

= Generating functions =

[[media: 2010_11_30_14_54_10.djvu | Page 41-1]]
[[media: 2010_11_23_15_05_23.djvu | Eq.(5)p.40-3]] : The generating function for $$\displaystyle \{ P_n \}$$ is $$\displaystyle (1 - 2 \mu\ \rho\ + \rho^2 )^{-\frac{1}{2}}$$.

[[media: 2010_11_23_15_05_23.djvu | Eq.(6)p.40-4]] : The generating function for "r choose k" $$\displaystyle {r \choose k}$$ is $$\displaystyle (1+x)^r $$.

= Inverse square law =

See lecture notes [[media: 2010_11_23_15_05_23.djvu | p.40-1]].

where $$ F=kr \ $$ and $$ d(t)=r \ $$

where $$ \mathbf{f} = \frac{-GMm \mathbf{ \hat r \ } }{r^2} \ $$.

= Two recurrence relations for Legendre polynomials =

[[media: 2010_11_30_14_54_10.djvu | Page 41-2]]
NOTE: The RR1, even though not useful to generate $$ P_n \ $$ from previously known $$ P_k, k=0,1,...,n-1 \ $$, is useful to obtain the Legendre differential equation together with the RR2. END NOTE

NOTE: RR2 useful to generate $$ \left \{ P_n \right \} \ $$ knowing $$ P_0(x)=1, P_1(x)=x \ $$ END NOTE HW7.9 Generate $$ \left \{ P_2,...,P_6 \right \} \ $$ using RR2 starting from $$ P_0,P_1 \ $$ [[media: 2010_11_09_15_00_14.djvu | cf. Eq.(4) - Eq.(6) p.36-2]] END HW7.9

Generating Legendre polynomials
Define:

$$ A( \mu, \rho\ ) := 1 - 2 \mu \rho + \rho^2 =: 1 - x \ $$

where

$$ -x := -2 \mu \rho + \rho^2 \ $$.

Then from [[media: 2010_11_23_15_05_23.djvu | Eq.(6) and Eq.(7) p.40-3]]:

$$ \frac{1}{\sqrt{A( \mu, \rho ) }}=\alpha_0 + \alpha_1 (2 \mu \rho - \rho^2 ) + \alpha_2 (2 \mu \rho - \rho^2 )^2 + ... \ $$

where $$ ( 2 \mu \rho - \rho^2 )^2 = 4 \mu^2 \rho^2 - 4 \mu \rho^3 + \rho^4 \ $$

[[media: 2010_11_30_14_54_10.djvu | Page 41-3]]
HW7.10

Continue the power series expansion to find $$ \left \{ P_3, ..., P_6 \right \} \ $$ and compare the results to those obtained by (a) [[media: 2010_11_09_15_00_14.djvu | Eq.(7) and Eq.(8) p.36-2]] and (b) HW7.9.

END HW7.10

Two (partial) derivatives with respect to the parameters $$\displaystyle (\mu, \rho)$$
Plan: Find

Step 1. $$ \frac{\partial}{\partial \mu\ }\frac{1}{ \sqrt{A} } = \frac{d}{d \mu\ }\frac{1}{ \sqrt{A} } \ $$ and

Step 2. $$ \frac{\partial}{\partial \rho\ }\frac{1}{ \sqrt{A} } = \frac{d}{d \rho\ }\frac{1}{ \sqrt{A} } \ $$

Step 1. Derivative with respect to $$\displaystyle \mu$$
with $$ \frac{dA}{d \mu\ } = -2 \rho\ \ $$ From [[media:2010_11_23_15_05_23.djvu | Eq.(5) p.40-3]] :

[[media: 2010_11_30_14_54_10.djvu | Page 41-4]]
$$ P_n'( \mu\ ):=\frac{d}{d \mu\ }P_n( \mu\ ) \ $$ Recall $$ P_0( \mu\ )=1 \Rightarrow \ P_0'( \mu\ ) = 0 \ $$ $$ \Rightarrow \ \ $$ n starts from 1 in [[media: 2010_11_30_14_54_10.djvu | Eq.(6) p.41-3]]

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

title: User:EGM6341.s11.TEAM1.WILKS/Mtg41


text:
User:EGM6341.s11.TEAM1.WILKS/Mtg45

=EGM6321 - Principles of Engineering Analysis 1, Fall 2010=

[[media: 2010_12_01_16_31_38.djvu | Mtg 45:]] Fri, 3 Dec 10

= Derive Legendre equation (cont'd) =

[[media: 2010_12_01_16_31_38.djvu | Page 45-1]]
Differentiate [[media: 2010_11_30_19_50_24.djvu | Eq.(1)p.44-5]] : $$ \left [ (1- \mu^2 )P_n' \right ]'+n \left [ \mu\ P_n'+P_n \right ]-n P_{n-1}' =0 \ $$ Where: $$ \left [ (1- \mu^2)P_n' \right ] \rightarrow \ (1- \mu^2)P_n''-2 \mu\ P_n' \ $$ and $$ P_{n-1}' = \mu\ P_n'-n P_n \ $$ Obtain Legendre differential equation [[media: 2010_09_02_13_55_50.djvu | Eq.(1)p.5-4]] and [[media: 2010_10_14_14_02_27.djvu | Eq.(1)p.24-1]].

= Application: Gauss-Legendre (GL) quadrature =

Important application, e.g. Finite Element

Origin of "quadrature"
The word quadrature comes from quadrilateral (note use of quad in both words).

Greeks: measure areas, where Area equals sum of quadrilaterals

[[media: 2010_12_01_16_31_38.djvu | Page 45-2]]
The word cubature comes from the word cube: Volume is equal to the sum of cubes.

Gauss-Legendre quadrature formula
with $$ \left \{ x_j \right \} \ $$ being the roots of $$ P_n(x) \Rightarrow P_n(x_j)=0 \ $$ for $$ j=1,...,n \ $$, and $$\displaystyle n$$ the degree of the polynomial $$\displaystyle P_n$$.

$$ -1 < x_1 <x_2 <...< x_n < +1 \ $$

Weights and error
Theorem :

End Theorem

[[media: 2010_12_01_16_31_38.djvu | Page 45-3]]
Example: $$ n=2 \ $$ (2 integration points)

[[media: 2010_11_09_15_00_14.djvu | Eq.(4)p.36-2]] : $$ P_2(x)=\frac{1}{2}(3x^2-1) \ $$

$$ \Rightarrow \ x_{1,2} = \pm \frac{1}{\sqrt{3}} \ $$

[[media: 2010_11_09_15_00_14.djvu | Eq.(5)p.36-2]] : $$ P_2'(x)=3x, P_3(x)=\frac{1}{2}(5x^3-3x) \ $$

$$ w_1=\frac{-2} { (2+1) (3) ( -\frac{1} { \sqrt{3} } ) \frac{1}{2} \left [ 5( -\frac{1}{ \sqrt{3} } )^3 -3 ( -\frac{1}{ \sqrt{3} } ) \right ] } = 1 \ $$

HW8.2

$$ w_2=1 \ $$. More generally, verify the table for Gauss Legendre quadrature in wikipedia, which gives the analytical expressions for $$ \left \{ x_j \right \} \ $$ and $$ \left \{ w_j \right \} \ $$ , $$ j=1,...,5 \ $$, after verifying the expressions for $$ P_n(x) \ $$, with $$ n=1,...,5 \ $$.

[[media: 2010_12_01_16_31_38.djvu | Page 45-4]]
Gaussian quadrature

Extend this table to $$\displaystyle n=6$$.

See [[media: Egm6321.f09.mtg35.djvu | Fall 2009 HW. pg.35-2]] and [[media: 2010_11_30_14_54_10.djvu | HW7.9 P41-2]].

Evaluate $$ \left \{ x_j \right \} \ $$ and $$ \left \{ w_j \right \} \ $$ and compare results to

NIST Handbook

END HW8.2

HW8.4

Back to [[media: 2010_11_11_08_24_37.djvu | HW7.4 P38-5]]. Complete the first three non-zero coefficients using Gauss Legendre quadrature up to within 5% accuracy. see [[media: Egm6321.f09.mtg34.djvu | Fall 2009 P34-2]]

END HW8.4

[[media: 2010_12_01_16_31_38.djvu | Page 45-5]]
Question: How does Gauss Legendre quadrature compare to other quadratures, e.g. trapezoidal rule?

