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User talk:Andrew.aker

 Hello Andrew.aker, 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! Jtneill - Talk - c 00:03, 30 September 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Colloquium
Fresh eyes can see many things! A good place to start sharing ideas is Colloquium. Also see links in the welcome message. I'll paste a tip below. -- Jtneill - Talk - c 03:56, 30 September 2009 (UTC)

title: User talk:Andrew.aker


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Talk:Introduction to Political Science/Haley POLS 100/Lesson 1

How can I get access to the course material ..has all 40 lessons material been published?

I apologize for the extremely tardy answer but all of the course material has not been published. I am currently working on the first lesson which should be completed relatively soon.

Confused about wikiversity
How do I take the courses and all of that stuff?

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


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Template:Coin toss

This template is part of the Random project. It simulates the toss of a coin.

- Toss Again -

title: Template:Coin toss


text: Category:Random templates

title: Category:Random templates


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User talk:Sir Soapy

 Hello Sir Soapy, 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! --Trinity507 03:14, 30 September 2009 (UTC)

Hello, thanks. Sir Soapy

Editing tip - Including your signature
Thank you for the information. Sir Soapy

title: User talk:Sir Soapy


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Category:University of Canberra/Staff

The following University of Canberra staff have user accounts on Wikiversity. Some of them are also Wikiversity custodians.

title: Category:University of Canberra/Staff


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Category:University of Canberra

A small group of academics at the University of Canberra are working towards a wider adoption of open educational practices such as the use of Wikiversity. Here lists a range of resources and projects related to this growing work.

title: Category:University of Canberra


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Help:Transclusion Demo

Does this really work?

title: Help:Transclusion Demo


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Animal Rights and Conservation

By the time higher vertebrates had evolved, the area now known as New Zealand was situated to the southeast of Australia, separated from the latter, or any other land mass, by extensive water barriers. Although both birds and bats were able to colonise the land, it was the birds that evolved to fill the many niches that in other regions were occupied by mammals. When the first humans arrived, they brought with them rats, which had a devastating impact on the bird fauna.

Later human arrivals saw the potential for a lucrative fur industry and, over the period 1837–1922, introduced the brushtailed possum (Trichosurus vulpecula) from Australia. The possum thrived, foliage and fruits were abundant and, apart from fur trappers, there was an absence of predators.

Some time after the brush-tailed possum become established, the animal rights movement gained momentum internationally, and the wearing of animal fur became anathema. Humans, the only vector able to restrict an exponential increase in possum numbers, were effectively removed from the ecological equation. Possum numbers responded accordingly and the forest began to die. By the close of the 20th Century, the devastation threatened the future of the remaining native forests.

The government recognised that drastic action would be required to preserve the forest and this was compounded by the knowledge that the brush-tail possum is a vector for bovine tuberculosis. Not surprisingly, there was no shortage of solutions offered by the public. Options proposed included:
 * Widespread use of poison, e.g., arsenic and 1080, the latter specifically designed to target possums.
 * Introduction of a predator, such as a lynx.
 * Culling by professional hunters.
 * Trapping.
 * Development of bio-systems, e.g., hormones, to make the possums sterile.

Not surprisingly, there was considerable opposition from sections of the community that would normally be aligned: conservation groups, on one side want to save the vegetation, and animal rights groups on the other opposed culling or poisoning on the basis that these led to suffering and were thus inhumane.

The poisons being considered included cyanide and 1080, both of which had the potential to affect non-target species. The most economical alternative, traps, could also be triggered by humans, domestic animals, such as dogs, and native animals, especially flightless birds like the endangered kiwi.

One of the most well known conservationists of the 20th Century was Rachel Carson who, in 1962, wrote her seminal text, Silent Spring (recently reprinted posthumously: Carson, 2002). In this book, she reasoned that the lack of bird-song in many ecosystems was evidence that something was very amiss in the natural environment. Carson was concerned about the welfare of animals, and placed particular emphasis upon the need to improve natural systems and populations from anthropogenic pollutants such as pesticides. She was one of the first to recognise that in a quest to mould Nature to its own satisfaction, humanity was placing the ecosphere in jeopardy. Perhaps her most prudent observation was ‘…in Nature, nothing exists alone’ (Carson, 2002).

In ight of the above, it is perhaps surprising that Carson was not opposed to the translocation of animals (either as reintroduced taxa – of animals that were once present in an ecosystem, or of the introduction of exotic species), e.g., she supported the introduction of non-native masked shrews to control the sawfly pest in Newfoundland during 1958. In the 21st Century, there is an increasing focus on the importance of animal rights as opposed to animal welfare (Goodall and Bekoff, 2002; Bekoff and Nystrom, 2004). There is also widespread recognition that when humans interact with nature, more often than not nature will be reshaped, irrespective of whether this is intentional. Indeed, the influence of anthropogenic intervention can be anticipated at every level in the biosphere – from individual animals to ecosystems. Importantly, Bekoff and Nystrom (2004) argue that the greatest anthropogenic effect is on the interactions between different levels in the biosphere, and this is the essence of the tragedy in the New Zealand forest, where an entire ecosystem has been put at risk through the introduction of a non-native species.

Considerations
 * 1) Evaluate the options listed above for solutions to the problems arising from translocation of the Australian brush-tailed possum to the New Zealand forest, and comment on the likely success of these.
 * 2) What other option is possible?
 * Do, or should, animals have rights per se, or should we simply ensure that animals are afforded no unnecessary pain and discomfort?
 * 1) Is there a moral difference between eating a chicken that has been bred in an open farmyard to one that has been bred alongside 10,000 other chickens in a confined battery?

References

Carson, R., 2002. Silent Spring. First Mariner Books Edition, Houghton Mifflin Company, New York. 378 pp.

Bekoff, M. and Nystrom, J., 2004. ‘The other side of silence: Rachel Carson’s views of animals’, Human Ecology Review 11(2), 186–200.

Goodall, J., and Bekoff, M., 2002. ''The Ten Trusts. What we must do to care for the animals we love'', Harper San Francisco, Harper Collins, New York. 200pp.

Article taken with permission from: Buckeridge, J.St,J.S., 2008. 4 E's: Ethics, Engineering, Economics and Environment. RMIT University Press, Melbourne, Australia, pp 25-28.

 * Environmental bioethics
 * Dimethylmercury or CO2
 * The Tragedy of the Commons

title: Animal Rights and Conservation


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Dimethylmercury or CO2

Dimethylmercury, (CH3)2Hg, is one of the most powerful neurotoxins known with a toxic threshold estimated at > 200 μg/L. It is a colouress liquid that has the capacity to rapidly pass through materials like latex, polyvinylchloride and neoprene.As such, protective gloves worn in most laboratories provide an inadequate barrier. In 1997, a well-known American ecotoxicologist, Professor Karen Wetterhahn, died after spilling a few drops of dimethylmercury on her latex-gloved hand while using the chemical in a fume-chamber. Methylcobalamin, a form of Vitamin B12, methylates mercury compounds to form CH3Hg+. Confirmation that methylcolabamin occurs in anaerobic bacteria such as Methanosarcia barkeri was made in Yeliseev et al (1993). M. bakeri occurs in a variety of anaerobic conditions including the rumen of cows, mud at the bottom of lakes and landfills.

In 2007, as part of its initiatives to reduce CO2 emissions, the Australian Federal Government put forward a bill to replace all incandescent light bulbs in use in Australia by compact fluorescent bulbs. The rational for this decision was the longer life and greater energy efficiency of fluorescent bulbs. Federal Environment Minister, Malcolm Turnbull, stated: ‘globally, electric lighting generates emissions equal to 70 per cent of those from all the world’s passenger vehicles’. Replacement of incandescent bulbs with fluorescent alternatives will be mandatory by 2010 – and Australia will be the first country to have undertaken this transformation.

The positive aspects of this initiative are clear: fluorescent tubes and bulbs are about 20 per cent more efficient than incandescent bulbs and last more than five times longer. However, there are negative aspects as well: the fluorescent systems are more expensive to make, and they contain small amounts of mercury. Herein lies the conundrum… for in Australia, most of the spent fluorescent tubes will be destined for landfills.

Landfills contain anaerobic bacteria like M. bakeri, and these are capable of converting mercury and mercuric compounds into dimethylmercury. If most consumers simply dispose of spent tubes in standard waste collection systems, they will end up in landfills, and when broken, they will leak mercury into an anaerobic environment. In a few large Australian industries, there are recycling systems for fluorescent tubes, but these are expensive. Although many developed countries have systems to recycle fluorescent tubes, there is currently no Australian Government initiative to prevent tubes from being dumped in landfills. (Indeed, suggestions have even been made that spent fluorescent tubes could be stored in cupboards by domestic householders until recycling systems are established.) While the level of mercury per tube is not high (Hg levels range from 3.5 mg to about 12 mg – depending on the specifications of the tube), from 2010 millions of spent fluorescent tubes will be broken and dumped in Australian landfills per year.

Note that in Washington State, where incandescent bulbs are still widely used, Thurston County Public Health & Services Department’s 2007 data sheet estimates that in Washington alone, some 225 kilogrammes of mercury are released from fluorescent tubes into landfill per annum.

