text:
Wikiversity talk:Community Review/Jtneill

Don't know how to make the fancy sections so I am going to work on section I would like to add here.

Work In Progress, not really ready to be live yet, but I need a place to develop it.

I found the following actions need review. ,, need review. There were clearly custodians involved, this was a clear "fish" for support, and jtniel bit, and his mentee "sealed the deal" within 24 hours. Thenub314 08:03, 7 August 2010 (UTC)
 * see here please (please!) :-) Privatemusings 09:13, 7 August 2010 (UTC)
 * a clear "fish" for support <-- I had made requests for Custodian action that were being ignored. User:Jtneill was the only active Custodian who regularly responds to requests for information and action. In contrast, other sysops regularly fail to respond (see also). I requested Custodian action, not support. "sealed the deal" <-- Thenub314, please describe the "deal" that you are referring to. --JWSchmidt 15:18, 7 August 2010 (UTC)

 * By "sealed the deal" I meant he undeleted the page without giving a chance for other people to respond to Jtneil's comment. Perhaps I am just used to the wikibooks style of not taking action to delete/undelete until 7 days after the last comment was made but it all seemed a bit too quick for me. I have decided not to pursue this further anyways, so hopefully we can let it rest. Thenub314 23:11, 7 August 2010 (UTC)

Prominent Response and Comment sections, above Discussion
Because this can and will turn into a sprawling mess, I am introducing an organizational device. The "charges" have a huge and very prominent section, then discussion is immedately falling into back-and-forth. After the charges should be a Response of (the charged party) and then Comment of (others) and within these sections nobody but the named party in the section header should post. This allows the respondent and all other participants to make a statement with relative prominence, not buried in back-and-forth. --Abd 14:05, 7 August 2010 (UTC)
 * I see that this is a transcluded page, which then limits the flexibility here. So I accept the revert of Ottava; however, part of that change I believe can be re-incorporated, to make this navigable. In edit summaries, the existing titles will not disclose where the edit took place. I have added a Response section reserved for Jtneill, and a comment section from me, to the first charge, and intend to do that with the rest. Any user may add a comment section. I'm going to add unassigned comment sections, to reserve space (this reduces edit conflicts). --Abd 14:55, 7 August 2010 (UTC)
 * Ottava has reverted my entire contributions, enforcing a very questionable view of how a Community Review should proceed, one that is guaranteed to preserve the ineffectiveness of Community Reviews, which simply burn people out. I will restore my own comment in a new section as the template suggests, which is not what was being done, and I will put it at the bottom as he suggests, but his proposal gives undue weight to the one writing the charge, or, indeed, should we start making comments within the charge template? Why not? To assume that the charge is inviolable and prominent, but response from the charged party is not, is to keep a page imbalanced, not neutral. --Abd 15:12, 7 August 2010 (UTC)
 * Removing inappropriate sub headings cannot be construed as "Entire contributions". Ottava Rima (talk) 23:13, 7 August 2010 (UTC)


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

title: File:Butterfly.1.A.Idea.pdf


text:
Calculus in plain view

1. Differentiation

 * Derivatives ([[Media:Calc.1.A.Derivative.20160128.pdf |pdf]])
 * Differentiation Rule ([[Media:Calc.2.A.DiffRule.20160222.pdf |pdf]])
 * Implicit Differentiation

3. Integration

 * Integration ([[Media:Calc.4.A.Integral.20151229.pdf |pdf]])
 * Integraton by Substitutions ([[Media:Int.4.A.Subst.pdf |pdf]])
 * Integration by Parts ([[Media:Int.5.A.Part.pdf |pdf]])
 * Integration by Partial Fraction ([[Media:Int.6.A.Frac.pdf |pdf]])
 * Area ([[Media:Int.7.A.Area.pdf |pdf]])
 * Volume ([[Media:Integration.8.A.Vol.pdf |pdf]])

5. Various Functions

 * Exponential and Logarithmic Functions ([[Media:Calc.5.A.ExpLog.20140626.A.pdf |5.A.pdf]])
 * Trigonometric Functions ([[Media:Calc.5.B.Trig.20160101.B.pdf |5.B.pdf]])
 * Hyperbolic Functions ([[Media:Hyperbolic.1.20140823.A.pdf |5.C.pdf]])
 * Gaussian Functions ([[Media:Integration.2.A.20140421.pdf |5.D.pdf]])

