text:
Portal:Latin

Welcome to the Department of Latin Please be aware there are currently three courses available here

The objective of this department is to teach Latin.

Laws of the department

 * Students please write your name in the student section
 * Teachers please write your name in the teacher section
 * DO NOT deface the department in any way
 * Help the department grow!!!
 * BE BOLD!!

Simple Latin course
This is by far the most complete course available on this site, with over 100 lessons covering most basic grammar topics.

It is aimed at a conversational style of language learning so includes many everyday terms and in some cases some neologisms. These are clearly indicated in the notes.

It is supported by two Memrise courses for vocabulary and sentence composition practice.
 * Available at Latin

Intermediate courses
Colloquia familiara: a selection

Old Course

 * 1) Latin introduction (Latin 1)
 * 2) * Latin/Introduction
 * 3) * Latin/Chapter 1
 * 4) * Latin/Chapter 2
 * 5) * Chapter 3
 * 6) * Chapter 4
 * 7) Latin as used in English (Latin 2)
 * 8) Caesar's chronicles (Latin 3)
 * 9) Latin conversations (Latin 4)

New Course

 * 1) Grammar & Getting Started
 * 2) * Subjects and Objects
 * 3) * An Introduction to Verbs

Plans for the department
Future plans for the department include a brand new Latin course building upon the old one coming in the next few months shown in the links above. In the mean time aspects of the old course will still be available for all to access.

Old Course
Katherine Walker, Glenmark Villanueva, Aidan Karl Athendorus Devaney, Geethanjana Wanigasekara, Charles Fisher, Davinder K Joan E, Lisbeth L. Annalisa O.D., George Chemmala, Dorothy Grace, H. Kim, Zenith Sergey, Josiah S. Carberry

New Course
There are currently no students taking the New Course

Old Course
There are currently no teachers for the old course.

New Course
Zac Copeland-Greene

title: Portal:Latin


text:
Literature/1986/McClelland

Reprinted

 * McClelland, James & Jeffrey Elman (1986). "The TRACE model of speech perception." Cognitive Psychology, 18: 1-86.

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

title: Literature/1986/McClelland


text:
User:Fortywattbulb

From Scotland, trying to learn a little French for starters, perhaps more languages to follow.

title: User:Fortywattbulb


text:
Literature/1976/Halliday

Reviews
http://www.goodreads.com/review/show/19633265
 * This book changed linguistics. Before 1976 hardly anyone thought it was necessary to look beyond the sentence in order to study grammar. Without 'Cohesion in English' this erroneous view of language would probably still hold sway (and some like to think that they can still get away with it). Fortunately Halliday and Hasan were able to show how the grammatical system of reference works within and between sentences. This, of course, is just the beginning, although again many would be surprised to hear that Halliday and Hasan have moved on to bigger and better descriptions of English. Cohesion allows a description of language that extends up as far as the structure of each society but is all based on the same fundamental notion of meaning being created through choice.

title: Literature/1976/Halliday


text:
Literature/1985/Halliday

Reviews
http://books.google.com/books?id=wuVwAAAAIAAJ
 * This study deals with the linguistic study of texts as a way of understanding how language functions in its immensely varied range of social contexts. The authors adopt a functional approach to language, in which the different registers or functional varieties of a language are explained by reference to the different contexts in which they occur. Their analysis reveals how, on the one hand, each text is unique, while on the other, the way a text is organized and the kinds of coherence it displays are closely related to the place and the value that it has in its social and cultural environment.

title: Literature/1985/Halliday


text:
User:Anandjeevakan

Hi. I'm Anand from Chennai, India. anand_jeevakan@yahoo.com

title: User:Anandjeevakan


text:
User:Miltiathis/Books/Quantum

Quantum theory for dummies!

 * Chromatography

title: User:Miltiathis/Books/Quantum


text:
User talk:Anandjeevakan

Hi. I'm Anand - a new bee to wikiversity. This is my talk page.

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 12:20, 22 June 2011 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Anandjeevakan


text:
Literature/2004/Crystal

Reviews
http://books.google.com/books?id=dE8dAQAAIAAJ
 * Leading British linguist Crystal (Shakespeare's Words) immediately distinguishes his pluralistic study of English's evolution from the standard, narrowly focused histories by describing not only how it evolved on an isolated island example from a Germanic language to the standard English we know today., but also on marginalized regional dialects, vernaculars and other "nonstandard" examples, beginning with the origins of Old English. He shows, for example, how even Chaucer and Shakespeare embraced dialects in The Canterbury Tales and Henry V. There are also lighter moments, such as Crystal's examination of the Anglo-Saxon intonations of Yoda in Star Wars and of Tolkien's Middle Earth idioms. Writing of the 18th century, the author contrasts the proscriptions of Dr. Johnson and others regarding spelling, grammar and pronunciation with the efforts of Americans such as Noah Webster to differentiate American from British English. (Regional and ethnic variations elsewhere in the British Empire receive more cursory treatment.) However, Crystal glosses over the current status struggle in the U.K. between more "authentic" dialects, such as the northern Liverpudlian, and newer ones, such as the suburban Estuary English. As for the language's future, Crystal wishes to see Standard English taught alongside familiarization with the varieties of dialects. Although he doesn't spell out how to accomplish this, his well-informed and appealing book makes a good case for the importance of dialects.

title: Literature/2004/Crystal


text:
Literature/1975/Bernstein

Author

 * UNESCO Obituary
 * http://www.ibe.unesco.org/publications/ThinkersPdf/bernsteine.pdf

 * Beginning with the third volume of Class, Codes and Control (1977a), Bernstein developed code theory from its sociolinguistic roots to examine the connection between communication codes and pedagogic discourse and practice. In this respect, code theory became concerned with the processes of schooling and how they related to social class reproduction. Bernstein's quest for understanding the processes of schooling led him to continue to pursue the fruitful avenue of inquiry developed in his article 'Class and pedagogies: visible and invisible' (Bernstein, 1977, p. 116–56). In that article, Bernstein analyzed the differences between two types of educational transmission and suggested that the differences in the classification and framing rules of each pedagogic practice (visible = strong classification and strong framing; invisible = weak classification and weak framing) relate to the social-class position and assumptions of the families served by the schools. (For a detailed analysis of this aspect of Bernstein's work, see Atkinson, 1985; Atkinson, Davies & Delamont, 1995; Sadovnik, 1991; 1995.) The article clearly demonstrated that sociologists of education had to do the difficult empirical work of looking into the world of schools and of linking educational practices to the larger institutional, societal and historical factors of which they are a part.

Reviews
http://www.goodreads.com/review/show/170115423

The question that troubles Bernstein throughout this book is why do working-class kids have more trouble with education than middle-class kids do? A one line answer he gives is: "The working-class child has to translate and thus mediate middle-class language structure through the logically simpler language structure of his own class to make it personally meaningful."

This then begs the question as to why working-class children have logically simpler language structures than middle-class kids -- and this is where the discussion becomes very interesting.

This problem is best explained by talking about what he refers to as restricted and elaborated codes. All classes have access to (and use) their own version of a restricted code. This is the kind of talk that people use when they are particularly familiar with each other. He gives a lovely example of a long married couple coming out of a cinema and one saying to the other, "That was some film." The other saying, "Yes, and it touched on some very important themes." All of the content in this exchange is implicit. This is what Bernstein refers to as a restricted code -- its meaning is particular to the people speaking and particular to the context in which they are speaking. If you over-heard them you would not know what they were really talking about (what they really meant, did they enjoy the film or not, for example?) -- but to themselves, after a lifetime together, the way the wife curls her lip would mean some of the themes were not what she would have wanted to see in a film and the way her husband nods and smiles conveys the meaning that he thought the actress was particularly nice looking.

As he says: "Equally as important as the cognitive implications are the social implications. For if this categoric statement is to be challenged, as the reason is the authority conferred upon the person, the challenge immediately gives rise to another typical construction: 'Because I tell you' 'Because I'm your father.' The challenger immediately attacks the authority or legitimacy which is an attribute of the form of the relationship and this brings the social relationship into one of an affective type. However, if a formal language is used, reasons are separated from conclusions. The reasons can be challenged as inadequate or inappropriate which may initiate a second set of reasons or a development of the original set. With a formal language the relationship to authority is mediated by a rationality and the final resort to the categoric statement will come at a different point in the behavioural sequence."

title: Literature/1975/Bernstein


text:
Limits To Growth/world fisheries and aquaculture production and utilization

Capture fisheries and aquaculture supplied the world with about 142 million tonnes of fish in 2008. Of this, 115 million tonnes was used as human food, providing an estimated apparent per capita supply of about 17 kg (live weight equivalent), which is an all-time high. Aquaculture accounted for 46 percent of total food fish supply, a slightly lower proportion than reported in The State of World Fisheries and Aquaculture 2008 owing to a major downward revision of aquaculture and capture fishery production statistics by China, but representing a continuing increase from 43 percent in 2006.

This production is used as follows:


text: File:EGM6341.s11.team5.cavalcanti.L11fig1.png


text: File:EGM6341.s11.team5.cavalcanti.L11fig2.png


text:
User:EGM6341.S11.team5.cavalcanti/Mtg11

Mtg11: (EDGE lect 8)

[[media: Nm1.s11.mtg11.djvu | Page 11-1]]
 * Team questions
 * Mediawiki category, licensing template

Note on HW*2.12 p.10-4:

Do NOT use matlab commands “polyfit”, “polyeval”, “quad” to do this pb.; only to verify results at the end.