Considerations
 * 1) What are the likely consequences of the Australian Federal Government’s initiatives to make the sole use of compact fluorescent bulbs mandatory?
 * 2) What, if anything, should the government do to mitigate contamination of landfills by mercury?
 * 3) Through what moral perspective could the motives of the Federal Government be seen in a favourable light?

References

Yeliseev, A., Gärtner, P., Harms, U., Linder, D. and Thauer, R.K. 1993. ‘Function of methylcobalamin: coenzyme M methyltransferase isoenzyme II’ in Methanosarcina barkeri. Archives of microbiology 159(6): 530–536.

Article taken with permission from: Buckeridge, J.St,J.S., 2008. 4 E's: Ethics, Engineering, Economics and Environment. RMIT University Press, Melbourne, Australia, pp 97-100.

 * Environmental bioethics
 * Animal Rights and Conservation
 * The Tragedy of the Commons

title: Dimethylmercury or CO2


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User:Kumarsoni

Headline text
'''this is my wikiversity first page here u can search any thing around the world'''

title: User:Kumarsoni


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Happiness

'''Happiness is a mental or emotional state of well-being characterized by positive or pleasant emotions ranging from contentment to intense joy. A variety of biological, psychological, religious, and philosophical approaches have striven to define happiness and identify its sources.'''

Wikipedia Happiness: ''Various research groups, including Positive psychology, endeavor to apply the scientific method to answer questions about what "happiness" is, and how we might attain it. Philosophers and religious thinkers often define happiness in terms of living a good life, or flourishing, rather than simply as an emotion. Happiness in this sense was used to translate the Greek Eudaimonia, and is still used in virtue ethics. Happiness economics suggests that measures of public happiness should be used to supplement more traditional economic measures when evaluating the success of public policy.''

---> Download the Wikiversity Book Happiness (basic version 2012) in various formats (PDF, Epub, Kindle) for reading and give away.

Contents

 * 1) Philosophy of Happiness
 * 2) Happiness research
 * 3) Positive thinking
 * 4) Everyone needs a spiritual centering
 * 5) The Five Principles of Health
 * 6) Have a Happy Relationship
 * 7) Have a Happy Family
 * 8) Be a Happy Single
 * 9) Have a Happy Old Age
 * 10) Have a Happy Job
 * 11) Happiness and Life
 * 12) Happiness and Enlightenment
 * 13) Laughter Yoga
 * 14) A World of Peace, Love and Happiness
 * 15) Happiness oracle (Tarot)
 * 16) Optimism

Jokes
Angel oracle: Laugh at life. Who rests in his own happiness, can laugh at the chaos of life. The angel of humor. He lives the joy. He makes jokes. He sees life as a game. Be positive as you go through the day. Do not take things too seriously. Today you can be a little wild and crazy. Have fun. :-) :-) ;-) :-)

Men and women

Nils: Men and women are different. There is no doubt about it. But rather than focus on the negative characteristics of men and women, why not praise the positives? Let's start with the women: women are compassionate, caring, and socially. Women cry when they are happy. Women bring joy and laughter in this world. Women are kind and loyal. They will not give up under any circumstances to get for the best for their children. Women have the ability to smile when they are so tired that she can hardly stand up. They know how to make a simple meal into a feast. They know how to comfort a sad friend. They know how to deal with children for endless hours! They know how to give a man the feeling to be king. Women make the world to a happier place.

Sybilla: WOW. Thank you .... ;-)) That feels really good just now!

Sonja: ..... Thaaaaaaaaaank you. Dear Nils, you nearly were a man to marry. Lol :)))

Nils: Alll my ten ex-women had an other point of view!

title: Happiness


text:
User talk:Nrod625

 Hello Nrod625, 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! --Mu301Bot 07:17, 30 September 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 30 September 2009 (UTC)

title: User talk:Nrod625


text:
User talk:Steveharris

 Hello Steveharris, 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! --Mu301Bot 07:18, 30 September 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 30 September 2009 (UTC)

title: User talk:Steveharris


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User talk:Dreadstar

Hello. Dreadstar 07:27, 30 September 2009 (UTC)

title: User talk:Dreadstar


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User:Dreadstar

Yup, it is I. Dreadstar 07:28, 30 September 2009 (UTC)

title: User:Dreadstar


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User:Napoleon Astro

Napoleon Astro
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books

 * Kimmel, haven. A Girl Named Zippy . New York: Broadway Books,2001.

Summary: Zippy talks about her experience growning up in Mooreland, Indiana since she was a baby. She talks about childhood, family, God, and innocence and experience. " I have turned her life to God, to do as he sees fit.He must have a very special plan for her, becuase I'm sure that terrible staph infection in her ear that nearly killed her when she was a new born must have, as the doctors feared, reached her brain."(6) " I not only had to spend countless hours of my life worshiping a God i didn't believe in..."(53) "... i knew what my fate would be, and i was ready for it: i would be left with just my godless daddy and Minnie Hodson and her chickens, which we would take one by one, and kill, and eat."(60)

--Napoleon Astro 13:23, 2 October 2009 (UTC)Napoleon Astro

title: User:Napoleon Astro


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User:Ariana Hanner

Units
Education

title: User:Ariana Hanner


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User:Erica Chapman

Ms. Erica Chapman
AP English Language

Units
Education

title: User:Erica Chapman


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User:Willy Turner

Mr.Wily Turner
AP English Language

Units
Education

Film and Television
Obama,Barack."REMARKS BY THE PRESIDENT IN A NATIONAL ADDRESS TO AMERICA'S SCHOOL CHILDREN." Education Speech.Wakefield High School,Arlington.8 Sept.2009.The White House Press Office. The White House, 8 Sept. 2009. Web.1 Oct.2009. .

Nonfiction - Books
"The Turkish Lover" is a about a girl named Esmeralda Santiago who lived with her single mother in 11 siblings in Puerto Rico and decides to leave with her turkish lover Ulvi Dogan. By her running away is a disrespect to her family and against her religion. People will criticizes her because she is a very intellengent girl who graduated from harvard. Dogan controls Santiago's every moment she then suddenly discovers that romantic and passion can become a prison. She realizes that picking her lover over her family was a mistake they make up and break up as Santiago devotes herself to Dogan's graduate studies and career and seperate after seven years.

"A nena puertoriquena decente did not wear short skirts, did not wear pants unless they were riding a horse, did      not wear make up, did not tease their hand, did not talk to boys not their brothers, did not challenge adults even      when   they were wrong, did not look adults in the eyes, especially if they were men, did not disrespect their       alcoholic relatives."

"Some Sundays I woke up in my room at the Longacre and cried from loneliness, remembering our family gatherings."

"It hurts that, after seven years, our love affair had ended in anger." --Willy Turner 02:25, 8 October 2009 (UTC)Willy Turner

title: User:Willy Turner


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User:Nila Ming

Nila Ming
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Fiction

 * Draper, Sharon. "Tears of a Tiger." New York: Simon Pulse, 1994

This book was based on a young mans guilt of accidently killing his best friend. After this horrible day Andy Jackson grieves about the death and he changes his life completely. Not for the good but for the bad. As friends and family try to help him cope he turns away from them not realizing that he his losing everything around him including his future.

"Maybe i shoulda tried to stop them that night. Maybe i shoulda been drivin'."

"Last week i learned that kids my age could die."

Nonfiction - Books

 * Ung, Loung. "Lucky Child A Daughter of Cambodia Reunites with the Sister she Left Behind. New York: Harper Perennial, 2005.

This book was about the author's life growing up during a tragic war. She tells us the hardship that she has been through and how moving to America changed her life. As she begins her new life in America she believes she will never see her sister again, but something happens that changed her life forever.

"In Vermont, alone is my bed, i grind my teeth knowing that i now have to stay strong for myself." (13)

"I'm not afraid anymore." (255)

title: User:Nila Ming


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User:Oniqua daymond

Oniqua Daymond
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

title: User:Oniqua daymond


text:
User:Balegna Cuproar

Ms. Balegna Cuproar
AP English Language

Units
Education

Readings, Observations, and Experiences
Whether for class or my own enjoyment, these are a collection of some of my sources for learning.

Nonfiction - Books

 * Crow Dog, Mary. Lokota Woman. New York: Harper Collins, 1990.

Lokota Woman is an autobiography of Mary Crow Dog. She is a Lokota indian, ans she describes in her book how her indians were treated horribaly in South Dekota. She also speaks of her indian tribes that try to find refuge with other tribes because they too were being destroyed by the Americans.

Opresion Msg - Opression is sean in the book through the Americans and indians. Americans stripped indians from their beliefs and rights. Keeped them in reservations.

1) Indians are discriminated, Mary Crow Dog recalls of women who are sterilized without thei consent. 2) he husband can not practice rituals becasue its against the law.

Quotes "I was scared of white people and uneasy in their company, so I did not socialize with them." (56)

"The United States prohinited it. There was to be no Ghost Dance, no Sun Dance, no Indian Religion" (154) Ist- Opression, in no doubt, destroys anything or stops the flourish of anything oppresed.

