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User:Egm6341.s10.team3.sa/HW7

HW Problem Set 7 = Linearization about $$ x_{max} $$ = Ref: Lecture Notes [[media:Egm6341.s10.mtg38.djvu|p.38-4]]

Problem Statement

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$$
 * $$\displaystyle x=\hat{x}+ y
 * $$\displaystyle x=\hat{x}+ y
 * }
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$$
 * $$\displaystyle f(x)=rx \left(1- \frac{x}{x_{max}} \right)
 * $$\displaystyle f(x)=rx \left(1- \frac{x}{x_{max}} \right)
 * }
 * }

At
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$$ Linearization about equil. pt $$\hat {x} $$
 * $$\displaystyle \hat{x}=x_{max}
 * $$\displaystyle \hat{x}=x_{max}
 * }
 * }

Solution

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$$
 * $$\displaystyle At \hat{x}=x_{max}
 * $$\displaystyle At \hat{x}=x_{max}
 * }
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\begin{align} f(x)&=f(x_{max}+y)\\ &=r(x_{max}+y)(1- \frac{x_{max}+y}{x_{max}})\\ &=-ry \left(1+ \frac{y}{x_{max}} \right) \end{align} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
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$$
 * $$\displaystyle where yy<<x_{max} thus 1+ \frac{y}{x_{max}} \approx 1
 * $$\displaystyle where yy<<x_{max} thus 1+ \frac{y}{x_{max}} \approx 1
 * }
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$$
 * $$\displaystyle f(x)\approx -ry
 * $$\displaystyle f(x)\approx -ry
 * }
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$$
 * $$\displaystyle \frac{dx}{dt}= \frac{d(x_{max}+y)}{dt}= \frac{dy}{dt}
 * $$\displaystyle \frac{dx}{dt}= \frac{d(x_{max}+y)}{dt}= \frac{dy}{dt}
 * }
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$$
 * $$\displaystyle \Rightarrow \frac{dy}{dt}=-ry \Rightarrow y=y_0e^{-rt}
 * $$\displaystyle \Rightarrow \frac{dy}{dt}=-ry \Rightarrow y=y_0e^{-rt}
 * }
 * }

-- By Min Zhong 12:00, 22 Apr 2010 (UTC)

= Verify and solve the differential equation = Ref: Lecture Notes [[media:Egm6341.s10.mtg39.djvu|p.39-1]]

Problem Statement
The exact expression of x(t) is :
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$$ i) Verify that:
 * $$\displaystyle x(t)= \frac{x_0x_{max}e^{rt}}{x_{max}+x_0(e^{rt}-1)}
 * $$\displaystyle x(t)= \frac{x_0x_{max}e^{rt}}{x_{max}+x_0(e^{rt}-1)}
 * }
 * }
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$$
 * $$\displaystyle \frac{dx}{dt}=rx \left( 1- \frac{x}{x_{max}}\right)
 * $$\displaystyle \frac{dx}{dt}=rx \left( 1- \frac{x}{x_{max}}\right)
 * }
 * }

ii) solve the above differential equation with hint on Lecture Notes [[media:Egm6341.s10.mtg40.djvu|p.40-1]]

Solution
i) Verify the differential equation
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\begin{align} \frac{dx(t)}{dt}&= \frac {x_0x_{max}e^{rt}r}{x_{max}+x_0(e^{rt}-1)}+x_0x_{max}e^{rt}(-1) \left( \frac{1}{x_{max}+x_0(e^{rt}-1)} \right) ^2x_0e^{rt}r \\ &= \frac{x_ox_{max}e^{rt}}{x_{max}+x_0 \left( e^{rt}-1\right)}r+ \frac{r}{x_{max}}  \left( \frac{x_0x_{max}e^{rt}}{x_{max}+x_0 \left( e^{rt}-1\right)} \right)^2\\ &=xr-\frac{r}{x_{max}}x^2\\ &=rx \left(1- \frac{x}{x_{max}} \right) \end{align} $$ End the verification.
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

ii)Solve the differential equation Partial fraction:
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\begin{align} \frac{1}{x \left(1- \frac{x}{x_{max}} \right)}&= \frac{a}{x}+ \frac{b}{1- \frac{x}{x_{max}}}\\ &= \frac{a \left(1- \frac{x}{x_{max}}\right)+bx}{x \left(1- \frac{x}{x_{max}} \right)}\\ \end{align} $$ Let
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }
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$$
 * $$\displaystyle a\left(1- \frac{x}{x_{max}}\right)+bx=1 \Rightarrow a-x \left(b- \frac{a}{x_{max}} \right)=1
 * $$\displaystyle a\left(1- \frac{x}{x_{max}}\right)+bx=1 \Rightarrow a-x \left(b- \frac{a}{x_{max}} \right)=1
 * }
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\Rightarrow \begin{cases} & a= 1 \\ & b=  \frac{1}{x_{max}} \end{cases} $$ Separate the variables of the differential equation:
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }
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$$
 * $$\displaystyle \int_{x_0}^{x}  \frac{dx}{x \left(1- \frac{x}{x_{max}} \right)}= \int_{0}^{t}rdt
 * $$\displaystyle \int_{x_0}^{x}  \frac{dx}{x \left(1- \frac{x}{x_{max}} \right)}= \int_{0}^{t}rdt
 * }
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$$
 * $$\displaystyle  \Rightarrow \int_{x_0}^{x}  \frac{1}{x} +  \frac{ \frac{1}{x_{max}}}{1- \frac{x}{x_{max}}}= \int_{0}^{t}rdt
 * $$\displaystyle  \Rightarrow \int_{x_0}^{x}  \frac{1}{x} +  \frac{ \frac{1}{x_{max}}}{1- \frac{x}{x_{max}}}= \int_{0}^{t}rdt
 * }
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$$ :{| style="width:100%" border="0" align="left" $$ :{| style="width:100%" border="0" align="left" $$
 * $$\displaystyle  \Rightarrow  \left[ lnx-ln \left(1- \frac{x}{x_{max}} \right) \right]_{x_0}^x =  \left[rt \right]_{0}^t
 * $$\displaystyle  \Rightarrow  \left[ lnx-ln \left(1- \frac{x}{x_{max}} \right) \right]_{x_0}^x =  \left[rt \right]_{0}^t
 * }
 * }
 * $$\displaystyle  \Rightarrow  \left[ lnx-ln \left(1- \frac{x}{x_{max}} \right) \right]_{x_0}^x =  rt
 * $$\displaystyle  \Rightarrow  \left[ lnx-ln \left(1- \frac{x}{x_{max}} \right) \right]_{x_0}^x =  rt
 * }
 * }
 * $$\displaystyle  \Rightarrow ln \left( \frac{x}{x_0} \right) \left( \frac{1- \frac{x_0}{x_{max}}}{1- \frac{x}{x_{max}}} \right) =  rt
 * $$\displaystyle  \Rightarrow ln \left( \frac{x}{x_0} \right) \left( \frac{1- \frac{x_0}{x_{max}}}{1- \frac{x}{x_{max}}} \right) =  rt
 * }
 * }

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

-- By Min Zhong 12:00, 22 Apr 2010 (UTC)

= Hermite-Simpson Algorithm to integrate Verhulst equation = Ref: Lecture notes [[media:Egm6341.s10.mtg39.djvu|p.39-1]]

Problem Statement

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 * Given that,
 * }
 * }
 * }

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\frac{dx}{dt} = rx \big(1-\frac{x}{xmax}\big) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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with $$\displaystyle xmax = 10 \;and\; r=1.2 $$ and the absolute tolerance being $$\displaystyle \theta(10^{-6})$$ for 2 cases of initial conditions Case(i) $$\displaystyle x_0 = 2$$ Case(ii) $$\displaystyle x_0 = 7$$
 * Use Hermite-Simpson rule to integrate the above given Verhulst equation
 * Use Hermite-Simpson rule to integrate the above given Verhulst equation
 * }
 * }

Solution

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Hermite-Simpson algorithm.
 * A MATLAB code was written to solve the above differential equation using
 * A MATLAB code was written to solve the above differential equation using
 * }
 * }

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 * MATLAB CODE:
 * MATLAB CODE:
 * }
 * }

Case(1) : Initial condition: $$ \displaystyle x_0 = 2.0 $$

Case(2) : Initial condition: $$ \displaystyle x_0 = 7.0 $$

Subramanian Annamalai 06:16, 19 April 2010 (UTC)

= Chaotic Systems (Chaos) =

Problem Statement
$$ \displaystyle Reproduce\, Fig.\, 15.6\, and\, 15.7\, in\, King\, et.\, al.\, 2003.\,\, (pp.\, 455-456)\, $$

Ref: Differential Equations: Amazon

$$ \displaystyle Logistic\,\, map\, $$

$$ \displaystyle x_{n+1}=r*x_n*(1-x_n) $$

$$ \displaystyle where\,\,\, r=constant,\, 0<r\leq 4\,\, and\,\, n=integer\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg40.djvu|p.40-1]]

Solution
$$ \displaystyle i)\, Reproduce\, the\, period\, doubling\, process\, as\, a\, bifurcation\, diagram\, using\, Matlab\, $$

$$ \displaystyle ii)\, Plot\, the\, bifurcation\, diagram\, $$

$$ \displaystyle iii)\, Reproduce\, a\, sequence\, of\, 100\, iterates\, of\, the\, logistic\, map\, with\, r=4,\, x_0=0.1\, and\, x_0=0.1+10^{-16}\, $$

$$ \displaystyle iiii)\, Plot\, the\, sequence\, $$

Heejun Chung 02:28, 22 April 2010 (UTC)

=Use the code of HS algorithm and run the code for $$ h = 2^k h $$ and also develop and run the code for Forward and backward Eular methods for the same step size =

Ref Lecture [[media:Egm6341.s10.mtg40.djvu|p.40-2]]

Problem Statement
Integrate the logistic equation and use the code of question 3 for HS and run the code for $$ h = 2^k h $$ and also develop Forward Eular and Back Eular methods for the same step sizes.

Solution
Matlab code with change in step size is given below.

MATLAB CODE:

For k = 1

For k = 2

For k=3

We can see that as we increase the value of k due to decrease in step size our curve shifted to the left side.