Answer: Look at $$ E_n(f) \ $$ [[media: 2010_12_01_16_31_38.djvu | Eq.(5) P45-2]].

Consider $$ f \in \mathcal P_{2n-1} \ $$ (set of polynomials of degree less than or equal $$ 2n-1 \ $$ )

$$ \Rightarrow \ f^{(2n)}(x)=0 \Rightarrow \ E_n(f)=0 \ $$ i.e., the GL quadrature can integrate exactly any polynomial of degree less than or equal to $$ 2n-1 \ $$ using only n integration points (almost half).

Example: $$ 2n-1 = 3 \Rightarrow \ n=2 \Rightarrow \ 2n=4 \ $$

$$ f \in \mathcal P_3 \Rightarrow \ f(x) = \sum_{j=0}^3 c_j x^j \Rightarrow \ f^{(4)}(x)=0 \ $$

[[media: 2010_12_01_16_31_38.djvu | Page 45-6]]
Trapezoidal Rule (more details in EGM6341) $$ I(f) = \int_{a}^{b} f(x)\, dx \ $$ $$ h=\frac{b-a}{n} \ $$ where n=number of trapezoidal panels

$$ E_n(f)= -\frac{(b-a)h^2}{12} f^{(2)}(\eta), \eta \in [ a,b ] \ $$ Trapezoidal rule can only integrate exactly a straight line. Also $$ E_n(f) \rightarrow \ 0 \ $$ as $$ h \rightarrow \ 0 \ $$ ($$ \Leftrightarrow n \rightarrow \ \infty \ $$ ), even for a simple polynomial of degree 2 (parabola)

title: User:EGM6341.s11.TEAM1.WILKS/Mtg45


text:
HTML5 Video

What is HTML5 video
Many of you are familiar with online video, such as YouTube, Vimeo, and Hulu. How about ? What does it have to do with HTML5?

HTML
HTML is the basis of almost every page on the internet. For example, if I were writing the homepage to my first website, I would write:

The web browser (Firefox, Google Chrome, Internet Explorer, Opera, Safari, AOL, and others) converts this code into a page with text and a button.

Multimedia and HTML
In 1993, images were added HTML pages. Here's the original proposal for an tag.

Many years later, discussions started about adding a tag, too. Most online videos play in Adobe Flash or Windows Media Player or Quicktime. A YouTube video can be added to a blog and users can click to play or pause. But the web browser only sees ("show Adobe Flash here"). I compare this to getting a scanned PDF. You can see it, but the computer can't. So you can't copy-paste, or search, or add up a column of numbers, or click links, or reply to an e-mail address.

HTML5 is a set of new tags and functions for HTML. Open-source web browsers were the first to explore running audio and video on their own, inside new and tags. This makes it possible to access and edit the media directly, make your page interact with the video, create different-shaped frames, and many other cool tricks.

Additional Libraries
Popcorn.js is a free library that puts to work without being too technical. You can see examples and documentation at http://popcornjs.org

You create events such as: 10 seconds in, show a map of Paris; 20 seconds in, show my Flickr photos; add subtitles that can be translated to the viewers' language... The WebMadeMovies project has developed a few demos that you'll see in the next few days, and we hope it'll inspire you to make your mark on this new technology.

title: HTML5 Video


text:
User:Gaidheal1/Topic:Keyboards department

Action

 * Fortepiano action

Other keyboard instruments

 * Fortepiano
 * Square piano
 * Harpsichord
 * Clavichord
 * Celeste


text:
User talk:Zacharyb

 Hello Zacharyb, 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.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.
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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 08:36, 11 June 2011 (UTC)

title: User talk:Zacharyb


text: Template:History of European art music

title: Template:History of European art music


text:
Category:Egm6936.f10

EGM 6936 Fall 2010 Seminar: Uncertainty quantification

title: Category:Egm6936.f10


text:
User:SEPTActaMTA8235

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Recent changes to this page may not always be shown immediately. Try the [ purge] function and wait a few minutes before attempting to recreate this page. This page may also have been moved or deleted. Try checking the [ deletion log], or the requests for deletion page.

title: User:SEPTActaMTA8235


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User talk:SEPTActaMTA8235

([ ]|search|links)

Recent changes to this page may not always be shown immediately. Try the [ purge] function and wait a few minutes before attempting to recreate this page. This page may also have been moved or deleted. Try checking the [ deletion log], or the requests for deletion page.

title: User talk:SEPTActaMTA8235


text:
4-ary Boolean functions

There are $$2^{2^{4}}$$ = 65536 4-ary Boolean functions, which correspond to 16-bit binary strings.

Big equivalence classes (bec)

 * Compare: Big equivalence classes of 3-ary Boolean functions

When binarily colored tesseracts can be transformed into each other by actions in the tesseract's symmetry group C4, they are essentially the same. The corresponding Boolean functions are often called equivalent and belong to the same big equivalence class (bec). The 65536 functions belong to 1 + 1 + 4 + 6 + 19 + 27 + 50 + 56 + 74 + 56 + 50 + 27 + 19 + 6 + 4 + 1 + 1 =  402 becs.

The following sortable table (in the collapsed box) shows the 402 becs with some key features. The default order is that of the numbers in column N. Sorting by # sorts also by N. The numbers in column weight are the hamming weights of the functions, i.e. the number of ones in the binary strings. Column sec tells the number of secs in the bec. Column f tells the number of functions in the bec. The function with the smallest numerical value is shown in column F as an example. It's numerical value is shown in column N. becs with an entry in column sona are related to subgroups of nimber addition. The entry in column wec denotes the Walsh equivalence class the bec belongs to. The nonlinearity of all functions in the bec is shown in column nonlin. Functions with nonlinearity 0 are linear, those with nonlinearity 6 are bent. To sort by more than one column you can hold the shift-key and than click the other sort buttons. *

Ring count vectors (rcv)
A step back: The 16 2-ary Boolean functions correspond to the subsets of the nested set or hereditarily finite set V3 = P3({}) = { {}, –  , { – } , {{}, – } }. That is hard to read, so the nested sets are represented by nested rings of different size.

In the same way every 4-ary Boolean function corresponds to a subset of V4 = P4({}):

This set corresponds to the tautology. The cardinality of the subsets of V4 corresponds to the weight of the functions, in this case 16. Without the outer ring there are four different sizes of rings in these graphics. By counting also the smaller rings, the concept of weight can be refined, which leads to a 4-place ring count vector (rcv) for every 4-ary Boolean function. For the tautology it is (16,32,32,16).

For the next function the rcv is (8,16,16,8):

The vectors are not always so regular. For the next function it is (7,10,8,4):

Every set of 4-ary Boolean functions has a 5-place rcv where the first digit is the set's cardinality. E.g. the set that contains only the above-mentioned function has the rcv (1,7,10,8,4).

Sets of functions that are of some interest are equivalence classes. The last four digits in the rcvs of equivalence classes usually have the pattern n,2n,2n,n.

In the ggbec table above only the first digits are shown, because the rcvs have the pattern n,8n,16n,16n,8n. This is also true for the wec table, because a wec is a union of many ggbecs.

Every rcv has a leading one for the surrounding set, but for the sake of brevity it was omitted here. With it the sums are.

Hamming weight 8
There are $$\tbinom{16}{8}$$ = 12870 balanced 4-ary Boolean functions (with 8 ones in their binary string).

They belong to 74 bec s, which are linked in the following table:

The numbers 0, 4, 8, T (twelve) and S (sixteen) tell the number of dots in the last line of the small matrices. The subscripts on the left side tell the rank of the lines without dots in the small matrices. (The top row with rank 0 is always without dots, so the 0 is always there.) The subscripts on the right side tell the rank of the lines full of dots.

The rank of a line is the number of negated arguments. (Compare big matrices, where the arguments are shown. The top line of a matrix has rank 0, the last line has rank 4.)

The dots in the big matrices show the bits that differ from the top line in the whole bec (the whole file). The dots in the small matrices show the bits that differ from the top line in the sec (the actual matrix).

Big equivalence classes that are complements (and thus form a gbec s ) are linked next to each other. Links are bold when the bec contains self complementary secs with 16 elements.

Subgroups of nimber addition

 * See: Subgroups of nimber addition#Z24

Bent functions
There are 896 4-ary Bent functions, which belong to four different greater big equivalence classes (gbecs).

