text:
User:BrianStrode

Suicide Prevention Suicide is a tragic public health problem that negatively affects millions of Americans every year. It is the tenth leading cause of death in the United States. The good news is it is preventable if the warning signs are recognized. It is important for the entire public, but especially health care providers and educators, to be able to recognize the warning signs of an impending suicide attempt. The path to someone choosing to attempt suicide can be complicated and it is different for every person. Common reasons for wanting to commit suicide include too much stress, bullying, financial problems, and extreme depression, or a combination of the above. These stressors can exacerbate and trigger warning signs of a suicide attempt. These warning signs are where a person known as a “gatekeeper” should take notice and then take action. A gatekeeper is someone who regularly comes in contact with an individual and knows them well. For example, a guidance counselor or teacher would be the gatekeeper for a population of students, or a parent would be the gatekeeper for their kids. If they notice something wrong or a student/child behaving differently than normal then they know it is time to take preventative steps to reduce the chance of a person committing or attempting suicide. Common warning signs of a possible suicide attempt include: a loss of interest in things they used to enjoy, appearing to feel hopeless, writing about death or dying, talking about death, and mentioning suicide even in passing. A gatekeeper should easily be able to recognize these kinds of changes in a person’s behavior. In addition to the above warning signs, a person contemplating suicide may increase their alcohol or drug use. Alcohol abuse especially needs to be dealt with in a swift manor as it increases feelings of depression and hopelessness, which can lead to an individual attempting suicide sooner than they originally planned. If a person is threatening suicide you must immediately remove their access to alcohol and other drugs. Removing a suicidal person’s access to means of killing themselves is also very important. Firearms are the most dangerous item for an at risk individual to have access to. It is the most commonly used method of committing suicide in the U.S. Any dangerous weapons as well as medications and car keys should be removed from the person’s possession or locked up in a safe. This helps prevent an impulsive suicide decision when the individual is experiencing intense psychological pain. If there is no easy access to a means of ending ones life, it prevents rash, split-second decisions that have permanent consequences. Once a person is identified as being at risk for suicide, it is time to intervene. There are several methods for doing this, but the most widely used and well known method is Question, Persuade, Refer (QPR for short). Question refers to openly asking a person if the suicide warning signs they are showing should be of concern to the people who care about them. This single handedly opens the door to more dialogue, which may defuse the situation and lead to a sense of hope for the at risk individual. Persuade is when you encourage the person to seek professional help. If persuading doesn’t work, then it is time to refer the individual to a professional. If the individual is a minor or adolescent it is important to contact their parents, minister, teacher, or counselor and alert them to the situation. Suicide hotlines are a method of suicide prevention available 24 hours a day, seven days a week. A simple phone call to one of these crisis lines gives you access to a counselor who can provide confidential help. This kind of help may be all it takes to immediately defuse a potentially deadly situation. People who are thinking about attempting suicide as well as those who are seeking advice or help for a family member or friend thinking about suicide are encouraged to call for help whenever the need arises. It has been determined that adolescents who identify as Lesbian, Gay, Bi, Transgender, or Questioning (LGBTQ) are at an increased risk of suicide. They are often subjected to more bullying while at school, and may not feel accepted in social groups. This can lead to severe depression and eventually a suicide attempt if the warning signs are not identified. It is vital for the gatekeepers (counselors, teachers, and nurses) at high schools (as well as the parents) to have training to be aware of the warning signs of a bullied teen. These warning signs include a loss of interest in or fear of going to school, appearing anxious when asked about school, few or no friends, problems sleeping, and coming home from school with unexplained scrapes or bruises. It is estimated that about half of all children will be bullied at some time while they are in school. Around ten percent of children suffer from repeated bullying. That is quite a large number of children being subjected to unnecessary emotional and physical distress. Teaching your children how to avoid bullies, and tactics to deal with bullying situations will give them necessary tools to circumvent the whole problem. However, if a bully is still a problem for the child, it’s time to talk to the child’s teacher, counselor, and principal to get the problem resolved. Suicide is not an easy topic to talk about, but knowing how to recognize warning signs and what to do to if a suicide attempt is imminent can help you save a life. Taking the time to learn prevention techniques is an invaluable asset that could just be the most important knowledge you ever gain.

title: User:BrianStrode


text: Category:Semantics

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

title: Category:Semantics


text:
User:Numiri/KinderCalculus/Soar, Evert, nunti

Evert
Everts are distributive rules. Here we generalize the distributive rule beyond a(b+c) = ab + ac.


text:
User:Numiri/KinderCalculus/Soar, Evert

Like Terms
In traditional algebra, "like terms" refer to addition of terms with similar powers like 3x^2 + 4x^2 = 7x^2. Here we consider a more general "like terms" criteria to include those with different powers but can be combined via multiplication instead of addition. We call this principle "Nevadab", which is an initialism for "neighboring-verbs, add depth, alike bases". The "b" in Nevadab is silent. The odd word is a poor attempt at forcing the initialism into something pronounceable like "nevada".

Under the Nevadab criteria, we can combine a^3 * a^4 into a^7. Combining these terms involve 3 steps:   Check that the verbs are neighboring: the verbs +, *, ^ form a ascending complexity sequence of plus, self-plus, self-self-plus. Each successive pair are neighboring verbs. + and ^ are distant verbs, not neighboring.  Check that the bases are alike: the bases in the 2 terms must be the same.  Add depth: to combine the terms, simply add the repeat (or depth in BLEAD speak).  The diagram below illustrate the generalization in an operator precedence diagram:

.                          3a + 4a = 7a. |                                             .                                |                                              .                                |                                              .                          +-+-+                                        .                          | \       / |                                        .                          |  o--*--o  |. | /      \ |       3    3                           .            3a * 4a  -+  equals   +- a  + b. (not neighbors)     |           |      (irreducible). | *--o--   |. +-+-+                                       .                                |                                              .                                |                                              .                                |                                              .                            3    4    7                                        .                           a  * a  = a.

Distributive
Everts are distributive rules. They are called evert for their inside-out effects on the layering. Below we generalize the distributive rule beyond a(b+c) = ab + ac. This generalization simplifies the many distributive rules into one -- greatly simplifying algebra!

Mathematical expressions have a syntactic structure that can be drawn as a tree. For example, .                          3             3                                     .            3  3            \           /                                      .           a  b      is      ^ -- * -- ^. /          \                                      .                           a             b. . and. .                           a. 3           \                                                 .            (ab)      is      * -- ^ -- 3. /                                                .                            b. . In the picture below, the center box represents this syntactic parse tree of the distributive expression: .                                                                              .                       3(a + b) = 3a + 3b. .                               |                                              .                                |         u + v     u   v. same as -->         |         -  =  - + -. right             |           d       d   d. |                                             .                       \        |        /                                     .                        \       |       /                                      .                         \      |      /                                       .                          +-+-+                                        .                          | \       / |                                        .                          |  o--*--o  |. | /      \ |                                        .                          |           |       3    3                           .            3a * 3b  -+  equals   +- a  + b. (uninteresting)     |           |      (irreducible). | \        |                                        .                          |   *--o--  |. | /        |                                        .                          +-+-+                                        .                         /      |      \                                       .                        /       |       \                                      .                       /        |        \                                     .                                |                                              .                    uv          |           uv       d__   d__. log u + log v =  o         |          o  =  V u * V v. b      b        b           |           d. |                                             .                                                                               .                              3     3   3                                      .                          (ab)  =  a   b. .                                                                              . notes:. 1. the diagonals are distributive relations against the leaf & lattice (u v). 2. log is nearly evertable, but not quite, with + replacing *. . in the box,. o  =  repeater verb. . u,v = leaf, lattice. a,b = bases. d  =  depth. .
 * = seed verb.