Pictures, Graphs/Charts, Cartoons
Forthcoming

title: User:Balegna Cuproar


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User:Wendy Ulbani

Ms. Wendy Ulbani
AP English Language

Units
Education

Nonfiction - Books
Pelzer, Dave. A Child Called It. 1995: Deerfeild Beach: Omaha Pub. Co., 1993

The book describes the struggle of a young child fighting for his life against his mothers abusive games. He used his own mind to try to beat her at her own games. He makes many attempts to try to survive healthily but fails with every trial.

"Mother returned in her robe and threw a wad of newspapers at me. She informed me that the newspapers were my blankets, and the floor under the table was now my bed."

"My hope deteriorated and I began to believe that my life would never change. I thought I would be Mother's slave as long as I lived."

title: User:Wendy Ulbani


text:
Ejump/e-Portfolios/Assessment Activity

The proposed activity in the scope of this course module is the ellaboration of an ePortfolio. You can choose the ePortfolio tool as you like to make your own reflection about the assessment methods applied to digital portfolios.

title: Ejump/e-Portfolios/Assessment Activity


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User:Tmh5725/Arthritis Coping Strategies

 Exercise as a pain reliever

Arthritis is a broad term that serves as an encompassing diagnosis for over one hundred different joint affected disorders. These disorders are categorized into two major groups: inflammatory and non-inflammatory. The two most common arthritis diagnoses are osteoarthritis (OA), which is non-inflammatory, and rheumatoid arthritis (RA), which is inflammatory. In general, arthritis patients complain of stiffness, pain and loss of joint function, as well as an overall decrease in morale and self-efficacy. Fortunately, research shows that physical activity can lessen the depression and anxiety associated with arthritis and can potentially have the pain-relieving effects similar to pharmaceutical treatments.

On the other hand, the disorder’s complications often render the patient unable to adhere to an aerobic exercise regiment. A physician can properly assess cases on an individual basis according to their arthritis inflammatory/noninflammatory category and prescribe an appropriate physical activity intervention plan. Studies have proven that the most successful exercise types have been “low-intensity isokinetic training and physical training, intermediate intensity circuit training, and high intensity strength training.”

There are four major evidence based exercise programs proven to assist arthritis patients. The first two, the Arthritis Foundation Exercise Program and the Arthritis Foundation Aquatic Program, are both offered in the Northeast Missouri region. The exercise program boasts benefits of an increase in joint function and overall self-efficacy, as well as a decrease in depression. The aquatic program boasts an impressive “18% decrease in pain, 25% increase in functional ability, fewer physician visits, and a better perceived quality of life” among participants with OA and RA. Participants in the last two programs, EnhanceFitness and Active Living Everyday, enjoy benefits similar to those of the Arthritis Foundation’s programs.

Exercise is an effective method of arthritis pain management for seven important reasons. The first reason is that stretching exercises encourage greater flexibility for tight and achy arthritic joints. The second reason is that strength training will tone muscles that can serve as joint stabilizers and protectors. The third reason is that proper interventions like doing aquatic exercises, walking, cycling, and dancing serve as natural painkillers. The fourth reason is that exercise indirectly decreases back pain due to the weight loss that is a result of vigorous exercises. The fifth reason is that exercise boosts energy levels in those suffering from RA, therefore combating the fatigue normally associated with the disorder. The sixth reason is that exercise is beneficial for your mind as well as your body. Many who successfully participate in exercise programs experience an increase in confidence which carries over into other facets of their lives and gives them the motivation to stay active. Finally, exercise strengthens your bones and prevents osteoporosis, which is a disorder that further compounds arthritis aches and pains. The basic purpose of an exercise program for an arthritis patient is to preserve and protect the joints in order to decrease pain and increase overall range of motion, muscular strength, endurance, and flexibility. Physicians can prescribe suitable exercise programs according to the individual’s capabilities in order to fully achieve the benefits of physical activity.

 Other Options

In America today, there are 19 million people with doctor-diagnosed arthritis who report everyday activity restraints or limits due to their condition. The daily living activities that seem to be a basic part of one’s routine take more time and cause frustration in our aging population diagnosed with arthritis. Although exercise programs can serve as useful tools for pain alleviation, they may not be useful in assisting in everyday task completion. Even though the daily living activities of those with arthritis have become a bigger challenge, there are numerous adjustments that can be made to address some of the difficulties and valuable resources that can be utilized.

 Everyday Arthritis Problems and Solutions

The first problem that one with arthritis may run into is the new difficulty found in navigating one’s own home. Activities like climbing stairs now look as impossible as climbing a mountain. This can be especially tough to handle when you must use stairs routinely for bathroom visits, laundry, or for going to bed. Stairs become more approachable with the use of stair lifts, wheelchair ramps, and stair-climbing wheelchairs. For people living with arthritis, the pain caused by trying to maintain healthy grooming and hygiene habits could be great enough to keep them out of the bathroom. Fortunately, there are a few easy fixes for this problem. Transfer benches or shower chairs are an inexpensive way to ease getting in and out of the bathtub/shower and with much less hassle than having your bathtub/shower modified. Something as simple as an electric toothbrush makes dental hygiene much easier, while also alleviating pain in the wrists, hands, and elbows that is often associated with regular tooth brushing. Raised toilet seats allow additional height which helps people suffering from arthritis to stand easier when finished using the toilet. Hair brushing, shaving, and even dressing oneself become more complicated tasks, but can be helped with the use of elbow and wrist supports. Many suffering from arthritis will turn to Velcro and elastic to replace the more difficult shoelaces and buttons.

Gripping and grabbing motions present especially challenging situations for some with arthritis. Door handles, faucets, eating utensils, telephones, and pencils are just a few items used daily that will become increasingly difficult to use. For people with arthritis, items with traction are easier items to use and grips can be added to just about everything in the house for added support. Bigger pens and pencils will help in the process of writing. Items that require tightening also become a challenge, but can be made easy again with gas cap wrenches and jar openers.

 Self-Management Tool Kit  Perhaps one of the most valuable resources available to an arthritis patient is the Arthritis Self-Management Tool Kit. They are often available at your local Regional Arthritis Center free of charge. These kits include a Let’s Exercise! Guide Book with a two CD accompanying set, a Time for Healing relaxation music CD, and The Arthritis Helpbook by Dr. Kate Lorig and Dr. James Fries. The Let’s Exercise set offers varying intensities of strengthening and endurance exercises, while The Arthritis Helpbook offers an abundance of general arthritis information, as well as insightful self-help strategies. Also included is a user-friendly action plan manual. This tool kit is ideal for individuals with limited mobility who cannot make it out of their house or to exercise classes offered in the community.

Sources:

Arthritis management strategies. (n.d.). Retrieved September 3, 2009, from The Arthritis Challenge Web-Based Training Site: http://www.dhpe.org/arthritis/websites/challenge.htm.

Maes, J., & Kravitz, L. (n.d.) Training clients with arthritis. Retrieved September 3, 2009 from University of New Mexico Site: http://www.unm.edu/~lkravitz/Article%20folder/arthritis.html.

Silver, J.K., & Morin, C. (2008). Understanding fitness: How exercise fuels health and fights disease. Westport, CT: Praeger Publishers.

Wallace, J. (1989). Arthritis relief. Emmaus, PA: Rodale Press.

What is arthritis? (n.d.). Retrieved September 3, 2009, from The Arthritis Challenge Web-Based Training Site: http://www.dhpe.org/arthritis/websites/basics.htm.


text:
User:Chalitdanan

Best Operating System for Netbook
From a lot of reading, I've concluded that Ubuntu (a Linux) is the best operating system for a net book, and here are the reasons why.]

- Install: Very quick, only 14 minutes versus 20 minutes for Window 7, and even longer for XP

- Booting: Booting time is only 30 seconds, only a tiny bit slower than Moblin and Slax, but still faster than Windows.

- It usually runs applications faster than other OS because it has much lower RAM usage.

- It's easy to use: common functions and tools are on the main screen. : network drives are easily found : searches are not as fast as Windows but are mroe accurate. - Customization: It privides a lot of color and themes of widespread. There are also a few wallpaper.

Note: Some prople argue that Ubuntu results in the disability to connect to Wi-Fi, but that problem have been ease through some improvements.

However, the best specs of operating systems of a netbook depends on individual's wants. Ubantu is fast, but has fewer applications than XP. Moblin allow faster network access like MSN.

Information by John Brandon from http://www.maximumpc.com/article/features/windows_7_vs_linux_whats_best_os_your_netbook?page=0%2C2

Twitter vs. Facebook
1. Both Facebook and Twitter are websites we can create an account then have a webpage of our own. After we have a webpage, we can start networking with our friends or anyone we would like to get in contact with. They are also the places we can share what is going on in your life either by texts, pictures or even videos. Twitter and Facebook allow us stay tuned with others. However, what we put on this type of websites are not private, therefore, do not put anything you don't want to be seen. You do not want to be like Michael Phelps who got in a big trouble because there are some inappropriate pictures from several years ago.