 * Trigonometry Wikipedia Pages ([[Media:Trigonometry.wiki.20141231.pdf |pdf]])

6. Various Coordinates Systems

 * Overview ([[Media:Calc.6.A.Coordinates.20150127.A.pdf |6.A.pdf]])
 * Cartesian Coordinate
 * Polar Coordinate
 * Cylindrical Coordinate
 * Spherical Coordinate
 * Curve-linear Coordinate

7. Vector Calculus
go to [ Electrical_%26_Computer_Engineering_Studies ]

title: Calculus in plain view


text:
User talk:Yoseph~enwikiversity

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

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title: User talk:Yoseph~enwikiversity


text:
Ecolig

See Ecolig - an E-Learning Protocol, by Paulo V. O. Miguel, Samira M. Ismail, and Gilmar Barreto.

A Brazilian word that means "environment" and "connection". ECOLIG is a communication protocol that lies at the study of both communication and signification between animals and the environment through electronic world. Supported by concepts as Umwelt from Uexküll theorised that organisms can have different "Umwelten", even though they share the same environment. The human perception as part of the cognition process can use the third wave of Human-Computer Interface.

The human mind is capable of absorbing elements of the world and integrate it into awareness of Being, as it does to drive a car, use a sword, write with a pen or play an instrument, once it becomes an ability it turns a kind of Being part as well. Then we should be using the characteristics of ionic charge, responsible for communication between some biological systems, to develop electrical interfaces that respond to stimuli and can be perceived directly from biological signals, such as neural interfaces through BCI (Brain-Computer Interface), for example (Wolpav, 2000).

The emotion has been studied in diverse areas such as psychology, neurology, medicine, and sociology. So many scientists are studding how emotion processes are part of cognition. There is a generative as well as expressive relationship between movement and emotion (Sheets-Johnstone, 1999). As well as, there is a relationship between some movements and emotion processes and vice-versa. Otherwise, emotions cannot be handled as hard-wired processes in our brains, but changeable and interesting regulating processes for our social development (Hook 2008). Emotion is a social and dynamic communication mechanism. We learn how and when certain emotions are appropriate, and we learn the appropriate expressions of emotions for different cultures, contexts, and situations. The way we make sense of emotions is a combination of some body experience and how emotions arise, as well as they are expressed in some specific situations of interaction with others, most of the time supported by cultural practices that we have learned. Those emotional signals can be acquired from different origins in the human body. Some BCI devices can segregate them in three categories: the affective, expressive and cognitive ones. The expressive category can monitor ionic charges to move some specific muscle, and it can be used to interact with learning systems

Discussion
An important part of a reference model for a learning object design is the HCI (Human Computer Interface), it can be the way used to transfer some knowledge. Since the knowledge exchange may be considered an evolution of information exchange model, this idea depends on the possibility to create a standard to codify the knowledge building. The design of new users interface can be necessary to attend the requirements. The communication between human and machine cannot be limited to the conscious communication, since the non-conscious communication play a much more significant role. Those interfaces improve the being interaction with the world supporting a semiotic protocol. This kind of protocol can speed up the information transfer between humans and electronic devices, and vice versa. As a result of a learning structure based on Hybrid Neural Networks, it can collect and share standard information in order to reproduce and transmit the path of knowledge. So, learn how to share the internal space can be a major challenge for a development of semiotic processes looking for an efficient information exchange between humans and electronic devices in each layer of this reference model structure.

title: Ecolig


text:
User talk:Rokssolana

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

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title: User talk:Rokssolana


text:
User talk:Bozdar~enwikiversity

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

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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 Bozdar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bozdar~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.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

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title: User talk:Bozdar~enwikiversity


text:
User:Egm6341.s10.team3.heejun/Meeting 32 transcript

 '''MTG 32: Tue. 23 Mar 10'''

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Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:58, 11 August 2010 (UTC)