Below is the code for Forward Eular method

MATLAB CODE:

Forward Eular breaks down at higher values of step size h .This shows that it is unstable in nature. Below is the code for Backword Eular Method

MATLAB CODE:

For k = 1

For k=2

Abhishekksingh 10:29, 23 April 2010 (UTC)

= Solution of optimal control of bunt maneuver of aircraft using Hermite-Simpson (HS) algorithm and Newton-Raphson (NR) method for the given control inputs = Ref: Lecture notes [[media:Egm6341.s10.mtg40.djvu|p.40-3]] and [[media:Egm6341.s10.mtg41.djvu|p.41-1]]

Problem Statement

The given equations of motion of aircraft are

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\mathbf{\dot{z}} = \begin{Bmatrix} \dot{\gamma} \\ \dot{v} \\ \dot{x} \\ \dot{y} \end{Bmatrix} = \begin{Bmatrix} \frac{T-D}{mv}\sin\alpha + \frac{L}{mv}\cos\alpha - \frac{g}{v}\cos\gamma \\ \frac{T-D}{m}\cos\alpha + \frac{L}{m}\sin\alpha - g\sin\gamma \\ v\cos\gamma \\ v\sin\gamma \end{Bmatrix} = \begin{Bmatrix} f_{1}(\mathbf{z}) \\ f_{2}(\mathbf{z}) \\ f_{3}(\mathbf{z}) \\ f_{4}(\mathbf{z}) \end{Bmatrix} = \mathbf{f}(\mathbf{z}) $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 1)
 * }
 * }

Here, $$\displaystyle D$$ and $$\displaystyle L$$ are
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\begin{cases} D(y,v,\alpha) = \frac{1}{2}C_{d}\rho v^{2}S_{ref} \\ L(y,v,\alpha) = \frac{1}{2}C_{l}\rho v^{2}S_{ref} \end{cases} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

where
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\begin{cases} C_{d}(\alpha) = A_{1}\alpha^2 + A_{2}\alpha + A_{3} \\ C_{l}(\alpha) = B_{1}\alpha + B_{2} \\ \rho(y) = C_{1}y^2 + C_{2}y + C_{3} \end{cases} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Solve the above equations of motion of aircraft when the below control inputs $$\displaystyle T(t)$$ and $$\displaystyle \alpha(t)$$ are given.

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T(t) = \begin{cases} 6000 \; N, & \mbox{for }0 \leq t < 27 \; \mbox{and} \; 33 \leq t \leq 40 \\ 1000 \; N, & \mbox{for }27 \leq t < 33 \end{cases} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }

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\alpha(t) = \begin{cases} 0.03 \; rad, & \mbox{for }0 \leq t < 21 \\ \frac{0.13-0.09}{27-21}(t-21) + 0.09 \; rad, & \mbox{for }21 \leq t < 27 \\ \frac{-0.2+0.13}{33-21}(t-27) - 0.13 \; rad, & \mbox{for }27 \leq t < 33 \\ \frac{-0.13+0.2}{40-33}(t-33) - 0.2\; rad, & \mbox{for }33 \leq t \leq 40 \end{cases} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 3)
 * }
 * }

The solution should be obtained using Hermite-Simpson (HS) algorithm and Newton-Raphson (NR) method.

Solve the same equations of motion using "ode45" command in Matlab to verify the solution by HS and NR is correct.

Solution
All required parameters can be obtained from the Subchan and Zbikowski paper. (Subchan and Zbikowski, Optim. Control Appl. Meth. 2007; 28:311-353)
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\begin{cases} m = 1005 \; kg \\ g = 9.81 \; m/s^2 \\ S_{ref} = 0.3376 \; m^2 \\ A_{1} = -1.9431 \\ A_{2} = -0.1499 \\ A_{3} = 0.2359 \\ B_{1} = 21.9 \\ B_{2} = 0 \\ C_{1} = 3.312 \times 10^{-9} \; kg/m^5 \\ C_{2} = -1.142 \times 10^{-4} \; kg/m^4 \\ C_{3} = 1.224 \; kg/m^3 \end{cases} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

The below Matlab function returns the given control input thrust $$\displaystyle T(t)$$.

The below Matlab function returns the given control input angle of attack $$\displaystyle \alpha(t)$$.

Let us use the notation $$\displaystyle \mathbf{z}(t_{i}) = \mathbf{z}_{i}$$ for simplification. In class meeting, we already obtained the below HS algorithm. (see [[media:Egm6341.s10.mtg37.djvu|p.37-2]])
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\mathbf{z}_{i+1} = \mathbf{z}_{i} + \frac{h/2}{3}\left[\mathbf{f}(\mathbf{z}_{i})+4\mathbf{f}(\mathbf{g}(\mathbf{z}_{i},\mathbf{z}_{i+1}))+\mathbf{f}(\mathbf{z}_{i+1})\right] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 4)
 * }
 * }

where
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\mathbf{g}(\mathbf{z}_{i},\mathbf{z}_{i+1}) = \mathbf{z}_{i+1/2} = \frac{1}{2}\left(\mathbf{z}_{i} + \mathbf{z}_{i+1}\right) + \frac{h}{8}\left(\mathbf{f}(\mathbf{z}_{i}) - \mathbf{f}(\mathbf{z}_{i+1})\right) $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 5)
 * }
 * }

The below Matlab function returns vector $$\displaystyle \mathbf{f}(\mathbf{z})$$ (see (Eq. 1)) for a given vector $$\displaystyle \mathbf{z}(t)$$.

By rearrange terms of (Eq.4), let us define $$\displaystyle \mathbf{F}(\mathbf{z}_{i+1})$$ as below.
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\mathbf{F}(\mathbf{z}_{i+1}) = \mathbf{z}_{i+1} - \mathbf{z}_{i} - \frac{h/2}{3}\left[\mathbf{f}(\mathbf{z}_{i})+4\mathbf{f}(\mathbf{g}(\mathbf{z}_{i},\mathbf{z}_{i+1}))+\mathbf{f}(\mathbf{z}_{i+1})\right] = 0 $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 6)
 * }
 * }

We can find the value of $$\displaystyle \mathbf{z}_{i+1}$$ which satisfies (Eq.6) using NR method. (see [[media:Egm6341.s10.mtg38.djvu|p.38-1]])
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\mathbf{z}_{i+1}^{(k+1)} = \mathbf{z}_{i+1}^{(k)} - \left[\frac{d\mathbf{F}(\mathbf{z}_{i+1}^{(k)})}{d\mathbf{z}}\right]^{-1}\mathbf{F}(\mathbf{z}_{i+1}^{(k)}) $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 7)
 * }
 * }

Since time step is small, $$\displaystyle \mathbf{z}_{i}$$ can be used as the initial value of $$\displaystyle \mathbf{z}_{i+1}^{(k)}$$, i.e. $$\displaystyle \mathbf{z}_{i+1}^{(0)}=\mathbf{z}_{i}$$.

Now, note that we need to calculate $$\displaystyle \frac{d\mathbf{F}(\mathbf{z}_{i+1}^{(k)})}{d\mathbf{z}}$$ to use NR method.
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\left[\frac{d\mathbf{F}(\mathbf{z}_{i+1}^{(k)})}{d\mathbf{z}}\right] = \mathbf{I} - \frac{h/2}{3}\left[4\frac{d\mathbf{f}(\mathbf{g})}{d\mathbf{g}}\frac{\mathbf{g}(\mathbf{z}_{i+1})}{d\mathbf{z}_{i+1}} + \frac{d\mathbf{f}(\mathbf{z}_{i+1})}{d\mathbf{z}_{i+1}}\right] $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 8)
 * }
 * }

where $$\displaystyle \mathbf{I}$$ is a identity matrix. From (Eq. 5), we can calculate $$\displaystyle \frac{\mathbf{g}(\mathbf{z}_{i+1})}{d\mathbf{z}_{i+1}}$$ as below.
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\frac{\mathbf{g}(\mathbf{z}_{i+1})}{d\mathbf{z}_{i+1}} = \frac{1}{2}\mathbf{I} - \frac{h}{8}\frac{d\mathbf{f}(\mathbf{z}_{i+1})}{d\mathbf{z}_{i+1}} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 9)
 * }
 * }

Based on (Eq. 8) and (Eq. 9), we can calculate $$\displaystyle \frac{d\mathbf{F}(\mathbf{z}_{i+1}^{(k)})}{d\mathbf{z}}$$ once we know $$\displaystyle \frac{d\mathbf{f}(\mathbf{z}_{i+1})}{d\mathbf{z}_{i+1}}$$. Therefore, let us calculate $$\displaystyle \frac{d\mathbf{f}(\mathbf{z})}{d\mathbf{z}}$$ using (Eq. 1).
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\begin{align} \frac{d\mathbf{f}(\mathbf{z})}{d\mathbf{z}} & =
 * $$\displaystyle
 * $$\displaystyle

\begin{bmatrix} \frac{df_{1}(\mathbf{z})}{d\gamma} & \frac{df_{1}(\mathbf{z})}{dv} & \frac{df_{1}(\mathbf{z})}{dx} & \frac{df_{1}(\mathbf{z})}{dy}    \\ \frac{df_{2}(\mathbf{z})}{d\gamma} & \frac{df_{2}(\mathbf{z})}{dv} & \frac{df_{2}(\mathbf{z})}{dx} & \frac{df_{2}(\mathbf{z})}{dy}    \\ \frac{df_{3}(\mathbf{z})}{d\gamma} & \frac{df_{3}(\mathbf{z})}{dv} & \frac{df_{3}(\mathbf{z})}{dx} & \frac{df_{3}(\mathbf{z})}{dy}    \\ \frac{df_{4}(\mathbf{z})}{d\gamma} & \frac{df_{4}(\mathbf{z})}{dv} & \frac{df_{4}(\mathbf{z})}{dx} & \frac{df_{4}(\mathbf{z})}{dy} \end{bmatrix} \\ & = \begin{bmatrix} \frac{g}{v}\sin\gamma & -\frac{T}{mv^2}\sin\alpha - \frac{C_{d}\rho S_{ref}}{2m}\sin\alpha + \frac{C_{l}\rho S_{ref}}{2m}\cos\alpha + \frac{\rho}{v^2}\cos\gamma & 0 & -\frac{C_{d}(2C_{1}y+C_{2})vS_{ref}}{2m}\sin\alpha + \frac{C_{l}(2C_{1}y+C_{2})vS_{ref}}{2m}\cos\alpha    \\ -g\cos\gamma & -\frac{C_{d}\rho vS_{ref}}{m}\cos\alpha - \frac{C_{d}\rho vS_{ref}}{m}\sin\alpha & 0 & -\frac{C_{d}(2C_{1}y+C_{2})v^2S_{ref}}{2m}\cos\alpha - \frac{C_{l}(2C_{1}y+C_{2})v^2S_{ref}}{2m}\sin\alpha    \\ -v\sin\gamma & \cos\gamma & 0 & 0    \\ v\cos\gamma & \sin\gamma & 0 & 0 \end{bmatrix} \\ \end{align} $$ $$
 * $$\displaystyle (Eq. 10)
 * }
 * }

The below Matlab function returns vector $$\displaystyle \frac{d\mathbf{f}(\mathbf{z})}{d\mathbf{z}}$$ (see (Eq. 10)) for a given vector $$\displaystyle \mathbf{z}(t)$$.