2. Facebook might be worried this competition for obvios reasons. Their main offers of networking, communicating, and etc. are very similar. However, Facebook probably isn't that worried because it offers more applications like games and other activities that allow friends to do together.

Computer Specs
-Motherboard: Gigabyte GA-EP45-UD3P

-Processor: Intel(R) Itanium(R) processor 9000 sequence

-Memory:8Gb KHX DDR2

-Case: Antec Skeleton

-Power Supply:1200 Watt power supply

-Floppy Drive:1.2 Mb 5.25" Floppy Drive

-Hard Drive: 300 GB Velociraptor

-CD/DVD: Buffalo Media Station 8x External Blu-ray Writer

-Keyboard:Logitech Cordless Desktop Wave Pro

-Mouse: Logitech VX Nano Cordless Laser Mouse

-Video Card:Sapphire Radeon HD 4850 X2

-Monitor:Dell SP2309W

-Sound Card:Creative Labs Creative Sound Blaster Audigy Platinum eX

-Modem:Multi-Multi-Tech MultiModem ZDX Proprietary Fax/modem

title: User:Chalitdanan


text:
User:Oniqua Daymond

Oniqua Daymond
AP English Language

Units
Education

title: User:Oniqua Daymond


text:
User:Egm6321.f09.Team1.AH

=Homework 3=

title: User:Egm6321.f09.Team1.AH


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User:JL 09

 * Learning Filipino project

title: User:JL 09


text:
User:JL 09/Filipino

Introduction/Panimula
In English Filipino is the national language of the Philippines and, along with English, is an official language; designated in the 1987 Philippine Constitution. Filipino is an Austronesian language that is based on various existing native languages in the Philippines, with a significant number of Spanish words in the vocabulary. In fact, about 40% of everyday (informal) Filipino conversation is practically made up of Spanish loanwords. The Filipino language is in evolution, development and further enrichment on the basis of existing languages of the Philippines and other languages. It is the first language of Filipinos living in Metro Manila and the second language of most Filipinos.

In Filipino Ang wikang Filipino ay ang pambansang wika ng Pilipinas, at ang opisyal na lengguwahe ng bansa kasabay ng wikang Ingles. Ito ay pinagtibay ng 1987 Saligang-Batas ng Pilipinas. Ang Filipino ay kabilang sa mga wikang Austronesyano, kung saan ito ay nabuo buhat sa paghahalu-halo ng iba't ibang wikang lokal ng Pilipinas. Ang Filipino ay may malaking bahagi rin ng wikang Kastila sa bokabularyo. Sa katunayan, mga 40 bahagdan ng pang-araw-araw, o di-pormal na usapan ng mga Filipino ay binubuo ng mga hiram na salita sa Kastila. Ang wikang Filipino ay kompleks, pabagu-bago, nadaragdagan at umuunlad sa pagdaloy ng panahon at pagpapaunlad na rin ng mga nag-e-eksist na lengguwahe sa Pilipinas. Ito rin ang pangunahing wika ng mga Pilipino na naninirahan sa Kalakhang Maynila at ang pangalawang lengguwahe ng ibang Pilipino sa ibang bahagi ng bansa.

Is Filipino equivalent to Tagalog?/Magkatumbas ba ang Filipino at Tagalog?
In English Filipino is a variant of Tagalog, a Central Philippine language within the Malayo-Polynesian branch of the Austronesian language family. In practical terms, however, Filipino is a synonym for or the formal name of the Tagalog language, especially as used by non-Tagalogs, who may sometimes refuse to refer to their national language as Tagalog-based.Tagalog is also a slang term for the national language.

In Filipino Ang Filipino ay buhat sa wikang Tagalog, isang lengguwahe sa gitnang Pilipinas na kabilang sa kawing na Malayo-Polynesian ng mga wikang Austronesian. Sa pang-araw-araw na gamit, ang Filipino ay tumutumbas na para sa pormal na paggamit ng wikang Tagalog, lalo na ng mga hindi Tagalog (na minsan ay ayaw tanggapin na ang kanilang pambansang wika ay ibinatay sa Tagalog). Ang Tagalog ay salitang balbal din para sa pambansang wika na Filipino.

Topics/Mga Aralin

 * Filipino 100 (Basics in Filipino/Madaling Filipino)
 * Lesson 1.1: The Filipino Alphabet (Ang Alpabetong Filipino)
 * Lesson 1.2: The Use of Punctuation Marks (Mga Gamit ng Bantas)
 * Lesson 1.3: Simple Filipino Greetings (Mga Pambating Filipino)
 * Lesson 1.4: Phrases (Mga Parirala)
 * Lesson 1.5: Numbers, Ordinals, Cardinals (Mga Bilang, Pagsusunod, at Pamilang)
 * Lesson 1.6: Time (Oras)
 * Lesson 1.7: Equivalent Places in Filipino (Mga Katumbas ng mga Pangalan ng Lugar sa Filipino)

 * Filipino 201 (Parts of Speech/Bahagi ng Pananalita)
 * Lesson 2.0: Use of Articles ang, ang mga and Gender (Paggamit ng mga Artikulong ang, ang mga at Kasarian)
 * Lesson 2.1: Nouns (Mga Pangngalan)
 * Lesson 2.2: Pronouns (Mga Panghalip)
 * Lesson 2.3: Adjectives (Mga Pang-uri)
 * Lesson 2.4: Verbs (Mga Pandiwa)
 * Lesson 2.5: Adverbs (Mga Pang-abay)
 * Lesson 2.6: Conjunctions
 * Lesson 2.7: Interjections

 * Filipino 301 (Pronunciation/Bigkasan)
 * Lesson 3.1: Vowels and Consonants (Patinig at Katinig)
 * Lesson 3.2: Diphthongs and Clusters (Mga Diptonggo at Klaster)
 * Lesson 3.3: Intonations (Intonasyon)

 * Filipino 401 (Sentence Syntax/Palabuuan ng mga Pangungusap)
 * Lesson 4.1: Subject and Predicate (Simuno at Panaguri)
 * TBA

title: User:JL 09/Filipino


text: Category:Ethnobotany cooperative project


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EBP/Cooperative/Index 1

Index by traditional use
This is one of the indexes of the cooperative ethnobotany project. Due to the large size of this page, we've had to split the medicinal uses alphabetically by use. Under construction. Please see this page for a brief tutorial on how to post new information about a plant.

 * Medicinal, A through M
 * Medicinal N through Z

Bad dreams, to prevent

 * Asarum canadense

Ghost contamination

 * Asarum canadense

Medicine bundles

 * Agastache foeniculum

Protective charms

 * Agastache foeniculum

Purification

 * Asarum canadense

Witchcraft (prevention and protection)

 * Asarum canadense

Alcohol

 * Sorbus americana

Appetizer

 * Asarum canadense

Food poisoning, prevention

 * Asarum canadense

Flour

 * Sorbus americana

Fruits and vegetables

 * Allium stellatum
 * Sorbus americana

Seasoning, general

 * Asarum canadense

Seasoning, to make palatable

 * Asarum canadense

Sweetener

 * Agastache foeniculum

Tea

 * Agastache foeniculum

Veterinary

 * Asarum canadense

Bait/to attract fish

 * Asarum canadense

Perfume

 * Asarum canadense

Toys

 * Allium stellatum

Wood/Construction material

 * Sorbus americana Canoes, snowshoes, lacrosse sticks

title: EBP/Cooperative/Index 1


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User:JL 09/Courses in Filipino query

''Do you have any questions, suggestions, clarifications? Write your comment/s here.'' ''Mayroon ka bang mga tanong, mga gustong idagdag o paglilinaw? Ilagay ang iyong mga kumento dito.''

title: User:JL 09/Courses in Filipino query


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Ethnobotanical research projects/Cooperative project/Conventions

Research conventions
If you have found new information about a plant on the internet or in a book, please list this reference at the bottom of the page. Also, please remember to put this information in your own words! Knowledge is free, but to avoid a brush with the dreaded copyright monster we need to give credit where it's due! If this information is your own original research through word of mouth interviews, etc. then no references are necessary. It is recommended that you list it as your own work, however.

Here is an example plant page:

Plantus panaceaus

 * Common names: Panacea plant (Conworld), Cure-all (Fictional universe)
 * Wikipedia: link to Wikipedia here
 * Wikispecies: link to Wikispecies here

Flowers

 * Cure-all: Used as a cure-all by the Conworld culture.

Root

 * Flour: Roasted and ground into flour by the Fictional universe culture.

Be sure to categorize each page in Category:Ethnobotany cooperative project/plants!


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EBP/Cooperative/Allium stellatum

Allium stellatum

 * Common names: Wild onion, Autumn onion, Prairie onion, Glade onion,
 * Names used by indigenous peoples: mashkode-zhi, agaagawanzh, agaagawanzhiig, bagwaji-zhi (Anishinabe)
 * Wikipedia: Allium
 * Wikispecies: Allium stellatum

Root/bulb

 * For the treatment of colds: A syrup or decoction, usually sweetened, was used by the Anishinabe to treat the common cold, especially in children.