Evaluate $$\color{blue}{\left\lbrace {W}_{i,n};i=\mathrm{1,.}\mathrm{..},n\right\rbrace} $$in (2) p.9-2 exactly (use method in Mtg 12)

Form tables of $$\left\lbrace \left({x}_{i},{w}_{i}\right),i=\mathrm{1,.}\mathrm{..},n\right\rbrace $$for $$\left\lbrack a,b\right\rbrack =\left\lbrack -\mathrm{1,}+1\right\rbrack $$ n=1,2,4,8,16. Why? Uniform discretization.

Obseve on the construction of these tables.

[[media: Nm1.s11.mtg11.djvu | Page 11-2]]

Why tables?

$$f(x)=f(x(y))=\overline{f}(y)$$ (end note on HW*2.12)
 * 1) Reuse tables for different integrals (with different integrand f(x) and different domain of integration [a,b])
 * 2) For integration with arbitrary domain [a,b] (e.g., [a,b]=[2,15]), do a tranf. Of variable x=x(y) such that

Lagrange interpolation Error: Theorem (LIET)

Consider $$f\mathrm{\colon }\underbrace{\mathbb{R}}_{\color{blue}domain} \rightarrow \underbrace{\mathbb{R}}_{\color{blue}range} $$ (set of real numbers)

f(.) continuous with (n+1) continuous derivative on $${I}_{t}=F\left(t,{x}_{0},{x}_{1},\mathrm{...},{x}_{n}\right)$$

[[media: Nm1.s11.mtg11.djvu | Page 11-3]]

 * = smallest interval containing points $$\left(t,{x}_{0},{x}_{1},\mathrm{...},{x}_{n}\right)\mathit{st}{x}_{0}< {x}_{1}< \mathrm{...}< {x}_{n}$$ (t anywhere in $$ \color{blue}\mathbb{R}$$)

Case 1: $$t < x_{0}$$

$$I_{t} = [t, x_{n}]$$

Case 2: $$\color{blue}x_{0} \leqslant t \leqslant x_{n}$$

$$I_{t} = [x_{0}, x_{n}]$$

Case 3: $$\color{blue}x_{n} \leqslant t $$

$$I_{t} = [x_{0}, t]$$ Then,

title: User:EGM6341.S11.team5.cavalcanti/Mtg11


text:
United Nations Security Council Simulation

Resources
To print, click on resource and then click on Full resolution . Provide printouts in each row to the people playing the relevant role:


text: File:UN Security Council Simulation test1.pdf


text:
User talk:Atul.ultimaterocker

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 18:19, 22 June 2011 (UTC)

title: User talk:Atul.ultimaterocker


text:
Algebra II

Algebra II picks up where Algebra I leaves off. Quadratic relations are expanded to include Conic sections in Algebra II while exponential and logarithmic functions are introduced and explored. Linear equations are reviewed then expanded to three variable graphs. Quadratic graphs will now deal with the complex numbers and completing the square is taught as a third method of determining the parabola's zeros. Algebra I uses primarily the quadratic formula and factoring. Matrices and determinants are explored in depth. Matrix operations of addition, subtraction and multiplication are practiced while using Cramer's rule for determinants. Sequences and series are introduced as arithmetic or geometric. Recursive rules for sequences and infinite geometric series begin the student's journey into abstract mathematics. Trigonometric graphs, identities and equations are added to basic trigonometric ratios begun during geometry.

Subpages

 * /Functions/
 * /Quadratic Functions/
 * /Polynomial Functions/
 * /Inequalities/
 * /Radicals/
 * Exponents
 * /Real Numbers/
 * /Factoring Rules/
 * /Parabola/
 * /Asymptotes/
 * /Logs/
 * /Rationals/
 * /Variations, Compositions, Inverses/
 * /Cramer's Rule/
 * /Sequences and Series/
 * /Statistics/

title: Algebra II


text:
User talk:Magnusonart~enwikiversity

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:41, 22 June 2011 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Magnusonart. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Magnusonart~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:37, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:15, 19 April 2015 (UTC)

title: User talk:Magnusonart~enwikiversity


text:
User:Egm6936.s11/FENICS

 Could you write a doc for "dummies" for installing and using fenics and comment on the knowledge requirements (e.g., FEM, C++ or python) ? Like you said, the knowledge of C++ or python is required, in addition to FEM. Keep in mind that students would know matlab, but not necessarily C++ or python; so the minimum knowledge of computer language should be spelled out. Egm6321.f11 14:33, 23 June 2011 (UTC)

Here is a documentation of how to install fenics and build up from the Poisson example problem to an incompressible Navier-Stokes code.

It is assumed the reader has some knowledge of C++, linux, and variational calculus (to obtain the weak form of a problem).

 Write as follows: Here is a documentation of how to install and use FENiCS. Egm6321.f11 21:07, 28 June 2011 (UTC)

 * fenics C++ Demos: Good for working examples
 * fenics-book: Perhaps the most useful reference.
 * Computational Turbulent Incompressible Flow: Reference for CFD

The work that follows was performed on Ubuntu 11.04 (64 bit) within a VirtualBox machine. The environment was chosen for developing code with the fenics project as Ubuntu packages are maintained directly by the fenics project team.

Installation
Installation notes for installing from Ubuntu's debian package manager, and from source can be found on Fenics Installation

Compiling Examples
The installation contains several demos for the fenics project in python and C++. The demos are installed into the path /usr/share/dolfin/demo

To compile and run the C++ demos

 * Copy the demo out of the usr/share/dolfin/demo directory to working directory such as home.

For example, to copy the Poisson demo into your home directory

 * Compile using cmake to generate the make file, then calling make itself.

The demos use cmake to configure the C++ demos, for more on cmake see a tutorial such as: CMake tutorial

CMakeBuilder
There is an eclipse plugin for working with CMake projects.

http://www.cmakebuilder.com/

Poisson's Equation Tutorial in C++
Poisson's Equation in C++ is a great first coding attempt as the full C++ code exists in the demo folder for comparison and the test case is fully documented in the fenics book linked at the top (though in Python). This first project is for understanding the details of the code and process for developing a fenics C++ code.

First things first, the CMakeLists.txt
The core of the project is the CMakeLists.txt file. This file defines the "project" in cmake terms. The file describes which libraries to include, the pathing, the output executable and which files are its source files. The particulars of using fenics (DOLPHIN) are handled with the demo's CMakeLists.txt files, so we will start with copying one of their files.

In this file there are three commands/lines which need to be changed for a project. The first, and perhaps most obvious is the project name near the top. The other two are the last two commands listed below.

The second to last line defines the executable name and its source code (main.cpp). The last line links the binary to the libraries. In these last two lines you will need to add any additional source files and change the output binary name as desired.

Generating an IDE project
CMake can generate project files for a number of IDEs (integrated development environments). In this work we use Eclipse CDT4, but the choice is a matter of preference.

To generate a project for Eclipse CDT4,

This is a particularly convienient way for obtaining a project for a demo. To open the project in Eclipse CDT4, start Eclipse, file, import, general > Existing Projects into Workspace. Browse to the path where cmake was called and finish to import the project.

Note that I had to manually update the includes to get the indexer up to date.

To build a project from command line and not within an IDE,

The binary can then be executed from within the directory. To clean a directory with make,

The uniform format language file
For a 'static' language to achieve the dynamic ability code generation is necessary. This generation is accomplished in the .ufl (uniform format language) file extensions. These files generate C++ header files to be included by the C++ code file. The generated header file is synonymous with the ufl file. It's just been compiled (interpreted). Note that python, being a dynamic scripting language, voids this step as it is performed at runtime.

The .ufl file from the demo for the Poisson problem

 Explain $$\displaystyle dx$$ and $$\displaystyle ds$$ that these are fixed keywords, i.e., they are part of the fenics language. Egm6321.f11 14:35, 30 June 2011 (UTC)

This defines an element with triangular elements using Lagrange interpolation of first order. If you were to run the problem in one-dimension you could use an "interval" instead of "triangle".

The file then defines the trial and test functions, u and v respectively, for that element along with coefficients f and g (not these are not constant in space).

The next step is to generate Poisson.h from Poisson.ufl, with the following command

We now include the header file into a basic C++ program. Note that the details of Poisson.h can be blackboxed for now.

Poisson C++ code
Now for the interesting part of the code, the main C++ file. The first step is to include the necessary header files and include the dolfin namespace for convenience.

Now we also need to define our source terms, normal derivatives at the boundary, and the Dirichlet boundary conditions. These are defined as classes that inherit from dolfin classes and specify the functional behavior of these terms (e.g., as of space). In C++ these classes must be define before they are used, so we place the three before the main function.

The main function
The entry point for the program is the function main, which returns zero at the end as is standard. We will look at main in two parts, setting up the problem, and solving/plotting the problem. The code is discussed through comments in code

Running the code
Compile the code, and run it to view the solution which pops up in 3D

Poisson's problem in one-dimension
Most, if not all of the examples are two-dimensions. Running in one-dimension, the same problem as listed above involves:

 * Using "interval" instead of "triangle" in the ufl definition of the element
 * Updating the Source class to only reference x[0], and not x[1], the second dimension which no longer exists.
 * Defining a one-dimensional mesh with something like: Interval mesh(20, -1, 1);

Other than that, no change is necessary. The resulting plot is automatically reduce to a 2-d scatter.