Here is the same information in tabular form:

title: User:Numiri/KinderCalculus/Soar, Evert


text:
User talk:BradleyMauger

 Hello BradleyMauger, 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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title: User talk:BradleyMauger


text: User:Etteinniette

title: User:Etteinniette


text:
Half Power Frequencies

(Series RLC circuit)
The frequencies for which current in a series RLC (or a series tuned) circuit is equal to 1/√2 (i.e. 70.71%) of the maximum current (current at resonance)are known as Half Power Frequencies.

At the half power frequencies RMS power consumed by the circuit can be computed by the relation

P = I2 * R = (I0/√2)2 * R  = P0/2 where, P0 = Power at resonance I0 = Current at resonance R = Resistance of the circuit I = Current in the RLC series circuit

Therefore at the Half Power Frequencies the RMS power consumed by the circuit is half of the power consumed by the circuit at resonant frequency due to this fact the frequencies are called Half Power frequencies

title: Half Power Frequencies


title: File:DigitalDesign.20111208.pdf


text: Category:Cycle structure of permutations


text:
User:Superstellarlunatic

Superstellarlunatic is a comedienne-in-training, aspiring astrobiologist, and academic intelligentsia who loves learning all types of unrelated things. She knows a bunch of random shit too.

... I don't really know what else to say.

title: User:Superstellarlunatic


text:
User talk:Superstellarlunatic

 Hello Superstellarlunatic, 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

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 * 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! --HappyCamper 18:12, 8 December 2011 (UTC)

title: User talk:Superstellarlunatic


text:
User talk:Greg.a.phillips

 Hello Greg.a.phillips, 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.
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 * 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! --HappyCamper 18:17, 8 December 2011 (UTC)

title: User talk:Greg.a.phillips


text:
User:Arided/Paragogical Profile

=Introduction=

I'm interested in what goes on at the nexus of learning and peer production. I'm currently working on a Ph. D. thesis about "Peer supported problem solving and mathematical knowledge". As part of this project, I've been working on getting new software for PlanetMath ready for production use. Once this is launched (which should be soon), I'll begin my key user studies. That's all happening nowish!

=Peer Learning Profile=

Aside from (but also sometimes in) what I do in my day job, studies, and "personal life"...

I can offer to help with or teach:

 * Remixes -- e.g. web to print, or (more complex!) Encyclopedia to Learning Environment, etc.
 * Roadmap assistance for projects of mutual interest
 * A technology-oriented "expansion" to the Peeragogy Handbook, in the form of a Bootable USB, plus tech notes.

I want to learn:

 * How to monetize my programming, math, and pÆragogy skills (e.g. with an interesting career...)
 * How to be a better “mentor” (e.g. for git, LaTeX, Drupal, math, etc)
 * How to make my contributions (above) increasingly replaceable i.e. I don’t want to be a “bottleneck”
 * How to build a Distributed University...

=General background and interests=

For more details, please see my CV.

 * mathematics (BA, 2002)
 * anthropology of mathematics
 * economics of common resources ("koinomics") and practices of peer production
 * artificial intelligence
 * philosophy

=Current affiliations and activities=

My main focus at present is finishing my thesis and getting PlanetMath's new software in good working order. However, on a longer timescale, I'm involved with all these things:

 * Since 2008: Board member at PlanetMath.org
 * Since 2010: Ph. D. Student @ The Knowledge Media Institute, UK. (Revised expected submission date: March 31, 2013).
 * Since 2010: Contributor to the Planetary project, which began as an effort to rebuild PlanetMath's software using contemporary web technologies
 * Since 2011: working on paragogy.net, a site about peer learning and peer production, in collaboration with User:Charles Jeffrey Danoff.
 * Since 2011: discussing new models for learning and development work in free technology
 * Since 2012: participant in the peeragogy project, which aims to demonstrate the power of peer production in education

=Zoomed-in next steps (Q1 2013)=

 * switching PlanetMath over to the new platform
 * user study on the new platform
 * collaboration with Tim Teräväinen on statistical models of learning, using an extension of work he has been developing in his Ph. D.
 * finishing my thesis

=Zoomed-out future timeline: the next decade=

Can you advise on any of these?

 * I will continue to help maintain and develop the Planetary and PlanetMath, but I'm especially interested in recruiting new contributors (2013, 4 hours a week)
 * Research in Science Studies, see this page on "Peeragogy.EDU" and this abstract (2013, 5 hours a week)
 * Get back to doing some stuff I was working on in AI, and some other programming projects, including a bootable USB (2013, 3 hours a week)
 * I'm particularly interested in text, hypertext, and inference, I have some unfinished work with Ray Puzio that would be nice to finish at some level and publish
 * I'm also interested in learning and using some new (to me) Lisp dialects/platforms, e.g. Clojure, ClojureScript, and Lush.
 * Jobs: Clearly, 12 hours a week isn't a lot of time, so I'm hoping my next job will give me more freedom to work on things like I've described above, either work in an academic setting that focuses on innovation (like this one), or at startup, as part of the Free Technology Guild... or both (2014)
 * I have a lot of written material on ice that I'd like to adapt into a bona fide novel (2014)
 * Assuming I have the funding sorted out, I might want to pursue training in psychoanalysis... or maybe just do some applied brain work in my job (2015-2019)
 * I wouldn't mind using PlanetMath and the FTG to learn more, do open research and development work, etc. (2020-2023)

title: User:Arided/Paragogical Profile


text:
Template:Motivation and emotion/Assessment/Multimedia/Feedback/2011

This is a marking and feedback template for the multimedia presentation exercise for Motivation and emotion, 2011. This template is designed to be transcluded on a chapter talk page.

Multimedia feedback
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Responses to this feedback can be made by [ starting a new section below]. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.

Usage - Example
~

~ gives


text: Category:Motivation and emotion/Admin/2011


text:
User:SuperOliver

Definition
For any numerical series $$( u_n,S_n )$$, the series $$( u_n,S_n )$$ is said to 'be 'convergent' or to 'converge' if and only if the sequence (Sn) of partial sums is convergent. Otherwise the series $$( u_n,S_n )$$ is said to 'be 'divergent' or to 'diverge'.

When the series $$( u_n,S_n )$$ is convergent, we call sum of the series, denoted S, the limit of the sequence of partial sums. Thus : $$S = \lim_{n\to+\infty} S_n = \lim_{n\to+\infty} (\sum_{k=0}^n u_k)$$

We also write : $$S = \sum_{k=0}^{+\infty} u_k$$

Remark
Here again, pay attention of what you want to say ! Saying " $$( u_n )$$ converges " and " $$( u_n,S_n )$$ converges " are not two equivalent things, so, in the manipulation of these notions, in the proofs like in the exercises, avoid answers like " it converges ", which don't indicate if we are talking about the sequence $$( u_n )$$ or about the series of the general term $$ u_n $$. Be explicit in what you say in every case... and many mistakes will be avoided !