[[media: Egm6341.s10.mtg32.djvu | Page 32-1]]
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HW: (2) [[media: Egm6341.s10.mtg30.djvu | Page 30-3]] $$ \displaystyle \theta_{P} = 0 ^{\circ},\,\, \theta_{Q} = 60 ^{\circ} $$ Composite arclength(PQ) to $$ \displaystyle \theta(10^{-10}) $$ a) Use error estimate for composite Trapezoidal to find n b) Use successive numerical integration results as stopping criterion, e.g., $$ \displaystyle |I_{2n} - I_{n}| < 10^{-10} $$ c) Verify results of Romberg Integration, Clencurt Integration, Chebfun sum Integration with that of Composite Trapezoidal Rule
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Optimal Control continued, [[media: Egm6341.s10.mtg31.djvu | Page 31-3]]

$$ \displaystyle V= $$ velocity of $$ \displaystyle P $$ (airplane point) $$ \displaystyle T= $$ thrust || airplane body $$ \displaystyle \alpha= \angle (V,T)$$ = angle of attack $$ \displaystyle \gamma= \angle (x,V)$$ = angle between horizontal x-axis and velocity

[[media: Egm6341.s10.mtg32.djvu | Page 32-2]]

$$ \displaystyle D= $$ axial aerodynamic force || $$ \displaystyle T $$ (parallel body of airplane) $$ \displaystyle L= $$ transversal aerodynamic force $$ \displaystyle \perp T $$ $$ \displaystyle W= mg $$ = weight of aircraft

Equations of motion: Control input: $$ \displaystyle \underbrace{T,\, \alpha}_{\color{red}{time\,\, dependent:\,\, T(t),\, \alpha (t)}} $$ State variables: $$ \displaystyle x(t), y(t), V(t), \gamma(t) $$

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

 * $$ \displaystyle D= \frac{1}{2} C_{d} \rho V^{2} S_{ref.} $$
 * }
 * }
 * }

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

 * $$ \displaystyle L= \frac{1}{2} C_{l} \rho V^{2} S_{ref.} $$
 * }.
 * }.
 * }.

$$ \displaystyle C_{d}= $$ drag coefficient $$ \displaystyle C_{l}= $$ lift coefficient $$ \displaystyle \rho= $$ air density $$ \displaystyle S_{Ref.}= $$ reference area of aircraft

[[media: Egm6341.s10.mtg32.djvu | Page 32-3]]

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

 * $$ \displaystyle C_{d} = A_{1} \alpha^{2} + A_{2} \alpha + A_{3} $$
 *   (1)
 * }
 * }
 * }

$$ \displaystyle (A_{1}, A_{2}, A_{3}) = $$ curve fitting coefficients

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

 * $$ \displaystyle C_{l} = B_{1} \alpha + B_{2} $$
 *   (2)
 * }
 * }
 * }

$$ \displaystyle (B_{1}, B_{2}) = $$ curve fitting coefficients

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

 * $$ \displaystyle \rho = C_{1} h^{2} + C_{2}h + C_{3} $$
 *   (3)
 * }
 * }
 * }

$$ \displaystyle (C_{1}, C_{2}, C_{3}) = $$ curve fitting coefficients

Ref: S + Z (2007)

Kinematics

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

 * $$ \displaystyle \underbrace{\frac{dx}{dt}}_{\color{blue}{\dot{x}}} = V_{x} = V cos \gamma $$
 *   (4)
 * }
 * }
 * }

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

 * $$ \displaystyle \dot{y} = V_{y} = V sin \gamma $$
 *   (5)
 * }
 * }
 * }


text:
User:Egm6341.s10.team3.heejun/Meeting 34 transcript

 '''MTG 34: Thu. 25 Mar 10'''

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Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:58, 11 August 2010 (UTC)

[[media: Egm6341.s10.mtg34.djvu | Page 34-1]]
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 * }
 * }

Optimal Control continued, [[media: Egm6341.s10.mtg33.djvu | Page 33-3]]

Initial Condition : $$ \displaystyle \underline{Z}(t_{0}) = \underbrace{\underline{Z}_{0}}_{\color{blue}{given}} $$