Newton's law of cooling on a bi-unit square
This problem is borrowed from EML5526 Spring 2011 at the University of Florida as taught by Prof. Loc Vu-Quoc, with wiki presence here: Eml5526.s11

The problem has several solutions from students in the course:

 * Team 1
 * Team 2
 * Team 3
 * Team 4
 * Team 5
 * Team 6
 * Team 7

Problem statement

Consider Newton's Law of Cooling. The PDE for the heat problem is given by:

Solution
We note that the time derivative and source term are zero. Further $$k=1$$, so that this is a specific case of the Poission equation, the Laplace equation.

The additional challenge is then to define the direchlet, neuman and mixed (Robin) boundary conditions.

Setting up the variational problem
The first step is to account for the additional term from the mixed boundary. Note from one of the solutions the weak form from team 4 is

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

$$  \displaystyle \begin{align} \left(w H\left(u - u_\infty\right) \right|_{x=-1}      +       \left( w h \right|_{y=1} - \int_\Omega\left( \frac{\partial w}{\partial x}\frac{\partial u}{\partial x}       +       \frac{\partial w}{\partial y}\frac{\partial u}{\partial y} \right) = 0  \end{align} $$     (7.4.12)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

Notation aside, there are two things that may come to attention. First is the varying location of the boundaries $$x=-1$$, and $$y=1$$. The second thing to note is in the mixed boundary, where we have a term that is a function of $$u$$ and another that is a constant $$u_\infty$$.

To handle these two problems we update the ufl file as follows

where we have 'marked' the boundaries with numerical indexes with $$ds(0), ds(1)$$. Note that the mixed boundary has been split between a and L. This splitting is the key step to getting a mixed boundary condition to work.

The main.cpp file is mostly the same with the addition of handling the boundary condition parts and the new constants. These changes are perhaps best seen with a code listing,

The solution
The result which is plotted to screen is shown below. Note pressing 'h' within the plot window will list the shortcuts to console. Note the solution is the same as those of the teams.

Solution
This problem introduces non-linearity in the convective term. With the non-linear term the solution method becomes iterative and we must linearize the problem in some manner. There are several approaches, four of which are discussed in the fenics book. We will linearize the PDE directly.

To linearize, we first approximate $$u$$ as $$\displaystyle u^{k+1}=u^k+\zeta$$, and substitute into our PDE. Then we multiply by a test function, and perform our partial integration to obtain the variational form. The resulting variational formulation is

The variation problem is then to find $$\displaystyle \zeta$$ such that $$\displaystyle a(\zeta, v) = L(v)$$, $$\displaystyle \forall v$$.

Note the separation in the left hand and right hand sides by

 In mechanics, often the notation $$\displaystyle \delta u$$ is used to denote a virtual quantity (displacement or velocity), which is equivalent to the weighting (or test) function, and which would be eliminated upon approximation to yield the algebraic equation. Here, you are using $$\displaystyle \delta u$$ to denote a perturbation or increment from the known solution at a previous time step. It is possible to use $$\displaystyle \Delta u$$, but $$\displaystyle \Delta$$ may be misunderstood with the Laplacian. Maybe $$\displaystyle w$$ can be used to designate the unknown function (increment) to be found. Egm6321.f11 13:45, 30 June 2011 (UTC) I chose $$\displaystyle \zeta$$ to avoid confusion Rodbourn 21:35, 13 July 2011 (UTC)

 The complete statement of the weak form (to avoid confusion with the notation, e.g., $$\displaystyle \delta u$$ misunderstood as virtual velocity), you can write as follows: Find $$\displaystyle \delta u$$ such that $$\displaystyle a(\delta u, v) = L(v)$$, $$\displaystyle \forall v$$. Egm6321.f11 13:45, 30 June 2011 (UTC)

Key in this is the assumption that $$u^k$$ is a coefficient, known at the time of solving. Then we continually update our approximation by iterating through our k index, correcting our solution by $$\zeta$$.

First our UFL file

Then our main C++ program

Convergence history, with an initial condition of u(x) = 0.0

Burger's Equation
Here we work with Burger's equation, without any terms removed. Building off of the previous code we have to handle the time derivative and integrate in time with some discritization.

Solution
Building upon the previous solution, we need to discritize in time as well as in space. For a simple discritization we shall discritize with

Here, $$u^{n-1}$$ is known and is a coefficient in the terms of fenics. The 'trick' is that this step is before the linearization of the PDE performed above, so that $$u^n$$ is further approximated by $$\scriptstyle u_{k+1}^n = u_k^n+\delta u^n$$, where k is the sub-iteration index used to converge to the non-linear solution (quadratic convergence).

The solution procedure is then to step in time and then iterate at each step in time to converge for that point in time.

$$\theta$$-implicit integration
We now update the time discritization to a $$\theta$$-implicit scheme.

Now, with $$\theta=0$$ we have an explicit integration scheme and with $$\theta=1$$ we have a fully implicit scheme. Values of $$\theta$$ in between are mixed methods.

Comments
One should not the stability of the $$\theta$$-implicit scheme. Fullly explicit integration requires 'small' timesteps while larger time steps may be taken with an implicit integration.

For example a time step size of 0.1 and $$\theta$$ value of 0.1 results in aliasing. The solution at $$t=1$$ s is shown below with the aliasing. Simply changing $$\theta$$ to a value of 0.6 results in convergence to the steady state solution.

One-Dimensional Incompressible Navier-Stokes
At this point we can solve the non-linear Burger's equation. An additional level of complexity can be added by solving the incompressible Navier-Stokes equations.

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

$$  \begin{align} \nabla \cdot {} & = 0 \\ u_t+u\nabla u {} & = -\nabla p + \frac{1}{Re}\nabla^2 u  \end{align} $$
 * style="width:95%;" |
 * style="width:95%;" |
 *
 * }

The trick is to split the time derivative operator in a process known as operator splitting.

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

$$  \begin{align} \frac{u^*-u^n}{dt}+u\nabla u {} & = \frac{1}{Re}\nabla^2 u \\ \frac{u^{n+1}-u^*}{dt} {} & =  -\nabla p    \end{align} $$
 * style="width:95%;" |
 * style="width:95%;" |
 *
 * }

Where $$\scriptstyle u^*$$ is not divergence free. Take the divergence of the pressure equation and use continuity to find the Poisson equation for $$u^*$$. Then we use the pressure equation to recover $$u^{n+1}$$

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

$$  \begin{align} \frac{u^*}{dt} {} & = - u\nabla u + \frac{1}{Re}\nabla^2 u + \frac{u^n}{dt} \\ \nabla \cdot u^* {} & = dt \nabla^2 p \\ u^{n+1} {} & =  - dt \nabla p + u^* \end{align} $$
 * style="width:95%;" |
 * style="width:95%;" |
 *
 * }

The first equation is Burger's equation for $$\scriptstyle u^*$$, the second is a pressure-Poisson equation as we solved early on, and the last equation is a pressure correction step where we obtain a divergence free velocity field.

So our task is to add a pressure field and solve the two additional equations. The two additional equations, however, are linear.

Solution
We are limited to one variational problem per UFL file, so we now have three UFL files.

Our updated program

The solution is not all to interesting as the only divergence one dimensional flow is a constant velocity. It is, however, a nice transition into the 2D incompressible NS code.

Observations
One thing, which I didn't see document anywhere, is that one BilinearForm and one LinearForm is allowed per ufl file. If there are two terms, say a diffusive and convective term, sum them in the ufl file, don't try and create two BilinearForms and add them later.

title: User:Egm6936.s11/FENICS


text:
Latin/Introduction to Latin grammar

Introduction to Latin

Lesson Plan

 * Brief history of Latin
 * Intro to Cases
 * Intro to Declensions
 * Intro to Conjugations
 * Vocabulary 1
 * Assignment

History of Latin
Latin is an Italic language originally spoken in Latium and Ancient Rome. It, along with most European languages, is a descendant of the Ancient Proto-Indo-European language. Although it is a dead language, a number of scholars and members of the Christian clergy speak it fluently, and many schools and universities continue to teach it. Latin is still used in the process of new word production in modern languages of many different families, including English. Latin and its daughter Romance languages are the only surviving branch of the Italic language family.

Latin is a highly inflected language, with three distinct genders, seven noun cases, four verb conjugations, six tenses, six persons, three moods, two voices, two aspects and two numbers.

In terms of vocabulary, however, Latin tends to preserve the original forms of many Indo-European roots. Compared to other Indo-European languages of antiquity, such as Sanskrit and Ancient Greek, the word forms in the Classical era are far more reflective of their etyma. Languages such as Sanskrit, however, tend to be more conservative with regards to grammar.

Intro to Cases
Cases are variations on nouns and adjectives that give information about the grammatical function of the word written in that case. By identifying the case of the word, you will know whether it is the subject or object of the verb or preposition, or if it is being used in another way in the phrase or sentence. Latin has 5 cases, compared to the 3 cases in the English language:
 * Nominative
 * Accusative
 * Genitive
 * Dative
 * Ablative

There are two minor cases in addition to the major 5. One is called the locative, and it is used to give the location of the action. The other is called the vocative, and is used in direct address. In most cases, these meanings will be conveyed through the use of prepositions rather than providing a noun in these cases. Each case has its own use. The use will be explained later on in Chapter 1.

Intro to Declensions
There are 5 declensions in Latin. Declensions are categories of nouns (e.g. animus is second declension and anima is first declension), and give the standard spelling changes (morphology) needed to form the specific cases for the nouns in that category (e.g. the plural of animus is animi but the plural of anima is animae because they are in different declensions).