Definition
We call nature of a series the fact that the series is convergent or divergent. Two series are of the same nature if they are both convergent or both divergent.

Notation
We encounter sometimes the following notation $$\sum u_n < +\infty$$ to indicate that the series $$( u_n,S_n )$$ is convergent.

Remark
The writing $$S = \sum_{k=0}^{+\infty} u_k$$ can appear paradoxical because we do a sum of an infinite terms (second member) and we have a real finite value (first member). In reality, we mix up two close notions : what is infinite and what doesn't end. Although the two notions are close, they are not equivalent. The surface of the earth, for example, is a surface which "doesn't end" in the sense that, by walking and sailing on its surface, we never have a limit, an edge, which could prevent us from carrying on. However, the surface of the earth is not infinite. It has a finite value, which depends on its radius. The notion of series is typically in this case : we consider a sum which "doesn't end", a sum of an infinite number of terms, and we wonder if this sum is going to be finite or infinite.

How to determine the nature of a series ? A first basic answer
As explained in the paragraph above, the convergence of a series $$( u_n,S_n )$$ can be brought down to the convergence of $$( S_n )$$, the sequence of partial sums of its general term. Then, logically, in order to determine the nature of the series, it suffices : 1- to compute $$S_n$$ and to express it depending on $$n$$ 2- then to compute $$\lim_{n\to+\infty} S_n$$, which we set equal to $$S$$. a. If $$S$$ is a finite value, then $$( u_n,S_n )$$ is convergent and its sum is equal to $$S$$ b. Otherwise(i.e. $$S$$ is infinite or $$S$$ doesn't exist), $$( u_n,S_n )$$ is divergent.

It makes sense...

The unique problem is that we only know how to express $$S_n$$ depending on $$n$$ in the cases of arithmetic, geometric or telescoping series seen in the previous sections. Otherwise we don't know how to compute $$S_n$$ depending on $$n$$. And this is a true problem !

Actually, we are going to show, in the rest of this chapter, that we can determine the nature of a series $$( u_n,S_n )$$ without the need to find explicitly the expression of $$S_n$$ depending on $$n$$. To put it simply, computing the sequence of partial sums and determining the nature of the series of its general term are two aspects that we can dissociate ! We are going to see how we can do that but before that we have to go more in depth the concept of series.

First steps
Let $$( u_n,S_n )$$ be a numerical series. Let's ask ourselves the following questions to a better understand the concept of series : 1. If $$( u_n )$$ is a sequence with positive terms, how does this affect $$( S_n )$$ regarding its increasing or decreasing ? $$ S_n - S_{n-1} = u_n $$ and $$ S_n - S_{n-1} \ge 0 $$ since $$ u_n \ge 0 $$ Therefore $$ ( S_n ) $$ is an increasing sequence. 2. In this case, if $$ ( S_n ) $$ is bounded above, what can we say about the nature of the series $$( u_n,S_n )$$ ? $$ ( S_n ) $$ increases and is bounded from above $$=>$$ $$ ( S_n ) $$ is convergent $$=>$$ $$( u_n,S_n )$$ is convergent.

3. If $$( u_n )$$ is an unvarying sequence, is $$ ( S_n ) $$ an unvarying series ? No, $$ ( S_n ) $$ is increasing expect in the case where $$( u_n )$$ has a constant null value.

4. If $$ ( S_n ) $$ is an unvarying series, what does this imply on $$( u_n )$$ ? It implies that $$( u_n )$$ will be invariant in 0 over time, i.e. it will be an unvarying sequence.

5. If $$ ( S_n ) $$ strictly decreases, what does this imply on $$( u_n )$$ ? $$( u_n ) < 0$$.

6. If $$( u_n )$$ tends to a strictly positive finite limit, what is the limit of $$ ( S_n ) $$ ? $$(l>0) (\lim_{n\to+\infty} u_n = l)=> \forall n \in \N$$ $$\exists p \in \N$$ $$n \ge p =>\forall \epsilon > 0$$ $$|u_n - l| < \epsilon$$ $$=>\exists p \in \N$$ $$\forall n \ge p$$ $$\frac{l}{2} \le u_n \le \frac{3l}{2}$$ $$=>\frac{l}{2} (n-p+1) \le \sum_{k=p}^n u_k$$ $$=>\lim_{n\to+\infty} \frac{l}{2} (n-p+1) \le \lim_{n\to+\infty} \sum_{k=p}^n u_k$$ $$=>S = \lim_{n\to+\infty} S_n = +\infty$$

7. If $$( u_n )$$ tends to a strictly negative finite limit, what is the limit of $$ ( S_n ) $$ ? $$(l<0) (\lim_{n\to+\infty} u_n = l)=> \forall n \in \N$$ $$\exists p \in \N$$ $$n \ge p =>\forall \epsilon > 0$$ $$|u_n - l| < \epsilon$$ $$=>\exists p \in \N$$ $$\forall n \ge p$$ $$\frac{l}{2} \ge u_n \ge \frac{3l}{2}$$ $$=>\frac{l}{2} (n-p+1) \ge \sum_{k=p}^n u_k$$ $$=>\lim_{n\to+\infty} \frac{l}{2} (n-p+1) \ge \lim_{n\to+\infty} \sum_{k=p}^n u_k$$ $$=>S = \lim_{n\to+\infty} S_n = -\infty$$

8. Conclude on a necessary condition for the convergence of $$( S_n )$$ (hence the convergence of $$( u_n,S_n )$$). Is this condition sufficient ? It is necessary that $$\lim_{n\to+\infty} u_n = +\infty$$ for the convergence of $$( S_n )$$. This condition is not sufficient.

Theorem 5 : The necessary condition for the convergence of a series
$$( u_n,S_n )$$ converges => $$\lim_{n\to+\infty} u_n = 0$$ <=> $$\lim_{n\to+\infty} u_n \ne 0$$ => $$( u_n,S_n )$$ diverges

Proof : $$( u_n,S_n )$$ converges => $$\lim_{n\to+\infty} S_n = S$$ => $$\lim_{n\to+\infty} S_{n+1} = S$$ => $$\lim_{n\to+\infty} (S_{n+1} - S_n) = \lim_{n\to+\infty} u_{n+1} = \lim_{n\to+\infty} u_{n} = S - S = 0$$ $$\square$$

Method : To determine the nature of a series $$( u_n,S_n )$$ in particular when it has a positive general term, we always begin to examine the limit of the series $$( u_n )$$. If $$\lim_{n\to+\infty} u_n = 0$$ then the series can possibly converge. To determine for certain its nature, we need to go more depth. If $$\lim_{n\to+\infty} u_n \ne 0$$ then the series must diverge. This prerequisite, which we can quickly check, has to be done every time when we want to determine the nature of a series.

Examples : For each of these series which the general term is given hereinafter, can the series possibly converge ? 1. $$u_n = \cos({n})$$

2. $$v_k = \mathrm{Arctan}{(\frac{1}{k})}$$

3. $$w_p = \mathrm e^{-pt}$$ $$(t \in \mathbb{R}^{+*})$$ Solution : 1) $$\lim_{n\to+\infty} u_n = \lim_{n\to+\infty} \cos({n})$$ doesn't exist. It diverges.  2)$$\lim_{n\to+\infty} v_k = \lim_{n\to+\infty} \mathrm{Arctan}{(\frac{1}{k})} = 0$$. It can possibly converge. 3)$$(t \in \mathbb{R}^{+*})$$ $$w_p = \lim_{n\to+\infty} \mathrm e^{-pt} = 0$$. It can possibly converge.

