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Template:Cite news/doc

This template is used to cite sources in Wikipedia. It is intended specifically for news sources. For citing journals/magazines and websites, see Cite journal and Cite web, respectively.

Usage
All parameter names must be lower case.

Copy a blank version to use. Remember to use the "undefined" (pipe) character between each field. Please delete any unused fields to avoid clutter in the edit window.

Citations within a page should use consistent formats. However, there is no consensus about which format is best.

Common form with author(s) in a single parameter

 * Day Month Year:

 * Month Day, Year:

Common form with first and last

 * Day Month Year:

 * Month Day, Year:

All parameters

 * All parameters, horizontal format (delete parameters you don't need):

 * All parameters, vertical format

Essential parameters

 * title: Title of the article. Note that title must be on one line in order for the hyperlink (if there is one) to display properly. Do not enclose it in quotations marks, italics or other formatting, though it may be wikilinked. Reduce "all capitals" to some other title case.
 * newspaper: Name of the publication that ran the item, e.g., The Miami Herald or The Scotsman. Can also be used for the name of a column or subpart of an issue. Do not italicize; the software will do so automatically. (You may also use journal, magazine, periodical, or work, but do not use publisher for this.)
 * date: Date of publication. To avoid ambiguity, write out the month in words, using the same date format as in the main text of the article. When this information is absent for an online source consider using cite web instead.

Optional parameters

 * author: Author.
 * last works with first to produce  as name of author.
 * authorlink works either with author or with last & first to link to the appropriate Wikipedia article. Does not work with URLs.
 * author2, author3, ... author9: Allows additional authors. Numbers must be used consecutively. author9 is not actually displayed, but causes et al. to appear. Can also use lastn, firstn, and authorlinkn.
 * coauthors: Equivalent to author2.
 * url: Link to the news item if available online (note this is not for a link to the main web page of the work of publisher, but only to a copy of the item specified in title). Start the url with the communications protocol e.g., http://. Do not post urls of Google hosted AP content, that content is transient. Use MSNBC, Yahoo, or another provider that keeps AP archives.
 * accessdate: Date when the news item was accessed, if it was found online. Should be in the same format as the rest of the article. Must not be wikilinked.
 * format: Format, e.g. PDF. Don't specify for HTML (implied as default). This parameter is sometimes used for completely different purposes, with values such as "fee required" and "reprint", but its original intent was to warn readers of file formats that their browsers might have trouble with.
 * agency: The news agency (wire service) that provided the content, if any, e.g. Associated Press, Reuters, Agence France-Presse, etc.
 * location: Place of publication, e.g., Toronto for The Globe and Mail. Should be included if the city of publication is not part of the name of the newspaper. For student newspapers, include the name of the school.
 * publisher: The company or organization that publishes the news source (not to be used for the name of the news source itself; see the  parameter). Can be (but need not be) omitted for major publications like The New York Times, but may add credibility for local papers that are part of a family of publications like The McClatchy Company.
 * isbn, issn, oclc, pmid, pmd, bibcode, doi Unique object identifiers, if applicable. Will automatically generate an appropriately wikilinked link to the object in question. Most ordinary newspaper articles will not have one of these.
 * id: Identifier of a type not listed above. Remember, if you use this parameter, you must specify the kind of identifier, not just give a number.
 * page or pages: The page(s) on which the article is found. page inserts the abbreviation "p." before the number; pages inserts "pp." Use only one of these parameters. If numbers are entered for both, pages overrides page.
 * at: Position within the newspaper when page/pages is unsuitable, e.g. p. 2, col. 3, p. 2, para. 4 (when the page number is not sufficiently specific), section C, p. 2 (when the newspaper has several sections, each starting their page numbering at 1), or no. 456 (something in a numbered list). This parameter is ignored if either page/pages is specified.
 * language: The language in which the source is written. If English (the default) do not use this parameter. See also the 'trans_title' parameter.
 * trans_title: A translated title of the article, if the original title is in a foreign language. Would normally be used in conjunction with the 'language' parameter.
 * quote: Relevant quotation. Adding a quotation can help locate online copies of the item using a text search, especially if the original link goes dead.
 * archive parameters (if used, must be used both of them together)
 * archiveurl: The URL of an archived copy of a web page, if (or in case) the URL becomes unavailable. Typically used to refer to services like WebCite and Archive.org.
 * archivedate: Date when the item was archived. Should not be wikilinked. If not given, one might look up all available archive versions from URL http://web.archive.org/web/*/ (append the full original URL) to determine an appropriate date.
 * ref: ID for anchor. By default, no anchor is generated. The ordinary nonempty value ID generates an anchor with the given ; such a linkable reference can be made the target of wikilinks to full references, especially useful in short citations like shortened notes and parenthetical referencing. The special value harv generates an anchor suitable for the harv template; see anchors for Harvard referencing templates.
 * postscript: if specified, over-rides the default behaviour of terminating the citation with a full stop. Leave blank to suppress the full stop.  This may be useful when using a quote which ends in punctuation, or when generating an output consistent with other templates. It is preferred to manually adding ending punctuation, as the punctuation occurs within the <cite> tag, so will appear before any icons added by browser plugins.

Examples

 * Using first and last for author's name

 * No author but sourced to a news agency

 * Using authorlink to link to article about the author on Wikipedia

 * Using "format" parameter when not HTML. No need to use "location" parameter because "New York" is already in name of paper.

 * Using page to identify the reference by page; news item in library but not on line

 * A foreign-language news article

 * Using archiveurl and archivedate to refer to items that disappeared from newspaper's own website but are now available from an archive site