Root/bulb

 * Edible: The entire plant is edible raw, boiled, etc. and has been used as a food source by many different peoples.

Whole plant

 * As toy: The entire plant was used as a toy by Anishinabe children.

title: EBP/Cooperative/Allium stellatum


text: Category:Ethnobotany cooperative project/plants


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User:Andrew.aker

I am here to bring Wikiversity to a new level in sharing and growth.

title: User:Andrew.aker


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User:Pashar

Well, nothing interesting yet.

--Pashar 19:15, 30 September 2009 (UTC)

title: User:Pashar


text:
Ethnobotanical research projects/Personal vs cooperative

Some ideas
I think maybe the difference is that the personal projects are more for your own experience, recipes for remedies and where you have collected the plant in the past, and the cooperative project is more for the traditional, ethnobotanical uses. I think it's also important to link your personal projects to the Plantlore department, as that sort of thing overlaps more with plantlore than ethnobotany. Thoughts? Trinity507 19:15, 30 September 2009 (UTC)


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EBP/Cooperative/Index 2

Index by culture
This index is to find plants used by a particular culture.

A

 * Abenaki
 * Algonquian peoples
 * American pioneers
 * Anishinabe

C

 * Celts
 * Cherokee
 * Cheyenne
 * Chippewa: see Anishinabe
 * Cree

D

 * Dakota

F

 * Fox: see Meskwaki

H

 * Ho-Chunk

I

 * Innu
 * Iroquois

M

 * Maliseet
 * Meskwaki
 * Mi'kmaq

O

 * Ojibwa: see Anishinabe

P

 * Pawnee
 * Penobscot
 * Ponca
 * Potawatomi

T

 * Tlingit

W

 * Winnebago: see Ho-Chunk

title: EBP/Cooperative/Index 2


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EBP/Cooperative/Index 2/Anishinabe

A

 * Agastache foeniculum
 * Allium stellatum
 * Asarum canadense

S

 * Sorbus americana

title: EBP/Cooperative/Index 2/Anishinabe


text: Category:Ethnobotany cooperative project/Index 2


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EBP/Cooperative/Index 3

A

 * Agastache foeniculum - Giant hyssop
 * Allium stellatum - Prairie onion
 * Asarum canadense - Wild ginger

S

 * Sorbus americana - American mountain ash

title: EBP/Cooperative/Index 3


text:
EBP/Cooperative/Agastache foeniculum

Agastache foeniculum

 * Common names: Hyssop, Giant hyssop, Blue giant hyssop, Anise hyssop, Lavender hyssop,
 * Names used by indigenous peoples: weza`wûnûckwûk` (Anishinabe)
 * Wikipedia: Agastache
 * Wikispecies: Agastache foeniculum

Leaves

 * For burns: Used by the Anishinabe in a poultice for burns (stalk also sometimes used for this).
 * For colds: Used by the Cheyenne people in an infusion for colds.
 * For coughs and associated chest pain: Used by the Cheyenne people in an infusion for coughs. Also used when the patient is coughing up blood.
 * To reduce fever (febrifuge): Used by the Cheyenne people to reduce fevers (dried herb rubbed on the body of the patient).
 * To induce sweating (diaphoretic): Used by the Cheyenne people in a steam bath to cause sweating.
 * For heart problems: Used by the Cheyenne in an infusion to strengthen a weak heart or to correct problems caused by a "dispirited" heart.

Roots

 * For colds: Used by the Anishinabe people in an infusion for colds.

Leaves

 * In medicine bundles: Often used by the Cree people in medicine bundles.

Whole plant

 * As a protective charm: Often used by the Anishinabe people as a protective charm.

Leaves

 * As beverage: Brewed for tea by multiple indigenous North American cultures. (Cheyenne, Pawnee, Cree, Dakota, Omaha, Ponca, Ho-Chunk)
 * As sweetener: Used as a sweetener in foods by multiple indigenous North American cultures. (Cheyenne, Pawnee, Cree, Dakota, Omaha, Ponca, Ho-Chunk)

Chemical actions and constituents

 * List of chemical constituents: from Dr. Duke's Phytochemical and Ethnobotanical Databases
 * List of chemical actions: from Dr. Duke's Phytochemical and Ethnobotanical Databases

title: EBP/Cooperative/Agastache foeniculum


text:
EBP/Cooperative/Index 2/Cheyenne

A

 * Agastache foeniculum

title: EBP/Cooperative/Index 2/Cheyenne


text:
EBP/Cooperative/Index 2/Cree

A
Agastache foeniculum

title: EBP/Cooperative/Index 2/Cree


text:
EBP/Cooperative/Index 2/Ponca

A

 * Agastache foeniculum

title: EBP/Cooperative/Index 2/Ponca


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EBP/Cooperative/Index 2/Dakota

A

 * Agastache foeniculum

title: EBP/Cooperative/Index 2/Dakota


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EBP/Cooperative/Index 2/Ho-Chunk

A

 * Agastache foeniculum

title: EBP/Cooperative/Index 2/Ho-Chunk


text:
EBP/Cooperative/Index 2/Pawnee

A

 * Agastache foeniculum

title: EBP/Cooperative/Index 2/Pawnee


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User:Egm6321.f09.Team1.vasquez/Homework3

= Problem 4 - Exactness condition for $$\displaystyle n=1$$ =

Given
A first order differential equation

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

$$
 * $$F(x,y,y')=0=\frac{d \phi}{dx}(x,y)$$
 * $$\displaystyle (Eq. 1)
 * $$\displaystyle (Eq. 1)
 * }
 * }

Find
4.1) Find $$\displaystyle f_0$$ in terms of $$\displaystyle \phi$$

4.2) Find $$\displaystyle f_1$$ in terms of $$\displaystyle \phi$$, i.e. show that $$ \displaystyle f_1=\phi_y$$

4.3) Show that $$ f_0-\frac{df_1}{dx}=0 \Leftrightarrow \phi_{xy}=\phi_{yx}$$

Solution
The exactness condition for a $$n^{th}$$-order differential equation is given by

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

f_0 - \frac + \frac -  \cdots  + ( - 1)^n \frac = 0 $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }

where

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

f_i = \frac \quad \quad i = 1, \ldots ,n$$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 3)
 * }
 * }

Expanding equation (1) gives

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

F=\frac{d \phi}{dx} = \frac{\partial \phi}{\partial x} + \frac{\partial \phi}{\partial y}\frac{\partial y}{\partial x} = \phi_x + \phi_y y' $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 4)
 * }
 * }

Since $$\displaystyle n=1$$, we only need to compute $$\displaystyle f_0, f_1$$ as follows:

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

f_0 = \frac = \phi _{xy}  + \phi _{yy} y' + \phi_y \cancelto{0}{\left( \frac \right)} = \phi _{xy}  + \phi _{yy} y' $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 5)
 * }
 * }

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

f_1 = \frac = \phi _{y} $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 6)
 * }
 * }

Now, we can take the total derivative of $$\displaystyle f_1 $$

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

\frac{d f_1}{dx} = \frac{\partial f_1}{\partial x} + \frac{\partial f_1}{\partial y}\frac{\partial y}{\partial x} $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 7)
 * }
 * }

Substituting (6) into (7) yields

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

\frac{d f_1}{dx} = \phi_{yx} + \phi_{yy} y' $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 8)
 * }
 * }

Substituting (5) and (8) into the exactness condition gives

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

\left(\phi _{xy} + \cancel{\phi _{yy} y'}\right) - \left(\phi_{yx} + \cancel{\phi_{yy} y'}\right)=0 $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 8)
 * }
 * }

Then the exactness condition is satisfied if

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

\phi _{xy} = \phi_{yx} $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 9)
 * }
 * }


text:
User:Egm6321.f09.Team1.vasquez/HW3

= Problem 4 - Exactness condition for $$\displaystyle n=1$$ =

Given
A first order differential equation

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

$$
 * $$F(x,y,y')=0=\frac{d \phi}{dx}(x,y)$$
 * $$\displaystyle (Eq. 1)
 * $$\displaystyle (Eq. 1)
 * }
 * }

Find
4.1) Find $$\displaystyle f_0$$ in terms of $$\displaystyle \phi$$

4.2) Find $$\displaystyle f_1$$ in terms of $$\displaystyle \phi$$, i.e. show that $$ \displaystyle f_1=\phi_y$$

4.3) Show that $$ f_0-\frac{df_1}{dx}=0 \Leftrightarrow \phi_{xy}=\phi_{yx}$$

Solution
The exactness condition for a $$n^{th}$$-order differential equation is given by

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

f_0 - \frac + \frac -  \cdots  + ( - 1)^n \frac = 0 $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }

where

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

f_i = \frac \quad \quad i = 1, \ldots ,n$$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 3)
 * }
 * }

Expanding equation (1) gives

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

F=\frac{d \phi}{dx} = \frac{\partial \phi}{\partial x} + \frac{\partial \phi}{\partial y}\frac{\partial y}{\partial x} = \phi_x + \phi_y y' $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 4)
 * }
 * }