Exercise 7
For each of these series which the general term is given hereinafter, compute the limit of its general term, then say if the series can possibly converge. 1. $$r_n = \frac{1-\cos({\frac{1}{n})}}{n}$$

2. $$s_n = n(1-\cos({\frac{1}{n})})$$

3. $$t_n = \frac{\sqrt{1+\frac{1}{n}}-\sqrt{1-\frac{1}{n}}}{\sqrt{2+\frac{1}{n}}-\sqrt{2-\frac{1}{n}}}$$ Solution : * $$u = \frac{1}{n} <=> n = \frac{1}{u}$$ DL(3) $$\cos(\frac{1}{n}) = \cos(u) = 1-\frac{u^2}{2!}+o(u^{3}) = 1-\frac{1}{2n^2}+o(\frac{1}{n^3})$$

1)$$\lim_{n\to+\infty} r_n = \lim_{n\to+\infty} \frac{1-1+\frac{1}{2n^2}}{n} = \lim_{n\to+\infty} \frac{1}{2n^3} = 0$$ $$( r_n,S_n )$$ can possibly converge.

2)$$\lim_{n\to+\infty} s_n = \lim_{n\to+\infty} n(1-1+\frac{1}{2n^2}) = \lim_{n\to+\infty} \frac{1}{2n} = 0$$ $$( s_n,S_n )$$ can possibly converge.

* $$(1+x)^a = 1 + ax + o(x)$$ DL(1) Therefore : $$\sqrt{1+\frac{1}{n}} = (1+\frac{1}{n})^{\frac{1}{2}} = 1 + \frac{1}{2n} + o(x)$$ $$\sqrt{1-\frac{1}{n}} = (1-\frac{1}{n})^{\frac{1}{2}} = 1 - \frac{1}{2n} + o(x)$$ $$\sqrt{2+\frac{1}{n}} = \sqrt{2(1+\frac{1}{2n}}) = \sqrt{2}\sqrt{1+\frac{1}{2n}} = \sqrt{2}(1+\frac{1}{4n} + o(x))$$ $$\sqrt{2-\frac{1}{n}} = \sqrt{2(1-\frac{1}{2n}}) = \sqrt{2}\sqrt{1-\frac{1}{2n}} = \sqrt{2}(1-\frac{1}{4n} + o(x))$$

3)$$\lim_{n\to+\infty} t_n = \lim_{n\to+\infty} \frac{(1 + \frac{1}{2n})-(1 - \frac{1}{2n})}{\sqrt{2}(1+\frac{1}{4n} - 1+\frac{1}{4n})} = \lim_{n\to+\infty} \frac{\frac{1}{n}}{\frac{\sqrt{2}}{2n}} = \lim_{n\to+\infty} \frac{2n}{\sqrt{2}n} = \frac{2\sqrt{2}}{2} = \sqrt{2} \ne 0$$ $$( t_n,S_n )$$ diverges.

Theorem 6
The set of general terms of converging numerical series forms a vector subspace of the vector space of numerical series.

Proof : Let $$( u_n )$$ and $$( v_n )$$ two sequences of positive terms such that the series $$( u_n,S_n )$$ and $$( v_n,T_n )$$ are convergent. Then the series $$( u_n+v_n,S_n+T_n )$$ is convergent and : $$\sum_{k=0}^n (u_k+v_k) =\sum_{k=0}^n u_k + \sum_{k=0}^n v_k$$ $$\forall \lambda \in \R$$, we have : $$\sum_{k=0}^n \lambda u_k = \lambda \sum_{k=0}^n u_k$$ Therefore, the set of general terms $$( u_n )$$ of converging numerical series forms a vector subspace of the vector space of numerical series. $$\square$$

Corollary 7
For all numerical series $$( u_n,S_n )$$ and $$( v_n,T_n )$$, we have :<\br> $$( u_n,S_n )$$ and $$( v_n,T_n )$$ are convergent => $$\forall \lambda \in \R$$ $$( u_n + v_n,S_n + T_n )$$ converges

Theorem 8 : Asymptotic characteristic of the convergence of a series
For all numerical series $$( u_n,S_n )$$, we have : $$(\exists p \in \N$$ $$\forall n \ge p$$ $$u_n = v_n)$$ =>($$( u_n,S_n )$$ and $$( v_n,T_n )$$ are both of the same nature) This conveys the fact that a series doesn't change its nature if we change the value of its first terms of its general term, as numerous as they may be.

Proof : $$\exists p \in \N$$ $$\forall n \ge p$$, $$0 \le \frac{1}{2} u_n \le v_n \le 2 u_n$$ $$( u_n,S_n )$$ converges => $$( 2u_n,S_n )$$ converges => $$( v_n,S_n )$$ converges $$( v_n,S_n )$$ converges => $$( \frac{1}{2}u_n,S_n )$$ converges => $$( u_n,S_n )$$ converges $$( u_n,S_n )$$ diverges => $$( \frac{1}{2}u_n,S_n )$$ diverges => $$( v_n,S_n )$$ diverges $$( v_n,S_n )$$ diverges => $$( \frac{1}{2}u_n,S_n )$$ diverges => $$( u_n,S_n )$$ diverges $$\square$$

We say that the convergence of a series is an asymptotic notion (it's related to what happening with the general term in the neighborhood of $$+\infty$$ and the values of first terms don't change anything of the convergence or the divergence). In the following sections, we are going to see rules, called "tests", which let us to determine the nature of a series. These rules enunciate at each time sufficient properties, which the general term has to verify for the convergence of $$( u_n,S_n )$$. According to this asymptotic characteristic that we have underlined, we can deduce that the set of the tests that we are going to enunciate stay applicable even if the condition(s) that $$( u_n )$$ has to verify in each of these test is/are true only from a certain rank, as great as it may be.

title: User:SuperOliver


text:
User talk:SuperOliver

 Hello SuperOliver, 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! --HappyCamper 00:51, 9 December 2011 (UTC)

title: User talk:SuperOliver


text:
User:KerryKilner

Hi - I am a Research Fellow in the School of English, Media Studies and Art History at the Uni of Queensland and Director of AustLit a major web-based resource for studies of Australian literary and storytelling cultures. I'm also a convenor of a Research Methods course in which I use Wikipedia to teach collaborative research practice.

title: User:KerryKilner


text: TESOL/Giving directions

title: TESOL/Giving directions


text:
User talk:KerryKilner

 Hello KerryKilner, 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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 * Visit a (kind of) random project.
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 * 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
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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! --HappyCamper 06:13, 9 December 2011 (UTC)

title: User talk:KerryKilner


text:
User:Brij bhushan singh

to understand grating i want to know that what is the key difference between diffraction and interference? if both are same then why we use these two as in two different aspects

title: User:Brij bhushan singh


text:
User:Youtuniverity

You are reading a page on Wikiversity written about the user called Youtuniver$\int_{-N}^{N}$ity who admits to be a bit of dreamer, but he believes his dream is coming true (verità (it.) from veritas (Latin) for truth. )

His dream is that one day all lectures, yes, all lectures delivered by any lecturer who is at least partially payed by tax-payer's money, are recorded on video and freely given to all the people.