TemplateData
{ "description": "This template formats a citation to a news article in print, video, audio or web using the provided source information (e.g. author, publication, date) and various formatting options.", "params": { "url": { "label": "URL", "description": "The URL of the online location where the text of the publication can be found. Requires schemes of the type \"http://...\" or maybe even the protocol relative scheme \"//...\"", "type": "string", "suggested": true, "aliases": [ "URL" ], "example": "https://www.nytimes.com/..." }, "title": { "label": "Source title", "description": "The title of the article as it appears in the source; displays in quotes", "type": "string", "required": true }, "last": { "label": "Last name", "description": "The surname of the author; don't wikilink, use 'authorlink'.", "aliases": [ "last1", "author", "author1", "authors" ], "suggested": true }, "first": { "label": "First name", "description": "Given or first name, middle names, or initials of the author; don't wikilink, use 'authorlink'.", "aliases": [ "first1" ], "suggested": true }, "date": { "label": "Source date", "description": "Full date of the source; do not wikilink", "type": "string", "suggested": true }, "publisher": { "label": "Publisher", "description": "Name of the parent institution or company that publishes the newspaper, magazine, or periodical; displays after name of the publication", "type": "string", "aliases": [ "distributor", "institution" ], "example": "News Corp" }, "last2": { "label": "Last name 2", "description": "The surname of the second author; don't wikilink, use 'authorlink2'.", "aliases": [ "author2" ] }, "first2": { "label": "First name 2", "description": "Given or first name, middle names, or initials of the second author; don't wikilink." }, "work": { "label": "Name of publication", "description": "Name of the newspaper, magazine or periodical; displays after title", "type": "string", "suggested": true, "aliases": [ "journal", "magazine", "periodical", "newspaper" ], "example": "The Wall Street Journal" }, "others": { "label": "Others", "description": "Used to record other contributions to the work, such as 'Illustrated by John Smith' or 'Translated by John Smith'", "type": "string" }, "month": { "label": "Month of publication", "description": "Name of the month of publication; do not wikilink; use 'date' instead, if day of month is also known", "type": "string" }, "year": { "label": "Year of publication", "description": "Year of the source being referenced; use 'date' instead, if month and day are also known", "type": "string" }, "editor-last": { "label": "Editor last name", "description": "The surname of the editor; don't wikilink, use 'editor-link'; can suffix with a numeral to add additional editors; alias of 'editor1-last', 'editor', and 'editors'", "aliases": [ "editor-last1", "editor1-last", "editor-surname", "editor-surname1", "editor1-surname", "editor", "editor1" ] }, "editor-first": { "label": "Editor first name", "description": "Given or first name, middle names, or initials of the editor; don't wikilink, use 'editor-link'; can suffix with a numeral to add additional editors; alias of 'editor1-first'", "aliases": [ "editor-first1", "editor1-first", "editor-given", "editor-given1", "editor1-given" ] }, "editor-link": { "label": "Editor link", "description": "Title of existing Wikipedia article about the editor; can suffix with a numeral to add additional editors; alias of 'editor1-link'", "type": "wiki-page-name", "aliases": [ "editor-link1" ] }, "issue": { "label": "Issue", "description": "Issue identifier when the source is part of a series that is published periodically", "type": "string", "aliases": [ "number" ] }, "department": { "label": "Department", "description": "Department within the periodical", "type": "string" }, "location": { "label": "Location of publication", "description": "Geographical place of publication; usually not wikilinked; omit when the publication name includes place; alias of 'place'", "type": "string", "aliases": [ "place" ] }, "publication-place": { "label": "Place of publication", "description": "Publication place shows after title; if 'place' or 'location' are also given, they are displayed before the title prefixed with 'written at'", "type": "string" }, "publication-date": { "label": "Publication date", "description": "Date of publication when different from the date the work was written; do not wikilink", "type": "string" }, "agency": { "label": "Agency", "description": "The news agency (wire service) that provided the content; examples: Associated Press, Reuters, Agence France-Presse", "type": "string" }, "edition": { "label": "Edition", "description": "When the publication has more than one edition; for example: '2nd', 'Revised' etc.; suffixed with ' ed.'", "type": "string" }, "volume": { "label": "Volume", "description": "For one publication published in several volumes", "type": "string" }, "page": { "label": "Page", "description": "Page in the source that supports the content; displays after 'p.'", "type": "string" }, "pages": { "label": "Pages", "description": "Pages in the source that support the content (not an indication of the number of pages in the source; displays after 'pp.'", "type": "string" }, "nopp": { "label": "No pp", "description": "Set to 'y' to suppress the 'p.' or 'pp.' display with 'page' or 'pages' when inappropriate (such as 'Front cover')", "type": "string" }, "at": { "label": "At", "description": "May be used instead of 'page' or 'pages' where a page number is inappropriate or insufficient", "type": "string" }, "language": { "label": "Language", "description": "The language in which the source is written, if not English; use the full language name; do not use icons or templates", "type": "string" }, "script-title": { "label": "Script title", "description": "For titles in languages that do not use a Latin-based alphabet (Arabic, Chinese, Cyrillic, Greek, Hebrew, Japanese, Korean, Vietnamese, etc). Prefix with two-character ISO639-1 language code followed by a colon. For Japanese use: |script-title=ja:...", "type": "string" }, "trans-title": { "label": "Translated title", "description": "An English language title, if the source cited is in a foreign language; 'language' is recommended", "type": "string", "aliases": [ "trans_title" ] }, "type": { "label": "Type", "description": "Additional information about the media type of the source; format in sentence case", "type": "string" }, "format": { "label": "Format", "description": "Format of the work referred to by 'url'; examples: PDF, DOC, XLS; do not specify HTML", "type": "string" }, "arxiv": { "label": "arXiv identifier", "description": "An identifier for arXive electronic preprints of scientific papers", "type": "string" }, "asin": { "label": "ASIN", "description": "Amazon Standard Identification Number; 10 characters", "type": "string" }, "asin-tld": { "label": "ASIN TLD", "description": "ASIN top-level domain for Amazon sites other than the US", "type": "string" }, "bibcode": { "label": "Bibcode", "description": "Bibliographic Reference Code (REFCODE); 19 characters", "type": "string" }, "doi": { "label": "DOI", "description": "Digital Object Identifier; begins with '10.'", "type": "string" }, "doi-broken-date": { "label": "DOI broken date", "description": "The date that the DOI was determined to be broken", "type": "string", "aliases": [ "doi_brokendate", "doi-inactive-date" ] }, "isbn": { "label": "ISBN", "description": "International Standard Book Number; use the 13-digit ISBN where possible", "type": "string", "aliases": [ "ISBN" ] }, "issn": { "label": "ISSN", "description": "International Standard Serial Number; 8 characters; may be split into two groups of four using a hyphen", "type": "string", "aliases": [ "ISSN" ] }, "jfm": { "label": "jfm code", "description": "Jahrbuch über die Fortschritte der Mathematik classification code", "type": "string" }, "jstor": { "label": "JSTOR", "description": "JSTOR identifier", "type": "string" }, "lccn": { "label": "LCCN", "description": "Library of Congress Control Number", "type": "string" }, "mr": { "label": "MR", "description": "Mathematical Reviews identifier", "type": "string" }, "oclc": { "label": "OCLC", "description": "Online Computer Library Center number", "type": "string" }, "ol": { "label": "OL", "description": "Open Library identifier", "type": "string" }, "osti": { "label": "OSTI", "description": "Office of Scientific and Technical Information identifier", "type": "string" }, "pmc": { "label": "PMC", "description": "PubMed Center article number", "type": "string" }, "pmid": { "label": "PMID", "description": "PubMed Unique Identifier", "type": "string" }, "rfc": { "label": "RFC", "description": "Request for Comments number", "type": "string" }, "ssrn": { "label": "SSRN", "description": "Social Science Research Network", "type": "string" }, "zbl": { "label": "Zbl", "description": "Zentralblatt MATH journal identifier", "type": "string" }, "id": { "label": "id", "description": "A unique identifier used where none of the specialized ones are applicable", "type": "string" }, "quote": { "label": "Quote", "description": "Relevant text quoted from the source; displays last, enclosed in quotes; needs to include terminating punctuation", "type": "string" }, "ref": { "label": "Ref", "description": "An anchor identifier; can be made the target of wikilinks to full references; special value 'harv' generates an anchor suitable for the harv and sfn templates", "type": "string" }, "postscript": { "label": "Postscript", "description": "The closing punctuation for the citation; ignored if 'quote' is defined; to suppress use reserved keyword 'none'", "type": "string", "default": "." }, "registration": { "label": "Registration", "description": "For online sources that require registration, set to 'yes' (or 'y', or 'true'); superseded by subscription if both are set", "type": "string" }, "subscription": { "label": "Subscription", "description": "For online sources that require subscription, set to 'yes' (or 'y', or 'true'); supersedes registration if both are set", "type": "string" }, "last3": { "label": "Last name 3", "description": "The surname of the third author; don't wikilink, use 'authorlink3'.", "aliases": [ "author3" ] }, "first3": { "label": "First name 3", "description": "Given or first name, middle names, or initials of the third author; don't wikilink." }, "last4": { "label": "Last name 4", "description": "The surname of the fourth author; don't wikilink, use 'authorlink4'.", "aliases": [ "author4" ] }, "first4": { "label": "First name 4", "description": "Given or first name, middle names, or initials of the fourth author; don't wikilink." }, "last5": { "label": "Last name 5", "description": "The surname of the fifth author; don't wikilink, use 'authorlink5'.", "aliases": [ "author5" ] }, "first5": { "label": "First name 5", "description": "Given or first name, middle names, or initials of the fifth author; don't wikilink." }, "last6": { "label": "Last name 6", "description": "The surname of the sixth author; don't wikilink, use 'authorlink6'.", "aliases": [ "author6" ] }, "first6": { "label": "First name 6", "description": "Given or first name, middle names, or initials of the sixth author; don't wikilink." }, "last7": { "label": "Last name 7", "description": "The surname of the seventh author; don't wikilink, use 'authorlink7'.", "aliases": [ "author7" ] }, "first7": { "label": "First name 7", "description": "Given or first name, middle names, or initials of the seventh author; don't wikilink." }, "last8": { "label": "Last name 8", "description": "The surname of the eighth author; don't wikilink, use 'authorlink8'.", "aliases": [ "author8" ] }, "first8": { "label": "First name 8", "description": "Given or first name, middle names, or initials of the eighth author; don't wikilink." }, "last9": { "label": "Last name 9", "description": "The surname of the ninth author; don't wikilink, use 'authorlink9'. If nine authors are defined, then only eight will show and 'et al.' will show in place of the last author.", "aliases": [ "author9" ] }, "first9": { "label": "First name 9", "description": "Given or first name, middle names, or initials of the ninth author; don't wikilink." }, "author-mask": { "label": "Author mask", "description": "Replaces the name of the first author with em dashes or text; set to a numeric value 'n' to set the dash 'n' em spaces wide; set to a text value to display the text without a trailing author separator; for example, 'with' instead", "type": "string" }, "author-name-separator": { "label": "Author name separator", "description": "Changes the separator between last and first names; defaults to a comma and space; a space must be encoded as  ", "type": "string", "default": ", " }, "author-separator": { "label": "Author separator", "description": "Changes the separator between authors; defaults to a semicolon and space; a space must be encoded as  ", "type": "string", "default": "; " }, "display-authors": { "label": "Display authors", "description": "number of authors to display before 'et al.' is used;", "type": "number", "aliases": [ "displayauthors" ] }, "author-link": { "label": "Author link", "description": "Title of existing Wikipedia article about the author; can suffix with a numeral to add additional authors", "type": "wiki-page-name", "aliases": [ "authorlink", "authorlink1", "author-link1", "author1-link" ] }, "author-link2": { "label": "Author link 2", "description": "Title of existing Wikipedia article about the second author. (Up to nine authors can be listed, 3-9 are toward the end of the parameter list)", "type": "wiki-page-name", "aliases": [ "authorlink2" ] }, "archive-url": { "label": "Archive URL", "description": "The URL of an archived copy of a web page, if or in case the URL becomes unavailable; requires 'archivedate'", "type": "string", "aliases": [ "archiveurl" ], "suggested": true }, "archive-date": { "label": "Archive date", "description": "Date when the original URL was archived; do not wikilink", "type": "string", "aliases": [ "archivedate" ], "suggested": true }, "dead-url": { "label": "Dead URL", "description": "If set to 'no', the title display is adjusted; useful for when the URL is archived preemptively but still live", "type": "string", "aliases": [ "deadurl" ], "suggested": true }, "lay-url": { "label": "Lay URL", "description": "URL link to a non-technical summary or review of the source; alias of 'laysummary'", "type": "string", "aliases": [ "layurl" ] }, "lay-source": { "label": "Lay source", "description": "Name of the source of the laysummary; displays in italics, preceded by an en dash", "type": "string", "aliases": [ "laysource" ] }, "lay-date": { "label": "Lay date", "description": "Date of the summary; displays in parentheses", "type": "string", "aliases": [ "laydate" ] }, "author-link3": { "label": "Author link 3", "description": "Title of existing Wikipedia article about the third author.", "type": "wiki-page-name", "aliases": [ "authorlink3", "author3-link" ] }, "author-link4": { "label": "Author link 4", "description": "Title of existing Wikipedia article about the fourth author.", "type": "wiki-page-name", "aliases": [ "authorlink4", "author4-link" ] }, "author-link5": { "label": "Author link 5", "description": "Title of existing Wikipedia article about the fifth author.", "type": "wiki-page-name", "aliases": [ "authorlink5", "author5-link" ] }, "author-link6": { "label": "Author link 6", "description": "Title of existing Wikipedia article about the sixth author.", "type": "wiki-page-name", "aliases": [ "authorlink6", "author6-link" ] }, "author-link7": { "label": "Author link 7", "description": "Title of existing Wikipedia article about the seventh author.", "type": "wiki-page-name", "aliases": [ "authorlink7", "author7-link" ] }, "author-link8": { "label": "Author link 8", "description": "Title of existing Wikipedia article about the eighth author.", "type": "wiki-page-name", "aliases": [ "authorlink8", "author8-link" ] }, "author-link9": { "label": "Author link 9", "description": "Title of existing Wikipedia article about the ninth author.", "type": "wiki-page-name", "aliases": [ "authorlink9", "author9-link" ] }, "last-author-amp": { "label": "Last author ampersand", "description": "When set to any value, changes the separator between the last two names of the author list to 'space ampersand space'", "type": "string", "aliases": [ "lastauthoramp" ] }, "access-date": { "label": "URL access date", "description": "The full date when the original URL was accessed; do not wikilink", "type": "string", "suggested": true, "aliases": [ "accessdate" ] }, "orig-year": { "label": "Original year", "description": "Original year of publication; provide specifics", "type": "string", "aliases": [ "origyear" ] }, "via": { "label": "via", "description": "Identify the aggregator of the resource that provided the digital version (usually a database provider), when it differs from the publisher (e.g., for The Wikipedia Library)", "example": "EBSCOHost, Proquest, Newspapers.com" } }, "maps": { "proveit": { "main": "title", "textarea": [ "quote" ] }, "citoid": { "title": "title", "url": "url", "publisher": "publisher", "publicationTitle": "work", "date": "date", "accessDate": "access-date", "location": "location", "ISSN": [ "issn" ], "ISBN": [ "isbn" ], "PMCID": "pmc", "PMID": "pmid", "pages": "pages", "volume": "volume", "issue": "issue", "DOI": "doi", "oclc": "oclc", "language": "language", "contributor": "others", "author": [ [ "first", "last" ], [ "first2", "last2" ], [ "first3", "last3" ], [ "first4", "last4" ], [ "first5", "last5" ], [ "first6", "last6" ], [ "first7", "last7" ], [ "first8", "last8" ], [ "first9", "last9" ] ], "editor": [ [ "editor-first", "editor-last" ] ] } }, "format": "inline", "paramOrder": [ "url", "title", "last", "first", "date", "work", "access-date", "archive-url", "archive-date", "dead-url", "publisher", "agency", "last2", "first2", "others", "month", "year", "editor-last", "editor-first", "editor-link", "issue", "department", "location", "publication-place", "publication-date", "edition", "volume", "page", "pages", "nopp", "at", "language", "script-title", "trans-title", "type", "format", "arxiv", "asin", "asin-tld", "bibcode", "doi", "doi-broken-date", "isbn", "issn", "jfm", "jstor", "lccn", "mr", "oclc", "ol", "osti", "pmc", "pmid", "rfc", "ssrn", "zbl", "id", "quote", "ref", "postscript", "registration", "subscription", "last3", "first3", "last4", "first4", "last5", "first5", "last6", "first6", "last7", "first7", "last8", "first8", "last9", "first9", "author-mask", "author-name-separator", "author-separator", "display-authors", "author-link", "author-link2", "lay-url", "lay-source", "lay-date", "author-link3", "author-link4", "author-link5", "author-link6", "author-link7", "author-link8", "author-link9", "last-author-amp", "orig-year", "via" ] }