Since $$\displaystyle n=1$$, we only need to compute $$\displaystyle f_0, f_1$$ as follows:

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

f_0 = \frac = \phi _{xy}  + \phi _{yy} y' + \phi_y \cancelto{0}{\left( \frac \right)} = \phi _{xy}  + \phi _{yy} y' $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 5)
 * }
 * }

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

f_1 = \frac = \phi _{y} $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 6)
 * }
 * }

Now, we can take the total derivative of $$\displaystyle f_1 $$

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

\frac{d f_1}{dx} = \frac{\partial f_1}{\partial x} + \frac{\partial f_1}{\partial y}\frac{\partial y}{\partial x} $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 7)
 * }
 * }

Substituting (6) into (7) yields

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

\frac{d f_1}{dx} = \phi_{yx} + \phi_{yy} y' $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 8)
 * }
 * }

Substituting (5) and (8) into the exactness condition gives

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

\left(\phi _{xy} + \cancel{\phi _{yy} y'}\right) - \left(\phi_{yx} + \cancel{\phi_{yy} y'}\right)=0 $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 8)
 * }
 * }

Then the exactness condition is satisfied if

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

\phi _{xy} = \phi_{yx} $$ $$
 * $$ \displaystyle
 * $$ \displaystyle
 * $$\displaystyle (Eq. 9)
 * }
 * }

title: User:Egm6321.f09.Team1.vasquez/HW3


text:
User:Egm6321.f09.Team1.vasquez/HW2

= Problem 7: Second condition of exactness, relation (1) for a N2-ODE =

Given
A general N2-ODE is given as,

 * {| style=";width:70%" border="0" align="center"

F(x,y,y',y'') = 0 $$
 * $$\displaystyle

 * }
 * }

and satisfies exactness condition (1) if it is in the form,

 * {| style=";width:70%" border="0" align="center"

f(x,y,p)y'' + g(x,y,p) = 0 $$
 * $$\displaystyle

 * }
 * }

where $$\displaystyle p:=y' $$

Find
To derive 2nd condition of exactness, relation (1) of a N2-ODE from $$\displaystyle \phi_{xy}=\phi_{yx}$$, which is given by

 * {| style=";width:70%" border="0" align="center"

f_{xx} + 2p f_{xy} + p^2 f_{yy} = g_{xp} + p g_{yp} - g_{y} $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (34)

 * }
 * }

Solution
We know that $$\displaystyle \phi_{xy}=\phi_{yx}$$

where,

 * {| style=";width:70%" border="0" align="center"

\phi_{x} = g - p ( g_p - f_x) + p^2 f_y $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (35)

 * }
 * }

 * {| style=";width:70%" border="0" align="center"

\phi_{y} = g_p - f_y p - f_x $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (36)

 * }
 * }

Taking the partial derivative of (35) with respect to $$\displaystyle y$$ and the partial derivative of (36) with respect to $$\displaystyle x$$ gives

 * {| style=";width:70%" border="0" align="center"

\phi_{xy} = g_y - p_y ( g_p - f_x) - p (g_{py} - f_{xy}) + 2 p_y f_y + p^2 f_{yy} $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (37)

 * }
 * }

 * {| style=";width:70%" border="0" align="center"

\phi_{yx} = g_{px} - f_{yx} p - f_y p_x - f_{xx} $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (38)

 * }
 * }

Since (37) and (38) are equal

 * {| style=";width:70%" border="0" align="center"

g_y - \cancelto{0}{p_y} g_p + \cancelto{0}{p_y} f_x - p g_{py} + p f_{xy} + 2 \cancelto{0}{p_y} f_y + p^2 f_{yy} = g_{px} - f_{yx} p - f_y \cancelto{0}{p_x} - f_{xx} $$
 * $$\displaystyle

 * }
 * }

Re-arranging terms yields

 * {| style=";width:70%" border="0" align="center"

$$\displaystyle f_{xx} + 2 p f_{xy} + p^2 f_{yy}  = g_{xp} + p g_{yp} - g_y $$
 * style="width:45%; padding:10px; border:2px solid #8888aa" |
 * style= |

 * }
 * }

= Problem 8: Second condition of exactness, relations (1) and (2) for a N2-ODE =

Given
The following N2-ODE,

 * {| style=";width:70%" border="0" align="center"

(8 x^5y')y''+2x^2y'+20x^4(y')2+4xy=0 $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (39)
 * }
 * }

Find
Verify the second condition of exactness, relations (1) and (2)

Solution
Let $$\displaystyle p=y'$$, then (39) can be written as follows:

 * {| style=";width:70%" border="0" align="center"

(8 x^5p)y''+2x^2p+20x^4(p)2+4xy=0 $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (40)

 * }
 * }

From (40) we know that

 * {| style=";width:70%" border="0" align="center"

f(x,y,p)=8 x^5p $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (41)

 * }
 * }

 * {| style=";width:70%" border="0" align="center"

g(x,y,p)=2x^2p+20x^4(p)2+4xy $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (42)
 * }
 * }

Taking the partial derivatives of (41) and (42) gives

 * {| style=";width:70%" border="0" align="center"

\begin{array}{*{20}l} {f_x = 40x^4 p} & {f_{xx}  = 160x^3 p} & {g_x  = 4xp + 80x^3 p^2  + 4y} & {g_{xp}  = 4x + 160x^3 p}  \\ {} & {f_{xy} = 0} & {g_y  = 4x} & {g_{yp}  = 0}  \\ {} & {f_{xp} = 40x^4 } & {g_p  = 2x^2  + 40x^4 p} & {g_{pp}  = 40x^4 }  \\ {f_y = 0} & {f_{yy}  = 0} & {} & {}  \\ {} & {f_{yp} = 0} & {} & {}  \\ \end{array} $$
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

The first relation of the second exactness condition is given by

 * {| style=";width:70%" border="0" align="center"

f_{xx} + 2 p f_{xy} + p^2 f_{yy}  = g_{xp} + p g_{yp} - g_y $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * $$\displaystyle \longrightarrow (43)
 * }
 * }

Substituting the elements of (43) gives

 * {| style=";width:70%" border="0" align="center"

(160x^3 p) + 2 p (0) + p^2 (0)  = (4x + 160x^3 p) + p (0) - (4x) $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * }
 * }

Then,

 * {| style=";width:70%" border="0" align="center"

160x^3 p = \cancel{4x} + 160x^3 p - \cancel{4x} $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * }
 * }

Therefore, the first relation is satisfied

The second relation of the second exactness condition is given by

 * {| style=";width:70%" border="0" align="center"

f_{xp} + pf_{yp} + 2f_y = g_{pp} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * $$\displaystyle \longrightarrow (44)
 * }
 * }

Substituting the elements of (44) gives

 * {| style=";width:70%" border="0" align="center"

(0) + p(0) + 2(0) = (0) $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * }
 * }

Then,

 * {| style=";width:70%" border="0" align="center"

0 = 0 $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * }
 * }

Therefore, the second relation is satisfied

Since both relations (43) and (44) are satisfied we conclude that the given N2_ODE is exact.

= Problem 9: Exactness of a N2_ODE =

Given
The following differential equation,

 * {| style=";width:70%" border="0" align="center"

\sqrt{x} y'' + 2xy' + 3y=0 $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (45)
 * }
 * }

Find
Verify the exactness of the given ODE

Solution
Let $$\displaystyle p=y'$$, then (45) can be written as follows:

 * {| style=";width:70%" border="0" align="center"

x^{\frac{1}{2}} y'' + 2xp + 3y=0 $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (46)

 * }
 * }

From (46) we verify the first condition of exactness, where

 * {| style=";width:70%" border="0" align="center"

f(x,y,p)=x^{\frac{1}{2}} $$ $$
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (47)

 * }
 * }

 * {| style=";width:70%" border="0" align="center"

g(x,y,p)=2xp + 3y $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle \longrightarrow (48)
 * }
 * }

Taking the partial derivatives of (47) and (48) gives

 * {| style=";width:70%" border="0" align="center"

\begin{array}{*{20}l} {f_x = \frac{1}{2}x^{-\frac{1}{2}}} & {f_{xx}  = -\frac{1}{4}x^{-\frac{3}{2}}} & {g_x  = 2p} & {g_{xp}  = 2}  \\ {} & {f_{xy} = 0} & {g_y  = 3} & {g_{yp}  = 0}  \\ {} & {f_{xp} = 0 } & {g_p  = 2x} & {g_{pp}  = 0 }  \\ {f_y = 0} & {f_{yy}  = 0} & {} & {}  \\ {} & {f_{yp} = 0} & {} & {}  \\ \end{array} $$
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

The first relation of the second exactness condition is given by

 * {| style=";width:70%" border="0" align="center"

f_{xx} + 2 p f_{xy} + p^2 f_{yy}  = g_{xp} + p g_{yp} - g_y $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * $$\displaystyle \longrightarrow (49)
 * }
 * }

Substituting the elements of (49) gives

 * {| style=";width:70%" border="0" align="center"

(-\frac{1}{4}x^{-\frac{3}{2}}) + 2 p (0) + p^2 (0)  = (2) + p (0) - (3) $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * }
 * }

Then,

 * {| style=";width:70%" border="0" align="center"

-\frac{1}{4}x^{-\frac{3}{2}} \ne -1 $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * }
 * }

Therefore, the first relation is not satisfied.