Optimal Control Problem : Find $$ \displaystyle \underline{u} $$ such that $$ \displaystyle min\,\, J(\underline{Z},\,\, \underline{u}) $$

Subjected to the following conditions such that $$ \displaystyle \underline{\dot{Z}} = f(\underline{Z},\,\, \underline{u},\,\, t) $$   Dynamics (evolution equation)

Initial Condition:  $$ \displaystyle \underline{Z}(t_{0}) = \underline{Z}_{0} $$

Inequality Constrain:  $$ \displaystyle \underline{g}(\underline{Z},\,\, t) \leq \underline{0} $$

Equality Constrain:  $$ \displaystyle \underline{h}(\underline{Z},\,\, t) = \underline{0} $$

 * Initial Condition can be thought of the particular case of the    Equality Constrain

$$ \displaystyle J(\underline{Z},\,\, t) $$ = objective funtion or performance index

Example 1: Supersonic intercepter

$$ \displaystyle J:= \int^{t_{f}}_{t_{0}} dt = t_{f} - t_{0} $$
 * $$ \displaystyle t_{f}: $$   unknown to be determined. $$ \displaystyle \color{blue}{t_{f} = t_{f}(\underline{Z},\,\, \underline{u})} $$

[[media: Egm6341.s10.mtg34.djvu | Page 34-2]]

Example 2: Bunt maneuver

$$ \displaystyle J = \int^{t_{f}}_{t_{0}} \underbrace{h(t)}_{\color{blue}{altitude}} dt\,\,\,\,\,\,\,\,\,\, $$   Fig. [[media: Egm6341.s10.mtg31.djvu | Page 31-2]]     (Area under curve)

Inequality Constrain $$ \displaystyle \underline{g}(\underline{Z},\,\, \underline{u},\,\, t) \leq \underline{0} $$

e.g., $$ \displaystyle \underbrace{T_{min}}_{\color{blue}{given}} \leq T(t) \leq \underbrace{T_{max}}_{\color{blue}{given}} $$

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

& - T(t) \leq T_{min} \forall t \\\end{align}\ $$
 * $$ \displaystyle \begin{align} \Leftrightarrow & \,\,\,\, T(t) \leq T_{max} \forall t \\
 * $$ \displaystyle \begin{align} \Leftrightarrow & \,\,\,\, T(t) \leq T_{max} \forall t \\
 * }
 * }

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

& \color{blue}{g_{2}:=} - T(t) - T_{min} \leq 0 \\\end{align}\ $$
 * $$ \displaystyle \begin{align} \Leftrightarrow \,\, & \color{blue}{g_{1}:=} T(t) - T_{max} \leq 0 \\
 * $$ \displaystyle \begin{align} \Leftrightarrow \,\, & \color{blue}{g_{1}:=} T(t) - T_{max} \leq 0 \\
 * }
 * }

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

 * $$ \displaystyle \Leftrightarrow \underbrace{(g_{1}, g_{2})}_{\color{blue}{\underline{g}}} \underbrace{\leq}_{\color{blue}{\leq}} \underbrace{(0, 0)}_{\color{blue}{\underline{0}}} $$
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg34.djvu | Page 34-3]]

Another one(bunt maneuver): $$ \displaystyle h(t) \leq h_{max} $$   (S+Z, 2007)

Solution formulation of the optimal control problem: Direct Transcription : Convert optimal control problem into discrete nonlinear optimization (programming) problem.

$$ \displaystyle \Rightarrow \,\, $$ Discretize problem in time  $$ \displaystyle \color{blue}{\dot{Z} = f(Z,\,\,t)} $$

$$ \displaystyle f_{n} := f(Z_{n},\,\, t_{n}) $$

Hermitian interpolation: $$ \displaystyle Z(t) \cong P_{3}(t) = C_{0} + C_{1}t + C_{2}t^{2} + C_{3}t^{3} $$

[[media: Egm6341.s10.mtg34.djvu | Page 34-4]]