title: Template:Cite news/doc


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

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text:
Template talk:Main

Why has the word 'article' been replaced with the word 'source'? 'Main article' would be a more helpful template to have than 'Main source', and was what was originally intended and is still used for in Wikipedia.

Gaidheal1 15:30, 14 April 2011 (UTC)

 * Encyclopedia articles are outside the scope of Wikiversity. "article" could of been replaced with "resource" to reflect the name used at Wikiversity for pages in the main namespace, but sometimes the main source of information is an external source too. -- dark lama  15:52, 14 April 2011 (UTC)

title: Template talk:Main


title: Literature/1944


text:
Talk:Complex socio-ecological systems/Review and closure

Assessing Resilience in Social-Ecological Systems: Workbook for Practitioners (Revised Version 2.0) I've included my 1.1 responses here. Generally I find the workbook to be a pretty good tool for conceptualizing your system, except for the way social components are understood. Again, governance and social networks are considered to be discrete in ways that reduce their utility. Similarly, the way stakeholders are considered to be monolithic may be troubling to some. I do think 2.0 is an improvement over the last version of the workbook, however, and given the way that social scientists have been increasingly present in discussions of resilience, the way the examples and frameworks are explained in this workbook could well improve. Until then one has to engage in a lot of inference and substitution. ~Sam

Discuss •	The attributes of water for personal and ag consumption are valued to the households undergoing stress as a result of drought, as well as the micro, meso and macro-level governance structures (e.g., ward councils, municipalities, and the national government). The attributes are most directly felt by the local ecosystems and households themselves, but if the (human) communities of which they are a part possess any political or economic influence, then indeed those other governance structures also “value” persistent drought. Or I should say they value combating it. That’s a big “if.” The same can be said for HIV/AIDS, which concerns individuals and their families before it concerns any governmental institutions, humanitarian/health NGOs, etc. (HIV/AIDS does not concern non-human features of ecosystems directly—not reverse zoonotic in that way). Welfare in the form of pension and subsidy grants is vitally important to rural settings like the former homelands as a bridge between desperate poverty and latent poverty (or that’s how the state views it, I would imagine), so again the stakeholders include households, gov. institutions, and NGO’s. The ecosystems have no stake at the table, but if the soil, grasses, grubs, birds and baboons had a voice, they might desire the status quo (little agriculture, minimal use of the veldt), or they might value working smallholder farms (providing valuable niches; indirectly they don’t require huge amounts of energy inputs from beyond the community bounds). •	Time spans for this planning cycle are complex. Really it becomes an issue of what the turnover times are. Given climate variability and the dire predictions for southern Africa, one could argue that the turnover time of relevance for drought is broken down into El Nino/La Nina small-scale oscillations. Larger scale predictions are based on the best available models, some of which may have significant standard error. So drought should be “managed” at the scale of these smaller oscillations, with the systems recognition that these perturbations are related to larger global disturbances, which may exhibit seeming randomness, or at the very hysteresis. Community health may be “managed” by addressing individuals at the stage of sexual maturity (preventative) or by providing more impactful palliative care. The time scale may be thought along the lines of an actuary at the individual level (e.g., average age of female/male for first sexual contact, lifespan of individual with HIV/AIDS taking antiretrovirals, lifespan of individual not on ARVs, etc.). The planning cycle for poverty is inherently complex, but the three main grants of note are child welfare grants, disability, and senior pensions. The child grants do not extend far beyond toddlerhood, disability is largely used for persons sick with AIDS and/or TB (one could relate this back to the turnover time for those sick with HIV/AIDS), and old-age pensions for those over 60 years old. Those are three staggered age ranges, with the disability affecting the largest swatch of ages (say, 13-60). But if development rand is used as something more than entitlements, one can imagine that the time span that is of greatest focus would be 17-55, the most productive years of human labor (not just for capital accumulation, but for agricultural subsistence, homestead maintenance, etc.). •	The main issues are at most being mitigated but not managed (if by managed we mean adaptively managed in the best spirit of resilience thinking). There are alerts about water crisis all throughout the Eastern Cape, and the forestry agency has worked hard to instill the idea that impaired watersheds as a result of invasive species, damages supply as well as other service provisioning. But household members are dealing with greater uncertainty regarding their water supply, and the pressures on government are increasing to deliver increasing amounts of water from other areas that are not naturally replenishing. Active water provisioning does not exist at all in other locales. HIV/AIDS is recognized in South Africa at all levels now as a problem, although the current and former presidents of the country have diluted the national efforts with their own deleterious actions. The messaging and educational efforts are quite robust. And yet the high rates of infection and mortality persist. There are many reasons for this, many of them cultural, but because awareness of a problem is essential to systems thinking, as it would be for any time of problem solving, recognition may not be so simply dealt with. Finally, poverty reduction is the holy grail of all economic development work, and government welfare is its (partly) poisoned chalice. Entitlements cannot increase logistically, and certainly not exponentially, in the current economic model where they act as the only buffer against extreme destitution. This is again a mitigatory, not an adaptively managed problem. --


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User:Eml5526.s11.team7.jb/72exact

Solution
(1)Construct the Basis Functions

For the 1D case the LIBF Basis function can be written:

\displaystyle

{L_{i,m}}(x) = \prod\limits_{\begin{array}{ccccccccccccccc} {k = 1} \\ {k \ne i} \end{array}}^m {\frac}

$$

It is extended to the the 2D case as:

\displaystyle

{N_I}(x,y) = {L_{i,m}}(x) \cdot {L_{j,n}}(y)

$$

where

\displaystyle

I = i + (j - 1)m

$$

Here are two examples of basis functions, N(x):

(A) n=4, I=1

(B)n=4, I=7

One can see from the plot of this basis function that it is equal to one at (-1,-1) and equal to zero at all other nodal points and thereby satisfies the CBS:

(2)Generate the Matrix Equations

\displaystyle

m(w,u) + k(w,u) = f(w,u)

$$

\displaystyle

m(w,u) = \int\limits_\Omega {w\rho \frac} d\Omega =0

$$

\displaystyle

k(w,u) = \int\limits_\Omega {T\nabla w\nabla u} d\Omega

$$

\displaystyle

f(w,u) = - \int_{\Gamma h} {whd{\Gamma _h}}  + \int\limits_\Omega  {wf} d\Omega= \int\limits_\Omega  {wf} d\Omega

$$

\displaystyle

Kd = F

$$

\displaystyle

{K_{ij}} = \int_ T{(\nabla N_I^e)(\nabla N_J^e)d{w^e}}

$$ Since $$\displaystyle T$$ is a constant it can be pulled out of the integral.

\displaystyle

{K_{ij}} = T\int_ {(\nabla N_I^e)(\nabla N_J^e)d{w^e}}

$$ Considering the essential boundary condition is the outline of the biunit, one special treatment is needed. Reconstruct $${K_f}$$ and $${F_f}$$, so that we can solve for matrix d. Firstly, considering

\displaystyle

{L_{i,m}}({x_j}) = {\delta _{i,m}} = \left\{ {\begin{array}{ccccccccccccccc} {1,forj = i} \\ {0,forj \ne i} \end{array}} \right.

$$ For all $${d_i}$$ belonging to the nodes on the essential boundary condition, we can get the value directly:

\displaystyle

{d_i} = 0,where(i \in \Gamma_g)

$$ For the unknown or free coefficients$${d_F}$$, which are located in the middle area of the biunit and number is $${(n - 2)^2}$$, we need to construct $${K_F}$$ and $${F_F}$$ to solve for the free coefficients.