The second relation of the second exactness condition is given by

 * {| style=";width:70%" border="0" align="center"

f_{xp} + pf_{yp} + 2f_y = g_{pp} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * <p style="text-align:right;">$$\displaystyle \longrightarrow (50)
 * }
 * }

Substituting the elements of (50) gives

 * {| style=";width:70%" border="0" align="center"

(0) + p(0) + 2(0) = (0) $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * }
 * }

Then,

 * {| style=";width:70%" border="0" align="center"

0 = 0 $$
 * $$\displaystyle
 * $$\displaystyle
 * style= |
 * }
 * }

Therefore, the second relation is satisfied.

Since the first relation of the second exactness condition is not satisfied we conclude that the given N2_ODE is not exact.

title: User:Egm6321.f09.Team1.vasquez/HW2


text:
Health/Essays/Second hand smoking policies on college campuses

Definition
Second hand smoke encompasses two types of smoking: mainstream and sidestream smoke. Mainstream smoking is the smoke exhaled by the smoker while sidestream smoke is the smoke from the end of a lit tobacco product. Nonsmokers are exposed to the dangerous chemicals, such as carcinogens like Radon, Benzene, and Nickel, without their consent.

History
As more research has been conducted, it is possible to determine that secondhand smoke have a negative impact on a nonsmoker. California drew national attention by becoming the first state to ban indoor smoking in workplaces including bars and restaurants.1 By 2009, 17 states have enacted 100% smoke free policies for all workplaces include bars and restaurants. Those states include: Arizona, Delaware, Hawaii, Illinois, Iowa, Maryland, Massachusetts, Minnesota, Nebraska, New Jersey, New York, Ohio, Oregon, Rhode Island, Utah, Vermont, and Washington.2 Additionally, there are 437 municipalities with a local ordinance that requires bars and restaurants to be 100% smoke-free.2 Currently there are over 305 colleges and universities that have enacted 100% smoke-free policies on campus.3 Although accidents, suicides and homicides are among the leading causes of death among young adults, smoking kills more than alcohol, car accidents, suicides, AIDS, homicides, and illegal drugs combined.3 National-wide 71.8% of college students did not smoke in the past 30 days according to the Core Survey.4

Health Effects
Standford researchers have found that in order to avoid the negative effects of secondhand smoke, a nonsmoker must be 6 feet up-wind from the lit tobacco produce.5 The State of California has placed secondhand smoke on the most dangerous Class A carcinogen list.5 Furthermore there are more than 60 chemical compounds have been proven to be cancer-causing agents.5 The Surgeon General has stated that there is no risk-free level of exposure to second hand smoke.5 Secondhand smoke is not an incidental problem which only affects a few, select people. Secondhand smoke is the direct cause of more than 50,000 deaths among nonsmokers.6 3,000 nonsmokers will die because of lung cancer.6 The nonsmoking, asthmatic people will not only increase the number of attacks but also the severity of the attacks. These are all negative effects which the nonsmoker does not willing wish to participate in.

University and Colleges with 100% Smoke-Free Campuses by State7
Arkansas including 33 campuses

California Cuyamaca Community College Fresno Pacific University Grossmont Community College Mesa College Oxnard College Point Loma Nazarene University San Jose City College Santa Monica College Santa Rosa Junior College Simpson University Stanford University Medical School University of California - San Francisco University of California - Davis Medical School West Valley-Mission Community College District Woodland Community College

Connecticut Hartford Community College

Georgia Athens Technical College Darton College Gainesville College Georgia Highlands College Medical College of Georgia Southwest Georgia Technical College

Commonwealth of Guam University of Guam

Idaho Boise State University College of Southern Idaho Ricks College

Illinois Aurora University

Indiana Anderson University Associated Mennonite Biblical Seminary Bethel College Crossroads Bible College Goshen College Grace College Huntington University Indiana State University Indiana University System (9 campuses) Indiana Wesleyan University Ivy Tech State College System (23 campuses) Martin University Purdue University - North Central Purdue University - West Lafayette Taylor University Taylor University - Fort Wayne University of Indianapolis Valparaiso University

Iowa All Public and Private Colleges and Universities

Kansas Butler Community College - Andover

Kentucky Bellarmine University University of Kentucky

Maine Kennebec Valley Community College

Maryland Columbia Union College Frederick Community College Garrett College Harford Community College Maryland Bible College and Seminary Montgomery College

Michigan Delta College Grand Rapids Community College Great Lakes Christian College Hope College Lansing Community College Saginaw Valley State University University of Michigan University of Michigan Medical School Washtenaw Community College

Minnesota Minnesota State University - Moorhead Minnesota West Community and Technical College Rasmussen College - Waite Park Ridgewater College University of Minnesota - Crookston University of Minnesota - Duluth Winona State University

Missouri A.T. Still University of Health Sciences Kansas City University of Medicine and Biosciences Ozarks Technical Community College St. Charles Community College St. Louis Community College - Meramac St. Louis Community College - Wildwood University of Missouri - Columbia Washington University

Nebraska College of St. Mary's Mid-Plains Community College

New Jersey Bergen Community College Burlington County College County College of Morris Raritan Valley Community College

New York Cazenovia College D'Youville College Maria College Rockland Community College State University of New York - Buffalo SUNY - Upstate Medical University Wells College

North Carolina Asheville-Buncombe Technical Community College Barber-Scotia College Bennett College Blue Ridge Community College Cape Fear Community College Central Carolina Community College Cleveland Community College College of The Albemarle Craven Community College Gardner-Webb University Greensboro College Guilford Technical Community College Haywood Community College High Point University Louisburg College Montreat College Peace College Richmond Community College Roanoke-Chowan Community College Stanly Community College Vance-Granville Community College Wayne Community College Wake Technical Community College Wingate University Winston-Salem State University

North Dakota Bismarck State College Jamestown College Minot State University University of North Dakota Valley City State University

Ohio Hocking College Malone College Miami University Mount Vernon Nazarene University Notre Dame College of Ohio Ohio Christian University University of Toledo - Health Science Campus

Oklahoma Oklahoma Christian University Oklahoma City University Oklahoma State University - Tulsa Southern Oklahoma Technology Center University of Central Oklahoma

Oregon Mt. Hood Community College National College of Natural Medicine Oregon Coast Community College Oregon College of Oriental Medicine Oregon Health & Science University Portland Community College Western States Chiropractic College

Pennsylvania Montgomery County Community College Pennsylvania State System of Higher Education Reading Area Community College

South Carolina Lander University University of South Carolina - Upstate 7 campuses

South Dakota Oglala Lakota College

Tennessee Austin Peay State University East Tennessee State University Vanderbilt University Medical Center

Texas Alamo Community College District 7 campuses Midwestern State University Northwest Vista College San Jacinto College - South Campus Tarrant County College University of Texas Health Science Center - San Antonio

Utah Brigham Young University

Washington Clark College

West Virginia West Virginia School of Osteopathic Medicine

Wisconsin Alverno College Chippewa Valley Technical College Medical College of Wisconsin Nicolet Area Technical College University of Wisconsin - Baraboo/County University of Wisconsin - Plattville Western Technical College

Colleges and Universities with Smoke-Free Policies expect minor exemptions for remote areas7
California Cabrillo College De Anza College Foothill College Golden West College Los Medanos College Mission College Monterey Peninsula College Moorpark College Ohlone College San Francisco State University San Joaquin Delta College Santa Ana College Santiago Canyon College Skyline College University of San Francisco West Valley-Mission Community College District

Colorado Naropa University University of Denver

Florida University of South Florida

Georgia North Georgia College and State University

Indiana Ancilla College Ball State University Earlham College Holy Cross College Purdue University - Calumet Saint Mary-of-the-Woods College Tri-State University University of Notre Dame Vincennes University

Maine University of Maine - Machias

Michigan Calvin College

Mississippi University of Mississippi

Missouri State Fair Community College

New Jersey Ocean County College

North Carolina Appalachian State University Belmont Abbey College Campbell University Catawba College Chowan University Elon University Pitt Community College Surry County Community College Western Piedmont Community College Wilkes Community College

Ohio Youngstown State University

Oklahoma  Oklahoma State University - Stillwater

Pennsylvania Penn State University- Lehigh Valley

Texas Bucks County Community College Alvin Community College


text:
User:Egm6321.f09.Team8/HW3

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC = Problem #1 =

Given
Find $$(m,n)$$ such that eqn. 1 on ([[media:Egm6321.f09.p13-1.png|p.13-1]]) is exact. A first integral is $$ \Phi(x,y,p)=xp+(2x^{\frac{3}{2}}-1)y+k_1=k_2 $$ where $$k_1,k_2$$ are constants.