Their nonlinearity is $$2^{4-1} - 2^{\frac{4}{2}-1} = 8-2 = 6$$ and their Hamming weight is $$2^{4-1} \pm 2^{\frac{4}{2}-1} = 8 \pm 2$$.

Only the functions with Hamming weight 6 are shown. Those with Hamming weight 10 are their complements.

It's worth taking a look at the distribution of dots in the small matrices in the bec files. They are all closely related to permuted Walsh matrices, which is not the case for any other 4-ary Boolean functions. Even more: Only the bent functions have 8 dots in every row (except the top row) of the small matrices. Walsh permutation; bent functions

About the bec files
The files in this category describe big equivalence classes (becs). They contain 24 sections, showing 16×16 sec matrices and a number between 0 and 23, representing a permutation of the four arguments. The big matrices and the small matrices on the right show the same background colors representing binary numbers, but they differ in the dots. In the big matrices the dots show which fields differ from the top row in the top matrix, while in the small matrices the dots show which fields differ from the top row of the matrix itself. The numbers in the small left matrices show how the bits of the Boolean function in the top row of the top matrix are permuted. Their top rows are bit permutations.

title: 4-ary Boolean functions


text:
User:Derekcx/knowledge creation

I've put this here as part of some dialogue here in Wikiversity.

http://www.geof.net/research/2008/thesis/summary - "The following is the text of my oral presentation of my MA thesis" - A Community-Based Model for the Production of Ideas - Geof Glass - http://www.geof.net/research/2008/thesis/summary

I am going to talk about how we produce ideas – specifically, how we produce intellectual and creative works. Most published works – novels, films, songs, and so on – are treated as the exclusive property of individual creators or owners. There are flaws with this proprietary approach. I argue that an approach grounded in community addresses many of these flaws, while strengthening community and furthering the self-development of its members. I call this the creative community.

This is how science works. Science is not owned: sharing it is one of the central values of the community. Thomas Kuhn described scientific paradigms as “mode[s] of community life”. Historically, such nonproprietary production was the rule, not the exception. But my main example is more recent: open source software.

Open source software is freely available to be used, modified, and distributed by others. The phenomenon of open source is sometimes explained in economic terms. It has been compared to a gift economy – developers gain a reputation for their work; they can then trade on that reputation to acquire status and employment. Empirical research, however, suggests that reputation is less important than membership in a community and identification with its values.

Participants in open source describe themselves as members of a community. That community is not limited to programmers: it also includes users, who can contribute by reporting bugs, writing documentation, or simply sharing and increasing the popularity of software. The values that community members share range from pragmatic claims that open source is a better way to develop software, to moral claims that software should be shared, not owned. Identification with these values can be very strong: some developers have expressed great sadness when employers have obliged them assign proprietary control over their work.

As a programmer who has used and developed some open source software, I agree with both the moral and pragmatic claims for it. I also find working on open source very satisfying. When I have developed proprietary software for an employer, I must sever my relationship to the software at the end of the job. It belongs to someone else – I am obliged to move on without it. When I have developed open source, however, I know that the software reflects on me, but I am also pleased when others find it useful. I feel a continuing connection to it and a responsibility for it.

Economically, I can also benefit. Most software is developed for use by specific clients, rather than to be sold as copies. If I have no intention to sell copies, sharing costs me little. But it might offer a significant benefit: if others find my software useful, they can contribute to it, increasing its value to them, to me, and to my clients. Rather than being exhausted by use, the value of the software is increased.

While open source developers may not be attempting to maximize their reputations, there are a number of similarities to actual gift economies. In particular, Marcel Mauss's illustration of gift-giving practices by the Trobriand Islanders provides a remarkable comparison to open source – one that also emphasizes community.

The Trobriands are a ring of islands in the South Pacific. The inhabitants of these islands engage in the exchange of special armshells and necklaces called kitoum. These objects are given in a definite pattern. When a necklace is given, it is always passed in the same direction around the circle of islands. Armshells are passed in the opposite direction. These artefacts are believed by the islanders to possess spiritual or healing powers – yet recipients of the gifts cannot keep them for too long. They are obliged to pass them on. Each time they do so, the action increases their esteem and that of the original giver. The gifts, in other words, are inalienable: they remain connected to whoever first gave them away. As Maurice Godelier explains, they can be kept – but only if they are exchanged with an equivalent gift of the opposite type (armshell for necklace or vice versa). The importance of the direction of circling is then clear: the exchanged gift circles back around the islands, hopefully until it reaches the original giver, who keeps it in exchange for the original gift.

This practice of gift-giving cannot be seen simply in terms of the reputations of individuals. The relationships gift-giving constructs and reinforces are not zero-sum. Gifts are, at the same time, both connected to the original giver and possessed by someone else. The relationships they construct bind the community together – not only the original giver and the eventual recipient, but also the others who have passed the gift along. Similar to open source software, these gifts acquire value through exchange, and through that exchange the community is reinforced. These phenomena – inalienability, shared possession, and contributions to community – are shared by other intellectual works. To illustrate this, I must turn from anthropology to authorship and history.

Three centuries ago, intellectual work – like much of human activity – was collective. In England, this was the time of the historical commons, in which villages subsisted on collectively managed lands. This arrangement was the model for Garrett Hardin's “Tragedy of the Commons”. Hardin described a shared pasture for cattle. Anyone could use this pasture. If you had a cow, you could pay for your own pasture, or you could use the common one. Each person using the pasture contributes to its upkeep, but everyone contributes the same amount – no-one counts how many cows a contributor sends. Thus it is in the interest of each individual to “free ride” by grazing as many cows as possible. Inevitably, Hardin explains, the pasture will be ruined from overgrazing.

One solution to this problem is private property. And so the commons of England were dismantled by the enclosure laws which required owners to fence their lands. But in truth the commons had not succumbed to tragedy. Enclosure was a deliberate policy aimed at forcing subsistence farmers onto the labor market. As it happened, the commons were extinguished just in time to supply workers for the factories of the industrial revolution.

The trauma of industrialization led to a collapse of the existing moral order. Thinkers sought an alternative reservoir of values: they found it in art. At that time, artists were seen as artisans, not creators: God was the only creator. But now art and artist took on a special role. Art provided access to a realm of transcendent truth; it became a path to human perfection – to self development. Over the course of the 18th century, art became a special sphere: together with the artist it was detached from the hurly-burly of everyday life. In the 19th century, art came also to be detached from conceptions of universal truth, and was increasingly understood as an expression of the individual subjectivity of the artist. It was the “divine spark” of the romantic artist's creativity that gave rise to original genius and the expression of her unique personality. Art had been alienated from the business of living, but it was inalienable from the artist.

But ideas are not only connected to authors and artists. It is characteristic of ideas that they are interdependent. Creative works are not like other goods. They are not created from nothing; nor are they made of ink and paper and candlelight. They are made of other ideas. An artist depends on a common store of symbols, language, stories, and so on for the raw materials of creation. Once a work has been created, it is not static: its meaning and significance are subject to reinterpretation and recommunication. Creativity, therefore, takes place in communities. It is a joint enterprise of the community, the artist, and the audience. The ideal of the romantic artist recognizes the ties between the artist and her work, but it pulls that work from the larger context of community on which it depends.

Yet the ideal of the romantic artist is embedded in the privilege assigned to a creator by copyright and patent law. James Boyle, in his exploration of individual court cases involving these and related laws, identifies a number of inconsistencies. These, he argues, can be understood in terms of a romantic artist whose individual genius creates original work from nothing. This provides what he calls a “moral and philosophical justification for fencing the commons” of ideas. But as he says, the justification is false: the romantic author is a myth.

By nature, ideas are not like physical objects. Copying them does not use them up. Once they have been communicated, controlling further access to them is difficult. In economic terms, they are nonrival and nonexcludable. Like Hardin's tragic commons, they are likely to suffer from free-riding. Treating them like property appears to be a good solution. This the economic intent of copyright: to create an incentive for creators by controlling the creation of copies in the market.

But ideas are not like pasture. Excessive grazing uses pasture up: it imposes negative externalities on the other users. Not so for ideas: in many cases, copying improves them. They acquire new meanings and interpretations. These externalities are positive. Property captures externalities for the owner. In the case of land, this imposes responsibility. In the case of ideas, it limits the benefit to others. As Mark Lemley argues, the ownership of ideas can be economically counterproductive.