\displaystyle

{K_F}{d_F} = {F_F}

$$ Note: The dimension of $$\displaystyle {K_F}$$ is $$\displaystyle {n^2} \times {(n - 2)^2}$$, the dimension of $$\displaystyle {d_F}$$ is $$\displaystyle {(n - 2)^2} \times 1$$ , the dimension of $$\displaystyle {F_F}$$ is $$\displaystyle {n^2} \times 1$$

(3)Reunion matrix $$d$$

In this step, update the unknown $${d_i}$$ in the $${d}$$ with $${d_f}$$, so we get the complete matrix $${d}$$. So the trial solution is :

\displaystyle

{u^h} = \sum\limits_{i = 1}^ {{d_i} \times {N_i}(x,y)}

$$

Then plot $${u^h}$$:

For three different cases: m=n=2, m=n=4, m=n=6, we get the same trial solution, $${u^h=2}$$, shown below:

Since the exact solution is quite difficult to determine the estimate the error can be instead taken as a function of convergence. The number of nodes in the x and y directions $$\displaystyle n$$ and $$\displaystyle m$$ are increased until the change in $$\displaystyle {u^h}$$ decreases below $$\displaystyle 10^{-6}$$. A plot of this estimated error versus number of nodes is shown below.

Comments:

Although it's too complicated to find exact solution via math way, we still can find exact solution though physic analysis. Firstly, because $$\frac = 0$$, the temperature field is static. Secondly, because $$f=0$$, there is no heat exchange between this biunit and the environment. So the total amount of heat in this biunit does not change.

Besides， K matrix is identity matrix, so the biunit is isotropic material, so the temperature is equal everywhere in the biunit. Considering the essential boundary condition is $${g=2}$$, we can get the conclusion that, the exact solution is $${u(x,y)=2}$$

Find Exact solution
The PDE can be re-written as:
 * $$T\left [\frac{\partial^2 u}{\partial x^2} +\frac{\partial^2 u}{\partial y^2}\right ]+f(\mathbf{x})=0$$
 * $$4\left [\frac{\partial^2 u}{\partial x^2} +\frac{\partial^2 u}{\partial y^2}\right ]+1=0$$

Note that this is a form of the Laplace Equation. This second order linear PDE can be solved using the following input with WolframAlpha: LaplaceEquation =4*D[u[x, y], {x, 2}] + 4*D[u[x, y], {y, 2}] +1 == 0; DSolve[LaplaceEquation, u[x, y], {x, y}]

Which yields a solution of the form:

 * $$u(x, y) = c_1[y+i x]+c_2[y-i x]-\frac{x^2}{8}$$

where, $$c_{1} and c_{2}$$  are constants. The essential boundary condition is prescribed across the entire boundary of the biunit square. This boundary conditions can be applied to solve for the constants as follows:

 * $$u(-1, -1) =0, \; \; \; u(-1, 1) =0, \; \; \;u(1, -1) =0, \; \; \;u(1, 1) =0$$

Substituting for these four points into the equation for u above and solving them simultaneously we get $$c_{1}=0$$ ,

$$c_{2}=0$$ ,

$$c_{3}=0$$

and $$c_{4}=2$$

hence the exact solution of the PDE is given by

title: User:Eml5526.s11.team7.jb/72exact


text:
Talk:Openness and collaboration

Question about RfD proposal
JWS added the following question, as the first one in the list, for discussion. I have reverted this.

 * 1) Why was this learning project targeted for deletion?

The RfD was the proposal of one editor, who had been working to make this resource neutral, and who was, quite likely -- he can speak for himself if he wants -- frustrated at being reverted by JWS. The motivations of an individual for a single person for a single action, an action that is, long-term, moot, since this resource is highly unlikely to be deleted, is hardly a question for this resource, unless it is studied neutrally, and that isn't likely to happen being proposed in this way, and even if it were a question of some value (we may decide to study some examples, subject to policy that isn't developed yet), it's hardly the most important, the first to be considered. Besides, it's obvious why, and the editor explained in the RfD, so the question was purely rhetorical, being asked to make a point, I'd say.

We are seeing, here, some of the reason why disruption has continued. It's not being maintained by "abusive sysops," whose power is transient, but by others, apparently powerless except for the extreme reluctance of the community to do what it would take to stop them. I'm hoping that all interested will actually participate in this resource, following the spirit of openness and collaboration. As part of that, there may need to be, indeed, some "airing" of disputes, but placing that first on the table is likely to do nothing but doom the effort. The first thing for any reconciliation process is to decide on "rules of engagement," or reconciliation process. If people don't agree on the process, I can practically guarantee it, they will sabotage it, consciously or unconsciously.

For starters, all text on the resource page itself should be neutral, and certainly should not incorporate assumptions of misbehavior or abuse on anyone's part. For example, how about a question of, "Why did a long-time Wikiversity participant become disruptive, attacking every active community servant?" That would be rude, provocative, and a loaded question, incorporating a presumption. It would turn an effort to find ways to collaborate into a trial of the user, or, in the contrary direction, of the accuser. Bad idea, eh? --Abd 23:26, 14 April 2011 (UTC)

 * "frustrated" <-- Abd, are you suggesting that frustration is a reason to delete a Wikiversity learning project? "reverted by JWS" <-- I was editing collaboratively. I returned key components of the learning project to the page after Darklama had removed them. At Wikiversity, pages are deleted when they are damaging the project and its mission. One of the ways that the Wikiversity community is disrupted is by misguided people trying to delete learning resources. This problem, and specific examples of it, need to be studied by the Wikiversity community if this community is going to address the call for openness that was made by the Board. "We are seeing, here, some of the reason why disruption has continued," and here. "assumptions of misbehavior or abuse" <-- Abd, what "assumptions" are you talking about? Everything raised for discussion in the learning project, including what you removed from the page, is drawn from the sickening history of how a few misguided editors have vastly disrupted Wikiversity, what was once a peaceful learning community. It is an embarrassment to the Wikimedia Foundation that a few misguided editors act to prevent discussion of problems rather than correct the problems that have disrupted this community. --JWSchmidt 17:11, 15 April 2011 (UTC)

 * JWS, one problem here is that simple discussions with you become extraordinarily complex, as you seem to want to address all the problems the community faces in one monstrous discussion, which will never work. One at a time, eh?
 * No, "frustration" is not a reason to delete, as such, it is, however, a cause, and your question was "why?" My point is that the question is largely irrelevant or relatively unimportant. People do request deletion from frustration, people do all kinds of things out of frustration. Were your frustrations reasons to block SJB and Darklama on beta.wikiversity?
 * Returning what you consider key elements to a page, where others disagree, is not "collaboration," it's, in fact, "disruption," even if you are in some sense "right." A top-level resource page should reflect consensus, not just one person's opinion, don't you agree? Being "right" can't be enough. You must also convince others, or you are not "collaborating," you are merely doing what you condemn, imposing your views on others and on the wiki, without consensus.
 * You have created far more disruption around this issue of deletion, with tendentious argument at RfD and here, than anything Darklama did. He simply proposed, briefly, a deletion of a new resource, based on some arguments that are not entirely off. But they were inadequate, and the community is rejecting the deletion. That's normal process. What's wrong with simply following normal process, and not allowing RfD to become about the persons, and alleged disruption. That's not what the RfD page is for! If someone is frequently proposing improper deletions, or acting as a sysop to delete, unilaterally, without respecting community consensus, that's a behavioral problem, to be addressed through community mechanisms for that, not RfD arguments that are off the point. Your argument on RfD is not why the page will be kept, if anything, it would have created more reason to delete the page, as representing the kind of disruption that your comments themselves represent. Your own errors would "rub off" on the page. But that didn't happen, it is simply a realistic political possibility. You create the abuse you complain about, sometimes.
 * There is no action to "prevent discussion of problems" here. There is action to guide *how* the discussion takes place. Please be a part of the solution instead of part of the problem, please help to develop guidelines for discussions of wiki problems, or, at least, sit back and let it happen. You are highly involved, with strong, long-maintained complaints. That's not a good omen for your ability to participate as an academic and scholar, able to objectively study. You would, rather, be a study subject, if you consent! --Abd 19:07, 15 April 2011 (UTC)
 * TCNSV has restored the question, without commenting here, in spite of my See Talk in the removal. Not good. But I'll personally let it sit for now. --Abd 19:09, 15 April 2011 (UTC)
 * To clear off any confusion that might be brought up by Abd here, there’s no existing policy that would disallow me to make a single revert to the page in question, nor a compelling guideline that I must respond to an unreasonably difficult-to-see comment in the edit summary via the talkpage. TeleComNasSprVen 22:13, 15 April 2011 (UTC)
 * No claim was made that TCNSV violated policy. I commented that what he did was "not good," which is obviously an opinion. However, when reverting an edit, one normally sees the edit summary, which was (Undo revision 735319 by JWSchmidt (talk)See Talk.) -- not "hard to see." His edit summary was (shorten diff with permalink instead, which will be updated as discussion progresses; abd, this question is not problematic, it doesn't imply censorship as any might think).
 * Where was "censorship" mentioned? TCNSV did not, and still has not, addressed the reasons for removal, given above. I'll repeat that this is "not good." It does not show effort to find consensus, but only to assert opposition and contradiction, it's beginning to seem. Meanwhile, JWS is continuing his habits of irrelevant wall-of-text, and if he imagines that many people are going to collaborate on this resource, when that continues, he's dreaming. Most won't. They give up and go elsewhere. He's causing what he regrets, more -- much more -- than those whom he criticizes. --Abd 01:00, 16 April 2011 (UTC)
 * "Were your frustrations reasons to block SJB and Darklama on beta.wikiversity?" <-- SB Johnny came into the #wikiversity chat channel and announced that the decision had been made to get rid of Moulton. SB Johnny and Darklama then banned Moulton from the channel, ignoring my objections. Having seen the same pattern in 2008, I expected that SB Johnny would then find a way to block Moulton, so to prevent that from happening I imposed blocks on SB Johnny and Darklama. Of course, SB Johnny did find a way to get Moulton blocked from editing. "consensus" <-- I don't think that a couple of misguided sysops who have vastly disrupted Wikiversity can define consensus by disrupting a learning project and continuing to disrupt this community and the mission of Wikiversity. The Wikiversity community will not recover until this community can have open discussions of how Wikiversity is disrupted and protections put in place that will prevent the disruption from continuing. It is a disgrace to Wikiversity that the Board called for community efforts to improve openness and participation and then a couple of misguided sysops disrupt a learning project aimed at responding to that call. There can't be consensus for anything that undermines the educational missions of Wikiversity and the WMF. "simply following normal process" <-- Darklama did not first discuss the learning project, he went right to a deletion proposal. He never explained how the learning resource was doing harm to Wikiversity. The disruptive practice of deleting content rather than editing to improve it is one of the reasons that people abandon their participation in WMF wiki projects, and is one of the topics that should be discussed as part of the learning project, not removed from the learning project by a disruptive deletionist. There was nothing "normal" about the deletion proposal. The deletion proposal and his removal of important content from the learning resource were disruptive. There is nothing disruptive in my objections to Darklama's disruption of Wikiversity. "the kind of disruption that your comments themselves represent" <-- My comments disrupted nothing. It is a disgrace to the educational mission of Wikiversity that discussions of the causes of disruption of Wikiversity are called disruption. These are the kinds of systemic problems that cause honest wiki editors to abandon Wikimedia wiki projects and exactly what the Wikiversity community should be discussing in this learning project. --JWSchmidt 00:09, 16 April 2011 (UTC)

How to proceed
If we are going to study "Openness and collaboration," we cannot neglect the "collaboration" part and only go for "Openness," which can easily be understood as complaint, complaint, complaint.