Soon, sooner then most people anticipate, his dream may come true because todays computers already have, better and better, built-in cameras, as smart phones do, and now lecturers can be video-captured and their presentations screen-captured using the freely available screen-capturing software and the free services for streaming and video upload (such as ustream, and youtube) for everyone to watch. Put in short he believes he, and you, too, have equal rights to belong to univers(al)ity of ver(s)ità.

He is inspired by James Neill's (see his Openism and freedom in academia ), and Leigh Blackall (see his quote from The Rise of the 'Edupunk'. 5 November 2010:)
 * "College leaders don't yet know how to credential the knowledge students are gaining on their own, but they may soon have to, said Mark David Milliron, deputy director for postsecondary improvement at the Bill & Melinda Gates Foundation. We are not far from the day when a student, finding unsatisfactory reviews of a faculty member on ratemyprofessors.com, will choose to take a class through open courseware online and then ask his home institution to assess him, Milliron said. Colleges need to prepare for that reality, he said."

Youtuniver$\int_{-N}^{N}$ity 11:48, 9 December 2011 (UTC)

title: User:Youtuniverity


text:
Sound and psychology

Sound may be defined as the sensation felt/detected by our ears due to vibration (compression and expansion) in the air surrounding the ears. Sounds have been classified as forms of energy. Sounds put various effects on our psychology which are, if within ranges or limits, interpreted by our minds into useful information.

title: Sound and psychology


text:
Talk:TAO/Silver Surfers' Social Networking Services

"Thresholds" and "drivers" --> better: "obstacles" and "drivers"? --Beat Estermann 16:46, 9 December 2011 (UTC)


text:
Talk:Controversies in Science

This course will start January 10, 2012.

Some additions have been made to RNA world and vaccinations in December 2011 as a trial run.

title: Talk:Controversies in Science


text:
Motivation and emotion/Assessment/Multimedia/Feedback

This page summarises general feedback about the 2023 multimedia presentations. Detailed feedback about each individual presentation is available on its chapter talk page.

Overall

 * 1) The overall quality of presentations was reasonably good, but there was a wide range.

 * 1) A surprising number of presentations went over time. Content beyond the maximum time limit was ignored for marking purposes. This often meant 0 or reduced marks for the Conclusion.

Overview

 * 1) Overviews were often missing or too brief
 * 2) Start off by engaging audience interest (e.g., via an example)
 * 3) Display and narrate the title and sub-title (which should exactly match the title and sub-title for the book chapter)
 * 4) Provide some context about why the topic is important
 * 5) Consider presenting focus questions or at least an outline of what will be covered

Content

 * 1) Content was generally well selected
 * 2) Content typically did a reasonably good job of synthesising relevant theory
 * 3) However, presentations typically did a poor ob of synthesising relevant research
 * 4) Greater use of examples would be useful

Conclusion

 * 1) Conclusions generally did a good job of reinforcing one or more take-home messages

Audio

 * 1) Audio narration was generally quite good
 * 2) Most presentations were well-paced
 * 3) Some presentations could be improved by being more selective about what to cover and slowing down
 * 4) Most presentations were well scripted and practiced

Video

 * 1) Visual presentation was generally very good
 * 2) Most presentations did a pretty job of showing a small amount of key text per slide in large font, making it easy to read and listen at the same time
 * 3) Some presentations could have been improved by splitting content from a small number of visually busy slides into a larger number of slides each containing less visual information

Meta-data

 * 1) A moderate number of presentations used the full title and sub-title (or an abbreviated version that fits within 100 characters) as the name of the presentation
 * 2) Detailed, informative descriptions of the presentation were rare
 * 3) Most presentations provided a link to the book chapter and a link from the book chapter to the presentation
 * 4) Some excellent presentations included time code links to specific sections

Licensing

 * 1) Some presentations used copyright restricted images without permission
 * 2) Most presentations indicated a copyright license for the presentation


text:
User:K.saunders/enes100/bridges

Link to DAS 3 team page.

Assign Task4
Determine the failing force of Spaghetti and Linguine.

Week4 Narrative
This week I worked on finding the force a noodle could withstand in relation to its length. This could be used to make stronger noodle bridges and help understand torque force.

My experiment goes as follows:
 * 1) Accurately measure and cut one spaghetti and linguine noodle to 23cm, 15cm, 7cm.
 * 2) Line up 5-8 noodles with the measured noodle. Then quickly cut through them all with authority until you have a large, even, number of them. As seen in | Figure1.
 * 3) Then mark each test piece 1cm away from the bottom.
 * 4) To test torque and compression strengths I first zeroed my food scale when it read less than zero. I then held each piece by the 1cm mark. After that I applied force as slow as possible into a food scale (set to grams) through the noodle until it snapped and recorded that force. As seen in | Torque vs. | Compression.

| FAILING FORCE DATA

Data analysis: While my data was useful after the experiment I learned a few things I could have done better. One, I should have remembered that T = f*cosθ. While I was calculating the force, my experiment did not factor in the angle measure at the point of failure. Also, if I would have used a bigger test sample my numbers would be more accurate and less dependent on individual condition of each noodle. One thing I noticed after doing the experiment over and over again is that each noddle is different. The noodles that failed easier than the average often had a defect or were slightly thinner and vise versa. One thing I learned from This experiment is that the force required to bend the noodle is very close to its point of failure. I noticed this because doing one of my tests I repeatedly bounced the noodle on the scale and the force did not change. Then bending it just slightly more broke it and the force would only increase by a gram or two.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

title: User:K.saunders/enes100/bridges


text:
Talk:TAO/Working with Volunteer Instructors: Best Practices

Target group of the module: volunteer instructors of new media courses for older people
Volunteers in a nutshell

It is extremely difficult to define the broad group of “volunteers”, as they take up such varied roles, have varied backgrounds and skills and can not be considered to be a homogeneous group (Bussel, H. & Forbes, D., 2002; p4). However, a volunteer can be described as someone who engages in “any activity in which time is given freely to benefit another person, group or cause. Volunteering is part of a cluster of helping behaviors, entailing more commitment than spontaneous assistance but narrower in scope than the care provided to family and friends" (Wilson, 2000, p. 215). Volunteers commit “time and energy for the benefit of society and the community; the environment; or individuals outside one's own immediate family”. They do this “freely and by choice, without concern for financial gain" (The Volunteering Unit, 1995, p. 3 zit. nach Wardell, Lishman & Whalley, 2000, p. 229).

Volunteer work is

(1) productive work that requires human capital,

(2) collective behavior that requires social capital,

(3) ethically guided work that requires cultural capital" (Wilson & Musick, 1997, p. 694).

Volunteer instructors in TAO: Example from Freie Fahrt ins Internet

Within the TAO-context, the volunteers are often older persons themselves. In the Swiss “Freie Fahrt ins Internet”-courses for instance, most instructors are above 60 years old. Every course has one instructor, who not only develops the course and accompanying hand-outs, but also presents the course in front of the class. The course instructor is supported by two assistants who function as a soundboard in the course development phase, help the leader during the course itself, and guide the participants with practical advice.