Now, we can calculate (Eq. 6), (Eq. 8) and (Eq. 9) using the provided Matlab functions. Since we have all required information in order to perform NR method given in (Eq. 7), the solution of the equations of motion given in (Eq. 1) can be obtained.

The below Matlab function returns vector $$\displaystyle \mathbf{z}(t)$$ for the given time range $$\displaystyle t \in [0, 40]$$.

To verify the obtained solution from our own code, let us solve the same equations of motion using "ode45" command in Matlab.

Now, let us compare our results to the results from "ode45" command.

Plot $$\displaystyle \gamma(t) $$ vs $$\displaystyle t $$

Plot $$\displaystyle v(t) $$ vs $$\displaystyle t $$

Plot $$\displaystyle x(t) $$ vs $$\displaystyle t $$

Plot $$\displaystyle y(t) $$ vs $$\displaystyle t $$

Plot $$\displaystyle y(x) $$ vs $$\displaystyle x $$

As shown above figures, the solution from our own code is really consistent with the result from Matlab ode45 command.

Yong Nam Ahn 03:55, 22 April 2010 (UTC)

= ''' Inconsistent Trap. Simpson algorithm '''=

Problem Statement
$$ \displaystyle i)\, Solve\, logistic\, equation\, using\, the\, inconsistent\, trap.\, simpson\, algorithm\, $$

$$ \displaystyle z_{i+1} = z_i + \frac{(\frac{h}{2})}{3}*[f_i + 4f_{i+\frac{1}{2}}+f_{i+1}]\, $$

$$ \displaystyle with\,\, z_{i+1} = \frac{1}{2}*(z_i + z_{i+1})\, $$

$$ \displaystyle ii)\, Compare\, with\, the\, results\, of\, the\, Hermite-Simpson\, Algorithm\, using\, same\, values\, of\, h\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg41.djvu|p.41-2]]

Solution
$$ \displaystyle i)\, Matlab\, Code-\,\,\, only\, difference\, between\, the\, Inconsistent\, Trap.\, Simpson\, algorithm\, and\, the\, Hermite-Simpson\, Algorithm\, for\, Matlab\, is\, a\, definition\, of\, H_{half}\, $$

$$ \displaystyle a)\, Inconsistent\, Trap.\, Simpson\, algorithm\, $$

$$ \displaystyle x_{half} = 0.5*(x(i)+x(i+1));\, $$

$$ \displaystyle b)\, Hermite-Simpson\, Algorithm\, $$

$$ \displaystyle x_{half} = 0.5*(x(i)+x(i+1)) + (h/8)*(f1-f2);\, $$

$$ \displaystyle ii)\, Case(1):\, Initial\, condition:\, x_0 = 2.0\, $$

$$ \displaystyle iii)\, Case(2):\, Initial\, condition:\, x_0 = 7.0\, $$

$$ \displaystyle iiii)\, Comparison\, with the\, Hermite-Simpson\, Algorithm\, $$

$$ \displaystyle a)\, Case(1):\, Initial\, condition:\, x_0 = 2.0\, $$

$$ \displaystyle b)\, Case(2):\, Initial\, condition:\, x_0 = 7.0\, $$

$$ \displaystyle Therefore,\, the\, Inconsistent\, Trap.\, Simpson\, algorithm\, and\, the\, Hermite-Simpson\, Algorithm\, have\, the\, same\, results\, $$

Heejun Chung 16:00, 23 April 2010 (UTC)

= Linear Momentum Term in the x' Direction with tan(dr) =

Problem Statement
$$ \displaystyle Show\, \overline{CD} = \overline{AB} + hot\,\, for\, small\, dr\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg42.djvu|p.42-1]]

Solution
$$ \displaystyle i)\, Let's\, consider\, x'\, and\, y'\, coordinate\, system.\, $$

$$ \displaystyle ii)\, Define\, length\, of\, \overline{CD}\, and\, \overline{AB}\, with\, tan(dr)\, in\, x'\, and\, y'\, coordinate\, system.\, $$

$$ \displaystyle \overline{AB} = tan(dr) * V\, $$

$$ \displaystyle \overline{CD} = tan(dr) * (V+dV)\, $$

$$ \displaystyle iii)\, Identify\, tan(dr)\, Using\, Taylor\, Series\, expansion\, to\, approximate\, the\, tangent\, of\, the\, small\, angle.\, $$

$$ \displaystyle tan(dr) \cong dr\, $$

$$ \displaystyle iiii) Rewrite\, \overline{CD}\, and\, \overline{AB}\, with\, the\, small\, angle\, approximation\, of\, tangent.\, $$

$$ \displaystyle \overline{AB} = dr * V\, $$

$$ \displaystyle \overline{CD} = dr * (V+dV)\, = dr*V + \cancelto{}{dr*dV}\, $$

$$ \displaystyle The\, higher\, order\, term (dr*dV)\, can\, be\, negligible.\, $$

$$ \displaystyle Therefore\, \overline{CD} = \overline{AB}\, $$

$$ \displaystyle iiiii)\, Verification\, of\, the\, small\, angle\, approximation\, of\, tangent.\, $$

$$ \displaystyle From\, the\, above\, results,\, the\, small\, angle\, approximation\, of\, tangent\, may\, work\, pretty\, well\, out\, up\, to\, about\, 10\, degrees.\, $$

$$ \displaystyle Therefore\, we\, can\, conclude\, that\, \overline{CD} = \overline{AB}\, with\, small\, dr.\, $$

Heejun Chung 05:25, 23 April 2010 (UTC)

=  Parametrization of ellipse =

Problem Statement
$$ \displaystyle Show\, \frac{x^2}{a^2}+\frac{y^2}{b^2}=1\, $$

$$ \displaystyle where\,\,\, x=a*cos(t)\,\, and\,\, y=b*sin(t)\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg42.djvu|p.42-1]]

Solution
$$ \displaystyle i)\, For L.H.S,\,\, \frac{x^2}{a^2}+\frac{y^2}{b^2} = (\frac{x}{a})^2+(\frac{y}{b})^2\,\,\,\,\,\,\,\, (1)\, $$

$$ \displaystyle ii)\, x=a*cos(t)\, \rightarrow\, (\frac{x}{a})=cos(t)\,\, and\,\, y=b*cos(t)\, \rightarrow\, (\frac{y}{b})=sin(t)\,\,\,\,\,\,\,\, (2)\, $$

$$ \displaystyle (1) + (2) is given by $$

$$ \displaystyle (cos(t))^2 + (sin(t))^2\,\,\,\,\,\,\,\,(3) $$

$$ \displaystyle iii) (3) is always 1 because of Pythagorean Identities.\, $$

$$ \displaystyle Thus,\, \frac{x^2}{a^2}+\frac{y^2}{b^2} = 1\, $$

Heejun Chung 20:47, 22 April 2010 (UTC)

=  Arc Length =

Problem Statement
$$ \displaystyle Show\, dl=[dx^2+dy^2]^{\frac{1}{2}}\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg42.djvu|p.42-2]]

Solution
$$ \displaystyle i)\, Let's\, consider\, the\, Pythagorean\, theorem\, written\, by\, $$

$$ \displaystyle a^2 + b^2 = c^2\, $$

$$ \displaystyle where\, c\, represents\, the\, length\, of\, the\, hypotenuse,\, and\, a\, and\, b\, represent\, the\, lengths\, of\, the\, other\, two\, sides.\, $$

$$ \displaystyle ii)\, If\, the\, angle(dr)\, for\, dl\, is\, small,\, we\, can\, apply\, the\, Pythagorean\, theorem\, to\, the\, arc\, length\, formula\, like\, the\, below\, figure.\, $$

$$ \displaystyle iii) From\, the\, above\, figure,\, dl\, is\, given\, by\, $$

$$ \displaystyle dl^2 \cong dx^2 + dy^2\, $$

$$ \displaystyle Thus,\, dl = [dx^2 + dy^2]^{\frac{1}{2}}\, $$

Heejun Chung 22:31, 22 April 2010 (UTC)

= Circumference of Ellipse = Ref: Lecture notes [[media:Egm6341.s10.mtg42.djvu|p.42-2]]

Problem Statement

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

$$\displaystyle C = \int dl = a \int_{0}^{2\pi} [1-e^2cos^2t]^{1/2}\,dt$$ where, Eccentricity, $$ \displaystyle e = \Bigg[1-\frac{b^2}{a^2}\Bigg]^{1/2} $$
 * Show that the circumference of an ellipse is given by,
 * Show that the circumference of an ellipse is given by,
 * }
 * }

Solution

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

x = a cost and y = b sint
 * The parametric representation of an ellipse is given by,
 * The parametric representation of an ellipse is given by,
 * }
 * }

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

$$\displaystyle \frac {dy}{dt} = b cos t $$
 * $$\displaystyle \frac {dx}{dt} = -a sin t $$
 * $$\displaystyle \frac {dx}{dt} = -a sin t $$
 * }
 * }

From Problem 10 of this HW, we know,
 * {| style="width:100%" border="0" align="left"

 * $$ \displaystyle dl = [dx^2 + dy^2 ]^{1/2} $$
 * }
 * }
 * }

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

$$ \displaystyle dl = \Bigg[\bigg(\frac{dx}{dt}\bigg)^2 + \bigg(\frac{dy}{dt}\bigg)^2 \Bigg]^{1/2} dt $$
 * Multiplying and dividing by dt,
 * Multiplying and dividing by dt,
 * }
 * }

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

$$ \displaystyle = \Bigg[(-a sin t)^2 + (b cos t)^2\Bigg]^{1/2} dt$$
 * }
 * }

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

$$ \displaystyle = \Bigg[(a^2 sin^2 t) + (b^2 cos^2 t)\Bigg]^{1/2} dt$$
 * }
 * }

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

$$ \displaystyle = a\Bigg[(sin^2 t) + \bigg(\frac{b^2}{a^2}\bigg) cos^2 t)\Bigg]^{1/2} dt$$
 * }
 * }

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

$$ \displaystyle cos^2 t $$ inside the root
 * Now adding and subtracting ,
 * Now adding and subtracting ,
 * }
 * }

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

 * $$ \displaystyle dl = a\Bigg[(sin^2 t) + cos^2 t - cos^2 t +\bigg(\frac{b^2}{a^2}\bigg) cos^2 t)\Bigg]^{1/2} dt$$
 * }
 * }
 * }

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

$$ \displaystyle cos^2 t + sin^2 t =1 $$
 * Since,
 * Since,
 * }
 * }

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

 * $$ \displaystyle dl = a\Bigg[1- \Bigg(1-\bigg(\frac{b^2}{a^2}\bigg)\Bigg) cos^2 t\Bigg]^{1/2} dt$$
 * }
 * }
 * }