Our first task should be to collaborate on guidelines for how to proceed with this resource. If we can't agree what is to be on the resource page, we have several choices on Wikiversity. We can, for example, set up parallel resources. If JWS, for example, wants to conduct his own "class" on this subject, he can do so, subject to community behavioral guidelines, and we can link to such a "class" from an overall resource. But what is on this page, this top-level resource, should be rigorously neutral, following consensus.

The problem with JWS's approach is that it attracts and perpetuates conflict, which is not conducive to study, conflict is almost the opposite of study, which requires objectivity and neutrality.

We seem to be repeating the debates and issues of 2008. That's not surprising, that whole process was never completed. Issues were considered resolved, perhaps, because certain people had been blocked. Blocking never resolves disputes, it merely buries one side, and since we cannot actually "eliminate" parties to disputes, here, the dispute rises up from the "grave," like a zombie.

JWS's approach is like a shotgun, a myriad small pieces of shot are hurled at us. We can do nothing but duck, there is too much to examine. Let's proceed, on the resource page here, with one step at a time. We can start study projects on particular issues, in subspace. I reverted JWS's latest addition, where he copied much content from this talk page, and put back other material that had been removed, I think, -- I'll confess, I'm no longer reading it all -- even though I'd started to rephrase it, to present issues without prejudgment, because it was simply too much. It's in history, see the revert diff, or a permanent link to the sections involved. We can restore one item at a time and set up subpages to examine issues.

We will need to establish procedural guidelines for this resource, or it will end up accomplishing nothing but more excuse for blocking JWS. --Abd 16:59, 16 April 2011 (UTC)

Consensus required for resource page

 * Material on the resource page should enjoy a high degree of consensus. Discussion prior to consensus should take place on the Talk page. Subpages may be used for proposed seminars, studies, etc. Agreed? --Abd 16:59, 16 April 2011 (UTC)
 * Do we know how many participants there are? Are people other than the initiator of the project welcome to participate? What the heck does "a high degree of consensus" mean? --SB_Johnny talk 20:28, 16 April 2011 (UTC)

title: Talk:Openness and collaboration


text:
Intercultural competence

Intercultural competence refers to a particular type of social competence which involves being able to effectively interact with people from different cultural backgrounds.

Some formal ways to develop intercultural competence, based on principles of experiential learning might include:
 * 1) Alliance building
 * 2) Cultural mapping

These are learning processes based on the EXCELL program which can be adapted and incorporated into, for example, university-level teaching.

title: Intercultural competence


text:
User talk:Abutzen

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:31, 15 April 2011 (UTC)

title: User talk:Abutzen


text:
User talk:Marlynboke

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:33, 15 April 2011 (UTC)

Hi cuzo!! Read everything. There is knowledge out there; all you have to do is reach out for it. Have fun!Luckimg 12:51, 17 April 2011 (UTC)

title: User talk:Marlynboke


text:
Internationalisation of curriculum

Some notes here initially on a seminar presented by Betty Leask at the University of Canberra - feel free to expand/improve

Internationalisation includes knowledge, skills and attitudes at three levels:
 * 1) Raising awareness - what to do / not do
 * 2) Improving understanding - developing understanding of why to do / not do
 * 3) Build autonomy -

Internationalisation curricula is not just about content, it also requires changes in pedagogy to encourage students to develop critical skills to understand forces shaping their discipline and challenge accepted viewpoints.

 * An international curriculum will...
 * 1) Engage students with internationally informed research and cultural and linguistic diversity
 * 2) Purposefully develop defined international and intercultural perspectives
 * 3) Progressively assess learning outcomes
 * 4) Prepare students to deal with uncertainty by opening their minds and developing their ability to think both creatively and critically
 * 5) Move beyond traditional disciplinary boundaries and dominant paradigms
 * 6) Rhetorical question? Does internationalisation mean Westernisation?

 * Some myths about IoC
 * 1) It's about teaching international students (pedagogy)
 * 2) It's about including a few comparative, international case studies (content)
 * 3) It's about adapting our teaching to make accessible to offshore students (pedagogy)
 * 4) It's about adapting the curriculum for offshore delivery (contextualisation/localisation)
 * 5) It's about exchange and study abroad
 * 6) It's only concerns the formal curriculum

 * Key points
 * 1) IoC is about embedding the curriculum in a broader (than local) context
 * 2) Develop learning activities focused on the progressive development in all students of international and intercultural skills, integrated across a program of study (course)
 * 3) Assess student progress towards achievement of international and intercultural learning outcomes
 * 4) What are the main blockers and enablers to IoC?
 * 5) Academics are not convinced and supported/resources to internationalise (e.g., because the purpose is seen as for marketing?)

title: Internationalisation of curriculum


text: Internationalisation at home

title: Internationalisation at home


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User:Eml5526.s11.team4/HW7

= Problem 7.1 - Static and Dynamic 2D G2DM1.0/D1 using LIBF and LLEBF with uniform and non-uniform mesh =

Problem Statement
Part 1: Static (Steady State)- 1a.) Use 2-D LIBF (Lagrange Interpolation Basis Functions) with n = m = 2, 4, 6, 8, ... to solve G2DM1.0/D1 for $$ u^{h} $$ until accuracy reaches $$ 10^{-6} $$ at the center (x,y) = (0,0). 1b1.) Repeat this problem using 2D LLEBF (Linear Legrange Element Basis Functions) with a uniform mesh. 1b2.) Repeat this problem using 2D LLEBF (Linear Legrange Element Basis Functions) with a non-uniform mesh. Recall G2DM1.0/D1: $$\Omega = \overline{w}$$ = Biunit Square $$\mathbf{K} = \mathbf{I}$$ (Identity matrix) $$ f(x) = 1 $$ $$\frac{\partial u}{\partial t}=0$$ Part 2: Dynamic (Transient)- 2a.) Use 2-D LIBF (Lagrange Interpolation Basis Functions) with n = m = 2, 4, 6, 8, ... to solve G2DM1.0/D1 for $$ u^{h} $$ until accuracy reaches $$ 10^{-6} $$ at the center (x,y) = (0,0). Consider: $$ f(\mathbf{x},t)=0, \forall \; \mathbf{x} \; \varepsilon; \Omega, \forall \; t> 0 $$ $$ g(\mathbf{x},t)=2 $$ on $$\Gamma_{g}=\partial\Omega $$ 2b1.) Use 2-D LIBF (Lagrange Interpolation Basis Functions) with n = m = 2, 4, 6, 8, ... to solve G2DM1.0/D1 for $$ u^{h} $$ until accuracy reaches $$ 10^{-6} $$ at the center (x,y) = (0,0). Consider: $$ f(\mathbf{x},t)=1, \forall \; \mathbf{x} \; \varepsilon \; \Omega, \forall \; t> 0 $$ $$ g(\mathbf{x},t)=2 $$ on $$\Gamma_{g}=\partial\Omega $$ 2b2a.) Repeat problem 2b1 (shown above) using 2D LLEBF (Linear Legrange Element Basis Functions) with a uniform mesh. 2b2b.) Repeat problem 2b1 (shown above) using 2D LLEBF (Linear Legrange Element Basis Functions) with a non-uniform mesh.

Part a) The weak form
To get to the weak form we multiply by an arbitrary function, $$w$$, and integrate over the domain. This is the weighted residual form.

From the weighted residual form, we use partial integration and relax the requirement on the functions $$u$$ and $$w$$ to be once differentiable, instead of twice differentiable in the weighted residual form and strong form.

Recall partial integration

We use this on 7.4.5 where dv is the second order derivatives. Important, the boundary term is not a simple evaluation! It is a line integral along the boundary. In general the integration will be one dimension less than the dimensionality of the problem (A surface in a 3D problem, and line in 2D problems).

Now we expand the boundary terms

We now apply the boundary condition to our domain

Where the essential boundary terms have been removed by requiring $$w=0$$ at the essential boundary.

We note that on $$\Gamma_h$$, $$\underline{q}\cdot\underline{n} = h(x,t)$$ and that $$q_i=-\frac{\partial u}{\partial x_j}$$ so that we only have normal derivatives to the boundary, then

For the mixed boundary, $$\Gamma_H$$, $$ \underline{q}\cdot\underline{n} = H(u-u_\infty)$$

Finally, all boundary terms evaluated, we have the weak form where $$w=0$$ on $$\Gamma_g$$

Part b) Discrete weak form
We now discritize, where summation is implied by the indices

Into 7.4.12

Factoring out non-spatial terms, and removing $$c_i$$

Part c) Solve using Lagrange basis functions
Looking at 7.4.14, we note that all spatial terms may now be evaluated. The unknown can be factored out onto the right hand side of the evaluated matrix. Doing so results in 7.4.15

Now, with a basis function $$b_i(x)$$ we can invert the matrix on the left hand side and solve for $$d_j$$.

We use Lagrange basis functions, but need them in two dimensions. To do this we take the tensor product of two one dimensional Lagrange basis functions, as follows.