Def = degree of freedom

$$ \displaystyle d_{1} := Z_{n} $$ $$ \displaystyle d_{2} := \dot{Z}_{n} $$ $$ \displaystyle d_{3} := Z_{n+1} $$ $$ \displaystyle d_{4} := \dot{Z}_{n+1} $$ $$ \displaystyle P_{3}(t) = \sum^{4}_{i=1} \underbrace{N_{i}(t)}_{\color{blue}{basis\,\, function}} d_{i} $$


text:
User talk:Plattrobert~enwikiversity

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Geoff Plourde 02:03, 8 August 2010 (UTC) Geoff Plourde 02:03, 8 August 2010 (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 Plattrobert. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Plattrobert~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:Plattrobert~enwikiversity


text:
User:Shanel/vector.js

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

title: User:Shanel/vector.js


text:
User talk:LBGibbons

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

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 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 04:01, 9 August 2010 (UTC)

-- Jtneill - Talk - c 13:44, 15 December 2010 (UTC)

title: User talk:LBGibbons


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title: User:Shanel/vector.css


text:
Talk:Esperanto

Untitled
Wow guys, this Esperanto department... well, it kind of stinks. Just saying. Someone come and rejuvenate this page!

 * Haha, I'll do what I can! I'm new to Esperanto, though, so I won't be able to do much on my own. Spock of Vulcan 03:06, 15 November 2010 (UTC)

 * On it. Kraŭs 09:42, 3 December 2011 (UTC)

Proficiency test
What about creating some tests? Maybe for checking what level of Esperanto you have.MEuliĉo (discuss • contribs) 12:24, 18 July 2013 (UTC)
 * That is an interesting idea. It would take a good deal of effort to develop something that measures one's level of proficiency accurately, but would be great addition. --JorisvS (discuss • contribs) 19:37, 14 January 2014 (UTC)

Page names
First of all, I wonder if there’s a good reason to use page numbers instead of page names? For instance, why use /Lesson 7 instead of /Family? If anything, using page numbers makes it harder to rearrange the contents, should it ever become necessary. (Just think about inserting another page between /Lesson 3/ and /Lesson 4/ — one’d need to renumber all the lessons from 4th onward.)

The other issue is why both the course and the department use the same Topic:Esperanto page? One of the conveniences of using a dedicated Esperanto page for the course is that it’d enable one to use shorter  links instead of the current and verbose   ones.

So, unless there’d be objections, I’d like to volunteer to rearrange the contents as described above.

— Ivan Shmakov (d ▞ c) 19:17, 18 January 2014 (UTC)
 * The course is arranged in lessons, which are simply numbered. This is the normal arrangement for courses. The topic of lesson 7 won't be exclusively family. It's theme vocabulary will be that, but relevant grammar that hasn't been covered so far will also be covered. On top of that, an additional topic of the grammar could be covered if it would be good. So it will be a very bad idea to call that "Family". If rearrangement is required, it is a simple matter of copying part of the source code (it will never be required to move all of it) to another page and removing it from the original one.
 * If at some point in the future it would be good to move the course overview to its own page, it is a simple matter of copy-pasting the source code. In the meantime, however, it makes much more convenient browsing to keep them together. Longer links is not much of a problem. --JorisvS (discuss • contribs) 16:52, 19 January 2014 (UTC)
 * Seeing some of your edits to this resource, JorisvS, I see that the Lessons are properly placed as subpages of Esperanto. However, Answers is a single subpage, with specific exercise answers on that page as sections. As the course is expanded, this page will get quite long. I have not researched the history, but it appears that some exercises may have been changed, creating a bit of a mess. It will be easier to maintain if the answers are subpages of the page where the exercise exists. I'll take a look at this later. I do not know Esperanto, but intend to insist with page organization, as I'm doing in many places on Wikiversity. Thanks for your participation on Wikiversity, and your attention to this resource. --Abd (discuss • contribs) 19:14, 19 January 2014 (UTC)
 * I have the intention to split the answers page into corresponding subpages. I think it would be better to have the answers at distinct pages for educational purposes. All answers currently correspond to the exercises. What kind of page organization do you insist on? --JorisvS (discuss • contribs) 19:29, 19 January 2014 (UTC)
 * While I might have strong opinions, I don't insist, as such, on anything. What you state is exactly what I suggest. It is easier to show you than to describe the process. Here is what I'll do, though: I will move the Answers page, as it is, to a subpage of the first Lesson page, thus preserving the history, giving proper attribution. I will copy this text to each new answers subpage, and, on all of them, now-irrelevant material will be deleted. I will then edit all the Lesson pages to point to the subpages (each link will become /Answers/ ). At that point, I'll check for any other incoming links and will request deletion of unneeded redirects. --Abd (discuss • contribs) 19:42, 19 January 2014 (UTC)