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

$$ \displaystyle e = \Bigg[1-\frac{b^2}{a^2}\Bigg]^{1/2} $$
 * Since,
 * Since,
 * }

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

 * $$ \displaystyle dl = a [1-e^2cos^2t]^{1/2} dt$$
 * }
 * }
 * }

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

 * And therefore,
 * }
 * }
 * }

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

$$\displaystyle C = \int dl = a \int_{0}^{2\pi} [1-e^2cos^2t]^{1/2}\,dt$$
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style="width:10%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }
 * }

Subramanian Annamalai 06:16, 19 April 2010 (UTC)

=Convert circumference of ellipse formula from t to $$\alpha$$ variable =

Ref Lecture [[media:Egm6341.s10.mtg40.djvu|p.42-2]]

Problem Statement
Prove that $$ a \int\limits_{t=0}^{2\pi}[1-e^2 cos^2 t]^{1/2}dt = 4a \int\limits_{\alpha=0}^{\pi/2} [1-e^2 sin^2 \alpha]^{1/2}d\alpha   $$

Solution
$$ a \int\limits_{t=0}^{2\pi}[1-e^2 cos^2 t]^{1/2}dt $$

$$ = 4a \int\limits_{t=0}^{\pi/2}[1-e^2 cos^2 t]^{1/2}dt $$

Let $$ cos t = Sin \alpha $$

$$ - sin t dt = cos \alpha d\alpha $$

Using above values we obtain

$$ = 4a (-) \int\limits_{\alpha=0}^{\pi/2} [1-e^2 sin^2 \alpha]^{1/2} (-) \frac {cos \alpha}{sin t} d\alpha  $$

$$ = 4a (-) \int\limits_{\alpha=0}^{\pi/2} [1-e^2 sin^2 \alpha]^{1/2} (-) \frac {cos \alpha}{sin t} d\alpha   $$

$$ = 4a \int\limits_{\alpha=0}^{\pi/2} [1-e^2 sin^2 \alpha]^{1/2} \frac {cos \alpha}{(1- sin^2 \alpha)^(1/2)} d\alpha         $$

$$ = 4a \int\limits_{\alpha=0}^{\pi/2} [1-e^2 sin^2 \alpha]^{1/2} \frac {cos \alpha}{cos \alpha} d\alpha        $$

$$ = 4a \int\limits_{\alpha=0}^{\pi/2} [1-e^2 sin^2 \alpha]^{1/2}  d\alpha        $$

Hence Proved

Abhishekksingh 10:26, 23 April 2010 (UTC)

= Change of variable   = Ref: Lecture Notes [[media:Egm6341.s10.mtg42.djvu|p.42-2]]

Problem Statement
By Changing the variable of integration,
 * {| style="width:100%" border="0" align="left"

$$ show that:
 * $$\displaystyle  x=cos \theta
 * $$\displaystyle  x=cos \theta
 * }
 * }
 * {| style="width:100%" border="0" align="left"

 * $$\displaystyle  I= \int_{-1}^{+1}f(x)dx= \int_{0}^{\pi}f(cos  \theta)sin \theta d\theta
 * $$\displaystyle  I= \int_{-1}^{+1}f(x)dx= \int_{0}^{\pi}f(cos  \theta)sin \theta d\theta

$$
 * }
 * }

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

$$ and
 * $$\displaystyle  x=cos \theta \Rightarrow dx=-sin \theta d \theta
 * $$\displaystyle  x=cos \theta \Rightarrow dx=-sin \theta d \theta
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\begin{cases} & x=-1;  \theta =\pi \\ & x=+1;\theta=0 \end{cases} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

 * $$\displaystyle  I= \int_{-1}^{+1}f(x)dx= \int_{\pi}^{0}f(cos\theta)(-1)sin \theta d\theta=\int_{0}^{\pi}f(cos\theta)sin \theta d\theta
 * $$\displaystyle  I= \int_{-1}^{+1}f(x)dx= \int_{\pi}^{0}f(cos\theta)(-1)sin \theta d\theta=\int_{0}^{\pi}f(cos\theta)sin \theta d\theta

$$ End the proof -- By Min Zhong 12:00, 22 Apr 2010 (UTC)
 * }
 * }

= Find the item $$a_k$$ in cosine series of $$f(cos\theta)$$  = Ref: Lecture Notes [[media:Egm6341.s10.mtg42.djvu|p.42-3]]

Problem Statement
The known cosine series of f(x) is as follows:
 * {| style="width:100%" border="0" align="left"

$$ Find out the expression for $$a_k$$
 * $$\displaystyle  f(cos \theta)= \frac{a_0}{2}+ \sum_{k=1}^{\infty}a_kcos \left( k\theta\right)
 * $$\displaystyle  f(cos \theta)= \frac{a_0}{2}+ \sum_{k=1}^{\infty}a_kcos \left( k\theta\right)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle a_k= \frac{2}{\pi} \int_{0}^{\pi}f(cos\theta)cos(k\theta)d\theta
 * $$\displaystyle a_k= \frac{2}{\pi} \int_{0}^{\pi}f(cos\theta)cos(k\theta)d\theta
 * }
 * }

Solution
The proof starts by multiplying $$cos(k\theta)$$ on both sides of cosine series of $$ f(cos\theta)$$
 * {| style="width:100%" border="0" align="left"

f(cos \theta) = \frac{a_0}{2}+ \sum_{k=1}^{\infty}a_kcos \left( k\theta\right) $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

f(cos \theta)cos(k\theta) = \frac{a_0}{2}cos(k\theta)+ \sum_{k=1}^{\infty}a_kcos \left( k\theta\right)^2 $$ Do integration from $$ [0,\pi] $$ on both sides of the above equation:
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\int_{0}^{\pi}f(cos \theta)cos(k\theta) = \int_{0}^{\pi}\frac{a_0}{2}cos(k\theta)+  \int_{0}^{\pi}\sum_{k=1}^{\infty}a_kcos \left( k\theta\right)^2 $$ where
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\begin{align} \int_{0}^{\pi}\frac{a_0}{2}cos(k\theta)&= \frac{a_0}{2k} \left[sin(k\theta) \right]_0^\pi\\ &= \frac{a_0}{2k} \left( sin(k\pi)-sin(0)\right)\\ &=0\\ \end{align} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

\begin{align} \int_{0}^{\pi}\sum_{k=1}^{\infty}a_kcos \left( k\theta\right)^2&= \sum_{k=1}^{\infty}a_k \int_{0}^{\pi}cos^2(k\theta)d\theta\\ &=\sum_{k=1}^{\infty}a_k\int_{0}^{\pi} \frac{cos(2\theta+1)}{2}\\ &= \frac{1}{2} \sum_{k=1}^{\infty}a_k \left[ \frac{1}{2}sin(2\theta)+\theta\right]_0^\pi\\ &= \frac{1}{2} \sum_{k=1}^{\infty}a_k \left(  \frac{1}{2} sin(2\pi)+\pi- \frac{1}{2}sin0-0\right)\\ &= \frac{\pi}{2} \sum_{k=1}^{\infty}a_k\\
 * $$\displaystyle
 * $$\displaystyle

\end{align} $$
 * }
 * }

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

\int_{0}^{\pi}f(cos \theta)cos(k\theta) = \frac{\pi}{2} \sum_{k=1}^{\infty}a_k $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

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

\Rightarrow a_k= \frac{2}{\pi} \int_{0}^{\pi}f(cos\theta)cos(k\theta)d\theta $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

-- By Min Zhong 12:00, 23 Apr 2010 (UTC)

= Find the expression of integration by fourier transfer  = Ref: Lecture Notes [[media:Egm6341.s10.mtg42.djvu|p.42-3]]

Problem Statement
The following is known:
 * {| style="width:100%" border="0" align="left"

I= \int_{-1}^{+1}f(x)dx= \int_{0}^{\pi}f(cos\theta)sin\theta d\theta $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

The known cosine series of f(x) is as follows:
 * {| style="width:100%" border="0" align="left"

$$ Find the expression of Integration as:
 * $$\displaystyle  f(cos \theta)= \frac{a_0}{2}+ \sum_{k=1}^{\infty}a_kcos \left( k\theta\right)
 * $$\displaystyle  f(cos \theta)= \frac{a_0}{2}+ \sum_{k=1}^{\infty}a_kcos \left( k\theta\right)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle I=a_0+ \sum_{j=1}^{\infty} \frac{2a_{2j}}{1- \left( 2j\right)^2}
 * $$\displaystyle I=a_0+ \sum_{j=1}^{\infty} \frac{2a_{2j}}{1- \left( 2j\right)^2}
 * }
 * }

Solution

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

\begin{align} I&= \int_{0}^{\pi}f(cos\theta)sin\theta d\theta\\ &= \int_{0}^{\pi} \left[  \frac{a_0}{2}+ \sum_{j=1}^{\infty}a_{2j}cos(2j\theta)\right]sin\theta d\theta\\ &= \frac{a_0}{2}\int_{0}^{\pi}sin\theta d \theta +  \sum_{j=1}^{\infty} a_{2j}\int_{0}^{\pi}sin\theta cos(2j\theta) d \theta\\ &= - \frac{a_0}{2} \left[ cos\theta\right]_0^\pi+ \sum_{j=1}^{\infty}a_{2j} \int_{0}^{\pi} \frac{1}{2} \left [sin(1+2j) \theta +sin (1-2j)\theta \right] d\theta\\ &= a_0+ \sum_{j=1}^{\infty}a_{2j} \frac{1}{2} \left[\left( \frac{-1}{1+2j} cos(1+2j) \theta \right)_0^\pi+ \left(  \frac{-1}{1-2j}cos(1-2j) \theta\right) _0^\pi \right]\\ &=a_0+ \sum_{j=1}^{\infty}a_{2j} \frac{1}{2} \left[ \frac{2}{1+2j} + \frac{2}{1-2j}\right]\\ &=a_0+ \sum_{j=1}^{\infty}a_{2j}  \left( \frac{1}{2}\right) \frac{4}{1-(2j)^2}\\ &=a_0+ \sum_{j=1}^{\infty} \frac{2a_{2j}}{1-(2j)^2}\\ \end{align} $$ The end of proof
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

-- By Min Zhong 12:00, 23 Apr 2010 (UTC)

=Contributing Team Members=

1.Subramanian Annamalai 06:18, 19 April 2010 (UTC) Authored 3 and 11 Proof read 6 2. Yong Nam Ahn 03:55, 22 April 2010 (UTC) Authored 6 Proof read 4,7,8,9 and 10 3. Abhishekksingh 10:32, 23 April 2010 (UTC) Authored 5 and 12 Proof read 1,2,13,14 and 15 4. Heejun Chung 16:01, 23 April 2010 (UTC) Authored 4,7,8,9 and 10 Proof read 3 and 11 5. Min Zhong 16:10, 23 April 2010 (UTC) Authored 1,2,13,14,15 Proof read 5 and 12

=References= 1. Introduction to Numerical Methods,2nd Edition by Kendall E Atkinson Second Edition 2. Numerical Methods for Engineers,5th Edition by Steven C Chapra and Raymond P Canale

title: User:Egm6341.s10.team3.sa/HW7


text: File:HW7 Q3(i).jpg

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

title: File:HW7 Q3(i).jpg


text: File:6.A.DFT Complex Phase.pdf

title: File:6.A.DFT Complex Phase.pdf


text: File:7.A.DFT Matrix.pdf

title: File:7.A.DFT Matrix.pdf


text: File:HW7 Q3(ii).jpg

title: File:HW7 Q3(ii).jpg


text:
User talk:Sasithorn1009

Hi, my name is Sasithorn Yongkhetkit. My nickname is Film.