As an example, consider a first order basis function in two dimensions:

Note that this can be extended in order and in dimensions. To extend to three dimensions one can use $$b_i=b_l\otimes b_m \otimes b_o$$. To increase the order of interpolation increase the dimensions of each basis function before the tensor product.

A code which can do this in general is provided in MATLAB below.

Here we introduce a standard naming scheme that accounts for matrices that arise in the use of FEM codes. We first use it, then explain it. We write 7.4.15 as 7.4.18.

Where in B200, M211, and M222 the first letter denotes the type of matrix, the second the dimensionality, and the following integers the order of the derivatives in the expression. So for B200, its a boundary matrix of two dimensions with no derivatives. For M211 it's a mass matrix of two dimensions with a first derivative in the first direction times a first derivative in the first direction. For M222 it's a mass matrix of two dimensions with a first derivative in the second direction times a first derivative in the second direction.

A MATLAB code to calculate these has also been developed. This follows the execution of the previous code and works for any dimensionality and any order of interpolation.

For the case of 2-D and first order interpolation functions (example used above).

Now, substituting for the numeric values in 7.4.20

Now the essential boundary condition must be handled. This is done by assigning $$b_j$$ along the essential boundary and solving the remaining equations. One way to do this is to 'strike' the matix elements along essential values, and assign the right hand side to the essential value. That way $$b_i$$ will be forced to be the essential boundary condition value.

A method for doing this is presented in the MATLAB code below.

Results
Now, we increase the interpolation order and collect the value at the center point until we reach $$10^{-6}$$ accuracy (this is p-convergence instead of h-convergence). We will define our accuracy relative to our highest level solution.

Without using an analytic solution, we approximated the error by comparing with $$n=5$$. At $$n=4$$ we have reached $$10^{-4}$$ accuracy and expect the increase in precision to following the trend in the log plot below. With this assumption, we have reached $$10^{-6}$$ at $$n=5$$.

Plots
A convergence plot at the center and upper left (where $$\Gamma_h$$ and $$\Gamma_H$$ are applied)

The following are surface plots for the fitted interpolation polynomials of increasing order.

Complete Code Listing
The MATLAB code used, listed in full with comments. Note that the code 'caches' the compiled matrices as functions in the runtime directory. After the first run for a given order following runs are very fast.

Alternative Solution by Fangfang Zhu:
First derive the equilibrium equation for an arbitrary choose domain showns as:

As showns in the above figure,the equilibrium of heat can be written as:

Using the Taylor series expansion we can write:

So the equilibrium equation can be rewritten as:

Dividing dxdy both side yields:

Written in compact form:

Consider the constitutive equation for 2D in heat transfer. The 2D Fourier Law for 2D space can be written as: $$\displaystyle \vec{q}=-[k]\nabla T$$

Written in cartisan matrix form:

For isotropic material we have $$\displaystyle {{k}_{xy}}={{k}_{yx}}=0$$ and $$\displaystyle {{k}_{xx}}={{k}_{yy}}=k$$ So we can write:

or

Thus the strong form for this problem in index notation can be written as:

Following the routine of deriving weak form we can easily get the weak form for this problem:

Let

The weak form can be written as:

Descritization process: Set the approximated solution as a linear combination of shape functions $$\displaystyle {{N}_{i}}(x)$$ as:

And the approximated weighting function is alinear combination of shape functions $$\displaystyle {{N}_{i}}(x)$$ as:

Where $$\displaystyle \tilde{K}={{\int\limits_{D}{\left[ B \right]}}^{T}}\cdot \left[ K \right]\cdot \left[ B \right]$$

Similoarily:

Where $$\displaystyle \tilde{M}=\int\limits_{D}{{{N}^{T}}\cdot \rho c\cdot N}dD$$

where $$\displaystyle {{F}_{i}}=\left[ \int\limits_{-hTN_{i}^{T}ds}+\int\limits_{{{q}_{0}}N_{i}^{T}ds}+\int\limits_{h{{T}_{a}}{{N}_{i}}ds+\int\limits_{D} – f{{N}_{i}}}dD \right]$$

Thus we can write the discrete weak form:

The temprature distribution by Fangfang's code

title: User:Eml5526.s11.team4/HW7


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User:SandySynaptik

This is my page

title: User:SandySynaptik


text:
User:Leutha/Wiki in the lecture room

Presentation given at the Wikimedia UK AGM, 16 April 2011

title: User:Leutha/Wiki in the lecture room


text: Template:Wiki in the lecture room/Nav

title: Template:Wiki in the lecture room/Nav


text:
User:Leutha/Wiki in the lecture room/Introduction

A little bit about me

 * Nearly eight years editing Wikipedia

 * Regular attender at London Wiki Meetups since September 2008
 * Some previous experience with Wikieducator before opening Wikiversity account in August 2010.(Wikiversity and WikiEducator)
 * Background in Lifelong Learning rather than Higher Education

A little bit about SPIR608

 * New course developed by Dr Richard Barbrook at University of Westminster
 * Political Simulations and Gaming module - within the Department of Politics and International Relations
 * Course run for the first time January to April 2011
 * Course innovative both because of use of games and use of wikiversity in teaching
 * Linked to Department of Boardgame Design


text:
Category:Wiki in the lecture room

Presentation given at the Wikimedia UK AGM

title: Category:Wiki in the lecture room


text:
User:Leutha/Wiki in the lecture room/The Bigger Picture

London Wikipedia Academy (Wednesday April 13th 2011)
The London Wikipedia Academy was a mini-conference at Imperial College aimed at starting a conversation between academics and Wikipedians in London, moving from opinions to organised, evidence based, informed discussions.

Bristol Wiki Academy 1 (Saturday 19 March 2011)
The focus of the day is on thinking strategically about mutual benefit, not so much the process of editing. However, we hope the event will drum up interest in subsequent events where people are trained to edit and contribute.

Wikimedia in Education Workshop, (Berlin, March 9–11)
This event was organised by the Wikimedia Foundation and Wikimedia Germany, and aimed to get representatives of various European chapters to discuss educational initiatives that have been organised, or which could be organised in the future. See Cormaggio's report here

Other Open Educational Resource activities

 * JISC OER Programme
 * Access All Areas by Rupert Gatti


text:
Clouds

Clouds are part of the weather. You can see clouds during daytime and at night. They are made of tiny droplets of water. Clouds are grouped according to the color and shape. They are
 * Nimbus clouds
 * Cumulus clouds
 * Stratus clouds
 * Cirrus clouds

See related High Pressure and Low Pressure

Prefixes

 * Alto- meaning middle
 * Cirro- meaning high
 * -Nimbo meaning produces precipitation

Nimbus

 * Low in the sky
 * Dark grey in color
 * Bring heavy rains mostly with thunder
 * They look like mountains

Cumulus

 * Vertical clouds
 * Round at the top
 * Flat at the bottom
 * Low, puffy [cotton ball-like], white clouds
 * High in the sky
 * Sign of fine weather

Stratus

 * Low in the sky
 * Uniform horizontal layers
 * Grey in color
 * Brings light rains
 * Layers of even sheets in the sky

Cirrus

 * Thin, soft and white clouds
 * High in the sky
 * Look like strings/shorten puffs in the air
 * Cause halo around the sun or moon

[Halo is a ring of light around the sun or moon]

Quiz page

 * Clouds/Quiz

title: Clouds


text: File:NIEUWE SOLARWAGEN.jpg

title: File:NIEUWE SOLARWAGEN.jpg


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SPIR608 Political Simulations and Gaming/2011/Evaluation

Introduction
This was a new 12 weekcourse on Political Simulation and Gaming run by Dr Richard Barbrook at the University of Westminster. Wikiversity support was given by Fabian Tompsett of Salamander Educational and Cultural Services, who has carried out the evaluation, which consisted of an initial questionaire of 14 students covering their interactions with Wikimedia websites (Wikipedia, Wiktionary, Wikiquote, Wikibooks, Wikisource, Wikispecies, Wikinews, Wikiversity Wikimedia Commons and other media wikis). This was followed up by another questionaire at the end of the course which resurveyed interaction with the wikimedia websites above and asked students to evaluate both the lecture structure and the wikiversity experience.

The lectures generally consisted of: A feed back discussion of the games played the previous week (½ hour), with the notes being written up on the wikiversity page live. As the course was focused on political simulation and gaming the amount of ICT support for using wikiversity was not extensive. A lecture covering material relating to the topic for the week (1hour) Playing one or more games (1½ hours) The course was on a Friday afternon 2 – 5pm, however on several occasions the students were so engrossed in the game they voluntarily stayed an extra 30 – 40 minutes. The course requirements involved the students reflecting on four of the games they had played, and working in groups to produce a prototype of a political simulation or game. All the students completed the course.

Evaluation of Lecture Structure
The course was innovative both in terms of placing gaming within a Political Science context and in its use of wikiversity. The evaluation of the course asked 15 students to grade the course as Poor – OK – Average – Good – Excellent as regards five aspects. Marking these 1 – 5 (with 5 as excellent) the following results were obtained:

In this respect we can conclude that the students felt that the course was very beneficial. The course involved a high-level of student involvement and catered for a variety of learning styles. Some of the comments include “helping students grasp political concepts in the best way I have ever experienced. Hands on.”, “Great course! Lots of fun and learned lots!”, “The learning experience and the feedback process in this module is exceptionally rewarding”, “This course represents itself as a practical approach to learning. It is refreshing and should be carried on. As a student it is important to have a diversity of learning styles, and this course offers a different style of learning, which breaks from the traditional vocational studies.”

Evaluation of Wikiversity Experience
This evaluation also asked 15 students to grade their experience of Wikiversity as Poor – OK – Average – Good – Excellent as regards five aspects. Marking these 1 – 5 (with 5 as excellent) the following results were obtained:

The feedback here was more mixed. Students felt very positively about how Wikiversity was introduced and the public nature of wikiversity. However they were less sure about the experience. Although some students really enjoyed editing wikiversity, others had problems with User interface and the links and navigational aids. As regards the usefulness of wikiversity in general, this was seen as being moderately good. Comments revealed that students found Wikiversity helpful, even if they experienced some difficulty in getting the hang of it. It should be born in mind that the way the course was run, although there was a successful introduction to wikiversity, students would have appreciated more support and a more user friendly interface.