Link to Persona Marianne, a persona of the volunteer instructor for new media classes for older people

Viability of the module: Feedback & Motivations
Feedback is needed

This module could be based on the broad relevant documentation that is available within TAO; e.g.:

•	lessons learned from the volunteer instructors of Freie Fahrt ins Internet

•	interviews with volunteers instructors

•	evaluation of the voluntary courses

Furthermore, the module would benefit from continuous feedback from other volunteer instructors (from the TAO Community of Practice) and from the community partners from TAO (e.g. from courses from Silberwissen Germany or courses from Seniorweb The Netherlands). These volunteer instructors are able to add their experiences, and validate and expand the provided documentation.

Motivation to provide feedback

User communities act as a ‘helpline’ where members reach out to each other in an effort to help one another. Members could for example post answers and questions back and forth, test out and comment on each other’s guidelines, but also report a problem. When members share their ‘innovations’ (for free), others benefit from this and gain access to ‘fresh’ and ‘novel’ content or features (Jeppesen & Frederiksen, 2006).

The idea of sharing innovations leads to the notion of ‘free-revealing’ of information, which can be defined as giving access to all interested parties, without expectation of financial compensation (Harhoff, et al., 2003). The question that arises is: what drives users to share? Franke and Shah (2003) suggest the following five motivations (the first four based on Harhoff, et al, 2003): Community members like to …

1	... improve others

2	... set standards

3	... reveal for free - in non-competitive conditions

4	... be recognised

5	... feel satisfied

Feedback 2nd round
Hi Karen, Thanks for further elaborating on your module. It has become clearer to me in what direction you are heading. Regarding the next steps it might be helpful to: --Beat Estermann (talk) 10:36, 6 March 2012 (UTC)
 * Rename the module into something like "Being a Volunteer Instructor" or "Tips for Volunteer Instructors" ("Working with Volunteer Instructors" could be another module, aimed at a different target group)
 * Further work on the persona to show how Marianne is going to engage with the module that you are going to develop (is she just reading information? is she exchanging with peers? (online or offline?) what are here language preferences? etc.)
 * If there is some interaction meant to happen between the users of the module: Develop one or two more personas to give a feel of how Marianne is going to profit from the exchange with Fredi and Heidi - two other users of the module. Describe use scenarios for each of the persona.
 * Based on the personas and use scenarios: define a couple of test cases with module increments and "real" users; get feedback from "real" users.


text:
User talk:Verkehrsarm

 Hello Verkehrsarm, 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.
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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! --vylux 14:09, 10 December 2011 (UTC) --vylux 14:09, 10 December 2011 (UTC)

title: User talk:Verkehrsarm


title: File:Fourier.4.B.DFT.20111210.pdf


title: File:Fourier.4.B.DFT.20111210-2.pdf


text:
Cereals

Cereals are cultivated as the main sources of our and reared animals' (goats, sheep, cows, horses, hens, etc.) foods in most countries of the world. They include wheat, oats, barley, etc. They require proper fields, fertilizers, water, sunlight, warm days, cool nights, humidity, proper pesticides, herbicides, etc; and above all necessary expertise and experiences for their growth as crops. Fields are ploughed to sow their seeds and to mix manures with fertilizers and soils. Some chemical fertilzers may also be added during irrigation when crops are growing. Ordinary wheat takes about hundred days to become harvestable. Barley requires less time but more care than wheat does. Their grains are seperated from chaffs by threshers or combined harvesters. Barley chaffs are more suitable for cattle, goats, sheep, horses, etc than wheat chaffs. Their grains are purified from impurities and then milled to produce flours.

Wheat Production System in Argentina with Special Emphasis in the Pampean Region
Wheat (Triticum aestivum L.) is grown in most regions of the globe due to its importance as a food source, and its enormous genetic variability in phenological response to photoperiod and temperature including vernalization. Argentina is one of the countries with the largest wheat-growing area with more than 5 million has. spread all over the country.

Most of the Argentinean wheat is produced in the Pampean region. This region has a temperate humid climate without a dry season but with a warm summer. Precipitation is higher in summer than in winter. The rainfall distribution is close to monsoonal in the north-west of the Pampas and it tends to an isohigrous pattern at the southeast of Buenos Aires. The temperature regime for the region shows that June and July are the coldest months and January is the hottest. Mean monthly temperatures rarely fall below 7ºC and the frost-free period ranges between 180 and 260 days. Temperature indices decrease in the North-South direction, but thermal amplitude also increases from east to west; the frequency and intensity of frost increase westward.

It has an annual rainfall of approximately 600-1000 mm and a mean temperature of 15-17 º C depending on the region, with some differences between the east and the west. Soils in the region are mainly mollisol including argiudolls, hapludolls and haplustolls developed on a deep mass of Pampean loess. Wheat crops are sown from the second half of May to the first half of August. Varieties are classified as long or short season. Long season varieties have higher requirements of photoperiod or days with low temperatures, although their requirements in vernalization are not as high as in winter varieties cultivated in other countries. Short season varieties have in general low requirements in photoperiod or days with low temperatures, and are similar to some spring varieties. Risk of frost damage at flowering is the main climatic factor determining optimum sowing dates for particular varieties in the various regions. Optimum seeding rates for long-season varieties may vary between 200 to 250 established plants per m2, while short-season varieties tend to be sown with seeding rates between 250 to 350 established plants per m2.

During grain production, plant species are rotated following different patterns depending on the region but the most common cropping system tends to be the double-cropped full-season-wheat and soybean [Glycine max L. (Merr.)]. The doubled-crop system is usually stable and financially convenient, since the wheat crop provides a financial return during summer and the soybean during autumn and winter.

The grain production region has experienced severe tillage changes in the past twenty years, mostly due to the increased interest in maintaining soils covered with plant residues. This has led to implement zero tillage systems to restore soil structure in large areas cultivated with double-crop sequences such as wheat/soybean; corn (Zea mays L.) - wheat/soybean; or wheat monoculture. Zero tillage is also desirable because of its positive effect on soil organic matter, for maintaining soil humidity and to prevent soil erosion. Zero tillage can reduce costs by decreasing fuel consumption required to produce a crop. However, in the wheat/soybean system under zero tillage, as in wheat following wheat, the inoculum of necrotrophic fungi usually survives until the next wheat season. Therefore, the use of fungicides is essential to decrease the severity of necrotrophic diseases. On the other hand, nitrogen (N) fertilization is necessary to achieve high yield and grain quality. Even in high soil fertility conditions, N uptake is important because it is positively correlated to grain protein content. However, N availability may also enhance the development of some foliar diseases caused by fungi. Fungicides are usually applied on foliage to control diseases but they are also used for seed treatments to prevent seed decay (since soil fungicide applications are not a common practice in Argentina).