Perhaps more importantly, ownership cuts ideas off from their context. In order to be property, the ideas must be transformed. They need fixed forms; they need clear boundaries to distinguish one idea from another. They are cut off from each other and from the process of their creation. They are alienated. This changes the ideas, their meanings, and their relationships to community.

As science and open source show, intellectual works can be created in communities without exclusive ownership. Community is not simply a factor of production. It is an end in itself, and it is necessary for the freedom and self-development of individuals. John Dewey writes:

Liberty is that secure release and fulfillment of personal potentialities which take place only in rich and manifold association with others: the power to be an individualized self making a distinctive contribution and enjoying in its own way the fruits of association.

Copyright is justified because it promotes the creation of works. But not all works are good. I argue for the production of works in community because it furthers community and the self-development of individuals.

By community, I mean a non-instrumental bounded collection of participating members who are conscious of their membership in the community, and who are connected to other members within the community by relationships that extend over time. The relationships between members are often mediated by works. Shared activities promote relationships between people. This was the case for the shared use of the English common. Benedict Anderson credits the daily ritual of reading the morning newspaper with helping to unite nations of individuals who did not know one another.

Hannah Arendt argues that we need durable objects against which to define ourselves. She writes, “Men. . . can retrieve their sameness, that is, their identity, by being related to the same chair and the same table”. Borgman places such objects at the center of what he calls “focal practices”, around which people form bonds. But physical things are not necessarily the most durable. Things wear out – but ideas persist beyond their physical embodiments. In fact, the best guarantee of the survival of ideas is their relevance to a community that sustains them, copies them, communicates them, interprets them. They too are focal things; like Anderson's newspaper, they center focal practices.

In this role, ideas and works are not alienated from their context – they are part of it. The distinction between author and audience is not clear cut. Both contribute to a work and its meaning; both contribute to community. In a sense, works can be seen as members of the community in their own right.

Bruno Latour's actor-network theory proposes that technological artifacts be treated this way: as actors on par with human beings. We create these objects and encode scripts in them. These scripts prescribe (but do not force) the activities of people. In the language of Stuart Hall, these scripts are like the preferred reading of a text: readers interpret the text according to their own context and meanings, but they are not free to do so in just any way.

If works are members of community, then they too engage in self-development. Works in the context of community are not fixed in time: they also change. They are interpreted by the audience; they form the basis for further creativity. In this way they fulfill the pursuit of perfection promised by the romantics. Wrote Matthew Arnold,

Perfection, as culture conceives it, is not possible while the individual remains isolated. The individual is required, under pain of being stunted and enfeebled in his own development if he disobeys, to carry others along with him in his march towards perfection, to be continually doing all he can to enlarge and increase the volume of the human stream sweeping thitherward.

Works and people contribute to the development of each other and to the community of which they are all members. People create works, but works also contribute to people – and to community.

This understanding of works in community highlights the problem of exclusive ownership. Creative community can coexist with ownership, but it is at risk. The boundaries around an owned work limit its interaction with community. It is no longer a member like the others: the prerogatives of ownership preserve its scripts and meaning against reinterpretation and recommunication. The owned work is less an equal participant in community and more a proxy of its owner.

For most published works, despite the original goals of copyright, the owner of a work is not its author. The barriers created by copyright encourage the increasing accumulation of works by fewer owners. It is in their interests to enclose as many works as possible. “Copyleft” licenses, by permitting sharing but requiring derivatives to be shared, help to resist appropriation. This is common in open source software, and in the Creative Commons movement. This legal component is important. Commoners in 18th century England were stripped of their rights without compensation because without formal ownership, parliament did not recognize their common right. Yet the law is not enough. The public domain, recognized by copyright law, has been weak in the face of copyright expansion.

Communities, however, have powerful noneconomic incentives to sustain an alternative to ownership. The construction of community is not simply an instrumental means to economic production: it is an end in itself. It goes hand-in-hand with the self-development of individuals, which is also desirable in and of itself.

This is the creative community as I understand it. The value of the works is not only in the ideas themselves, but the expressions and relationships that take place through them. Community and creative activity reinforce each other. Take away the ideas and you diminish the community; take away the community and the ideas are empty husks. The relationships of community are mediated through the production, exchange, and reproduction of shared intellectual works. Individuals express their individuality and commonality through these works. Works, individuals, and community grow together.

title: User:Derekcx/knowledge creation


title: User:Dbrod1689


text:
User:Derekcx

Something may appear here sometime soon.

- Derek Chirnside - Christchurch

title: User:Derekcx


text:
User talk:Sived

this is an auspicious event for me when i have an account on wikipedia...................so fab......WIKIPEDIA OMG...........SO 'M looking forward for ma next uprisinggggggg.................bye thanxxxxxxxxxx................

title: User talk:Sived


text:
User talk:Derekcx

Community Based Creation

 * Gday Derek, good to see you on Wikiversity. That paper is perfectly placed. I'll be able to reference it in a lot of my work. I've been thinking of you a lot lately, as I discover Wenger's work more. Kicking myself for not being prepared when you arranged for me to meet him that night, and for my not being better placed to converse with you more on the ideas. Thankyou for these links. Leighblackall 04:43, 12 June 2011 (UTC)

Teaching Matters
Your recent contribution on Teaching Matters has been moved to Draft:Teaching Matters to give you more time to develop it. Let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 21:03, 11 June 2021 (UTC)

title: User talk:Derekcx


text:
Portal:Classics/Participate

This is the "behind the scenes" page for the School of Classics.

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).
 * JManning 17:47, 15 October 2006 (UTC)
 * Sara Anne Miller 14:30, 04 December 2006 (UTC)
 * Nannus 23:26, 5 March 2007 (UTC)
 * Jicannon 04:51, 6 March 2007 (UTC)
 * Laleena 14:53, 10 July 2007 (UTC)
 * User:Chocoman
 * Enlil Ninlil 05:46, 13 April 2008 (UTC)
 * James 01:50, 18 April 2008 (UTC)
 * PoBoy321 03:35, 19 May 2008 (UTC)
 * Ninquelosse 16:34, 12 June 2011 (UTC)

Courses
Please edit these to enhance yours and others learning experience.
 * Introduction to Classical Studies

 * GREK 101 Beginning Ancient Greek I
 * GREK 102 Beginning Ancient Greek II
 * GREK 103 Beginning Ancient Greek III
 * GREK 201 Intermediate Ancient Greek I
 * GREK 202 Intermediate Ancient Greek II
 * GREK 203 Intermediate Ancient Greek III

 * LATN 101 Beginning Classical Latin I
 * LATN 102 Beginning Classical Latin II
 * LATN 103 Beginning Classical Latin III
 * LATN 201 Intermediate Classical Latin I
 * LATN 202 Intermediate Classical Latin II
 * LATN 203 Intermediate Classical Latin III

 * CLAS 301 Ancient Rome Economy
 * CLAS 302 War and Society in Mediteranean Antiquity
 * CLAS 303 Science in Mediteranean Antiquity
 * CLAS 304 Ancient Greek and Latin Philosophy
 * CLAS 306 Lucretius
 * CLAS 307 Tacitus
 * CLAS 308 Alexander the Great

 * GREK 301 Greek Tragedy
 * GREK 302 Greek Comedy
 * GREK 303 Euripides
 * GREK 304 Herodotus

 * LATN 301 Roman Novels
 * LATN 302 Augustine
 * LATN 303 Roman Comedy

Proposed Departments
This School contains divisions devoted to the study of ancient literatures, both oral and written, and the languages and cultures associated with them.