Development of student engagement with Wikimedia sites
Another aspect of the evaluation of changes in students knowledge and interaction with Wikimedia Sites. 14 students completed initial and final surveys on this. The results were as follows:

This shows that during the course there was a genral increase in exposure to wikimedia sites. What was particularly interesting is that 5 (36%) of the students also opened wikipedia accounts. In terms of gender, the sample consisted of 8 women and 6 men. However, of the 5 new account holders, 4 were men. This gender balance of self-selecting account holders reflects the overall male bias present amongst wikipedia account holders in general.


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User talk:Solaoyebola

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 14:57, 15 April 2011 (UTC)

title: User talk:Solaoyebola


text:
User talk:Bartmentens

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 14:58, 15 April 2011 (UTC)

title: User talk:Bartmentens


text:
User talk:Errforcewonz

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 14:58, 15 April 2011 (UTC)

title: User talk:Errforcewonz


text: File:S.11.Team6.tupsakhare-Figure- 6.10.4.png


title: File:Fe1.s11.mtg42.djvu


text: File:S.11.Team6.tupsakhare-Figure- 6.10.5.png


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User:Egm6341.s11.team2.finalreportHW7.cleveland

=Problem 7.1.1: Solve the Logistic Growth ODE Analytically=

Given: The Verhulst Model for Logistic Population Growth
The Verhulst Model, as it pertains to logistic population growth, describes the following system dynamics.
 * LHS: The time derivative $$ \displaystyle \dot{x}(t)= \frac{dx}{dt} $$, is the rate that the population changes with respect to time.
 * RHS: Is directly proportionate to the following:
 * $$ \displaystyle x(t):= $$ the population size at time $$ \displaystyle t$$.
 * $$ \displaystyle \left(1-\frac{x(t)}{x_{max}} \right):= $$ the remaining available resources.
 * $$ \displaystyle x_{max}:= $$ the carrying capacity which is maximum number of inhabitants for an isolated system.
 * $$ \displaystyle r:= $$ the constant of proportionality which serves as the rate constant. We are considering the case of population growth where $$ \displaystyle r>0 $$.

Find: An Analytical Solution for the Population Size at Time $$ t \in [0,20] $$

 * Obtain the analytical solution by solving the ODE shown in equation (7.1.1) for the following parameters.
 * Given the population carrying capacity $$ \displaystyle x_{max}=15 $$.
 * Given the population growth rate $$ \displaystyle r = 1.4 $$.
 * Given the initial condition $$ \displaystyle x_0 = 3 < \frac{1}{2}x_{max} $$.
 * Given the initial condition $$ \displaystyle x_0 = 9 > \frac{1}{2}x_{max} $$.

Step 1: Separation of Variables
Separating the independent and dependent variables in equation (7.1.1) results in the following expression that can then integrated.

Step 2: Partial Fraction Decomposition
Next we will consider the integrand and decompose its fractional form into two the sum of two elementary integrals.

Multiplying both the LHS and RHS by the denominator on the LHS results in the following, The final expression in (7.1.4) can be written in terms of its respective powers of $$ \displaystyle x $$, forming linear system of two equations with two unknowns. The unknowns we aim to obtain are $$ \displaystyle a $$ and $$ \displaystyle b $$. Since $$ \displaystyle a $$ is coefficient to $$ \displaystyle x^0=1 $$, we immediately obtain,

Next we observe the coefficients of order one $$ \displaystyle x $$ and using our solution from (7.1.5) $$ \displaystyle a=1 $$ to get,

Now that we have a solution to $$ \displaystyle a $$ and $$ \displaystyle b $$ we can substitute them into (7.1.3) to obtain an integrand that is integrable by elementary techniques.

Step 3: Direct Integration
Next we will simply evaluate the integral and perform the algebra necessary in obtaining and explicit expression for $$ \displaystyle x(t) $$ Which gives us the Verhulst Model for logistic population growth.

Step 4: Using the Data Set Parameters for $$ t \in [0,20] $$

 * Population carrying capacity $$ \displaystyle x_{max}=15 $$.
 * Population growth rate $$ \displaystyle r = 1.4 $$.
 * Initial condition $$ \displaystyle x_0^{(1)} = 3 < \frac{1}{2}x_{max} $$.

 * Population carrying capacity $$ \displaystyle x_{max}=15 $$.
 * Population growth rate $$ \displaystyle r = 1.4 $$.
 * Initial condition $$ \displaystyle x_0^{(2)} = 9 > \frac{1}{2}x_{max} $$.


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User:StephanSwart

I am a South African by birth. I am a business owner and shareholder in more than one organisation. My objective with Wikiversity is to learn things that I always wanted to learn, but never had the time or resources. At the same time contributing to some content. My background is focussed on the networking space, thus network design, implementation, professional services. I have a vast amount of experience in the ISP industry and enterprise. Enough about the me for now. Life is about giving and then learning to receive, and not the other way round JC

My first objective will be Embedded Systems, Computer Design, Maths and Electronics.

title: User:StephanSwart


text:
User:Luckimg/Books/EEng

C Programming

 * C/Before you start

title: User:Luckimg/Books/EEng


text: File:Openness.png

title: File:Openness.png


text:
User:JWSchmidt/Blog/16 April 2011

The Openness and collaboration learning project was started in response to the recent call for Openness by the the Wikimedia Foundation Board of Trustees.

Openness and collaboration
It would be nice if SB Johnny would explain what was "very hostile" in this version of the Openness and collaboration learning project.

"efforts to change that tone" <-- Darklama removed a key question: "will participation at Wikimedia wikis continue to be disrupted?", thus disrupting Wikiversity.

Darklama also removed the study topics for the learning project, completely disrupting the learning project.

Darklama removed the page section Proposals for change, again disrupting the learning project's structure and goals.

SB Johnny also removed the study topics for the learning project and the discussion section, again disrupting the project. The Wikiversity community needs to explore why a few misguided syops disrupt Wikiversity and derail the mission of Wikiversity.

Abd first removed a question from the Openness and collaboration learning project and then further disrupted the learning project.

I'm impressed by the irony of how the Openness and collaboration learning project is being disrupted by editors who are illustrating how openness and collaboration are disrupted within WMF wiki projects.

Deletionism at Wikiversity
Wikiversity continues to be disrupted by editors who delete rather than edit.

Related Reading

 * Another example of deletionism at Wikiversity

title: User:JWSchmidt/Blog/16 April 2011


text:
User:Yongtao-Li/NM.HW7.1.2

= Problem 7.1.2: Use Hermite-Simpson Algorithm to Numerically Integrate the Verhulst Equation=

Given: The Verhulst Model for Logistic Population Growth
Verhulst(1838) equation

The Verhulst Model, as it pertains to logistic population growth, describes the following system dynamics.
 * LHS: The time derivative $$ \displaystyle \dot{x}(t)= \frac{dx}{dt} $$, is the rate that the population changes with respect to time.
 * RHS: Is directly proportionate to the following:
 * $$ \displaystyle x(t):= $$ the population size at time $$ \displaystyle t$$.
 * $$ \displaystyle \left(1-\frac{x(t)}{x_{max}} \right):= $$ the remaining available resources.
 * $$ \displaystyle x_{max}:= $$ the carrying capacity which is maximum number of inhabitants for an isolated system.
 * $$ \displaystyle r:= $$ the constant of proportionality which serves as the rate constant. We are considering the case of population growth where $$ \displaystyle r>1 $$.

2. Using the initial condition $$ \displaystyle x_0 = 9 > \frac{1}{2}x_{max} $$

 * Obtain the numerical solution by solving the ODE shown in equation (7.2.1.1) for the following parameters.
 * Given the population carrying capacity $$ \displaystyle x_{max}=15 $$.
 * Given the population growth rate $$ \displaystyle r = 1.4 $$.

Solution: Numerical Integration
The following Matlab codes are used to solve Eq. 7.1.2.1

1)$$ x_0 = 3$$

2)$$ x_0 = 9$$

3)comparison between the above cases

Comment
Form the above two cases, we find that these two cases, with different initial condition, can converge to the maximum value exactly. It's interesting that it seems that both cases achieve the maximum at the same time. However, the increase rate is different for they have various initial start point.

title: User:Yongtao-Li/NM.HW7.1.2


title: File:Egm6341.s11.team2.HW7.1.2.fig1.png


title: File:Egm6341.s11.team2.HW7.1.2.fig2.png


text:
User:Egm6341.s11.team2.franklin/hwk7

= Problem 7.3: Solving the Logistic Equation Using Inconsistent Trap-Simpson's rule & Newton-Raphson =

Given
Refer to lecture slide 41-1 for problem statement

The logistic equation for population dynamics is given in S10 lecture slide 38-3,

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

$$\displaystyle
 * style="width:95%" |
 * style="width:95%" |

\dot{x}(t) = f(x) = rx \left(1-\frac{x}{x_{max}}\right). $$     (7.3.1)
 *
 * }

For S11, $$\displaystyle x_{max}=15;\ r = 1.4,\ $$ and $$\displaystyle t \in [0,20] $$

The analytical solution, found by the Hermite-Simpson method, is given in S10 lecture slide 39-1,

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

$$\displaystyle
 * style="width:95%" |
 * style="width:95%" |

x(t) = \frac{x_0x_{max}e^{rt}}{x_{max} + x_0(e^{rt}-1)}. $$     (7.3.2)
 *
 * }

Find
To solve logistic equation defined by Eq 7.8.1 for two initial conditions, $$\displaystyle x_0=3\ and\ x_0 = 9,\ $$ using Inconsistent Trap-Simpson's rule given by (1) in lecture slide 38-3,

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

$$\displaystyle
 * style="width:95%" |
 * style="width:95%" |

z_{i+1} = z_{i} + \frac{h/2}{3} \left[f_i + 4f_{(i+1/2)} +f_{i+1}\right]. $$     (7.3.4)
 *
 * }

The Inconsistent Trap rule is given by,

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

$$\displaystyle
 * style="width:95%" |
 * style="width:95%" |

z_{i+1/2} = \frac{1}{2} [z_{i} + z_{i+1}]. $$     (7.3.5)
 *
 * }

Solution
Consider Eq 7.3.1 in which $$\displaystyle f_{(i+1/2)}$$ is a function of $$\displaystyle z_{i}$$ and $$\displaystyle z_{i+1}$$, where $$\displaystyle z_i, z_{i+1} $$ goes to values of $$\displaystyle x$$ at $$\displaystyle t = t_i$$ and $$\displaystyle t = t_{i+1}$$.