Intro to Conjugations
As with nouns and adjectives, verbs also undergo a series of changes to give further information, including how many people are acting, when they are acting, or whether they are the ones acting (subject) or something is happening to them (object). Changing a verb to express this information is called "conjugating" the verb. Like declensions for nouns, there are 4 conjugations in Latin; again, these are categories of verbs that prescribe how to spell the verb differently. For example, the verb ambulare, meaning "to walk", is changed to ambulat to say "someone walks", but the verb dicere, meaning "to say", is changed to dicit to say "someone says".

Vocabulary 1

 * agricola, agricolae, masculine (m.)
 * aqua, aquae, feminine (f.)
 * femina, feminae, feminine (f.)
 * insula, insulae, feminine (f.)
 * paeninsula, paeninsulae, feminine (f.)
 * natura, naturae, feminine (f.)
 * nauta, nautae, masculine (m.)
 * poeta, poetae, masculine (m.)
 * puella, puellae, feminine (f.)
 * silva, silvae, feminine (f.)
 * via, viae, feminine (f.)
 * est
 * sunt
 * et
 * non
 * sed

Assignment
The assignment for this section is to define the words above and look for words in English that are derived from them. I would not recommend using Google translate. (Hint: est, sunt, et, non, sed have no derivatives.)

Back to Latin Portal | ../Chapter 1/

title: Latin/Introduction to Latin grammar


text:
Latin/Chapter 1

Chapter one

Lesson Plan

 * Cases
 * Case usage
 * The 1st Declension
 * Vocabulary 2
 * Assignment

Cases
As we learned in the intro there are five cases in the Latin language. Here are the cases again.
 * Nominative
 * Accusative
 * Genitive
 * Dative
 * Ablative

Nominative
The nominative case is the subject, predicate nominatives, and predicate adjectives.

The SUBJECT performs the action.
 * Ex. The FARMER loves the girl.

The PREDICATE NOMINATIVE follows a linking verb( is, are, was, were, ect.) and renames the subject.
 * Ex. The farmer was a POET.

The PREDICATE ADJECTIVE follows a linking verb( is, are, was, were, ect.)and renames the subject.
 * Ex. The farmer is FAMOUS.

Accusative
The accusative case is the direct object/ and object of certain prepositions.

The direct object receives the action as shown in the table below by the highlighted word.

Genitive
The genitive case shows possession and can be thought of as meaning "of the noun" for its other uses too which we will come to later

Dative
The dative case is the indirect object.

Ablative
The ablative case is object of certain prepositions, and other special uses

The 1st Declension
There are five declensions in Latin. Every single noun has a declension. In Latin unlike English every noun has a gender, there are masculine, feminine, and neuter. Also every noun has a number, singular and plural.

So unto 1st declension. The following are the endings for the 1st declension.

So you may ask what are the endings for? Well the endings are to be added to the noun stem. Also the genitive singular ending tells you what declension a noun belongs to.

To find the noun stem drop the genitive singular ending. Ex.
 * Poetae - ae = poet

NOTE! Most nouns in the first declension are feminine. With some exceptions, such as agricola, nauta, and poeta. All 3 of those are masculine nouns.

Here is an example:

puella, -ae f. = girl

Vocabulary 1

 * vita, vitae, f.
 * casa, casae, f.
 * fama, famae, f.
 * familia, familiae, f.
 * fortuna, fortunae, f.
 * terra, terrae, f.

VERBS (you will learn about them in the next chapter.)
 * amo, amare, amavi, amatus
 * habito, habitare, habitavi, habitatus
 * laboro, laborare, laboravi, laboratus
 * paro, parare, paravi, paratus
 * porto, portare, portavi, portatus
 * specto, spectare, spectavi, spectatus

Assignment
Your assignment is to find the meaning of all the words in the vocabulary section. Also to decline all the nouns. To decline them means to put them into a table such as the example of puella in the 1st declension section.

Back to Schools Home page

title: Latin/Chapter 1


text:
Latin/Chapter 2

Chapter 2 Latin

Lesson Plan

 * Verbs
 * Present active, imperfect active, and future active Conjugations
 * 1st Conjugation Passive
 * Vocabulary 3
 * Assignment

Verbs
As with nouns and adjectives, verbs also undergo a series of changes to give further information, including how many people are acting, when they are acting, or whether they are the ones acting or something is happening to them. Changing a verb to express this information is called "conjugating" the verb.

Verbs in Latin, as in English, can be modified by person, number, tense, and voice. The Person shows who is the subject of the verb, there are three different persons. The first person(s) is the person(s) that is talking (I/we do, I/we run), the second is the person(s) is the person(s) being talked to (you do, you run), and third person(s) is someone other then the two persons mentioned above(he/she/it/they do(es), he/she/it/they run(s). Number tells whether the verb is singular (I, you, he, she, it), or plural (we, you, they). The tense denotes the occurrence in time (is it some thing that has happened is happening or will happen?). There are six different tenses in Latin: Present, Imperfect, Perfect, Future and Future Perfect. And finally the voice says whether the action is going from the subject (Active, it was biting) or to the subject (Passive, it was bitten).

The four principle parts
Verbs, in Latin, have four principle parts that must be memorized for proper grammar. The four principle parts of the verb to love in Latin is: amō, amāre, amāvī, amātus
 * The first principle part is the first person singular, present indicative active; that is I love.
 * The second principle part is the infinitive; that is to love.
 * the third principle part is the first person singular, perfect indicative active; that is I loved
 * the fourth principle part is the past passive participle; that is having been loved

The four conjugations
Latin contains four different conjugations, which are distinguished by the vowel in the penult (the second last syllable) in the second principal part. The first principle part has a long a, the second a long e the third a short e the forth a long i.

The Present Active Conjugation
In Latin a finite verb is composed of the stem of a verb, a temporal indicator and a personal ending which indicates the subject of the verb. For example the word amābimus; we will love, is composed thus: the stem amā, which means love, the temporal indicator -bi which means the action happens in the future, and the personal ending -mus, which means the action is done by the first person plural; we. Therefore amā + bi + mus = amābimus, we will love.

The personal ending and the temporal ending of the verbs are as thus;

The present active form of a verb is derived by taking the second principle part removing the -re at the end, then adding the personal ending. Therefore, if you want to say we love you would take amare, the second principle part of the verb amo, amare, amavi, amatus, remove the -re ending to produce the stem amā, then adding the fist person plural ending (we) -mus. The imperfect active formed in a similar way with the addition of adding the temporal ending -bā before the personal ending. With the future active -bi is added.

Present: amāre - re + mus = amāmus, we love.

Imperfect: amāre - re + bā + mus = amābāmus, we are loving.

Future: amāre - re + bi + mus = amābimus, we will love.

First present conjugation
The present active indicative conjugation of the first conjugation verb amo, amare, amavi, amatus.

Note that when adding the first person ending (-ō) the a at the end of the base is absorbed into the ō (amo, not amao); also the long ā gets shorten before -t and -nt.

Second conjugation
The present active indicative conjugation of the second conjugation verb moneō, moēre, monuī, monitum, to warn.

Note that the long ē gets shorten before -o, -t and -nt.

Third conjugation
Third conjugation verbs has a short e in the penult of the second principle part. The present active indicative conjugation of the third conjugation verb bibo, bibere, bibi, bibitus, is thus.

Note how the short e becomes a short i and a short u before -nt.

Perfect
The perfect passive tense in latin is a compound tense meaning that it consists of both the present tenses of the Verb "To Be" sum and the Perfect Passive Participle.

Assignment
Back to Schools Home page

title: Latin/Chapter 2


text:
Template:User nl-3

de:Vorlage:User nl-3 fr:Modèle:User nl-3 it:Template:Utente nl-3

title: Template:User nl-3


text: Category:User nl-3

title: Category:User nl-3


text:
User:Spider

Just registered & looking around.

Links

 * From the Wikiversity content to its conflicts (Jan's presentation on Wikimania 2011)
 * The Future of Wikiversity (my thoughts after the presentation and several discussions with Jan)

ru:User:Spider

title: User:Spider


text:
User talk:Spider

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 23:16, 22 June 2011 (UTC)

title: User talk:Spider


text:
User talk:GermanGamboaJr

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 23:22, 22 June 2011 (UTC)

title: User talk:GermanGamboaJr


text:
User:Kilpaddarick

I only know one thing and that is what I know: you.

title: User:Kilpaddarick


text:
United States Government/Feedback

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

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

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

title: United States Government/Feedback


text:
Talk:United States Government

Course Outline
If someone wants to expand this resource in the future, there is a potential course outline at. -- Dave Braunschweig (discuss • contribs) 13:22, 11 May 2019 (UTC)

title: Talk:United States Government


text:
User:Wikitanvir/common.js

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

title: User:Wikitanvir/common.js


text:
User:Wikitanvir/common.css

@import "http://meta.wikimedia.org/w/index.php?title=User:Wikitanvir/global.css&action=raw&ctype=text/css";

title: User:Wikitanvir/common.css


text:
User:Charles Jeffrey Danoff/ACC 154 Online

 * Syllabus http://www.oakton.edu/user/4/lvanwolv/Acc154/154syllabus-online.htm
 * Welcome Letter http://www.oakton.edu/user/4/lvanwolv/Welcome%20to%20Managerial%20Accounting.html

Chapter 2

 * http://www.businessdictionary.com/definition/prime-cost.html
 * prime cost = The total of direct material costs, direct labor costs, and direct expenses.