title: Cereals


text:
User talk:Megabyte~enwikiversity

 Hello Megabyte, 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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 * Find out about research activities on Wikiversity.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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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! --Katarighe 17:39, 10 December 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 Megabyte. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Megabyte~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 23:43, 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:Megabyte~enwikiversity


text:
User talk:LinkPower

 Hello LinkPower, 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! --Katarighe 17:41, 10 December 2011 (UTC)

title: User talk:LinkPower


text:
User talk:Roki85

 Hello Roki85, 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! --Katarighe 17:41, 10 December 2011 (UTC)

title: User talk:Roki85


text:
User talk:Dademos

 Hello Dademos, 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! --Katarighe 17:41, 10 December 2011 (UTC)

title: User talk:Dademos


text:
User talk:Pingpong12~enwikiversity

 Hello Pingpong12, 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.
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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! --Katarighe 17:41, 10 December 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 Pingpong12. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Pingpong12~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 23:41, 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) 06:18, 19 April 2015 (UTC)

title: User talk:Pingpong12~enwikiversity


text:
User talk:Gaura79

 Hello Gaura79, 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! --Katarighe 17:42, 10 December 2011 (UTC)

title: User talk:Gaura79


text:
User talk:Winkelmann.brian

 Hello Winkelmann.brian, 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! --Katarighe 18:41, 10 December 2011 (UTC)

title: User talk:Winkelmann.brian


text:
User talk:Kopich

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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! --Katarighe 18:42, 10 December 2011 (UTC)

title: User talk:Kopich


text:
User talk:Gmadz

 Hello Gmadz, 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! --Katarighe 18:42, 10 December 2011 (UTC)

title: User talk:Gmadz


text:
User talk:Pazleb

 Hello Pazleb, 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! --Katarighe 18:43, 10 December 2011 (UTC)

title: User talk:Pazleb


text:
User talk:Julalvar1

 Hello Julalvar1, 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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title: User talk:Julalvar1


text:
Talk:Theory/Astronomy

Popularity

 * Firefox., Local

Wikiversity:Statistics/2019
 * ?. ,599. ,5171 Theory/Astronomy

Wikiversity:Statistics/2019/04
 * 36. 4935 - Theory/Astronomy

title: Talk:Theory/Astronomy


text:
User:KaranDwivedi

This is the page of user Karan Dwivedi.

title: User:KaranDwivedi


text:
User:Buster Keaton

... yes, I'm User:Buster Keaton, from fr.wikipedia.org, Buster Keaton 14:47, 11 December 2011 (UTC)

title: User:Buster Keaton


text:
Helicopter/Howard Community College/Fall2011/550 Helicopter/Weekly Reports

Link to 550_Helicopter team page.

Week 1
Week 1 started with the team learning to use the Parrot AR Drone. It took time to find the necessary batteries and the correct charger with a power supply with a proper connector. One or two test flights were connected indoors and one of the team members took a drone home over the weekend. In addition, two other members took home an arduino, ESC, and brushless motor to wire up and control. Our last member thought of ways to improve the safety of the drone as the rotors have no protection for people accidentally getting their fingers in the way.

Week 2
This week consisted of practice flying with the quadcopter and continuing work on controlling a motor and ESC combo with a arduino. Indoor flights revealed that while the drone is stable most of the time, there are some odd tendencies for it to react to unsent commands, takeoff into the ceiling, and then crash back down. Working with the motor indicated that controlling it took trial and experimentation to find the right commands to send to the ESC that could be translated into commands the motor understood. With the currently developed program, the motor took more than a minute to respond to commands.

Week 3
Mounting the esc and motor while also improving upon the code was the focus this week. Different methods were used in the approach to the mounting problem with one member attempting to use a wooden block but discovering that this motor has both a top and bottom that spin which makes it necessary to recess the motor. The alternate method was to use an empty box which worked better. When connecting the motor, esc, and power together it didn't work because duct tape was used and was preventing the power from reaching the components.

To create a safer environment for flying the drone, especially for newcomers, one member worked on creating a area outside with a safety net to house the area in which the drone will be flying. Measurements were taken and possible materials were suggested to use as netting material and as the framework for the cage.


text:
User talk:Edgars2007

 Hello Edgars2007, 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! --HappyCamper 18:32, 11 December 2011 (UTC)

title: User talk:Edgars2007


text:
User talk:Renopid

 Hello Renopid, 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! --HappyCamper 18:32, 11 December 2011 (UTC)

Renopid 00:16, 12 December 2011 (UTC)

title: User talk:Renopid


text:
User talk:Ivy914

 Hello Ivy914, 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! --HappyCamper 18:32, 11 December 2011 (UTC)

title: User talk:Ivy914


text:
User talk:Chamberlain2007~enwikiversity

 Hello Chamberlain2007, 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! --HappyCamper 18:33, 11 December 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 Chamberlain2007. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Chamberlain2007~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 23:32, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Chamberlain2007~enwikiversity


text:
User talk:Joe Chill

 Hello Joe Chill, 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! --HappyCamper 18:33, 11 December 2011 (UTC)

Suggestions
The page Topic:Comics Code Authority looks like a great start! If the concern is over where to put content as your project grows, I recommend first starting off with a system that makes the most sense to you. You can always move pages around and rename them. I've seen new editors experiment with a variety of formats which all work in their own way. You might look at some of our featured projects for more inspiration. Another place to ask for help is the Colloquium. If you leave posts there, anyone browsing Wikiversity could potentially offer their help. In general I think that's the place with the quickest response. Let me know if this helps? I'll see you around! --HappyCamper 19:54, 11 December 2011 (UTC)

title: User talk:Joe Chill


text: User:Galeksandrp

title: User:Galeksandrp


text: User talk:Galeksandrp

title: User talk:Galeksandrp


text:
User:Marshallsumter/Mathematical astronomy

Although most of the mathematics needed to understand the information acquired through astronomical observation comes from physics, there are special needs upon situations that intertwine mathematics with phenomena that may not yet have sufficient physics to explain the observations.

One use of mathematics is the calculation of distance to objects in the sky.

Fixed point in the sky
The observations require precise measurement and adaptations to the movements of the Earth, especially when and where, for a time, an object or entity is available.

With the creation of a geographical grid, an observer needs to be able to fix a point in the sky. From many observations within a period of stability, an observer notices that patterns of visual objects or entities in the night sky repeat. Further, a choice is available: is the Earth moving or are the star patterns moving? Depending on latitude, the observer may have noticed that the days vary in length and the pattern of variation repeats after some number of days and nights. By choosing an equal day/night position among the fixed objects in the night sky, the observer can measure equatorial coordinates: declination (Dec) and right ascension (RA).

Once these can be determined, the apparent absolute positions of objects or entities are available in a communicable form. The repeat pattern of (day/night)s allows the observer to calculate the RA and Dec at any point during the cycle for a new object, or approximations are made using RA and Dec for recognized objects. Independent of the choice made (Earth moves or not), the pattern of objects is the same for days or nights of the repeating length once a year. The vernal equinox is a day/night of equal length and the same pattern of objects in the night sky. The autumnal equinox is the other equal length day/night with its own pattern of objects in the night sky.

The projection of the Earth's equator and poles of rotation, or if the observer hasn't concluded as yet that it's the Earth that's rotating, the circulating pattern of stars in ever smaller circles heading in specific directions, is the celestial sphere.

Parallax
From the Wikipedia article on parallax: "Parallax is a displacement or difference in the apparent position of an object viewed along two different lines of sight, and is measured by the angle or semi-angle of inclination between those two lines. "

"Nearby objects have a larger parallax than more distant objects when observed from different positions, so parallax can be used to determine distances." per parallax.

"Astronomers use the principle of parallax to measure distances to celestial objects including to the Moon, the Sun, and to stars beyond the Solar System." per parallax.