Because this is an initial value problem, $$\displaystyle z_i$$ is known. So, Eq 7.3.4 becomes a function of $$\displaystyle z_{i+1}$$ given by,

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

$$\displaystyle
 * style="width:95%" |
 * style="width:95%" |

F(z_{i+1}) = 0 $$     (7.3.6)
 *
 * }

We find the root $$\displaystyle z_{i+1}$$ of Eq 7.3.6 using Newton-Raphson method in lecture 26-2,

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

$$\displaystyle
 * style="width:95%" |
 * style="width:95%" |

z_{i+1}^{(k+1)} = z_{i+1}^{(k)} - \left[\frac{dF(z_{i+1}^{(k)})}{dz}\right]^{-1} F(z_{i+1}^{(k)}) $$     (7.3.6)
 *
 * }

The Newton-Raphson iteration, starting with an initial guess as $$\displaystyle z_{i+1}^{0} = z_{i}$$, is stopped once the absolute tolerance

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

$$\displaystyle p = \frac{-1}{(C  (A-BK)^{-1} \times B)} $$     (7.3.7)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

is satisfied.

Below are the plots of the solution of the Verhulst Function and the error, initial population of 3, h=0.125.

Below are the plots of the solution of the Verhulst Function and the error, initial population of 9.

The code for the case with initial population of 9 is very similar to the code post above. The only difference is that "x0=9" instead of "x0=9."

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

$$\displaystyle Fitted\; T.F.\, = \frac{150.1 s^2 + 598.3 s + 1.354\times10^5}{s^4 + 4.551 s^3 + 6506 s^2 + 3636 s + 6.408\times10^5} $$     (7.3.7)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

title: User:Egm6341.s11.team2.franklin/hwk7


text:
Openness and collaboration/Edit using your real name

Welcome to the Wikiversity learning project about encouraging Wikiversity participants to use their real names when participating at Wikiversity. This learning project explores the idea that an authentic learning community involves honest interactions among collaborating learners who know their fellow editors. Alleged examples of how the Wikiversity community has been disrupted by anonymous editors will be explored.

Study Project Examples

 * User:Centaur of attention - What were the other user accounts that were used by this Wikipedian and why was he blocked from editing at Wikiversity? Would the editing behavior of Centaur of attention have been altered if he had edited under his real name?


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User:Micki/common.js

mw.loader.load('//meta.wikimedia.org/w/index.php?title=User:Micki/global.js&action=raw&ctype=text/javascript');

title: User:Micki/common.js


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User:Niranjan bhattacharya

Niranjan Bhattacharya's Summary Concise Biodata Name: Dr Niranjan Bhattacharya, MBBS, MD (Ob/ Gyn)(Cal), MS (Gen Surg)(Cal), DSc (Dev Immunology)(Cal), FACS (USA) Address: 55 Southend Park, Calcutta 700029, India Educational Qualification MBBS, MD (Ob /Gyn), MS (Gen Surg), DSc, FACS (USA) Achievements; Professional: MBBS (1975 ,stood first and Universiy medal), Specialized in Obst and Gynaecology (MD) in 1980 and received the best thesis medal from IPGMER, Calcutta, 2nd specialization (MS ) in General Surgery 1983 and again received the best thesis medal from IPGMER, Calcutta, 3rd specialization in Clinical Immunology (DSc in Developmental Immunology) ,2002, Calcutta University and received the Coates’ Gold medal from Calcutta University with the citation “For outstanding contribution in medical science for the preceding 7 years”. Post doctoral training: from Univ of California,USA, University of Bologna,Italy ,University of Kiel, Germany etc. Presented 184 papers outside the country as invited Speaker, Chairman of the Scientific session etc since 1982 World Congress Ob/Gyn Sanfrancisco.This year in April, I was invited as Visiting Professor in Ob/Gyn, University of Boston USA and also academic visitor at the University of Harvard, London, Glassgow,etc. Principal field of interest presently: (1)Cell and tissue therapy in degenerative disease; 2) Placental Umbilical cord blood as emergency substitute of adult whole blood. Applied for global patents in both areas. 3)Role of amniotic fluid as burn dressing. Membership of Professional Institutions : Fellow of the American College of Surgeons (USA), Fellow of the International College of Surgeons (USA), Fellow of the Society of Ob/Gyn Canada.

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User talk:Niranjan bhattacharya

Books for Global release By Springer Verlag  International

Regenerative Medicine Using Pregnancy-Specific Biological Substances Creator(s): Niranjan Bhattacharya; Phillip Stubblefield Product Description: The proposed book is a holistic review of the clinical use of placental substances, amniotic fluid, the umbilical cord and its contents. It is intended to be a unique presentation of the current advances as well as also discussing the future applications of these substances. Attention is yet to be focused on the widespread clinical use of pregnancy-related biological substances. The aim for this book is to inform clinicians of the use of such materials and increase awareness of their therapeutic benefits. As such, this reference resource will be of great value to hematologists, rheumatologists, cardiologists, transplant technologists and all involved in regenerative medicine. Publisher: Springer Binding: Hardcover ISBN: 1848827172 Number of Pages: 480 Book Popularity Rank: 86,340 Release Date: Book Release: Regenerative Medicine Using Pregnancy-Specific Biological Substances http://merecal.com/outbound/books/1283001/item/ January 29th, 20112011-01-30 List Price: $219.00 Price: $173.76 (You save 21%) Be the first to Write a Review Niranjan Bhattacharya (See more contributors) 400 pages $179.00 In Stock. Frontiers of Cord Blood Science

Author(s) 	Stubblefield, Phillip Bhattacharya, Niranjan

Publisher 	Springer

Publication year 	2009 Language 	en Edition 	1 Imprint 	Springer London - London

Page amount 	25 pages Price 	172,14 €

PDF+DRM	    	ISBN 9781848001671

DRM Restrictions Printing 	Not allowed Copy to clipboard 	Not allowed

About the Frontiers of Cord Blood Science Since the first successful transplantation of umbilical cord blood in 1988, cord blood has become an important source of hematopoietic stem and progenitor cells for the treatment of blood and genetic disorders. Significant progress has been accompanied by challenges for scientists, ethicists, and health policy makers. With the recognition of the need for a national system for the collection, banking, distribution, and use of cord blood and the increasing focus on cord blood as an alternative to embryos as a source of tissue for regenerative medicine, it has garnered significant attention recently. Publishing Details Publisher: Springer Date: February 28, 2009 Edition: Illustrated ISBN13: 9781848001664 ISBN: 1848001665

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User:Micki

wikipedia - meta - commons

title: User:Micki


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User:EML5526.S11.Team1.HS/HW7

=Problem 7.3 Static Solution for Unit Circle=

Given
Let $$ \Omega = $$ circle with unit radius.

$$ T = 4 $$

$$ f (x) = 1 in \Omega $$

$$ g = 0 on \Gamma_g = \partial \Omega to 10^{-6} $$ accuracy at center.

Find
For both quad and triangle elements.

sym $$ \Rightarrow $$ use $$~ \frac{1}{4} ~$$ of meshes.

Plot deformed shape in 3-D.

Quad)
Using SolidWorks software. A unit circle was created, with a mesh of 9 elements, all quadrilateral. It was from the data points that the mesh nodes were created by hand using the measurement tool. The picture below shows the mesh construction on SolidWorks.

After obtaining the coordinates from the unit circle and numbering the nodes from 1 to 16 since there are 9 elements, the boundary conditions were defined.

The boundary on the bottom is defined as

and for the left hand side of the circle, the boundary condition is as follows:

This means that these boundaries are "free" and the nodes are open to deflection. However the arc of the circle is not "free" these boundary conditions are locked and the nodes stay in one place.

After obtaining this information, a Matlab code was created to re-create the nodes and boundary conditions for the structure. The code is listed below.

The following code then calls the mesh file and makes a 3D plot of the unit circle.

Here is the result of the 3D plot. The arc of the circle does not deflect, but the free ends of the circle are clearly displaced.

Triangular)
The procedure is done the same way except with a different Matlab code, shown below for the mesh and plot.

title: User:EML5526.S11.Team1.HS/HW7


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User:FalconL

See my user page on Meta for further information. Please also use my talk page there to contact me.

title: User:FalconL


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Talk:Openness and collaboration/Edit using your real name

The user who started this page has just been blocked. This page, though, was not a particularly egregious example of what resulted in his block, and the page is not far from what could actually be pursued to a good end. I did make one change, adding "alleged" to ... allegations!

There is another problem, though. The exploration of the personal behavior of an editor who is not here to defend himself is, not impossible, but problematic. We have no guidelines covering how to do this without violating privacy policy, and, in particular, the question, "What were the other user accounts that were used by this Wikipedian" could be inviting "outing," which is very much contrary to policy. It's not clear to me that we could come up with any definitive answers about how an editor's behavior would have been different if real names had been required.

I'm happy with the suggestion that, for example, special editing privileges might be reserved for those who use verified real names. This may be far more appropriate for Wikiversity than for Wikipedia. We engage in academic study here, and real names and reputations are an important part of academia. But raking over ancient history and trying to find out who was who, then, seems to be an activity that would raise the zombies, without any corresponding benefit. What would we gain?

I can say what I think has been behind some of this, for some users. We could gain revenge. And, I'm afraid, that's a luxury we cannot tolerate here. Natural consequences, fine. Centaur of attention was blocked, and if he did something wrong, that's enough of a consequence. I'd suggest we not allow tar and feathers on campus.

However, I'm not at all sure that CoA did something wrong. Should we look at that? Perhaps the account should be unblocked! After all, people who did much worse, as far as disruptive behavior, have been unblocked, at least it's been tried. --Abd 00:33, 17 April 2011 (UTC)


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User:Ben101~enwikiversity

Hello,

I am a student of psychology.

title: User:Ben101~enwikiversity