Divisions and Departments
page exists to log contributions

title: Portal:Classics/Participate


text:
User:Ninquelosse

I am a Latin student.

title: User:Ninquelosse


text:
User talk:Ninquelosse

 Hello Ninquelosse, 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 ) 17:35, 12 June 2011 (UTC)

title: User talk:Ninquelosse


text:
User talk:Alecmconroy

Welcome
 Hello Alecmconroy, 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! Cirt (talk) 18:41, 12 June 2011 (UTC)

-- Cirt (talk) 18:41, 12 June 2011 (UTC)

title: User talk:Alecmconroy


text:
Social Media/Editing a Mediawiki

 * Looking at wikis
 * Wikimedia Foundation
 * Wikispaces and PB Wiki
 * Examples of large public wiki projects

 * Editing Wikipedia
 * Wiki Cheat Sheet
 * Create a User page
 * Wikipedia policies and etiquette

 * Editing Wikibooks
 * Create a User page
 * Start your assignment

title: Social Media/Editing a Mediawiki


text:
Social Media/Set up an RSS reader

 * RSS in Plain English
 * Looking at examples of RSS in action
 * Set up a Google Reader and subscribe to RSS feeds
 * Link RSS feeds to Facebook

title: Social Media/Set up an RSS reader


text:
Social Media/Bookmarking and tagging

 * Jon Udell: Heavy Metal Umlaut
 * Looking at Delicious
 * Set up a Delicious account
 * Save and share bookmarks

title: Social Media/Bookmarking and tagging


text:
Social Media/Photos and video online

 * Photos: Yahoo's Flickr, Google's Picasa, Wikimedia Commons
 * Video: Google's Youtube, Blip.tv, Wikimedia Commons, Internet Archive

title: Social Media/Photos and video online


text:
Social Media/Get ready

 * Checking Internet connection
 * Tips on using a web browser
 * Overview of social media

title: Social Media/Get ready


text:
User talk:DParvo

 Hello DParvo, 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! --Abd 00:27, 13 June 2011 (UTC)

title: User talk:DParvo


text:
User talk:Vwordsandmusic

 Hello Vwordsandmusic, 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! --Abd 00:28, 13 June 2011 (UTC)

title: User talk:Vwordsandmusic


text:
User:Devourer09/ENGL 1302.410

This page is to help me with my studies in this course at NCTC. The primary text for this course is Practical Arguments: A Text and Anthology by Laurie Kirszner and Steve Mandell.

Rhetorical analysis checklist
These questions are taken from page 80 of Practical Argument: A Text and Anthology.

 * 1) Who is the writer/speaker?
 * 2) Is there anything in the writer's background that might influence what is (or is not) included in the argument?
 * 3) What is the writer's purpose?
 * 4) What does the writer hope to achieve?
 * 5) What topic has the writer decided to write about?
 * 6) How broad is the topic?
 * 7) What situation created the need for the argument?
 * 8) At what points in the argument does the writer appeal to logic?
 * 9) To emotion?
 * 10) How does the writer try to establish his or her credibility?
 * 11) What is the argument's thesis?
 * 12) Where is it stated?
 * 13) Why?
 * 14) How does the writer organise the argument?
 * 15) How effective is this arrangement of ideas?
 * 16) What evidence does the writer use to suport the argument?
 * 17) Does the writer use enough evidence?
 * 18) Does the writer use similes, metaphors, and allusions?
 * 19) Does the writer use parallelism, repetition, and rhetorical questions?
 * 20) Given your analysis, what is your overall assessment of the argument?

Final essay outline
Essay should be at least 4 pages long and in MLA format. Also, it can be written in 1st person. I will attempt to cite references in the textbook.

title: User:Devourer09/ENGL 1302.410


text:
Category:Egm6321.f11

EGM 6321 Principles of Engineering Analysis 1, Fall 2011

title: Category:Egm6321.f11


title: File:RAND.1.A.Spectra.20110613.pdf


text:
User talk:Epheros

Human Legacy Course
Hello Epheros! I am very glad that you have decided to join my Human Legacy course and I'm very sorry that it took so long for me to respond. If you would like to have an orientation session so that you can get the basics of what will be going on with this course and any other questions that you may have, please tell me when you are free and I will create the class. In order to come to these classes, you must be a member of WiZiQ. I hope to hear from you very soon and if you have any questions at all, please do not hesitate to ask! :)

--MrABlair23 16:30, 13 June 2011 (UTC)

 * Well, thank you very much for responding. Basically, if you can give me a date of which you are free and tell me what time zone that you are in with a time, then I will set up the class and we can get started. Unfortunately on Wikiversity, it has been pretty desolate, and thus, you would be the only student. However, this would be excellent as it would give you more individualized attention and you can take a bit more away from this course. If you can, please give me your full name and once you give me a date of when we can begin, I will set up the assignment due dates and everything.

 * In our first session, I will basically just let you know how everything will work and take all of your questions from there. Once we have everything established, then we will begin with the course. If you have any questions at all, please do not hesitate to ask at anytime. Also, if you have a Skype address, then I would love to speak with you from that method. My address is austinteacher. If you know of anybody else who would possibly be interested in this course, then please mention it.

 * So, thank you very much and I'm really looking forward to hearing from you! :) --MrABlair23 14:24, 16 June 2011 (UTC)

 * Hello Epheros! I know that it has been a while, however, I would like to invite you to join my Human Legacy Course. If you are interested, please contact me on my talk page and we can set up an orientation session. I hope to see you soon! :) --MrABlair23 15:55, 3 September 2011 (UTC)

title: User talk:Epheros


text:
United States History

Welcome to the United States History course! This course will focus on the “encounter” of Europeans to the New World. Native American society and culture will be examined in the face of European colonialism and what can only be described as the greatest land theft in human history: The taking of North America for European settlement and profit. The course will then proceed to analyze settlement patterns and colonial economies. The struggle for independence will be covered as will the beginnings of nation building.

As settlers move west and illegally seize Native American lands, Native American resistance will be examined. By the 1800’s the US was transformed into a free-market economy which facilitated even more growth, settlement and development. The status of African Americans and women will also be analyzed as will the persecution of other ethnic and religious minorities such as Germans and Mormons. The growing sectional split between North and South will be examined as will the outbreak and course of the Civil War.

From there on, we will discuss life in the early 1900s as well as both World Wars, the Korean, Vietnam, and Cold Wars. Throughout this entire course, we will be taking a look at each President throughout history and continue onto the 21st century.

Semester I

 * Week 1: The World Before The Opening of the Atlantic (Beginnings - 1500)
 * Week 2: New Empires In The Americas (1400 - 1750)
 * Week 3: The English Colonies (1605 - 1774)
 * Week 4: The American Revolution (1774 - 1783)
 * Week 5: Forming A Government (1777 - 1791)
 * Week 6: Citizenship & The Constitution (1787 - Present)
 * Week 7: Launching the Nation (1789 - 1800)
 * Week 8: The Jefferson Era (1800 - 1815)
 * Week 9: A New National Identity (1812 - 1830)
 * Week 10: The Age of Jackson (1828 - 1840)
 * Week 11: Expanding West (1800 - 1855)
 * Week 12: The North (1790 - 1860)
 * Week 13: The South (1790 - 1860)
 * Week 14: New Movements In America (1815 - 1850)
 * Week 15: A Divided Nation (1848 - 1860)
 * Week 16: The Civil War (1861 - 1865)
 * Week 17: Reconstruction (1865 - 1877)

Semester II

 * Week 18: An Industrial Nation (1860 - 1920)
 * Week 19: The Progressives (1898 - 1920)
 * Week 20: Entering the World Stage (1898 - 1917)
 * Week 21: The First World War (1914 - 1920)
 * Week 22: From War To Peace (1919 - 1928)
 * Week 23: The Roaring Twenties (1920 - 1929)
 * Week 24: The Great Depression Begins (1929 - 1933)
 * Week 25: The New Deal (1933 - 1940)
 * Week 26: World War II Erupts (1939 - 1941)
 * Week 27: The United States In World War II (1941 - 1945)
 * Week 28: The Cold War Begins (1945 - 1953)
 * Week 29: Postwar America (1945 - 1960)
 * Week 30: The New Frontier and the Great Society (1961 - 1969)
 * Week 31: The Civil Rights Movement (1954 - 1975)
 * Week 32: The Vietnam War (1954 - 1975)
 * Week 33: A Time of Social Change (1963 - 1975)
 * Week 34: A Search For Order (1968 - 1980)
 * Week 35: A Conservative Era (1980 - 1992)
 * Week 36: Into the 21st Century (1992 - Present)

title: United States History


text:
United States History/Feedback

Feedback
Please post your feedback to these questions here whenever you feel like you want to try to answer them. You can answer these questions as many times as you would like, whenever you would like. This will give us some incentive as to what we can do to better improve this course for you and for future students.

Make sure that you put your signature with your timestamp when you are finished.

Questions For The Instructor
Please post any questions that you have for Mr. Blair right here and he will get back to them as soon as possible.

I've been trying to put my name on the class roster with zero success, please help. You can send any instructions to my email selenacoul@me.com.