 * I've done the move, copying, and editing. There are some oddities, please check my work. I did not get, when I wrote the above, that there were section links. (i.e., to #2b, for example). I thought of creating separate subpages for each section, decided against it. So all the subpages are named Answers. However, there is what seems like a bug in the display of subpage names with a section tag. There would be a workaround to make the display explicit, however, it is harmless as displayed. (Normally, one can suppress the display of the slashes with an extra slash at the end, but that gets read as part of the section header, so the subpage section link doesn't work.) --Abd (discuss • contribs) 20:36, 19 January 2014 (UTC)
 * The "bug" is just the normal way the links will display for that syntax. I've fixed it (yes, by piping). I've made the section headers of the answers more meaningful, too. --JorisvS (discuss • contribs) 08:06, 20 January 2014 (UTC)
 * Thanks, JorisvS.
 * Ivan was correct about the course name, however. The Lessons should not be linked from the Topic page. I see a proper use of Topic as linking to resources on ... the topic. Basically, the redirect from Esperanto to Topic:Esperanto will be replaced with the top level course material. Links to the individual lessons would be removed from the Topic page, which would only link to the course, (plus it will have other links to relevant pages or external sites, as it now does), but would you prefer to put together the course page?
 * Wikiversity never seems to have settled on an organizational structure. Rather, we have a total mish-mash of techniques, as relatively isolated individuals created whatever seemed like the thing to do at the time. I have a personal concept, but haven't obtained more than an operational consensus for it. What I have in mind would not restrict users, but channel efforts to create an ... online free university, with interwiki links to and from Wikipedia. Wikipedians, seeing Wikiversity, often run screaming from the mess. Some of that is natural; the universe of possible free educational resources and learning opportunities is vast, compared with the universe of possible encyclopedic articles.
 * Suppose there are two users here, and they have different ideas of how, say, an Esperanto course should be presented. We can have both courses. The users may cooperate to improve each course, or they may decide not to interact. That kind of flexibility is impossible for Wikipedia. We handle neutrality through having a top-level page that links to what I'll call "sections," after university practice. --Abd (discuss • contribs) 15:01, 20 January 2014 (UTC)
 * Sure. I have thought about that. In case that happens, it does seems natural to move the links to the lessons to a distinct page, but, at least in the current state, what would be the added value of doing that? --JorisvS (discuss • contribs) 18:59, 20 January 2014 (UTC)

I have reviewed Sections 1-10, and noticed that Sections 11-15 are still Red Links, as is obvious to most Authors, Editors, etc, this means that the Pages, to which I am referring, have yet to be created.

Upon reading the History of the Wikiuniversity Page on Esperanto, it appears as though the Authors indicated that the coursework was completed, I believe some time in 2016. Am I correct that this is still an open project, or are those Course Links for future learning reference only? Please advise, thanks. Markhalsey (discuss • contribs) 00:33, 13 January 2018 (UTC)
 * User:Markhalsey - be bold! All projects on wikiversity can taken up, except obviously on those very specific circumstances (school projects designed for a specific instructor... don't think an instructor would like "irrelevant" edits, you could say...). If there are red links, then go ahead and turned them into blue links! As for the note about the authors claiming that the coursework is completed... if you are referring to the userbox that states: "Been started, but most of the work is still to be done.", to show that the page is completed... it's obviously not completed, and the message probably being driven here is that the project has its basic fundamentals started, but is still in need of great expansion, as you can tell with all the red links.