Now, I'm a Travel Industry Management student of Mahidol University International college.--Sasithorn1009 09:22, 19 April 2010 (UTC)

title: User talk:Sasithorn1009


text:
User talk:Wisa Benjapornchai

My name is Wisa Benjapornchai and you can call me 'Hoon'. I had graduated from Khema Siri Memorial School. Now, I'm a freshmen at MUIC and studying in TIM major. I'm not an expert in technology. Seriously, I'm quite low-tech, but I will try my best in this subject. :) Wisa Benjapornchai 09:31, 19 April 2010 (UTC)

Welcome
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1.	How is cloud computing different than using a normal computer?

-	It is more convenient because everyone can access the data wherever they are.

-	If their personal computer has limited space for storage, everyone can upload their data in the cloud computing.

-	To protect their data from their PC if it is out of control.

-	No need to worry about keeping data up to date.

-	Saving time for everyone in an organization because they can access data themselves without asking other people to allow them.

2.	How could you turn a classroom into a cloud computing classroom?

-	First, everyone has to access the Internet or any software because a cloud computing is internet-based.

-	Second, everyone should have an account for entering a cloud computing.

-	Third, everyone can turn their classroom into a cloud computing classroom by their instructor is the administrator who control the main system in the class.

-	Fourth, everyone can submit, post, or send any information in a cloud computing, and everyone can see it.

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User talk:Tatiya

Hello, my name is Tatiya. I was born on 19 May 1986 at Nakhonratchasima Province. Recently, I am forth year student at MUIC, and I am majoring in IB. Well, the reason that I pick ICNS141 is because I want to have a better understanding about computer, and it seem to be a very interesting subject to me compare to other subjects in NS.

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Lectures/Literary criticism/John Keats/Nightingale

This lecture focuses on the reception of two quintessential British Romantic poems: Samuel Taylor Coleridge's The Nightingale and John Keats's Ode to a Nightingale. Coleridge was a poet in his prime, known by critics for his various previous works, and was at the beginning of the Romantic poetry movement. Keats was a young poet, a lesser known poet, and wrote at the end of the Romantic poetry movement.

Background
The image of the nightingale comes from the myth of Philomel. Most famously portrayed in Ovid's Metamorpheses, the story describes is a rape victim who is turned into a nightingale. Traditionally, nightingales were seen as tragic and melancholic. However, Coleridge believed that nightingales were more than that and sought to define them as the voice within the mysterious night that represents sublime aspects of nature. Keats, of the next generation of Romantic poets, took up the image and used it for the theme of one of his three great odes.

Coleridge's reception
Coleridge Jackson 1970 4, 51-2, 57-8, 60, 520

Keats's reception
Contemporary critics of Keats enjoyed the poem and it was heavily quoted in their reviews. An anonymous review of Keats's poetry that ran in the August and October 1820 Scots Magazine stated: "Amongst the minor poems we prefer the 'Ode to the Nightingale.' Indeed, we are inclined to prefer it beyond every other poem in the book; but let the reader judge. The third and seventh stanzas have a charm for us which we should find it difficult to explain. We have read this ode over and over again, and every time with increased delight." At the same time, Leigh Hunt wrote a review of Keats's poem for the 2 August and 9 August 1820 The Indicator: "As a specimen of the Poems, which are all lyrical, we must indulge ourselves in quoting entire the 'Ode to a Nightingale'. There is that mixture in it of real melancholy and imaginative relief, which poetry alone presents us in her 'charmed cup,' and which some over-rational critics have undertaken to find wrong because it is not true. It does not follow that what is not true to them, is not true to others. If the relief is real, the mixture is good and sufficing."

John Scott, in an anonymous review for the September 1820 London Magazine argued for the greatness of Keats's poetry as exemplified by poems including "Ode to a Nightingale": "The injustice which has been done to our author's works, in estimating their poetical merit, rendered us doubly anxious, on opening his last volume, to find it likely to seize fast hold of general sympathy, and thus turn an overwhelming power against the paltry traducers of talent, more eminently promising in many respects, than any the present age has been called upon to encourage. We have not found it to be quite all that we wished in this respect--and it would have been very extraordinary if we had, for our wishes went far beyond reasonable expectations. But we have found it of a nature to present to common understandings the poetical power with which the author's mind is gifted, in a more tangible and intelligible shape than that in which it has appeared in any of his former compositions. It is, therefore, calculated to throw shame on the lying, vulgar spirit, in which this young worshipper in the temple of the Muses has been cried-down; whatever questions may still leave to be settled as to the kind and degree of his poetical merits. Take for instance, as proof of the justice of our praise, the following passage from an Ode to the Nightingale:--it is distinct, noble, pathetic, and true: the thoughts have all chords of direct communication with naturally-constituted hearts: the echoes of the strain linger bout the depths of human bosoms."

In a review for the 21 January 1835 London Journal, Hunt claimed that while Keats wrote the poem, "The poet had then his mortal illness upon him, and knew it. Never was the voice of death sweeter." David Moir, in 1851, used The Even of St Agnes to claim, "We have here a specimen of descriptive power luxuriously rich and original; but the following lines, from the 'Ode to a Nightingale,' flow from a far more profound fountain of inspiration."

At the end of the 18th century, Robert Bridges's analysis of the poem became a dominant view and would influence later interpretations of the poem. Bridges, in 1895, declared that the poem was the best of Keats's odes but he thought that the poem contained too much artificial language. In particular, he emphasised the use of the word "forlorn" and the last stanza as being examples of Keats's artificial language. In "Two odes of Keats's" (1897), William C Wilkinson suggested that "Ode to a Nightingale" is deeply flawed because it contains too many "incoherent musings" that failed to supply a standard of logic that would allow the reader to understand the relationship between the poet and the bird. However, Herbert Grierson, arguing in 1928, believed Nightingale to be superior to "Ode on a Grecian Urn", "Ode on Melancholy", and "Ode to Psyche", arguing the exact opposite of Wilkinson as he stated that "Nightingale", along with "To Autumn", showed a greater amount of logical thought and more aptly presented the cases they were intended to make.

20th-century criticism
At the beginning of the 20th century, Rudyard Kipling referred to lines 69 and 70, along side of three lines from Samuel Taylor Coleridge's Kubla Khan, when he claimed of poetry: "In all the millions permitted there are no more than five—five little lines—of which one can say, 'These are the magic. These are the vision. The rest is only Poetry.'" In 1906, Alexander Mackie argued: "The nightingale and the lark for long monopolised poetic idolatry--a privilege they enjoyed solely on account of their pre-eminence as song birds. Keats's Ode to a Nightingale and Shelley's Ode to a Skylark are two of the glories of English literature; but both were written by men who had no claim to special or exact knowledge of ornithology as such." Sidney Colvin, in 1920, argued, "Throughout this ode Keats’s genius is at its height. Imagination cannot be more rich and satisfying, felicity of phrase and cadence cannot be more absolute, than in the several contrasted stanzas calling for the draft of southern vintage […] To praise the art of a passage like that in the fourth stanza […] to praise or comment on a stroke of art like this is to throw doubt on the reader’s power to perceive it for himself."

Bridge's view of "Ode to a Nightingale" was taken up by H. W. Garrod in his 1926 analysis of Keats's poems. Like Albert Gerard would argue later in 1944, Garrod believed that the problem within Keats's poem was his emphasis on the rhythm and the language instead of the main ideas of the poem. When describing the fourth stanza of the poem, Maurice Ridley, in 1933, claimed, "And so comes the stanza, with that remarkable piece of imagination at the end which feels the light as blown by the breezes, one of those characteristic sudden flashes with which Keats fires the most ordinary material." He later declared of the seventh stanza: "And now for the great stanza in which the imagination is fanned to yet whiter heat, the stanza that would, I suppose, by common consent be taken, along with Kubla Khan, as offering us the distilled sorceries of 'Romanticism'". He concluded on the stanza that "I do not believe that any reader who has watched Keats at work on the more exquisitely finished of the stanzas in The Eve of St. Agnes, and seen this craftsman slowly elaborating and refining, will ever believe that this perfect stanza was achieved with the easy fluency with which, in the draft we have, it was obviously written down." In 1936, F. R. Leavis wrote, "One remembers the poem both as recording, and as being for the reader, an indulgence." Following Leavis, Cleanth Brooks and Robert Penn Warren, in a 1938 essay, saw the poem as "a very rich poem. It contains some complications which we must not gloss over if we are to appreciate the depth and significance of the issues engaged." Brooks would later argue in The Well-Wrought Urn (1947) that the poem was thematically unified while contradicting many of the negative criticisms lodged against the poem.

Richard Fogle responded to the critical attack on Keats's emphasis on rhyme and language put forth by Garrod, Gerard, and others in 1953. His argument was similar to Brooks: that the poem was thematically coherent and that there is a poet within the poem that is different from Keats the writer of the poem. As such, Keats consciously chose the shift in the themes of the poem and the contrasts within the poem represent the pain felt when comparing the real world to an ideal world found within the imagination. Fogle also responded directly to the claims made by Leavis: "I find Mr. Leavis too austere, but he points out a quality which Keats plainly sought for. His profusion and prodigality is, however, modified by a principle of sobriety." It is possible that Fogle's statements were a defense of Romanticism as a group that was both respectable in terms of thought and poetic ability. Wasserman, following in 1953, claimed that "Of all Keats' poems, it is probably the 'Ode to a Nightingale' that has most tormented the critic [...] in any reading of the 'Ode to a Nightingale' the turmoil will not down. Forces contend wildly within the poem, not only without resolution, but without possibility of resolution; and the reader comes away from his experience with the sense that he has been in 'a wild Abyss'". He then explained, "It is this turbulence, I suspect, that has led Allen Tate to believe the ode 'at least tries to say everything that poetry an say.' But I propose it is the 'Ode on a Grecian Urn' that succeeds in saying what poetry can say, and that the other ode attempts to say all that the poet can."