Many thanks and I look forward to your course.

Kind regards,

Selena C.

title: United States History/Feedback


text:
Talk:United States History

Taking Students!
Hello! I just wanted to note that we are currently taking students in this course and we would be more than happy to have you participate in it. As it says on the course page, to sign up, please just put your name below the class roster and I will send you a message ASAP. If you have any questions regarding anything whatsoever, please post them here, but try to keep this as neat as you can. I don't want things to get too messy here. We hope to be talking with you very soon! --MrABlair23 18:30, 13 June 2011 (UTC)

IP editor tried to sign up,
. I've removed that template, it wasn't designed for this kind of usage. You can see the IP and the user name. I'll drop a note on the IP page, but the user may never see it. --Abd 20:25, 19 August 2011 (UTC)

title: Talk:United States History


text:
User:MrABlair23/Future Courses

These are courses that I am hoping I will implement into Wikiversity. It may be a little while before they actually are apart of everything.

 * English Literature
 * Biology

title: User:MrABlair23/Future Courses


text:
User:Eml5526.s11.team5.JA/Mtg40

Mtg 40: Mon, 11 Apr 11

[[media: Fe1.s11.mtg40.djvu| Page 40-1 ]]

Example 2

Boundary Conditions [[media: Fe1.s11.mtg35.djvu|  page 35-4 ]]

Mesh [[media: Fe1.s11.mtg29.djvu|  page 29-2 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ \eta = \left \{ 1, 2, 3, .., 16 \right \} \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \eta_g = \left \{ 1, 2, 3, 4, {\color{Red}5}, 6, 7, 8, {\color{Red}9}, 10, 11, 12, {\color{Red}13}, {\color{Red}14}, {\color{Red}15}, 16 \right \} \ $$

$$
 *  $$ \displaystyle
 * }

[[media: Fe1.s11.mtg39.djvu| (4) page 39-3 ]] $$ \eta_{\color{Red}F} := \eta \setminus  \eta_g = \left \{ 6, 7, 10, 11 \right \} \ $$

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

 * style="width:95%" |
 * style="width:95%" |

$$ \underbrace{\boldsymbol{ \Gamma}_{\color{Red}FF}}_{\color{Red}4x4} = \left [ < \underbrace{ b_{\color{Blue}i} }_{\color{Blue}row},\underbrace{ b_{\color{Red}j} }_{\color{Red}column}>, \ {\color{Blue}i}, {\color{Red}j} \ \in \ \eta_{\color{Red}F} \right ] \ $$

$$
 *  $$ \displaystyle
 * }

End Example 2

Note: Recall the capacitance operator $$ \tilde{m} \ $$ [[media: Fe1.s11.mtg34.djvu| (4)  page 34-3 ]] and the capacitance matrix $$ \mathbf{M} = [ M_{ij} ] [ \tilde{m} (b_i, b_j) \ $$ [[media: Fe1.s11.mtg22.djvu| (2)  page 22-3: ]]

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

 * style="width:95%" |
 * style="width:95%" |

If $$ \rho c = {\color{Red}constant} \Rightarrow \mathbf{M} = \rho \ c \ \boldsymbol{ \Gamma}\Rightarrow \ $$ only need to compute $$ \mathbf{M} \ $$, and $$ \boldsymbol{ \Gamma} = \frac{1}{\rho c} \mathbf{M} \ $$.

$$
 *  $$ \displaystyle
 * }

[[media: Fe1.s11.mtg40.djvu| Page 40-2 ]]

If $$ \rho \ c \ne {\color{Red}constant} \Rightarrow \mathbf{M} \ne \rho \ c \ \boldsymbol{\Gamma} \Rightarrow \ $$ better use capacitance operator $$ \tilde{m} \ $$ for projection, example:

, where subscript $$ {\color{Red}M} \ $$ represents "mass/capacitance"

Instead of [[media: Fe1.s11.mtg39.djvu| (2) page 39-2 ]], use

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

 * style="width:95%" |
 * style="width:95%" |

$$ < w, u (\mathbf{x}, t=0) >_{\color{Red}M} = _{\color{Red}M} \ \forall \ w \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

$$
 * style="width:10%" |  $$ \displaystyle {\color{Red}(4)}
 * }

[[media: Fe1.s11.mtg40.djvu| Page 40-3 ]]

Summary

Use matlab ode 45 to integrate nonlinear ODE's

[[media: Fe1.s11.mtg40.djvu| Page 40-4 ]]

Vibrating membrane, Transient analytical: continued [[media: Fe1.s11.mtg38.djvu| Page 38-4 ]]

PDE:

$$ u(\mathbf{x}, t) = \ $$ Transverse displacement

$$ T = \ $$ tension (force/length) = constant

$$ f(\mathbf{x}, t) = \ $$ distributed transverse force

$$ \rho(\mathbf{x}) = \ $$ mass density (mass/area)

[[media: Fe1.s11.mtg40.djvu| Page 40-5 ]]

Find static solution $$ u^h_{\color{Red}s} \ $$ to $$ 10^{-6} \ $$ accuracy at center.

1) Dynamic (Transient): $$ \rho = 3 \ $$

2a) Free vibration: Solve general eigenvalue problem

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

 * style="width:95%" |
 * style="width:95%" |

$$ \boldsymbol{\Kappa} \underbrace{\boldsymbol{\Phi}}_{ {\color{Blue}eigenvector} } = \underbrace{\lambda}_{ {\color{Blue}eigenvalue} } \mathbf{M} \boldsymbol{\Phi} \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

Reference: EML 4500 F08, page 41-2, found in http://en.wikiversity.org/wiki/User:Eml4500.f08

for first 3 eigenpairs $$ (\lambda_i, \boldsymbol{\Phi}_i ), \ i = 1, 2, 3 \ $$

Fundamental frequency: $$ \omega_1 = (\lambda_1)^{\color{Red}\frac{1}{2}}, \ f_1 = \frac{\omega_1}{2 \pi} \ $$

 Fundamental period:  $$ T_1 = \frac{1}{f_1} \ $$
 * }

title: User:Eml5526.s11.team5.JA/Mtg40


text:
User:Webs~enwikiversity

So this is my placeholder page until I get something more advanced up.

I stumbled across Wikiversity not too long ago, and this is something I can definitely get involved in; I'm a Teaching Assistant at the Georgia Institute of Technology in the College of Computing, and I definitely love what I do. Hopefully, I'll be able to share some of that passion here!

title: User:Webs~enwikiversity


text: Template:Open Knowledge, Open Society/Nav


text:
Open Knowledge, Open Society/Introduction

During the upheavals in Egypt Wael Ghonim became prominent for something more than being head of marketing for Google in the Middle East. He became an iconic figure of Revolution 2.0 which he described in terms of being like wikipedia:

 * "Our revolution is like Wikipedia, okay? Everyone is contributing content, [but] you don't know the names of the people contributing the content. This is exactly what happened. Revolution 2.0 in Egypt was exactly the same. Everyone contributing small pieces, bits and pieces. We drew this whole picture of a revolution. And no one is the hero in that picture. "


text:
User:Eml5526.s11.team5.JA/Mtg42

 Mtg 42: Fri, 15 Apr11

[[media: Fe1.s11.mtg42.djvu| Page 42-1 ]]

Constraint breaking solution:

Constraint breaking solution (CBS) - 1D: [[media: Fe1.s11.mtg20.djvu| (1) page 20-2 ]]

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

 * style="width:95%" |
 * style="width:95%" |

[[media: Fe1.s11.mtg34.djvu| (1) and (3) page 34-3 ]] $$ w = 0 \ $$ on $$ \Gamma_g \Rightarrow \sum_{\color{Red}i} c_i b_i |_{\Gamma_g} \underbrace{=}_ 0 \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

NBF [[media: Fe1.s11.mtg26.djvu|   page 26-2 ]], [[media: Fe1.s11.mtg26.djvu| (1)  page 26-4 ]], [[media: Fe1.s11.mtg29.djvu| (1)-(2)  page 29-3 ]]