Solution
[[Media:HW3, pg1.PNG]] [[Media:HW3, pg2.PNG]] [[Media:HW3pg3.PNG]] [[Media:HW3pg4.PNG]]  Very neat and thorough. --Egm6321.f09.TA 05:05, 15 October 2009 (UTC)

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC

= Problem #2 =

Given
Solve eqn. 2 on ([[media:Egm6321.f09.p13-1.png|p.13-1]]) for $$y(x)$$.

Solution
[[Media:HW3_pg5.PNG]] [[Media:HW3_Pg_6.PNG]]

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC = Problem #3 =

Given
From ([[media:Egm6321.f09.p13-1.png|p.13-1]]), find the mathematical structure of $$\Phi$$ that yields the above class of ODE.

Solution
[[Media:HW3_Pg_7.PNG]]

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC = Problem #4 =

Given
From ([[media:Egm6321.f09.p13-3.png|p.13-3]]), for the case $$n=1$$ (N1_ODE) $$F(x,y,y')=0=\frac{d\Phi}{dx}(x,y)$$. Show that $$f_0-\frac{df_1}{dx}=0 \Leftrightarrow\Phi_{xy}=\Phi_{yx}$$. Hint: Use $$f_1=\Phi_y$$. Specifically: 4.1) Find $$f_0$$ in terms of $$\Phi$$ 4.2) Find $$f_1$$ in terms of $$\Phi$$($$f_1=\Phi_y$$) 4.3) Show that $$ f_0-\frac{df_1}{dx}=0\Leftrightarrow \Phi_{xy}=\Phi_{yx}$$.

Solution
[[Media:HW3_Pg_8.PNG]]

 You are missing some terms. $$f_0=\phi_{xy}+\phi_{yy}y'$$ and $$ f_1=\phi_{y}$$. Then when you differentiating $$ f_1$$ with respect to $$x$$ the extra terms will cancel out. --Egm6321.f09.TA 14:44, 15 October 2009 (UTC)

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC

= Problem #5 =

Given
From ([[media:Egm6321.f09.p13-3.png|p.13-3]]), for the case $$n=2$$ (N2_ODE)  show: 5.1) Show $$f_1=\frac{df_2}{dx}+\Phi_y$$ 5.2) Show $$\frac{d}{dx}(\Phi_y)=f_0$$ 5.3) $$ f_0-\frac{df_1}{dx}+\frac{d^2f_2}{dx^2}=0$$ 5.4) Relate eqn. 5 to eqs. 4&5 from p.10-2.

Solution
[[Media:HW3_Pg_9.PNG]] [[Media:HW3_Pg_10.PNG]] [[Media:HW3_Pg_11.PNG]]

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC

 The 3 expressions are clear and correct. I only see one of two criteria for second order exact ODEs. --Egm6321.f09.TA 02:20, 16 October 2009 (UTC)

= Problem #6 =

Given
From ([[media:Egm6321.f09.p14-2.png|p.14-2]]), for the Legendre differential equation $$F=(1-x^2)y''-2xy'+n(n+1)y=0$$, 6.1 Verify exactness of this equation using two methods: 6.1a.) ([[media:Egm6321.f09.p10-3.png|p.10-3]]), Equations 4&5. 6.1b.) ([[media:Egm6321.f09.p14-1.png|p.14-1]]), Equation 5. 6.2 If it is not exact, see whether it can be made exact using the integrating factor with $$h(x,y)=x^my^n$$.

Solution
[[Media:HW3_Pg_12.PNG]] [[Media:HW3_Pg_13.PNG]] [[Media:HW3_Pg_14.PNG]] [[Media:HW3_Pg_15.PNG]]

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC = Problem #7 =

Given
From ([[media:Egm6321.f09.p14-3.png|p.14-3]]), Show that equations 1 and 2, namely 7.1 $$\forall u,v$$ functions of $$x$$, $$L(u+v)=L(u)+L(v)$$. and 7.2 $$\forall \lambda\in\mathbb{R},L(\lambda u)=\lambda L(u)\forall$$ functions of $$ x$$. are equivalent to equation 3 on p.3-3.

Solution
[[Media:HW3_Pg_16.PNG]] [[Media:HW3_Pg_17.PNG]]

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC

 You do not need to pick a specific function to show this result. --Egm6321.f09.TA 04:09, 16 October 2009 (UTC)

= Problem #8 =

Given
From ([[media:Egm6321.f09.p15-2.png|p.15-2]]), plot the shape function $$N_{j+1}^{2}(x)$$.

Solution
[[Media:HW3_Pg_18.PNG]]

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC = Problem #9 =

Given
From (| p.16-2), show that $$y_{xxx}=e^{-3t}\left(y_{ttt}-3y_{tt}+2y_t\right)$$ $$y_{xxxx}=e^{-4t}\left(y_{tttt}-6y_{ttt}+11y_{tt}-6y_t\right)$$

Solution
[[Media:HW3_Pg_19.PNG]] [[Media:HW3_Pg_20.PNG]] [[Media:HW3_Pg_21.PNG]]

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC = Problem #10 =

Given
From (| p.16-4) Solve equation 1 on p.16-1, $$ x^2y''-2xy'+2y=0 $$ using the method of trial solution $$ y=e^{rx}$$ directly for the boundary conditions $$\left\{ \begin{array}{rl} y(1)=&3\\ y(2)=&4\\ \end{array}\right.$$ Compare the solution with equation 10 on p.16-3. Use matlab to plot the solutions.

Solution
[[Media:HW3_Pg_22.PNG]] [[Media:HW3_Pg_23.PNG]] [[Media:HW3_Pg_23a.PNG]]

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC = Problem #11 =

Given
From (| p.17-4) obtain equation 2 from p.17-3 $$

Z(x)=\frac{c}{u_{1}^2}\exp\left(-\int^x a_1(s)ds\right)$$ using the integrator factor method.

Solution
[[Media:HW3_Pg_24.PNG]] [[Media:HW3_Pg_25.PNG]]

Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC = Problem #12 =

Given
From (| p.18-1), develop reduction of order method using the following algebraic options

$$y(x)=U(x)\pm u_1 (x)$$

$$y(x)=\frac{U(x)}{u_1 (x)}$$

$$y(x)=\frac{u_1 (x)}{U(x)}$$

Solution
[[Media:HW3_Pg_26.PNG]] [[Media:HW3_Pg_27.PNG]]

<p style="text-align:center;">Homework Assignment #3 - due Wednesday, 10/7, 21:00 UTC = Problem #13 =

Given
From (| p.18-1), Find $$u_{1}(x)$$ and $$ u_{2}(x)$$ of equation 1 on p.18-1 using 2 trial solutions:

$$ y=ax^b$$

$$ y=e^{rx}$$

Compare the two solutions using boundary conditions $$y(0)=1$$ and $$ y(1)=2$$ and compare to the solution by reduction of order method 2. Plot the solutions in Matlab.

Solution
[[Media:HW3_Pg_28.PNG]]

title: User:Egm6321.f09.Team8/HW3


text:
Template:Die roll

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- [ roll again] -

title: Template:Die roll


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User talk:Sunil Satawlekar

 Hello Sunil Satawlekar, 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.
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 * 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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 * 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! --Mu301Bot 07:18, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 1 October 2009 (UTC)

title: User talk:Sunil Satawlekar


text:
User talk:Dmbennet

 Hello Dmbennet, 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! --Mu301Bot 07:18, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 1 October 2009 (UTC)

title: User talk:Dmbennet


text:
User talk:Kulpawat

 Hello Kulpawat, 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! --Mu301Bot 07:18, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 1 October 2009 (UTC)

title: User talk:Kulpawat


text:
User talk:Chayan

 Hello Chayan, 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! --Mu301Bot 07:18, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 1 October 2009 (UTC)

title: User talk:Chayan


text:
User talk:Aphiwat Sathiantanarat

 Hello Aphiwat Sathiantanarat, 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! --Mu301Bot 07:18, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 1 October 2009 (UTC)

title: User talk:Aphiwat Sathiantanarat


text:
User talk:Chalitdanan

 Hello Chalitdanan, 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! --Mu301Bot 07:18, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 1 October 2009 (UTC)

title: User talk:Chalitdanan


text:
User talk:Kohumiu

 Hello Kohumiu, 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! --Mu301Bot 07:19, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 1 October 2009 (UTC)

title: User talk:Kohumiu


text:
User talk:Erica Chapman

 Hello Erica Chapman, 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! --Mu301Bot 07:19, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:19, 1 October 2009 (UTC)

title: User talk:Erica Chapman


text:
User talk:Han Xan

 Hello Han Xan, 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! --Mu301Bot 07:20, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:20, 1 October 2009 (UTC)

title: User talk:Han Xan


text:
User talk:Daneil Tovar

 Hello Daneil Tovar, 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! --Mu301Bot 07:20, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:20, 1 October 2009 (UTC)

title: User talk:Daneil Tovar


text:
User talk:Becky Quintz

 Hello Becky Quintz, 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! --Mu301Bot 07:20, 1 October 2009 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:20, 1 October 2009 (UTC)

title: User talk:Becky Quintz


text:
User talk:Arisara

arisara srethwattanakul ID: 5080670

title: User talk:Arisara