Later critical responses
Although the poem was defended by a few critics, E. C. Pettet returned to the argument that the poem lacked a structure and emphasized the word "forlorn" as evidence of his view. In his 1957 work, Pettet did praise the poem as he declared, "The Ode to a Nightingale has a special interest in that most of us would probably regard it as the most richly representative of all Keats’s poems. Two reasons for this quality are immediately apparent: there is its matchless evocation of that late spring and early summer season […] and there is its exceptional degree of 'distillation', of concentrated recollection". David Perkins felt the need to defend the use of the word "forlorn" and claimed that it described the feeling from the impossibility of not being able to live in the world of the imagination. When praising the poem in 1959, Perkins claimed, "Although the "Ode to a Nightingale" ranges more widely than the "Ode on a Grecian Urn," the poem can also be regarded as the exploration or testing out of a symbol, and, compared with the urn as a symbol, the nightingale would seem to have both limitations and advantages." Walter Jackson Bate also made a similar defense of the word "forlorn" by claiming that the world described by describing the impossibility of reaching that land. When describing the poem compared to the rest of English poetry, Bate argued in 1963, "Ode to a Nightingale" is among "the greatest lyrics in English" and the only one written with such speed: "We are free to doubt whether any poem in English of comparable length and quality has been composed so quickly." In 1968, Robert Gittins stated, "It may not be wrong to regard [Ode on Indolence and Ode on Melancholy] as Keats's earlier essays in this [ode] form, and the great Nightingale and Grecian Urn as his more finished and later works."

From the late 1960s onward, many of the Yale School of critics describe the poem as a reworking of John Milton's poetic diction, but they argued that poem revealed that Keats lacked the ability of Milton as a poet. The critics, Harold Bloom (1965), Leslie Brisman (1973), Paul Fry (1980), John Hollander (1981) and Cynthia Chase (1985), all focused on the poem with Milton as a progenitor to "Ode to a Nightingale" while ignoring other possibilities, including Shakespeare who was emphasised as being the source of many of Keats's phrases. Responding to the claims about Milton and Keats's short comings, critics like R. S. White (1981) and Willard Spiegelman (1983) used the Shakespearean echoes to argue for a multiplicity of sources for the poem to claim that Keats was not trying to respond just Milton or escape from his shadow. Instead, "Ode to a Nightingale" was an original poem, as White claimed, "The poem is richly saturated in Shakespeare, yet the assimilations are so profound that the Ode is finally original, and wholly Keatsian". Similarly, Spiegelman claimed that Shakespeare's A Midsummer Night's Dream had "flavored and ripened the later poem". This was followed in 1986 by Jonathan Bate claiming that Keats was "left enriched by the voice of Shakespeare, the 'immortal bird'".

Focusing on the quality of the poem, Stuart Sperry, argued in 1973, "'Ode to a Nightingale' is the supreme expression in all Keats's poetry of the impulse to imaginative escape that flies in the face of the knowledge of human limitation, the impulse fully expressed in 'Away! away! for I will fly to thee.'" Wolf Hirst, in 1981, described the poem as "justly celebrated" and claimed that "Since this movement into an eternal realm of song is one of the most magnificent in literature, the poet's return to actuality is all the more shattering." Helen Vendler continued the earlier view that the poem was artificial but added that the poem was an attempt to be aesthetic and spontaneous that was later dropped. In 1983, she argued, "In its absence of conclusiveness and its abandonment to reverie, the poem appeals to readers who prize it as the most personal, the most apparently spontaneous, the most immediately beautiful, and the most confessional of Keats's odes. I believe that the 'events' of the ode, as it unfolds in time, have more logic, however, than is usually granted them, and that they are best seen in relation to Keats's pursuit of the idea of music as a nonrepresentational art."

In a review of contemporary criticism of "Ode to a Nightingale" in 1998, James O'Rouke claimed that "To judge from the volume, the variety, and the polemical force of the modern critical responses engendered, there have been few moments in English poetic history as baffling as Keats's repetition of the word 'forlorn'". When referring to the reliance of the ideas of John Dryden and William Hazlitt within the poem, Andrew Motion, in 1999, argued "whose notion of poetry as a 'movement' from personal consciousness to an awareness of suffering humanity it perfectly illustrates."


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MediaWiki:Spam-whitelist

#
 * 1) External URLs matching this list will *not* be blocked even if they would
 * 2) have been blocked by blacklist entries.
 * 1) Syntax is as follows:
 * 2)  * Everything from a "#" character to the end of the line is a comment
 * 3)  * Every non-blank line is a regex fragment which will only match hosts inside URLs

\bereticopedia\.org\b   #Research about the history of heretics and inquisitors in the Mediterranean world \bviartis\.net\b        #Per Wikiversity:Request custodian action \btutorialspoint\.com\b #Per Wikiversity:Request custodian action \btwitter\.com\b        #Twitter - includes educational discussion/hashtags \youtu\.be\b            #Youtube - many educational videos here \bdoi\.org\b            #doi.org - universal locators for published articles

title: MediaWiki:Spam-whitelist


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Wikiversity:What is Wikiversity?/Draft

This page is for drafting proposed changes to What is Wikiversity?

Wikiversity is a community effort of amateurs and professional academics (see here) working together to learn and facilitate others' learning. Wikiversity provides open access to education in any field for anyone who is interested regardless of age, ethnicity, educational attainment or social status. Wikiversity invites teachers of educational institutions to develop and improve educational resources, and encourages them to leave feedback and suggestions for existing educational resources. Wikiversity invites students and you to ask questions, discuss topics that interest you, and to participate in learning and in the learning process. Wikiversity's philosophy is that you are a valuable and irreplaceable commodity.

What are you?
Wikiversity is a participation-driven open educational resource (OER), personal learning environment (PLE), and learning community.

What this means for you is Wikiversity can be used by you to:

 * 1) Learn any topic that might be taught by a modern class.
 * 2) Teach any topic that might be learned in a modern class.
 * 3) Explore, examine, research, and discuss any topic.
 * 4) Share your learning, teaching, and research experiences.
 * 5) Ask questions.
 * 6) Search for, document, and explain answers.
 * 7) Experiment with new ways to facilitate learning.
 * 8) Learn by doing or engage in active learn.

What do you include?
Wikiversity aims to include most things found in a modern class or can be useful for facilitating learning:

As long as works are honest they are generally within Wikiversity's scope. You can help to keep resources and other participants honest by asking questions, seeking clarification, and requesting more details. Generally when a resource does appear to misrepresent itself, the solution is to discuss it and when possible cite sources.

What do you exclude?
Wikiversity aims to exclude most things which do not facilitate learning and works that could benefit from collaboration at sibling projects.

 * Encyclopedias (see Wikipedia)
 * Dictionaries (see Wiktionary)
 * Thesaurus (see Wikisaurus)
 * Source texts (see Wikisource)
 * Books (see Wikibooks)
 * News (see Wikinews)

Wikiversity aims to be inclusive when possible, and as such Wikiversity may at times host works which facilitate learning and overlap in scope with works at sibling projects, but which are excluded or not yet ready for inclusion at sibling projects for one reason or another. Examples include specialized dictionaries and thesauruses, books which explore new ideas or unverified claims, articles that include new research on a topic, and class projects.

title: Wikiversity:What is Wikiversity?/Draft


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MediaWiki talk:Spam-whitelist/Log

Use CTRL + F if you are trying to find an entry, and why it was added. The reason for this is to allow easy finding of things added to the whitelist. It is modelled on the meta spam blacklist log.

Adding entries
Log to the relevant dated section without adding empty lines. For requests on the Spam-whitelist talk page, you can use (replacing '0' with the correct oldid shown here). The section name is of course the section of the item that you are whitelisting.

For single entries, write the entry, name, and reason on one line in columns seperated by the '#' symbol. For multiple entries, write your name and reason on one line beginning with " #:", then list the entries on new lines below indented by three.

Example:

entry                         # admin name  # reason - fuu\.com                      # Eagle 101   # spam fuf\.com                      # Eagle 101   # request #:                            # Eagle 101   # request uuf\.com ufu\.com fuf\.ca  [fu]{3}\.com

Maintenance
entry                         # admin name  # reason -
 * To add a new dated section, append the following code.
 * Don't worry about sorting or exact alignment of the # just put it there.

April 2010
entry                         # admin name  # reason - \blenr-canr\.org\b            # Darklama    #

title: MediaWiki talk:Spam-whitelist/Log


text: MediaWiki talk:Spam-whitelist/Log/request


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Portal talk:Chemistry

Would anyone agree to having the portal more integrated with the school:chemistry as that section develops. It strikes me as confusing having so many links on the portal with equal significance to the school link. --Bgreeson 22:01, 19 April 2010 (UTC)

 * What do you suggest for more integration? I think the school and portal are difference ways of looking at the same thing. -- dark lama  22:19, 19 April 2010 (UTC)

I would suggest the school be the focus of the portal. Currently the school link has as much emphasis as a random webpage link. If the school is to be developed into what it could be ( a complete set of courses created by the community) then it should have some emphasis and importance, although not the only thing on the portal, of course. I also think the school section is very inactive because the portal is most easily reached from wikiversity home page, while the school is hard to find unless you know where you are going. --Bgreeson 19:43, 20 April 2010 (UTC)

title: Portal talk:Chemistry


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User talk:Bgreeson

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:28, 19 April 2010 (UTC)

title: User talk:Bgreeson


text:
User talk:Hdsnfc

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 00:37, 20 April 2010 (UTC)

title: User talk:Hdsnfc


text:
User talk:Electra91

 Hello Electra91, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:45, 20 April 2010 (UTC)

Riverworld (2010 miniseries)
Did you mean to post the above at Wikipedia and did so here by mistake? Ottava Rima (talk) 01:47, 20 April 2010 (UTC)

Yes, I did -- I have no idea what Wikiversity even is, and I have no idea how I managed to post it here! I'm very sorry about that -- thank you for deleting the post. Do you have any idea how I managed to post it here?Electra91 02:47, 20 April 2010 (UTC)
 * No clue, but good luck with things. :) Did you save a copy of it by chance? Ottava Rima (talk) 03:02, 20 April 2010 (UTC)

title: User talk:Electra91


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User talk:Crusader8389

 Hello Crusader8389, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 20 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 20 April 2010 (UTC)

title: User talk:Crusader8389


text:
User talk:Nichawan e

My name is Nichawan Petchkul. My nickname is Eve. I'm 19 years old. My favourite pet is dog.

1) Cloud computer has free space for user to add their own files and their information. Moreover, users can get their files from different computers because these files are shared on the Internet.