Select $$ b_{\color{Blue}i} = N_{\color{Blue}i} \ $$ such that

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

 * style="width:95%" |
 * style="width:95%" |

$$ N_{\color{Blue}i}(\mathbf{x}_{\color{Blue}i}) = \delta_{\color{Blue}ij} \ $$

, where subscripts $$ {\color{Blue}i, j} \ $$ represent global node number

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow N_{\color{Blue}i}(\mathbf{x}_{\color{Blue}i}) = 0, \ \forall \ \mathbf{x}_{\color{Blue}i} \in \Gamma_g, \ \forall \ \mathbf{x}_{\color{Blue}j} \notin \Gamma_g \ $$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow w^h(\mathbf{x}_{\color{Blue}j}) = \sum_{\color{Red}i} c_i \underbrace{ b_i (\mathbf{x}_{\color{Blue}j})}_{\color{Blue} \delta_{ij}} = c_{\color{Blue}j} \ $$

$$
 *  $$ \displaystyle {\color{Red}(4)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ w^{\color{Red}h} = 0 \ $$ on $$ \Gamma_g \Leftrightarrow w^{\color{Red}h}(\mathbf{x}_{\color{Blue}i}) = 0, \ \forall \mathbf{x}_{\color{Blue}i} \in \Gamma_g \ $$

$$
 *  $$ \displaystyle {\color{Red}(5)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ w^{\color{Red}h} = 0 \ $$ on $$ \Gamma_g \Leftrightarrow c_{\color{Blue}i} = 0, \ \forall \mathbf{x}_{\color{Blue}i} \in \Gamma_g \ $$

$$
 *  $$ \displaystyle {\color{Red}(6)}
 * }

[[media: Fe1.s11.mtg42.djvu| Page 42-2 ]]

Similarly for $$ \tilde{\mathbf{d}} \ $$

Vibrating membrane: [[media: Fe1.s11.mtg38.djvu| page 38-4 ]] continued

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

 * style="width:95%" |
 * style="width:95%" |

$$ \sum F_{\color{Red}x} = 0 = T(x + dx) cos(\theta(x+dx)) {\color{Red}-} T(x) cos(\theta(x)) \underbrace{\cong}_{{\color{Blue}\theta \ small} } (T+dT_{\color{Red}x}) \left ( 1 - \frac{d \theta^2}{2} \right ) - T \cdot {\color{Blue}1} \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow dT_{\color{Red}x} = 0 \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \sum F_{\color{Red}y} = 0 \Rightarrow dT_{\color{Red}y} = 0 \ $$

$$
 *
 $$ \displaystyle
 * }

[[media: Fe1.s11.mtg42.djvu| Page 42-3 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow T = {\color{Red}constant} \ $$

$$
 *
 $$ \displaystyle {\color{Red}(1)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \underbrace{\sum F_{\color{Red}z}}_{\color{Blue} figure \ in \ page \ 38-4} = 0 = T {\color{Blue}dy} sin \theta_{\color{Red}x} (x+dx) {\color{Red}-} T {\color{Blue}dy} sin \theta_{\color{Red}x} (x) {\color{Red}+} T {\color{Blue}dx} sin \theta_{\color{Red}y} (y+dy) {\color{Red}-} T {\color{Blue}dx} sin \theta_{\color{Red}y} (y) {\color{Red}+} f {\color{Blue}dx \ dy} \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \Rightarrow T \left ( \frac{\partial \theta_{\color{Red}x}}{\partial x} + \frac{\partial \theta_{\color{Red}y}}{\partial y} \right ) {\color{Red}+} f = 0 \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \theta_{\color{Red}x} = \frac{\partial u}{\partial {\color{Red}x} }, \ \theta_{\color{Red}y} = \frac{\partial u}{\partial {\color{Red}y} } \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ T \underbrace{ \left ( \frac{\partial^2 u}{\partial {\color{Red}x}^2} + \frac{\partial^2 u}{\partial {\color{Red}y}^2} \right )}_{\color{Blue}{\rm div}(grad \ u )} {\color{Red}+} f = 0 \ $$

$$
 *
 $$ \displaystyle {\color{Red}(2)}
 * }

Dynamic: Instead of $$ f \ $$, use $$ f - \rho \frac{ \partial^{\color{Red}2} u } { \partial t^{\color{Red}2} } \Rightarrow \ $$ [[media: Fe1.s11.mtg40.djvu| (1)  page 40-4 ]]

[[media: Fe1.s11.mtg42.djvu| Page 42-4 ]]

Alternative derivation:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \sum F_{\color{Red}z} = 0 = \int_{\partial \omega} \mathbf{n} \cdot grad(u) \ d(\partial \omega) + \int_{\omega} f \ d \omega = 0 \ \forall \omega \in \Omega $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \sum F_{\color{Red}z} = T \int_{\omega}{\rm div}(grad \ u) \ d(\partial \omega) + \int_{\omega} f \ d \omega = 0 \ \forall \omega \in \Omega $$

$$
 *
 $$ \displaystyle
 * }

$$ \Rightarrow \ $$ [[media: Fe1.s11.mtg42.djvu| (2) page 42-3 ]]

title: User:Eml5526.s11.team5.JA/Mtg42


text:
User:Eml5526.s11.team5.JA/Mtg44

No more meetings!

title: User:Eml5526.s11.team5.JA/Mtg44


text:
User:Eml5526.s11.team5.JA/Mtg28

No meeting. Exam.

title: User:Eml5526.s11.team5.JA/Mtg28


text:
Genes linked to psychopathy

Six genes have be shown to influence the risk of developing psychopathy: ANKK1, DRD2, DRD4, MAOA, COMT,and 5-HTTLPR. Individual expression of psychopathy related phenotypes depend on which combination of alleles are inherited in addition to environmental factors. In order to be at an elevated risk of psychopathy, an individual must inherit at least four psychopathy related alleles located at, at least, three different loci.

DRD2
In addition to the DRD2 957C/C genotype, the DRD2 Taq1 B allele and polymorphisms in the promoter region of the DRD4 gene have also have been linked to psychopathy. This suggests that the dissocial and impulsive basal endophenotypes can be subdivided into at least seven subtypes: 1a, 1b, 1c, 2, 3a, 3b, and 3c.

title: Genes linked to psychopathy


text:
User:Ajraddatz

m:User:Ajraddatz

title: User:Ajraddatz


text: Open Knowledge, Open Society/2

title: Open Knowledge, Open Society/2


text:
User:EGM6341.S11.team5.cavalcanti/L1

NM1 Mtg 1: Wed, 5 Jan 11 1-1

Eng. Analysis (Comp. of stress, disp., veloc. fields)

Analysis:

Math Analysis (Thm., proofs)

Hamming 1962 (Bell labs): goal of computation is insight (e.g., eng. anal. for opt. design, understand response...)

3 important classes of num. meths of 20th century:

EGM 6241 includes topics related to FDM (int. ODEs) and spectral math. (Clenshaw Curtis quad, FFT), also FEM (for time-dep pbs, solving ODEs)
 * Finite diff. math (FDM), 1950s
 * Finite elem. math (FEM): 1960s
 * Spectral math: 1970s

Num. int. (Atkinson, p249)

$$f\mathrm{\colon }\left\lbrack a,b\right\rbrack \rightarrow \mathbb{R}$$ 1-2 $$ f:= x \rightarrow f(x)$$ where x is the domain and f(x) is the range. $$\in $$ = belongs to, is an elem. of

$$\left\lbrack a,b\right\rbrack $$ = interval, closed (i.e., a, b, $$\in \left\lbrack a,b\right\rbrack $$)

]a, b[ = open interval (i.e., $$a,b\notin \left(a,b\right)$$)

$$\mathbb{R}$$ = set of real numbers $$\left\lbrack a,b\right\rbrack \subset \mathbb{R}$$

Note: At beginning of lecture, course organization: Wiki, syllabus, important docs to read, important videos to watch

title: User:EGM6341.S11.team5.cavalcanti/L1


text:
User:EGM6341.S11.team5.cavalcanti/L3

Mtg 3: Mon, 10 Jan 11 3-1

Taylor Series (cont'd)}
 * Students who just joined
 * Ex of comp. for insight: Nature 2007 paper by Bottke et al. on origin of Chicxulub crater → extinction of dinosaurs
 * {| style="width:100%" border="0" align="left"

 * style="width:50%; padding:10px; border:2px solid #8888aa" align="center" |
 * style="width:50%; padding:10px; border:2px solid #8888aa" align="center" |

HW* 1.1: Find $$\lim f\left(x\right),x\rightarrow 0$$.