 * http://answers.yahoo.com/question/index?qid=20100912182035AAQPU25
 * Total conversion costs? In the manufacture of 10,000 units of a product, direct materials cost incurred was $145,800, direct labor cost incurred was $82,000, and applied factory overhead was $45,500. What is the total conversion cost?
 * Conversion cost excludes Direct material, so include the 82,000 and 45,500 only.

 * http://www.cliffsnotes.com/study_guide/The-Cost-of-Goods-Manufactured-Schedule.topicArticleId-21248,articleId-21219.html
 * The Cost of Goods Manufactured Schedule

 * http://www.khanacademy.org/video/cash-accounting?playlist=Finance

Chapter 6

 * mixed costs
 * http://www.principlesofaccounting.com/chapter%2018.htm#COST%20BEHAVIOR%20ANALYSIS
 * http://blog.accountingcoach.com/mixed-costs-fixed-costs-variable-costs/
 * cost driver
 * http://en.wikipedia.org/wiki/Cost_driver
 * http://answers.yahoo.com/question/index?qid=20070728214731AA9jN2w

Accounting Self-Study Links

 * 15.501 / 15.516 Introduction to Financial and Managerial Accounting MIT via TEMOA.info
 * Financial Accounting by Joe Ben Hoyle and C. J. Skender
 * Beginners' Guide to Financial Statements by SEC.gov
 * Full Cost Accounting for Municipal Solid Waste Management: A Handbook by EPA.gov


text: Java Tutorial/Trail: Javolution

title: Java Tutorial/Trail: Javolution


text:
User:Gbatheo

Field of interest
Programming:
 * AI
 * Realtime Shaders
 * Physics Engines (Not very good at this one)

Been programming since 2005 when I was 11. So, not an expert.

title: User:Gbatheo


text: File:EGM6341.s11.team5.cavalcanti.L11table1.png


text: File:EGM6341.s11.team5.cavalcanti.L11table2.png


text:
User:EGM6341.S11.team5.cavalcanti/Mtg13

Mtg 13: Fri, 28 Jan 11

[[media: Nm1.s11.mtg13.djvu | Page 13-1]]

Computation $$\color{blue}{\left\lbrace {w}_{i,n};i=\mathrm{0,1,.}\mathrm{..},n\right\rbrace }$$cont'd p.12-3

$$\color{blue}{j=1}$$$$\mathrm{\colon }f={p}_{\color{blue}{j}}\in {P}_{\color{blue}{j}}$$

choose

$$\begin{array}{c}f\left(x\right)={p}_{\color{blue}{j}}\left(x\right)={x}^{\color{blue}{j}}\\ {e}_{\color{blue}{n}}\left({p}_{\color{blue}{j}};t\right)=\underbrace{f\left(t\right)}_{\color{blue}{t^j}}-{f}_{\color{blue}{n}}^{L}\left(t\right)=\color{blue}{{t}^{j}} - \color{black}{{f}_{n}^{L}\left(t\right)}\\ \Rightarrow {f}_{n}^{L}\left(t\right)={t}^{j}\Rightarrow \color{red}{{\int }_{a}^{b}} \color{black}{\left(\sum _{i=0}^{n}{l}_{i,n}\left(t\right){ {\color{red}{\left({x}_{i}\right)}}^{\color{blue}{j}}}\mathit{dt}\right)}\\ \Rightarrow \sum _{i=0}^{n}{W}_{i,n}{\left({x}_{i}\right)}^{j}= \\ \frac{\left({b}^{j+1}-{a}^{j+1}\right)}{\left(j+1\right)}\\ j=\mathrm{0,1,.}\mathrm{..},n\end{array}$$

[[media:Nm1.s11.mtg13.djvu | Page 13-2]] $$\begin{bmatrix} 1 & 1 & ... & 1 & ... & 1\\ x_{0} & x_{1} & ... & x_{j} & ... & x_{n}\\ \vdots & \vdots & & \vdots &  & \vdots\\ x^{j}_{0} & (x_{1})^{j} & ... & (x_{j})^{j} & ... & (x_{n})^{j}\\ \vdots & \vdots & & \vdots &  & \vdots\\ x_{0}^{n} & x_{1}^{n} & ... & (x_{j})^{n} & ... & (x_{n})^{n} \end{bmatrix} \begin{Bmatrix} W_{0,n}\\ W_{1,n}\\ \vdots\\ W_{j,n}\\ \vdots\\ W_{n,n} \end{Bmatrix} = \begin{Bmatrix} b-a\\ (b^{2}-a^2)/2\\ \vdots\\ (b^{j+1}-a^{j+1})/(j+1)\\ \vdots\\ (b^{n+1}-a^{n+1})/(n+1) \end{Bmatrix}$$ $$x_{0}<x_{1}<x_{2}<...<x_{n}$$ ____________________________________________________________________________________

Note: Comp. error by Taylor Series and Lagrange interpolation (5) p.3-3: $$e_{n}^{T}(f;x)=f(x)-\underbrace{f_{n}^{T}(x;\widehat{x})}_{\color{blue}{TS \ of \ order \ n \ about \ \widehat{x}}}=\frac{(x-\widehat{x})^{\color{blue}{n+1}}}{(n+1)!}f^{(n+1)}(\xi)$$ (2) p.11-3 $$ \Rightarrow$$$$e_{n}^{L}(f;x)=\frac{q_{n+1}(x)}{(n+1)!}f^{(n+1)}(\xi)$$ Comp. $$(x- \widehat{x})^{n+1}$$ to $$ q_{n+1}(x)$$ Lagrange interpolation better than Taylor Series over [a,b]. "End Note" $$\left | \left ( x- \widehat{x} \right )^{n+1} \right | \to \infty \, as \left |  \left ( x- \widehat{x} \right ) \right | \to \infty$$ $$q_{n+1}(x_{i})=0, i=0,1,...,n$$

title: User:EGM6341.S11.team5.cavalcanti/Mtg13


text:
User talk:Mathochist

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 14:40, 23 June 2011 (UTC)

title: User talk:Mathochist


text:
User:EGM6341.S11.team5.cavalcanti/Mtg15

Mtg 15: Wed, 2 Feb 11

[[media:Nm1.s11.mtg15.djvu | Page 15-1]]

[[media:Nm1.s11.mtg15.djvu | Page 15-2]] Proof LIET cont'd

(4) p.14-3 → $$\left(n+1\right)$$zeros of G(.) $$G\left({x}_{i}\right)=\mathrm{0,}i=\mathrm{0,}\mathrm{...},n$$

(1) p.14-3 $$g\left(t\right)=e\left(t\right)-\frac{{q}_{n+1}\left(t\right)}{{q}_{n+1}\left(t\right)}e\left(t\right)=0 \Leftarrow$$ one more zero! → G(.) has n + 2 zeros

Remember G(.) vs qn+1(.)

 * qn+1(.) polynomial of degree n + 1

 * qn+1(xi)=0 i = 0, …, n → (n + 1) zeros

 * qn+1(t) not real zero

[[media:Nm1.s11.mtg15.djvu | Page 15-4]]

positive polynomial of degree n + 1 (due to qn+1(x), with $$\begin{array}{c}\frac{1}{{q}_{n+1}\left(t\right)}{e}^{L}+n\left(f;t\right)=\mathit{constant}\\ t=\mathit{constant}\end{array}$$(fixed)) "End Note"
 * G(.) = not poly in general ($$\color{red}{e}_{n}^{L}\left(f;x\right)$$)
 * G(.) = 0 at {t, x0, …, xn} → n + 2 zeros

Rolle's theorem → Derivative of G(.), ie, G(1)(.) has at least (n + 1) zeros.

Ex. f(.) has 3 zeros. Rolle's thm → f'(.) has at least 3 – 1 = 2 zeros. Here, f'(.) has 4 zeros.

title: User:EGM6341.S11.team5.cavalcanti/Mtg15


text: File:EGM6341.s11.team5.cavalcanti.L15fig1.png


text: File:EGM6341.s11.team5.cavalcanti.L15fig2.png


text: File:EGM6341.s11.team5.cavalcanti.L15fig3.png


text:
Special relativity and steps towards general relativity

Special relativity and steps towards general relativity is a one-semester Wikiversity course that uses the geometrical approach to understanding special relativity and presents a few elements towards general relativity. The course may be used in a traditional university, within the conditions of the free licensing terms indicated at the bottom of this Wikiversity web page. It may be modified and redistributed according to the same conditions, for example, via the Wikiversity and Wikimedia Commons web sites. For similar Wikiversity courses and learning resources on special and general relativity, see Topic:Special relativity and Topic:General relativity. (shortcut to this page: SRepsilonGR)

PDF presentations
The images used in the PDFs and the animation playable from the PDF are listed in /image gallery.

Teacher
These lectures are designed to be used by a teacher in fullscreen mode (e.g. xpdf -fullscreen) using a computer projector (beamer) in a face-to-face, real-life classroom. Internal clickable links at the bottom of the presentations (except for the opening slide) can be used to navigate between key ideas.
 * classroom mode

Student
After participating in lectures, you may use the pdf files to think through the ideas at your own pace. It is highly recommended that you click on links in the pdf files to read Wikipedia articles that go to more depth and lead in turn to introductory and research-level literature. Using a pdf viewer like xpdf, clicking on a Wikipedia link in the pdf file should open that page in a new panel in a web browser. You may need to view the pdf files in partial screen mode, not fullscreen mode.
 * post-classroom desktop mode

Viewing these pdf's without "classroom" help from someone who knows the subject is unlikely to be enough to learn the subject. Possible ways to learn without a face-to-face teacher giving lectures include:
 * no-classroom desktop mode
 * reactivate the Study Group For Relativity page and wiki-coordinate with a teacher and other students
 * ask at the w:Wikipedia:Reference desk/Science
 * use the pdf's in parallel to reading the associated Wikipedia articles
 * read Schutz and/or Bertschinger (links below) in parallel to looking through the pdf's

Exercises
Exercises using the WIMS system are available on WIMS servers, including University of Paris Sud, University of Nice and Milan University.