2) You have to register in Google or Yahoo and create your document. For example, Google Document. When teacher create classroom's page,you can look it up and you also can edit it.

title: User talk:Nichawan e


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User:Vethida

My name is Vethida Sithichaiudom, but people usually call me da. I completed my high school in the year 2008. This is my second year in college and i am majoring in Food science and technology. My hobbies are reading, surfing the internet, basketball,tennis, badminton and swimming. Most of my leisure time i would spend helping kids with their homework.I am a very fun loving person who likes to crack jokes around and make people laugh as much as I can. I always help those people who are in need of my help. Also, during my free time i would spend in learning to make new kinds of dish and I love to cook Thai food as all my favorite dish are Thai food. At home i would cook food for everyone. Nevertheless I spend at least two hours every day studying the notes which the teacher had taught in the class and I would also practice math’s at least twenty minutes each day.

Homework Q1) How is cloud computing different than a normal computer? Ans: The difference between them is that in cloud computing after you are done with the work then you can simply upload a file on the internet and due to this software everyone can share files. Moreover, we can get access from anywhere,and anytime even without internet connection.

Q2)How could you turn a classroom into a cloud computing classroom? Ans: At first everyone has to get access to a software or a system to get to cloud computing then it will only be possible for class computing to take place in a classroom. Cloud computing also have many benfits if used in a classroom such as A)All students can have access to this system it would be much easier for the students to learn something new from their classmates. B)Share of knowledge as everyone can get access into it and can share ideas amongst each other. C)It would also be easier for the teachers as they can keep track of their students in the classroom more easily.

Hi Icns141 07:57, 30 April 2010 (UTC)

Social Networking Homework

Q1 What is the site you selected? Ans: I selected Meetup.com

Q2.What is the site's purpose and why is it considered a web 2.0 site? Ans: The purpose of this site is it allows members to find and join groups with those who share a common interest, such as games, books,health,careers and hobbies. In addition, they meet up to share information and ideas and make discussions with one another. Thus, this website helps them arrange a place and time to meet. It is considered as web 2.0 because it is a type of site that allows its users to interact with each other and use the information and datas shared on the server.

Q3. What is your favorite website and why? Ans:My favorite site out of the four is natually Meetup.com but if overall then my favorite website is ImSharingMy.com. I choose this website because its very convenient and it makes me easy to store, edit and i can easily get back all my favorite websites. It saves a lot of my time. Moreover, in this website i can build my personal and favorite online folder which will always remain there.

 Homework 18/6/2010 Q1 What is the best smartphone operating system and why? Ans:Smartphones have become a way of life for many professionals, since they completely rely on it for various purposes, ranging from tele communication to browsing the internet or retrieving emails while you are out traveling. Since, such important tasks are performed, its important for a smart phone to carry a robust operating system. There are many operating system in the market, but the best one according to the market share is the microsoft's windows mobile operating system. Moreover, there are certain aspects, which makes an opearting system better than other alternatives, some of them are Resource management, power consumption, usability etc. Windows mobile has a very efficient resource management capability, and also its power consumption is low. The operating system comes packaged with outlook, which is no doubt the best email client in the market plus internet explorer as the browser, which makes it more familar to the windows pc users fraternity. Therefore, windows mobile, is no doubt the best in the market.

 Homework 5/07/10 A) Which is the best PC available in the market and what kind of hardware will you pick? Ans: The best PC is Gateway DX4840-02e. The desktop has a 640GB hard drive, so you'll have plenty of room to store digital photos and other multimedia files.The 640GB hard drive provides ample storage for large multimedia files and comes with Windows 7. The display has a good color quality and excellent viewing angle. The major brands that make Processing units are Intel and AMD. The difference is really between the number of cores and speed. Both these brands are very best at what they claim, but at the end of the day it totally depends on end user’s requirements. Requirements range from using the computer for personal use like surfing the internet, creating and manipulating documents etc. to complex tasks such as designing and development. Therefore, with so many options one can go in for high performance processing units, graphical cards, HD LCDs to assemble a powerful PC. B) What kind of software? Ans: Application software needs totally depends on what kind of task needs to be executed, for instance word processing needs packaged software from Microsoft termed as the ‘Office’, for a designer Adobe’s Creative Suite would just be more than enough. Developers need different types of software, like Compilers, IDEs etc.

c) What operating system will you use? Ans:As it’s wisely said that going for the best available is the smartest option, hence I would go for Microsoft’s Windows operating system, as it is the most widely used amongst PC users, which in turn makes it the most widely supported operating system. The operating system has an humungous directory of applications made for it, which makes it so useful and easy to execute simple tasks.

title: User:Vethida


text:
User talk:Toeiiitp

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:18, 20 April 2010 (UTC)

title: User talk:Toeiiitp


text:
User talk:Vethida

Q1) How is cloud computing different than a normal computer? Ans: The difference between them is that in cloud computing after you are done with the work then you can simply upload a file on the internet and due to this software everyone can share files. Moreover, we can get access from anywhere,and anytime even without internet connection. Q2)How could you turn a classroom into a cloud computing classroom? Ans: At first everyone has to get access to a software or a system to get to cloud computing then it will only be possible for class computing to take place in a classroom. Cloud computing also have many benfits if used in a classroom such as A)All students can have access to this system it would be much easier for the students to learn something new from their classmates. B)Share of knowledge as everyone can get access into it and can share ideas amongst each other. C)It would also be easier for the teachers as they can keep track of their students in the classroom more easily.

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:18, 20 April 2010 (UTC)

title: User talk:Vethida


text:
User talk:Irodriguez213

 Hello Irodriguez213, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:18, 20 April 2010 (UTC)

title: User talk:Irodriguez213


text:
User talk:Saruno

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:18, 20 April 2010 (UTC)

title: User talk:Saruno


text:
Check

Final Check
Let's see how well you can recognize a good TBL. Pick any one of your lesson plans that you feel meets the criteria previously established. Answer the questions below about it, and we'll see how you do!

{My lesson uses technology to enhance the lesson, not to use it just because. + TRUE. - FALSE.
 * type=""}

{My lesson helps my students attain more knowledge than they could have without technology. + TRUE. - FALSE.
 * type=""}

{My lesson lets the students show their knowledge in an acceptable and appropriate way. + TRUE. - FALSE.
 * type=""}

{My lesson allows the student to stay focused on the primary goal of the lesson. + TRUE. - FALSE.
 * type=""}

So, can you design a TBL?
Either congratulations or keep working. It will come to you with more practice. Feel free to email me with any questions or comments!

 * Back

Back to Topic: Instructional Design

title: Check


text:
User talk:Thiw

Hi, My name is Thiw.

First of all, I am a Muic student and my id is 5080564. I am 20 years old and will be 21 in this December. I am interested in the use of computer system to improve the efficiently of office work. My knowledge is still only in the general user level; however, I know a few trick about proxy and remote server.

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:39, 20 April 2010 (UTC)

title: User talk:Thiw


text:
User talk:Kanokporn

Kanokporn 15:14, 20 April 2010 (UTC)My name is Kanokporn. My nickname is Joy. I live on Sathupradit Road, Bangkok Thialand. My major is TIM. I choose to study this profession because I like to work rather than study theory. I come from pre-college, and I studied for 4 quarters which are from PC1 to PC4. In my free time, I like to play computer and play badminton with my friends. In the future, I really hope that I can have my own hotel and succeed in everything.

title: User talk:Kanokporn


text: User:Iamaom

title: User:Iamaom


text:
User talk:U5280028

My name is Kulkanit Wongsamitthipan. My nickname is Nack. I am freshmen and I am majoring in TIM. I love travelling. My goal is to travel around the world and to own some hotels in European countries. --U5280028 15:27, 20 April 2010 (UTC)

Cloud Computing
1) Cloud computing differs from a normal computer because information in the cloud computing can be access anywhere and by anybody via internet. This means that information is shared; moreover, you don't even have to bring your computer with you to get access to the information or file. Unlike cloud computing, a normal computer is more private. 2) Turning a classroom into a cloud computing classroom can be done in many ways. Instead of having a physical classroom, students can have class on the internet. For example, wikiversity is one way for students to share information, homework, etc. Furthermore, an instructor can give assignments and class materials on this website. He can also keep track of his students through the website. --U5280028 15:38, 27 April 2010 (UTC)

My photo
--U5280028 07:05, 30 April 2010 (UTC)

Operating system
The best operating system is up to the purpose of users. However, in my opinion, iPhone OS is the best as for those who use iphone because there are a lot of applications that you can use. --U5280028 06:06, 18 June 2010 (UTC)

The best PC
The best PC specs • CPU : Intel i7-940 2.93 GHz • Mainboard : ASUS P6T Deluxe X58+ICH10R • Memory : OCZ DDR3 Gold Edition 6GB 1600MHz Triple Channel (2GBx3) 8-8-8-24 • Hard Disk : Barracuda ES.2 ST3500320NS 500GB SATA-II 32MB NCQ (Enterprise Drive) • Graphics Card : XFX GTX285 ZDFF 1024MB DDR3 512 • Monitor : Samsung LCD 22" T220 • Optical Drive : ASUS DRW2014L1T 20X, SATA-Interface U5280028 18:42, 5 July 2010 (UTC)

title: User talk:U5280028


text:
User:Jankhanittha

I'm Khanittha Kanchanasopha or Jan. My ID number is 5280159. I'm a TIM student. I was born in November 15th, 1989. My hometown is Nakhonsithammarat, the southern part of Thailand. It's about 900 kilometers from Bangkok to my hometown, 11 hours by bus or an hour by plain. There are 4 members in my family which are dad, 2 older sisters, and me. My mom passed away when I was 10. 1.When you do some works through cloud computing, you can share, store, and use resources in cloud computing. For example, you are in the US., and you want to send a file to your friend in Thailand. You may save and share your file in a website. Then, your friend can download your file. On the other hand, in a normal computer, if you want to share a file with your friends, it's more complicate. Also, if you and your friens are not at the same place, you cannot share your file with your friends. 2.This website can be cloud computing. A teacher can post all lessons in the website, and all students can download it. In addition, students can post their homework in the website, and the teacher can easily check students' homework. 1. What is the site you selected? Cellufun 2. What is the site's purpose and why is it considered a web 2.0 site? The purpose is that users who play social games can make friends through this site. This site is considered as a web 2.0 site because users can share the information togather via this site it is a social network site, a type of web 2.0 sites. 3. What is your favorite website and why? My favorite website is Facebook because this site make me easily keep in touch with my friends. What is the best smart phone operating system? and why? I think the best smart phone operating system is Clackberry(for blackberry) because it provides multitasking. In addition, It supports specialized input devices. People can check their E-mail by using Blackberry, and it provides complete wireless activation. Also, Blackberry supports WAP 1.2. Furthermore, I use Blackberry, and it makes my life easier. To illustrate this is that today I had EC class at noon, and I got an E-mail in from my teacher that the class was cancelled. I checked my E-mail from Blackberry before I went to class, and I didn't need to go to class today, but some of my friends who didn't use Blackberry didn't know that the class was cancelled. specification (specs)
 * Motherboard: Asus P5QL-EM
 * Processor: Intel® Core™ i7 Processor
 * Memory: 192 GB DDR3 SDRAM
 * Case: Cooler Master CM 690 II Advanced
 * Power supply: Corsair 750HX
 * Hard drive: 2 TB SATA
 * CD/DVD/: 24x HP [1270I AP] SATA LightScribe (BOX-BLACK)
 * Keyboard: Das Keyboard Ultimate
 * Mouse: Razer Mamba Wireless Gaming Laser Mouse 5600 DPI
 * Video card: Nvidia Geforce GTX 465
 * Monitor: The Dell UltraSharp U2711
 * Sound card: HT Omega Claro Plus 7.1 Sound Card
 * Video accelerator card: Broadcom's Crystal HD
 * Modem: D-Link DI-808HV