Plot f(x), $$x\in \left\lbrack \mathrm{0,1}\right\rbrack $$.
 * }
 * }
 * }

Note: HW * was assigned in S10.

Boxed comment: Either – you did HW* on your own, w/o the help of S10 HW reports. Or – if you did look at S10 HW reports, link to that S10 HW rep., and indicate improvements you brought to their soln. Avoid plagiarism.

3-2

Taylor series

$${e}^{x}=\sum _{j=0}^{\infty }\frac{{x}^{j}}{j!}=1+\sum _{j=0}^{\infty }\frac{{x}^{j}}{j!}$$ (1)

$${e}^{x}-1=\sum _{j=1}^{\infty }\frac{{x}^{j}}{j!}$$ (2)

$$f\left(x\right)=\frac{{e}^{x}-1}{x}=\sum _{j=1}^{\infty }\frac{{x}^{j-1}}{j!}$$ (3)

Thm: On Taylor series (A., p.4, Thm 1.4)

Any $$f\left(.\right)$$st $${f}^{\left(n+1\right)}$$exists and cont. $${f}^{\left(n+1\right)}\left(x\right)\mathrm{\colon }=\frac{{d}^{\left(n+1\right)}}{{\mathit{dx}}^{\left(n+1\right)}}f\left(x\right)$$

$$f\left(x\right)={p}_{n}\left(x\right)+{R}_{\left(n+1\right)}\left(x\right)$$ → lowercase “p”, mnemonic for “polynomial” of order n $${p}_{n}\in {P}_{n}$$ = set of poly. of deg. ≤ n

3-3

$${p}_{n}\left(x\right)={a}_{n}{x}^{n}+{a}_{n-1}{x}^{n-1}+\mathrm{...}+{a}_{1}{x}^{1}+{a}_{0}{x}^{0}$$ (1) $$=\sum _{j=0}^{n}{a}_{j}{x}^{j}$$ (2)

Here, $${f}_{n}\left(x\right)\equiv {p}_{n}\left(x\right)$$. For Taylor series of $$f\left(.\right)$$at $${x}_{0}$$:

$${p}_{n}\left(x\right)=f\left({x}_{0}\right)+\frac{\left(x-{x}_{0}\right)}{1!}{f}^{\left(1\right)}\left({x}_{0}\right)+\mathrm{...}+\frac{{\left(x-{x}_{0}\right)}^{n}}{n!}{f}^{\left(n\right)}\left({x}_{0}\right)$$ (3)

$${R}_{\left(n+1\right)}\left(x\right)\mathrm{\colon }=\frac{1}{n!}{\int }_{{x}_{0}}^{x}{\left(x-t\right)}^{n}{f}^{\left(n+1\right)}\left(t\right)\mathit{dt}$$ (4)

$$=\frac{{\left(x-{x}_{0}\right)}^{n+1}}{\left(n+1\right)!}{f}^{\left(n+1\right)}(\xi )$$for $$\xi \in \left\lbrack {x}_{0},x\right\rbrack $$

3-4
 * {| style="width:100%" border="0" align="left"

HW 1.2: Find $${p}_{n}\left(x\right)$$and $${R}_{n+1}\left(x\right)$$of $${e}^{x}$$(S10)
 * style="width:50%; padding:10px; border:2px solid #8888aa" align="center" |
 * style="width:50%; padding:10px; border:2px solid #8888aa" align="center" |

$$f\left(x\right)=\frac{{e}^{x}-1}{x}$$S11 at $${x}_{0}=0$$

 * }
 * }
 * }

title: User:EGM6341.S11.team5.cavalcanti/L3


text:
Talk:Electricity/Principles

--Johnjean 12:52, 14 June 2011 (UTC)hi im john..please tell me more about the princples of electricity

title: Talk:Electricity/Principles


text:
User:Devourer09/Research paper

This is to help me organize the information I have on my research paper.

Topic
"Is Pornography Harmful to Society?"

Outline
This outline will help me formulate the overall structure to my paper.

Introduction
The introduction should be my definition and include my thesis statement which is also my compromise and claim.

Definition
The definition of is sexually explicit material with the primary purpose of sexually arousing the audience.

Thesis
Pornography overall is harmful to society.

Body
The core content of the paper.

Definition
Why I chose the definition I did,

Addiction
Talk about addiction. http://serendip.brynmawr.edu/exchange/node/345

Trauma
Talk about trauma.

Child pornography
Talk about child pornography.

Violence
Viewing violent pornography is a contributing factor to violent sex crimes.

title: User:Devourer09/Research paper


text:
User:Devourer09/welcome/vector.js

/*

Automatic user messages
Installing this script as described on the talk page will give you links in the toolbox for all pages in the User talk: namespace, that say 'Please tag', 'Please name', and 'Please link'. Clicking any of the buttons will add one of the following templates to the user's talk page, signed by you:
 * Welcome

Main code by User:Siebrand, derived from MediaWiki:Quick-delete.js by Jietse Niesen, pfctdayelise and Alphax. Code stolen from Commons by User:ShakataGaNai for Wikinews (Fixed by Bawolff)
 * Category:Block templates
 * Category:User_talk_templates

TODO
//
 * Do not add a trailing / at the end of the subst'ed template, as they now (almost) all use the autotranslation mechanism (see Template_i18n/User_templates)

title: User:Devourer09/welcome/vector.js


text:
User:OpenScientist/ESOF 2012

The Euroscience Open Forum 2012 will take place in Dublin from 11-15 July, 2012.

This page shall facilitate the drafting of session proposals for the event. For discussion, see this Friendfeed thread or the talk pages for each session proposal.

Scientific sessions
''Call. Four proposals submitted. All rejected.''

Shortlisted

 * Publishing scientific data
 * Research funding 2.0

Not shortlisted

 * Collaborative online platforms for open science
 * Shaping the public face of your discipline

Public engagement sessions
''Call. Submitted. Rejected.''

 * OpenScientist/ESOF 2012/Science as it happens

Career sessions
''Call. Deadline for submission: 15 September, 2011, noon GMT. Not submitted.''

 * Peer review for newcomers

title: User:OpenScientist/ESOF 2012


text:
User talk:Ghostrider63

 Hello Ghostrider63, 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. --MrABlair23 19:34, 14 June 2011 (UTC)

title: User talk:Ghostrider63


text:
User talk:Salekzaman

 Hello Salekzaman, 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! --MrABlair23 19:38, 14 June 2011 (UTC)

title: User talk:Salekzaman


text:
User talk:Vidyasagar

 Hello Vidyasagar, 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! --MrABlair23 19:39, 14 June 2011 (UTC)

title: User talk:Vidyasagar


text:
User talk:Leodatos532

 Hello Leodatos532, 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! --MrABlair23 19:39, 14 June 2011 (UTC)

title: User talk:Leodatos532


text:
User talk:Kreativeinfoway

 Hello Kreativeinfoway, 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! --MrABlair23 19:40, 14 June 2011 (UTC)

title: User talk:Kreativeinfoway


text:
User talk:Aoproc

 Hello Aoproc, 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! --MrABlair23 19:40, 14 June 2011 (UTC)

title: User talk:Aoproc


text:
User talk:Taijimonkey~enwikiversity

 Hello Taijimonkey, 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! --MrABlair23 19:40, 14 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 Taijimonkey. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Taijimonkey~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) 06:23, 19 April 2015 (UTC)

title: User talk:Taijimonkey~enwikiversity


text:
User talk:Blondule

 Hello Blondule, 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! --MrABlair23 19:41, 14 June 2011 (UTC)

title: User talk:Blondule


text:
User talk:Riyazkhan~enwikiversity

 Hello Riyazkhan, 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! --MrABlair23 19:41, 14 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 Riyazkhan. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Riyazkhan~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 23:51, 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) 06:20, 19 April 2015 (UTC)

title: User talk:Riyazkhan~enwikiversity


text:
User talk:Nivadls

 Hello Nivadls, 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! --MrABlair23 19:41, 14 June 2011 (UTC)

title: User talk:Nivadls


text:
User talk:Julgiotal

 Hello Julgiotal, 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! --MrABlair23 19:41, 14 June 2011 (UTC)

title: User talk:Julgiotal


text:
User talk:Odilon~enwikiversity

 Hello Odilon, 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! --MrABlair23 19:42, 14 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 Odilon. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Odilon~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 23:40, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Odilon~enwikiversity