Computation
"Distance measurement by parallax is a special case of the principle of triangulation, which states that one can solve for all the sides and angles in a network of triangles if, in addition to all the angles in the network, the length of at least one side has been measured. Thus, the careful measurement of the length of one baseline can fix the scale of an entire triangulation network. In parallax, the triangle is extremely long and narrow, and by measuring both its shortest side (the motion of the observer) and the small top angle (always less than 1 arcsecond, leaving the other two close to 90 degrees), the length of the long sides (in practice considered to be equal) can be determined.

Assuming the angle is small (see derivation below), the distance to an object (measured in parsecs) is the reciprocal of the parallax (measured in arcseconds): $$d (\mathrm{pc}) = 1 / p (\mathrm{arcsec}).$$ For example, the distance to Proxima Centauri is 1/0.7687=1.3009 parsecs (4.243 ly). " per parallax.

Diurnal parallax
Per the Wikipedia article paralax: "Diurnal parallax is a parallax that varies with rotation of the Earth or with difference of location on the Earth. The Moon and to a smaller extent the terrestrial planets or asteroids seen from different viewing positions on the Earth (at one given moment) can appear differently placed against the background of fixed stars."

Lunar parallax
From the section "Lunar parallax" of the Wikipedia article lunar parallax:

"Lunar parallax (often short for lunar horizontal parallax or lunar equatorial horizontal parallax), is a special case of (diurnal) parallax: the Moon, being the nearest celestial body, has by far the largest maximum parallax of any celestial body, it can exceed 1 degree. The diagram (above) for stellar parallax can illustrate lunar parallax as well, if the diagram is taken to be scaled right down and slightly modified.  Instead of 'near star', read 'Moon', and instead of taking the circle at the bottom of the diagram to represent the size of the Earth's orbit around the Sun, take it to be the size of the Earth's globe, and of a circle around the Earth's surface.  Then, the lunar (horizontal) parallax amounts to the difference in angular position, relative to the background of distant stars, of the Moon as seen from two different viewing positions on the Earth:-  one of the viewing positions is the place from which the Moon can be seen directly overhead at a given moment (that is, viewed along the vertical line in the diagram);  and the other viewing position is a place from which the Moon can be seen on the horizon at the same moment (that is, viewed along one of the diagonal lines, from an   Earth-surface position corresponding roughly to one of the blue dots on the modified diagram).

The lunar (horizontal) parallax can alternatively be defined as the angle subtended at the distance of the Moon by the radius of the Earth -- equal to angle p in the diagram when scaled-down and modified as mentioned above.

The lunar horizontal parallax at any time depends on the linear distance of the Moon from the Earth. The Earth-Moon linear distance varies continuously as the Moon follows its perturbed and approximately elliptical orbit around the Earth. The range of the variation in linear distance is from about 56 to 63.7 earth-radii, corresponding to horizontal parallax of about a degree of arc, but ranging from about 61.4' to about 54'. The Astronomical Almanac and similar publications tabulate the lunar horizontal parallax and/or the linear distance of the Moon from the Earth on a periodical e.g. daily basis for the convenience of astronomers (and formerly, of navigators), and the study of the way in which this coordinate varies with time forms part of lunar theory.

Parallax can also be used to determine the distance to the Moon.

One way to determine the lunar parallax from one location is by using a lunar eclipse. A full shadow of the Earth on the Moon has an apparent radius of curvature equal to the difference between the apparent radii of the Earth and the Sun as seen from the Moon. This radius can be seen to be equal to 0.75 degree, from which (with the solar apparent radius 0.25 degree) we get an Earth apparent radius of 1 degree. This yields for the Earth-Moon distance 60 Earth radii or 384,000 km. This procedure was first used by Aristarchus of Samos and Hipparchus, and later found its way into the work of Ptolemy. The diagram at right shows how daily lunar parallax arises on the geocentric and geostatic planetary model in which the Earth is at the centre of the planetary system and does not rotate. It also illustrates the important point that parallax need not be caused by any motion of the observer, contrary to some definitions of parallax that say it is, but may arise purely from motion of the observed.

Another method is to take two pictures of the Moon at exactly the same time from two locations on Earth and compare the positions of the Moon relative to the stars. Using the orientation of the Earth, those two position measurements, and the distance between the two locations on the Earth, the distance to the Moon can be triangulated:
 * $$\mathrm{distance}_{\textrm{moon}} = \frac {\mathrm{distance}_{\mathrm{observerbase}}} {\tan (\mathrm{angle})}$$"


text:
Preschool Language and Skills/6

 * Created: 2011 12 11 | Percent completed: [[Image:25%.png]]

Autism Early Learner Assessment
It is essential to know where the student stands where current skills are concerned. This will influence the starting point and future skills to be taught via an Individual Family Services Plan (IFSP) or Individual Education Plan (IEP) within the Early Intervention or Special Education system (respectively).

This assessments that can be completed by any parent or teacher. Although lengthy, it is important to know where the student currently stands in order to know where to go.

The full assessment can take 20 minutes to several hours depending on the skill level of the student.

This assessment is designed to help create teaching objectives or IFSP/IEP goals.

[NOTE: this is just a stub and development will begin shortly]

title: Preschool Language and Skills/6


text:
Talk:Helicopter/Howard Community College/Fall2011/502 Helicopter 3

For a true poster, we currently have uploaded the pictures that we took. We are going to meet on Tuesday (12/13/11) to create a poster of everyone involved in this project. Thank you!, Dpatel5391 23:13, 11 December 2011 (UTC)


title: File:CORDIC.Idea.2.A.20111212.pdf


text: Median & Mean

title: Median & Mean


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title: File:IMG 0703.jpg


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text:
User talk:K.saunders/enes100/bridges

good work with the testing of the noodles, great statistics that can be used for future groups. Esmith1993 10:34 pm 11 December 2011

10/30 ... would have been more points if the spreadsheet link worked 1sfoerster 15:16, 14 December 2011 (UTC)

title: User talk:K.saunders/enes100/bridges


text:
User talk:Buster Keaton

editing this page
hello ; yes, I'm User:Buster Keaton, from fr.wikipedia.org ; my User talk page is opened ; thank you for your attention, Buster Keaton 14:47, 11 December 2011 (UTC)

title: User talk:Buster Keaton


title: File:Fourier.4.B.DFT.20111212.pdf


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User talk:Fbvdh

Hello and welcome to Wikiversity. Thank you for your recent contributions, but at Wikiversity we avoid cutting and pasting material from external sites especially if the work it is copyrighted. We can link to the material, of course. --HappyCamper 13:27, 12 December 2011 (UTC)

title: User talk:Fbvdh


title: File:Fourier.2.B.CTFT.20111212.pdf


text:
User:Malay~enwikiversity

Name : Malay Shukla

Nationality : Indian

Born On :12th March 1987

Professionally : Computer Science Engineer

Aim : '''To share knowledge with all. '''

title: User:Malay~enwikiversity


text:
User:Johnduhart

MediaWiki Developer

title: User:Johnduhart


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User:Psyced/vector.js

mw.loader.load("https://en.wikipedia.org/w/index.php?title=User:PleaseStand/hide-vector-sidebar.js&action=raw");

title: User:Psyced/vector.js


title: File:Misc.1.A.GroupPhase.20111213.pdf