title: User:Jankhanittha


text:
User:Egm6341.s10.team3.heejun/HW7

=  (4) Chaotic Systems (Chaos) =

Problem Statement
$$ \displaystyle Reproduce\, Fig.\, 15.6\, and\, 15.7\, in\, King\, et.\, al.\, 2003.\,\, (pp.\, 455-456)\, $$ Ref: Differential Equations: Amazon

$$ \displaystyle Logistic\,\, map\, $$

$$ \displaystyle x_{n+1}=r*x_n*(1-x_n) $$

$$ \displaystyle where\,\,\, r=constant,\, 0<r\leq 4\,\, and\,\, n=integer\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg40.djvu|p.40-1]]

Solution
$$ \displaystyle i)\, Reproduce\, the\, period\, doubling\, process\, as\, a\, bifurcation\, diagram\, using\, Matlab\, $$

$$ \displaystyle ii)\, Plot\, the\, bifurcation\, diagram\, $$

$$ \displaystyle iii)\, Reproduce\, a\, sequence\, of\, 100\, iterates\, of\, the\, logistic\, map\, with\, r=4,\, x_0=0.1\, and\, x_0=0.1+10^{-16}\, $$

$$ \displaystyle iiii)\, Plot\, the\, sequence\, $$

= ''' (7) Inconsistent Trap. Simpson algorithm '''=

Problem Statement
$$ \displaystyle i)\, Solve\, logistic\, equation\, using\, the\, inconsistent\, trap.\, simpson\, algorithm\, $$

$$ \displaystyle z_{i+1} = z_i + \frac{(\frac{h}{2})}{3}*[f_i + 4f_{i+\frac{1}{2}}+f_{i+1}]\, $$

$$ \displaystyle with\,\, z_{i+1} = \frac{1}{2}*(z_i + z_{i+1})\, $$

$$ \displaystyle ii)\, Compare\, with\, the\, results\, of\, the\, Hermite-Simpson\, Algorithm\, using\, same\, values\, of\, h\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg41.djvu|p.41-2]]

Solution
$$ \displaystyle i)\, Matlab\, Code-\,\,\, only\, difference\, between\, the\, Inconsistent\, Trap.\, Simpson\, algorithm\, and\, the\, Hermite-Simpson\, Algorithm\, for\, Matlab\, is\, a\, definition\, of\, H_{half}\, $$

$$ \displaystyle a)\, Inconsistent\, Trap.\, Simpson\, algorithm\, $$

$$ \displaystyle x_{half} = 0.5*(x(i)+x(i+1));\, $$

$$ \displaystyle b)\, Hermite-Simpson\, Algorithm\, $$

$$ \displaystyle x_{half} = 0.5*(x(i)+x(i+1)) + (h/8)*(f1-f2);\, $$

$$ \displaystyle ii)\, Case(1):\, Initial\, condition:\, x_0 = 2.0\, $$

$$ \displaystyle iii)\, Case(2):\, Initial\, condition:\, x_0 = 7.0\, $$

$$ \displaystyle iiii)\, Comparison\, with the\, Hermite-Simpson\, Algorithm\, $$

$$ \displaystyle a)\, Case(1):\, Initial\, condition:\, x_0 = 2.0\, $$

$$ \displaystyle b)\, Case(2):\, Initial\, condition:\, x_0 = 7.0\, $$

$$ \displaystyle Therefore,\, the\, Inconsistent\, Trap.\, Simpson\, algorithm\, and\, the\, Hermite-Simpson\, Algorithm\, have\, the\, same\, results\, $$

=  (8) Linear Momentum Term in the x' Direction with tan(dr) =

Problem Statement
$$ \displaystyle Show\, \overline{CD} = \overline{AB} + hot\,\, for\, small\, dr\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg42.djvu|p.42-1]]

Solution
$$ \displaystyle i)\, Let's\, consider\, x'\, and\, y'\, coordinate\, system.\, $$

$$ \displaystyle ii)\, Define\, length\, of\, \overline{CD}\, and\, \overline{AB}\, with\, tan(dr)\, in\, x'\, and\, y'\, coordinate\, system\, (projected\, to\, x-axis).\, $$

$$ \displaystyle \overline{AB} = tan(dr) * V\, $$ $$ \displaystyle \overline{CD} = tan(dr) * (V+dV)\, $$

$$ \displaystyle iii)\, Identify\, tan(dr)\, Using\, Taylor\, Series\, expansion\, to\, approximate\, the\, tangent\, of\, the\, small\, angle.\, $$

$$ \displaystyle tan(dr) \cong dr\, $$

$$ \displaystyle iiii) Rewrite\, \overline{CD}\, and\, \overline{AB}\, with\, the\, small\, angle\, approximation\, of\, tangent.\, $$

$$ \displaystyle \overline{AB} = dr * V\, $$ $$ \displaystyle \overline{CD} = dr * (V+dV)\, = dr*V + \cancelto{}{dr*dV}\, $$

$$ \displaystyle The\, higher\, order\, term (dr*dV)\, can\, be\, negligible.\, $$

$$ \displaystyle Therefore\, \overline{CD} = \overline{AB}\, $$

$$ \displaystyle iiiii)\, Verification\, of\, the\, small\, angle\, approximation\, of\, tangent.\, $$

$$ \displaystyle From\, the\, above\, results,\, the\, small\, angle\, approximation\, of\, tangent\, may\, work\, pretty\, well\, out\, up\, to\, about\, 10\, degrees.\, $$

$$ \displaystyle Therefore\, we\, can\, conclude\, that\, \overline{CD} = \overline{AB}\, with\, small\, dr.\, $$

=  (9) Parametrization of ellipse =

Problem Statement
$$ \displaystyle Show\, \frac{x^2}{a^2}+\frac{y^2}{b^2}=1\, $$

$$ \displaystyle where\,\,\, x=a*cos(t)\,\, and\,\, y=b*sin(t)\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg42.djvu|p.42-1]]

Solution
$$ \displaystyle i)\, For L.H.S,\,\, \frac{x^2}{a^2}+\frac{y^2}{b^2} = (\frac{x}{a})^2+(\frac{y}{b})^2\,\,\,\,\,\,\,\, (1)\, $$

$$ \displaystyle ii)\, x=a*cos(t)\, \rightarrow\, (\frac{x}{a})=cos(t)\,\, and\,\, y=b*cos(t)\, \rightarrow\, (\frac{y}{b})=sin(t)\,\,\,\,\,\,\,\, (2)\, $$

$$ \displaystyle (1) + (2) is given by $$

$$ \displaystyle (cos(t))^2 + (sin(t))^2\,\,\,\,\,\,\,\,(3) $$

$$ \displaystyle iii) (3) is always 1 because of Pythagorean Identities.\, $$

$$ \displaystyle Thus,\, \frac{x^2}{a^2}+\frac{y^2}{b^2}\, is\, always\, 1.\, $$

=  (10) Arc Length =

Problem Statement
$$ \displaystyle Show\, dl=[dx^2+dy^2]^{\frac{1}{2}}\, $$

Ref: Lecture Notes [[media:Egm6341.s10.mtg42.djvu|p.42-2]]

Solution
$$ \displaystyle i)\, Let's\, consider\, the\, Pythagorean\, theorem\, written\, by\, $$

$$ \displaystyle a^2 + b^2 = c^2\, $$

$$ \displaystyle where\, c\, represents\, the\, length\, of\, the\, hypotenuse,\, and\, a\, and\, b\, represent\, the\, lengths\, of\, the\, other\, two\, sides.\, $$

$$ \displaystyle ii)\, If\, the\, angle(dr)\, for\, dl\, is\, small,\, we\, can\, apply\, the\, Pythagorean\, theorem\, to\, the\, arc\, length\, formula\, like\, the\, below\, figure.\, $$

$$ \displaystyle iii) From\, the\, above\, figure,\, dl\, is\, given\, by\, $$

$$ \displaystyle dl^2 \cong dx^2 + dy^2\, $$

$$ \displaystyle Thus,\, dl = [dx^2 + dy^2]^{\frac{1}{2}}\, $$

title: User:Egm6341.s10.team3.heejun/HW7


text:
User talk:Jankhanittha

1.When you do some works through cloud computing, you can share, store, and use resources in cloud computing. For example, you are in the US., and you want to send a file to your friend in Thailand. You may save and share your file in a website. Then, your friend can download your file. On the other hand, in a normal computer, if you want to share a file with your friends, it's more complicate. Also, if you and your friens are not at the same place, you cannot share your file with your friends. 2.This website can be cloud computing. A teacher can post all lessons in the website, and all students can download it. In addition, students can post their homework in the website, and the teacher can easily check students' homework.

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:38, 20 April 2010 (UTC)

title: User talk:Jankhanittha


text:
User talk:Iamaom

Homework
1.How is cloud computing different than using a normal computer?

Cloud computing is different from normal computer in a way that it is an ‘internet-based’ computing and resources, software and information are shared like a public utility. Instead of files being sent or downloaded from a computer or another, they can be accessed anytime and anywhere from the server to any computer. Cloud computing allows files to be stored on the internet which saves time and cost. On the other hand, it involves privacy and security risks.

'''2.How could you turn a classroom into a cloud computing classroom? '''

One of the most obvious tools that we are familiar with is using E-learning system. Teachers usually assign students to go those websites to get information or learn something in them. Unfortunately sometimes it is difficult for students to take note and listen to what the teacher says. As a result, if the teacher can upload works discussed in class into the e-learning system, it will be useful for students because students can access to the system and read the lesson through the internet which is the purpose of the cloud computing

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:38, 20 April 2010 (UTC)

Information
The template is for files rather than users. What were you looking for in terms of information? -- Dave Braunschweig (discuss • contribs) 15:47, 14 March 2017 (UTC)

title: User talk:Iamaom