As of June 2012, these exercises do not cover the full content of the course, and do not use diagrams or computer algebra, so they are not sufficient to give strong confidence that you understand all the material of the pdf files of the course. However, they are necessary, in the sense that if you cannot get full marks on a few realisations of the full set of questions, then you probably do not yet understand the material. Students working through these exercises in 2011 and 2012 found them to be of a reasonable level of difficulty.

Exams
You can give yourself an examination by using the exercises on one of the above servers. You should be able to get a score of nearly 10.
 * Select the full set of exercises (the default is the full set).
 * Set the number of exercises per series to 9.
 * Set a time limit of 3600 seconds.

Keeping in mind what Wikiversity is not, the claim that any Wikiversity participant has passed the exam with a given grade on a given date will not be certified in any way by the Wikimedia Foundation. The primary aim of having an exam in this Wikiversity course is for the student to judge for him/herself if s/he has attained a satisfactory level of understanding.

General

 * Ed Bertschinger GR notes: http://web.mit.edu/edbert/GR/
 * Working through the full set of Bertschinger's notes will give you a more thorough introduction than the pdf's and exercises above. The GR part of this Wikiversity course approximately corresponds to most of gr1.pdf and parts of gr2.pdf.
 * These notes have the nice characteristic of explicitly writing tilde and arrow symbols on the nabla symbol when the operations increase the number of 1-form-like (covariant) or vector-like (contravariant)
 * As of 18:46, 23 June 2011 (UTC), the notes have some minor errors. Exercise: find these errors and correct them.
 * A First Course in General Relativity, Bernard Schutz, Cambridge University Press, 2nd edition, 2009, ISBN 0521887054, ISBN 978-0521887052
 * This Wikiversity course approximately corresponds (thematically) to a large part of the 1st edition of this book.

Key ideas

 * SR:
 * Understanding SR and judging if the empirical evidence supports it are best done in that order: first the geometrical understanding (where the constancy of the speed of light is true by definition), second the evidence (where it's true experimentally). The geometrical point of view is well-presented in Edwin F. Taylor, John A. Wheeler, Spacetime Physics: Introduction to Special Relativity, W. H. Freeman Press, New York, 1992, ISBN 0716723271, ISBN 978-0716723271
 * GR:
 * (and pseudo-Riemannian geometry)
 * coordinate basis, gradient of vector field, Christoffel symbols http://web.mit.edu/edbert/GR/gr1.pdf
 * directional derivative, parallel transport, geodesics http://web.mit.edu/edbert/GR/gr2.pdf
 * Riemann tensor, curvature, Ricci identity, Ricci tensor, Einstein tensor http://web.mit.edu/edbert/GR/gr2.pdf
 * GR (mentioned, not explained, in the 2011 version of the course)
 * http://web.mit.edu/edbert/GR/gr2b.pdf
 * http://web.mit.edu/edbert/GR/gr5.pdf
 * exact solutions:
 * - can be thought of as consequence of the model
 * http://web.mit.edu/edbert/GR/gr5.pdf
 * exact solutions:
 * - can be thought of as consequence of the model
 * - can be thought of as consequence of the model
 * - can be thought of as consequence of the model


text:
User:Fspgrundtvig

For Students

title: User:Fspgrundtvig


text:
User:Gaidheal1/monobook.js

import_script('User:Whiteknight/gadgetscore.js'); import_script('User:Whiteknight/graph.js');

title: User:Gaidheal1/monobook.js


text:
User:EGM6341.S11.team5.cavalcanti/Mtg17

Mtg 17: Wed, 9 Feb 11

[[media:Nm1.s11.mtg17.djvu | Page 17-1]]

Error in Newton-Cotes formula:

Thm:

Let

(1) – (4):

[[media:Nm1.s11.mtg17.djvu | Page 17-2]]

Appl: Error Trap. Rule (Newton-Cotes w/ $${\color{blue}{f}}_{\color{red}{1}}^{\color{blue}{L}}\color{blue}\left(x\right)$$ → 1st order, linear

n = 1 → $$q_{2} \left( x \right)=\left( x - \underbrace{a}_{\color{blue}x_{0}}\right)\left(x-\underbrace{b}_{\color{blue}x_{1}}\right)$$

(5) p17-1: $$\begin{array}{c}|{E}_{n}| \leqslant \frac{M_{2}}{2!}\int _{a}^{b}|{q}_{2}\left(x\right)|\mathit{dx}\\ =\frac{M_{2}}{2!}\underset{\leqslant 0}{{\int }_{a}^{b}\left(x-a\right)}|\underset{\leqslant 0}{\left(x-b\right)}|\mathit{dx}\end{array}$$

(3) p.7-4: $$h\mathrm{\colon }=\left(b-a\right)/1=b-a$$ See Atkinson p.253

Application: Error for Simple Simpson (ie, Newton-Cotes with $${\color{blue}{f}}_{\color{red}{2}}^{\color{blue}{L}}\color{blue}{\left(x\right)}$$

n = 2 → $${q}_{3}\left(x\right)=\left(x-\underbrace{{x}_{0}}_{\color{blue}{a}}\right)\left(x-\underbrace{x_{1}}_{\color{blue}{\frac{\left(a+b\right)}{2}}}\right)\left(x-\underbrace{{x}_{2}}_{\color{blue}{b}}\right)$$

[[media:Nm1.s11.mtg17.djvu | Page 17-3]]

$$|{E}_{\color{red}{2}}^{\color{blue}{S}}| \leqslant \frac{{M}_{3}}{3!}{\int }_{a}^{b}|\left(x-a\right)\left(x-\frac{a+b}{2}\right)\left(x-b\right)|\mathit{dx}$$

Reference: Suli & Meyers 2003, p.205

Simpson's rule can int. exactly poly. of deg $$ \leqslant 3!$$ Cubic (not just quadratic)

Note: Misprint in S&M 2003 p.205: 192 in (1), not 196.

title: User:EGM6341.S11.team5.cavalcanti/Mtg17


text:
User talk:SkepticUshFirefoxHTML\Shell\Open\Command

Plutarch quote
"The mind is not a vessel to be filled, but a fire to be kindled."


text:
Literature/1975/Douglas

 * http://books.google.co.uk/books?id=PsCYWrGa3qEC

Excerpts

 * Introduction 1975
 * It seems hardly worth noting that some matters are deemed more worthy of scholarship than others. If there is any one idea on which the present currents of thought are agreed it is that at any given moment of time the state of received knowledge is backgrounded by a clutter of suppressed information. It is also agreed that the information is not suppressed by reason of its inherent worthlessness, nor by any passive process of forgetting: it is actively thrust out of the way because of difficulties in making it fit whatever happens to be in hand. The process of 'foregrounding' or 'relevating' now receives attention from many different quarters. But for obvious reasons the process of 'backgrounding' is less accessible. The chapters in this section focus on 'backgrounding'. They identify a number of different situations in which information is pushed out of sight. At one extreme it it automatically destroyed by reason of its conflict with other information. For example, the continuity of human with animal life is a piece of information which is consistently relegated to oblivion by all the social criteria which allow humans to use a discontinuity between nature and culture for judging good behaviour. The history of the behavioural sciences has been to reclaim bit by bit and make significant to us our common animal nature.
 * By a less extreme process of relegation, some information is treated as self-evident. The logical steps by which other knowledge has to be justified are not required. This kind of information, never being made explicit, furnishes the stable background on which more coherent meanings are based. It is referred to obliquely as a set of known truths about the earth, the weight and powers of objects, the physiology of humans, and so on. This is a completely different pigeonhole of oblivion from the first. Whereas the former knowledge is destroyed by being labelled untrue, the latter is regarded as too true to warrant discussion. It provides the necessary unexamined assumptions upon which ordinary discourse takes place. Its stability is an illusion, for a large part of discourse is dedicated to creating, revising, and obliquely affirming this implicit background, without ever directing explicit attention upon it. When the background of assumptions upholds what is verbally explicit, meanings come across loud and clear. Through these implicit channels of meaning, human society itself is achieved, clarity, and speed of clue-reading ensured. In the elusive exchange between explicit and implicit meanings a perceived-to-be-regular universe establishes itself precariously, shifts, topples, and set itself up again. [Opening passages, pp. 3-4]

 * Jokes
 * Chapter 10. pp. 146-164.

 * A joke is a play on form. It brings into relation disparate elements in such a way that one accepted pattern is challenged by the appearance of another which in some way was hidden in the first. I confess that I find Freud's definition of the joke highly satisfactory. The joke is an image of the relaxation of conscious control in favour of the subconscious.

Reviews

 * Barry Barnes and Steven Shapin (1977). "Where Is the Edge of Objectivity?" The British Journal for the History of Science, 10:1, pp. 61-66.
 * See also: Anthropological Cosmology and Anti-Demarcationism, pt. 1, March 8, 2010, blogged by Will Thomas.

Wikimedia

 *  Implicit Meanings

Relevant works

 * Implicitity
 * Metaphor
 * Metaphor
 * Metaphor
 * Metaphor
 * Metaphor
 * Metaphor

title: Literature/1975/Douglas


title: Literature/1975/Robertson


text: User:Coekon

title: User:Coekon


text:
Literature/1975/Grice

 * Reprinted in: H. P. Grice ed. (1989). Studies in the Way of Words. Harvard University Press. pp. 22–40.

Wikimedia

 * Implicature
 * Implicature is a technical term in the pragmatics subfield of linguistics, coined by H. P. Grice, which refers to what is suggested in an utterance, even though neither expressed nor strictly implied (that is, entailed) by the utterance.

title: Literature/1975/Grice


text:
User:DMcPhed

My name is Duncan McPhedran, I currently teach English in Japan. My specialty is late medieval England, particularly Edward III`s public policy concerning the Black Death.

cs:Šablona:User en de:Vorlage:User en el:Πρότυπο:Χρήστης en es:Plantilla:Usuario en fi:Malline:User en fr:Modèle:User en it:Template:Utente en ja:テンプレート:User en pt:Predefinição:User en ru:Шаблон:User en sv:Mall:Användare en

cs:Šablona:User fr de:Vorlage:User fr el:Πρότυπο:Χρήστης fr es:Plantilla:Usuario fr fi:Malline:User fr fr:Modèle:User fr it:Template:Utente fr ja:Template:User fr pt:Predefinição:User fr ru:Шаблон:User fr

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Literature/1975/Abraham

 * Reprinted in: Abraham, Werner, ed. (1975) The Vale of Tears (Emekhabacha), pp. 17-66.
 * http://books.google.com/books?id=PnSeXFkQp0MC

Abstract
An intensionalist position is taken in the discussion of metaphorical use of language. The concept of meaning (refuted by extensionalism as being unclear and hence methodologically unacceptable; compare, for example, Quine 1961, Cohen 1962) is developed by integrating both the meaning postulate approach (Carnap) and the componential analysis approach (which plays a decisive role in the semantic theory introduced by Katz and Fodor 1964 and is most prominently advocated by Katz 1972).

The basic thesis is that among the possible associations (meaning components) that verify the proper use of a lexeme only those are conditions for the normal use of the lexeme that have top priority (are the strongest, or necessary, associations). Metaphors are explained on the basis of a reordering of those components such that associations of low priority in the meaning analysis gain prominence (high priority). In principle, every attempt at metaphorical interpretation presupposes some inferential operation of the traditional sort.

Since there are metaphors of a more universal (etymologically and typologically recurring) sort and those of a highly context-specific kind, pragmatic categories and rules of discourse add to what can be generally called an approach of semantic pragmatics. The senses of lexemes are elicited by interaction with other lexemes syntactically connected, as well as by situative conditions. The phenomenon of the metaphor is thus not distinct from any other lexematic occurrence the sense of which is established by interaction with its context (conversational meaning; cf. Cresswell 1973:239); rather, it is a separate type only insofar as the metaphorizing intention of the speaker is explicit.

title: Literature/1975/Abraham


title: Literature/1975/Ricoeur


text:
User talk:Shrie13

How many routers are required for 5000 PCs?
How many routers are required for 5000 PCs?

title: User talk:Shrie13


text:
User talk:DMcPhed

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 13:37, 24 June 2011 (UTC)

title: User talk:DMcPhed


text:
User:Marek69

av:Участник:Marek69 es:Usuario:Marek69 fr:Utilisateur:Marek69 gu:गु:ભ્ય:Marek69 it:Utente:Marek69 lt:Naudotojas:Marek69 pl:Wikipedysta:Marek69 uk:Користувач:Marek69 ka:მონაწილე:Marek69 bg:Потребител:Marek69 bs:Korisnik:Marek69 de:Benutzer:Marek69 el:Χρήστης:Marek69 kk:Қатысушы:Marek69 ha:User:Marek69 hi:सदस्य:Marek69 hy:Մասնակից:Marek69 mk:корисник:Marek69 no:Bruker:Marek69 ru:Участник:Marek69 sa:योजकः:Marek69

title: User:Marek69


text: File:C-SAP logo blue.jpg

title: File:C-SAP logo blue.jpg


text:
Ideologies and Environmental Management Simulation

Instructions for participants

 * 1) You are allocated to one of the groups below:
 * 2) neoliberal economists (e.g. free market adherents)
 * 3) reformist environmentalists (e.g. ecological modernisation)
 * 4) radical environmentalists (deep ecologists).
 * 5) Your group will have a brief to examine either energy (esp. nuclear and wind power) or transport issues in the UK. You will be given in advance of the presentation a briefing sheet, which outlines some of the most important problems associated with energy or transport. You will also be expected to do some of your own research into these problems.
 * 6) YOUR AIM, as a group, is to prepare a  fifteen minute presentation outlining recommendations for dealing with (mitigating and/or eventually solving) some of these problems – as many as you think it appropriate to cover in the time (depth is more desirable than breadth). Your recommendations need to be in line with the ideas and perspectives of your allotted group’s ideology. (You may not personally believe in what you are advocating, but you must imagine that you do!).
 * 7) You must also be prepared for five additional minutes of searching questions from the audience (which comprises the members of the other groups. Hence you need to be prepared with adequate explanations of your recommendations. The degree to which you satisfactorily deal with these questions will be taken into account in the assessment. (Therefore you may want to do some research into the other ideologies.)

Preparation
Once the precise topic has been identified, each group will need a briefing sheet outlining the problem and the views of the group they will be role-playing. See Red Herrings for a similar model.


text:
User:Tom Morris

I'm Tom. I'm an admin on English Wikipedia and Wikinews. I'm not totally sure what Wikiversity is for. I support the overall mission of increasing the availability of open educational resources, and will make the occasional edit over here as part of good faith efforts to increase collaboration between Wikimedia projects. I'm happy to help with philosophy-related material.

Below, I'm going to link to and perhaps try and develop resource pages for various philosophical topics. The intention of these is to help with development of undergraduate philosophy materials, and to co-ordinate the creation of graphics and other similar things that could be used for such courses.

Applied ethics

 * Applied ethics
 * Abortion
 * Death penalty
 * Environmental ethics

Other stuff

 * Elsevier boycotts

title: User:Tom Morris


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text:
Second Life/Boellstorff (2008)/Coming of age in Second Life and coming of age in First Live

By Lionel Scheepmans

Conversation with coming of age in Second Live
Life bring to me today a great opportunity. That's to write an essay that can be a conversation and I hope, an exchange, with Tom Boellstorff, a anthropological who has written “Coming of age in second life” a very brilliant and interesting book about “cyber anthropology”. For all the time I could allocate to this academic work, I have therefore taken the decision to focus on this book in the idea of setting it in conversation with my experiences and conviction about what the Author calls “Virtual Worlds”. I founded on this book some times information and ideas which confirm my apprehension, some time choices and ideas which I don't agree with but in the end, it was a great benefit for me. The benefit to realize that if humans are different from animals, it's certainly by the capacity of “virtualizing” the world.

Virtual world and actual world
Traditionally, the anthropologist use words to share the result of researches and inquiries and some time just a word can be topic discussion or even disagree. The use of dictionary does't help all the time specially when people have different mother language. But that's the way, and it's an interesting way for an anthropologist because word are created by human and maybe are the first step in the virtualization of the world.

Tom Boellstorff says about his book “Coming of age in second life” that “one goal of this book’s analysis is to argue for a rehabilitation and refinement of “virtual.”(Boellstorff 2008:18). I follow him on this idea but two years after this book was edited, he defines, in a article, virtual worlds “as places of human culture realized by computer programs through the Internet, a definition that includes online games but excludes things like email and websites, and thus even social networking sites ” (Boellstorff 2010:126). For me this supra definition of virtual worlds can be a source of confusion. This confusion appears by the same way as we can say human is animal, but we can't say animal is human. I think that a mistake to focus the adjective virtual on the cyberspaces. Lot of things created by humanity are virtual and a danger can rise when people take a virtual thing like for example money for real (in the philosophical sense). “In realizing the vision of virtual worlds, ethnography holds the promise of better understanding how it is that we, all of us, online and offline, are virtually human.” (Boellstorff 2008:249) says the author and maybe that's the job of anthropologist to take care about rising dangers from virtual in human world.

On the chapter one, “Subject and Scope” of Coming of age in second live we can read: “the most important meaning of “virtual” with regard to virtual worlds; “virtual” connotes approaching the actual without arriving there.” (Boellstorff 2008:19). By this way, the polysemic term “virtual” can be considered like the opposite of the term “actual” and this binarism is used in Coming of age in second life like boundary-marker between “online” and “offline”. But if we follow this French definition of the word actual: “Qui se produit, qui existe au moment présent” or this English one: “…actually existing as a thing or occurring in fact; not imagined or supposed…” this formulation doesn't work very well. In the second live case, Tom Bukowski, the avatar of Tom Boellstorff only exists when the computer using by the author is connected with the virtual world. Like explained on the book, when Tom Boellstorff is “offline” Tom Bukowski disappears from second live although the author says “the virtual world persists when individuals turn their computers off.” (Boellstorff 2008:12). That means Tom Bukowski is only actual when Tom Boellstorff is “online” and for Tom Boellstorff like Tom Bukowski things became virtual “offline” even there still actual for the rest of connecting residents. So, this logic show the situation inverse of the proposition of the author. Also, second live never disappears so such the server that contain data exist and stay accessible. In regard of this, is that place virtual or actual ? For a science fiction book there is no doubt, the answer is the book is actual and the story virtual but for what is occurring on the second live server ? The server is actual, well, but what about the story or history that is occurring currently (we say “actuellement” in French), I mean right now during the time when you are reading this word ? Is it not actual ?

One can say, I'm speculating on words, that's right, but words like concepts are tolls in anthropology and it's important, I mean, to talk about most appropriated tolls for an appropriated understanding. I just think than words virtual and actual aren't adequate to indicate a situation inside and outside of second live. The author himself says “Actual” is also imperfect, but I find it the best provisional term and additionally one used fairly often by those in Second Life.” (Boellstorff 2008:21) This imperfection rises again with the fact than, in second live, opposition between virtual and actual don't have sense about time, because time in second live as outside, excepted jet lag is the same. “In virtual worlds, shared virtual place assumes shared actual time.” (Boellstorff 2008:106). This reminds me an experience during one of the first International live role-playing game in Belgium called “Avatar”. In this game people say “time out” when they want to exit the game for talking for example about a misunderstanding about rules, and they say “time in” to return “inside” the game. On this example of “imagined world” that we can qualify “virtual world offline”, time can be virtually stopped for restart the game in the same situation after explanations. The ambiguous binaries virtual-actual thus don't look very helpful in this anthropological field.

But why note use the term “real” like opposite to virtual? A French definition for the world “réel” can be “PHILOS. Qui existe d'une manière autonome, qui n'est pas un produit de la pensée” or “En partic. Qui est dégagé de la subjectivité du sujet.”. In English that can be “ …actually existing as a thing or occurring in fact; not imagined or supposed…” By cons, definition of the word reality can be in French “Manifestation concrète, contenu (d'un processus, d'un événement).” in English “the state of things as they actually exist, as opposed to an idealistic or notional idea of them”. Based on these definitions, second live can be considered like a reality but not real in the French philosophical sense because second live don't exist autonomously, and is a certainly a product of thought. But we can learn on “Coming of age in second life” by reference to many authors like Deleuze, Friedberg, Lévy, Massumi, Virilio than “the virtual is opposed not to the real but to the actual. The virtual is fully real in so far as it is virtual. . . the virtual must be defined as strictly a part of the real object”...

So we are going in circles but maybe there is a way to avoid all ambiguities created by terms virtual, actual, real and so on. This way was approach in the book when the author talks about Huizinga’s metaphor of the “magic circle” and its “limits of time and place” (Boellstorff 2008:22-23). The fourth chapter of the book is named “Place and time” but still rest a question in the end of the book “What happens if we return, even heuristically, to Huizinga’s notion of the magic circle and see virtual worlds as meaningful in themselves? How might porosity and interchange, in what some might see as a paradox, work to shore up notions of discreteness, in Second Life and elsewhere? ” (Boellstorff 2008:242). Also, I agree with the fact than a place like second live isn't a game event resident can play inside but that a fact to that Human behaviours are strongly influenced by time and place. It is not a game but the author of “Coming of age in second live” can became Tom Bukowski when he is connected to Second live server or Professor Boellstorff we he is teaching me “virtual anthropology ”. Mister Tom Boellstorff, Professor Tom Boellstorff and the avatar Tom Bukowski are the same entity and the behaviour of this entity change according to the constraints and resources posed by time and place. In conclusion of this part I would like to say, constraints and resources posed by times and places are more heuristically important than the fact that times and places are virtual, actual or even real.

Episteme and techne
“You drag an icon named “green rug” from your inventory window and as if by magic, it materializes in your living room.” (Boellstorff 2008:11). By this sentence extract from the part of the book dedicated to describe the everyday second live a new topic. This topic turn around the word “materializes”. If in this case it's used like an abuse of language that can also rise questions about hardware used to create and contain second live. If the image of the green rug was created by conjunction of knowledge and ideas of a “cyber artisan”, that's truer than this rug can't have existence without material constituted by connected computers because that's a fact ideas need matter for existing. Except in transcendental reflection like Plato's philosophy there isn't idea creation without brain. And in the brain ideas can also instantaneously disappear if there is no memory. One of the biggest power of human is certainly the ability to create idea, what is one of most narcissistic distinction with animals, communicate ideas, what is more or less the condition for culture, and extended memory support, what is maybe the origin of the gap between oral and writing culture in term of domination.

On his book Boellstorff develop an interesting theory around two concepts that are “episteme” and “techne”, drawing upon “a philosophical distinction between knowledge (episteme) and technology or art (techne), examining how virtual selfhood is becoming predicated on the idea that people can craft their life worlds through intentional creativity.” (Boellstorff 2008:25) But this articulation misses two important concepts that I already introduce in the supra paragraph that are idea (different from knowledge) and memory because what this creativity except new ideas and what can became creativity in second live without memory support ? And what is second except a big storage of ideas located inside an interactive place. Of course memory can be encompassed in techne but if it a part of techne, it is a very important part at least with respect to a place like second life. In term of material second live indeed exist inside a big server composed largely of hard drives which is the computer memory. On this hard drives, resident's and company's ideas are stored like with a two letters alphabet on a big electromagnetic book. What is different between the world of second life and a book's world like Lord of the Rings, that's the opportunity to change and grow up the world and by way the story, by bringing and sharing new ideas in continue interaction between all residents. This interaction is only possible on a quickly modifiable and with the use off elaborated computer which translate a binary language in understandable human signs. Create by this way a new world from two alphabetic signs is the fruit of a long technical evolution inside writing cultures. That's techne, and that seams incredible, but the universe itself would be made of a blend of three different particles.

Creationist capitalism
The concept of “Creationist capitalism” presented in coming of age in second live is “a mode of capitalism in which labour is understood in terms of creativity, so that production is understood as creation. Techne is the modality this creation takes; self-fulfilment becomes a means of production” (Boellstorff 2008:206) For understand this concept in frame of second live we need to know that "people in Second Life can earn “real” money in the virtual world and retain intellectual property rights over anything they create" (Boellstorff 2008:12). Like says the author, “notions of creationist capitalism that are not unique to virtual worlds [...] Creationist capitalism draws structuring principles from the individualistic ethos of contemporary capitalism”, “Early traces of creationist capitalism can be seen in the Western view that property results from the mixing together of human labour with the products of nature”(Boellstorff 2008:207-208).

For me, it is not surprising that capitalism finds a place and flourish in virtual worlds because capitalism arose from the property and money which are all virtual in nature. The money, for example, created to simplify and secure business transactions in an expanding commercial world, has become today the main means of speculation and manipulation that humans use in a game of power to exploit other humans. For several decades, money is mostly made up of computer data. All these data are virtual values which far exceeds currencies in circulation and probably also the real value of wealth possessed by humans. All this money is created by banks and states with use tools of speculation such as coefficients of cash and leverage loans. During this time, people manipulated by the dogmas of market and employability execute tasks to earn money to live. In this way and in a global network, people find themselves alienated by the need to earn money that will enable them to appropriate resources privatized by somebody else. That is not “actual” capitalism based on “virtual” money ? And When I read sentence like “Techne can obviate episteme. ” (Boellstorff 2008: 58) I'm just thinking about danger like in the “actual” perverse system where people no longer think in terms of real need but in terms of virtual money. This causes a real danger of self-destruction when people in an endless search for money comes to destroy vital resources by polluting for example, atmosphere, water and soil, without thinking that this money is aimed precisely to obtain vital resources that they are destroying.

On sedentary writing culture like western culture the notion of propriety is very strong and in second world like in western world, ideas came intellectual propriety for the first who can fix it on a labelled support protected by copy right even he is not the thinker of the idea. In this case “techne's” rights are stronger than “episteme's”. That can be problematic because propriety and by extension private propriety, can be defined as a set of goods that the owner can deny the use of or access to other people or others living species. But this privatization creates frustration, jealousy and imbalance. That require other people or living species that can afford, to get equivalent goods whereas in most cases, private good are standing by. In the case of manufactured goods, this requires an increasing manufacture and thus an exhaustion of resources that might be useful, today or tomorrow, to other causes as to other people or living species. This concept of property may also give rise to selfish attitudes which derive poverty and indifference toward the poorest. This indifference creates at the heart of our cities as between nations many feelings of hatred and revolt. Yet, it is often by chance than a person became owner of property. This luck is the one to be or born to the right place, at the right time, and to have or receive sufficient physical or mental capacities. Fortunately in cyberspace like somewhere else people are acting conscientiously and the gift economy flourishes with notions like “copyleft” (X) or Wikispace for example.

Back to the first live
In conclusion of this work, I would like to say that play with the virtual is maybe safer in cyberspaces than in other places. In informatics this stay reversible when a backup is done not like in the natural spaces. We are living right now a time of ecological and geopolitical crises that appear all around our planet, and I suspect this ability of human to believe on virtual things more than natural things to take a main part in the origin of all these crises. Now, History will tell us what will come out of ideological battles that are determining the future of humanity like for example this battle between that occur today between the gift culture and the creationist capitalism culture.

Works sited
Avatar ASBL, 2005. Document des Règles de Référence (DRR) 5ème édition, Cellule jeu. Boellstorff Tom. 2006. http://www.nideffer.net/classes/270-08/week_02_game_studies/ludicrousdiscipline.pdf 2008. “Coming of Age in Second Life: An Anthropologist Explores the Virtually 	Human”. Princeton University Press. 2010. “A Typology of Ethnographic Scales for Virtual Worlds”. Human-Computer Interaction Series: “Online Worlds: Convergence of the Real and the Virtual.”, 123-133.


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