 * But, overall... this course is still in need of work. That's the main point... and if something is in need of work, then we fulfill that need! ---Atcovi (Talk - Contribs) 01:45, 13 January 2018 (UTC)

@Atcovi I was actually referring to to this specific mention below, which I apparently misread, understanding that the Author was likely referring to Lesson 1 only, not Lessons 1-10. As stated by the Author: “15 January 2014 — First lesson fully completed.” I would recommend changing to “Lessons 1-10 Fully Completed,” however I do not want to make the Edit, as I want to ensure this is a valid interpretation. As for completion of the remain8ng Lessons, 11-16, I would be glad to help in “being bold.” My only concern is that I am unsure if the Author is going by a particular guideline, or is already working on these elsewhere, making for a duplication of efforts. Please let me know how I can assist.Markhalsey (discuss • contribs) 19:54, 15 January 2018 (UTC)Mark Halsey
 * The author has been inactive for nearly 2 years. I don't think there will be a problem in you taking up this project. If a problem were to arise, then I bet there will be an easy resolution. Nothing is "owned" here. This is not "JorisvS's page", where he dictates everything that goes around on this page. Wikiversity is a collaborative wiki. If you have work you'd like to add in, add it in! ---Atcovi (Talk - Contribs) 21:40, 15 January 2018 (UTC)

title: Talk:Esperanto


text:
User talk:Pheonixduprese

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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Geoff Plourde 06:39, 8 August 2010 (UTC) Geoff Plourde 06:39, 8 August 2010 (UTC)

Re: Esperanto
We are only able to offer those courses we have interest in. One of the nice things about wiki is that anyone can edit or jump in. Would you be interested in doing this for Esperanto? Geoff Plourde 06:39, 8 August 2010 (UTC)

title: User talk:Pheonixduprese


text:
User talk:Okanosato

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Emesee 23:49, 14 September 2008 (UTC)

Copyright violation
Hello, I have found out, that some of your edits within your userpage are violationg the original author holder. Would you be so kind to remove them?--Juan de Vojníkov 22:59, 14 March 2009 (UTC)

よろしくお願いします
K.tomakomaiです. 野球や音楽の話題をたくさんします. よろしくお願いします. --K.tomakomai 00:12, 4 April 2009 (UTC)
 * And can you explain why?--Juan de Vojníkov 02:44, 4 April 2009 (UTC)

block
in accordance with Wikiversity's blocking policy for. Once the block has expired, you are welcome to make constructive contributions. If you believe this block is unjustified, you may contest the block by adding the text below.

Japanese Wikiversity
Hello; In case you might find it useful, here - http://ja.wikiversity.org/wiki/特別:RecentChanges. :) Emesee 23:50, 14 September 2008 (UTC)

I am wondering if you know the Japanese Wikiversity? Can we help you in some way?Erkan Yilmaz uses the Chat (try) 22:59, 21 March 2010 (UTC)

Could you please explain in either Japanese or English why you want to put Japanese language content here on http://en.wikiversity.org instead of http://ja.wikiversity.org?

Japanese translation via Google translate: あなたは日本語または英語なぜあなたはここではなく、http://en.wikiversity.org http://ja.wikiversity.org に日本語のコンテンツを配置する場合で説明してもらえますか？ -- Jtneill - Talk - c 11:04, 25 March 2010 (UTC)

User:Okanosato/Dream5
Hello, and welcome to Wikiversity! We welcome and appreciate your contributions, such as User:Okanosato/Dream5, but we regretfully cannot accept copyrighted text or images borrowed from either web sites or printed material. This article appears to be a direct copy of song lyrics. As a copyright violation, User:Okanosato/Dream5 appears to qualify for deletion. User:Okanosato/Dream5 has been tagged for deletion, and may have been deleted by the time you see this message. If the source is a credible one, please consider rewriting the content and citing the source.

If you believe that the article is not a copyright violation, or if you have permission from the copyright holder to release the content freely under the CC-BY-SA 3.0, you can comment to that effect on Talk:User:Okanosato/Dream5. If the article has already been deleted, but you have a proper release, you can reenter the content at User:Okanosato/Dream5, after describing the release on the talk page. However, you may want to consider rewriting the content in your own words. Thank you, and please feel free to continue contributing to Wikiversity. Geoff Plourde 07:10, 8 August 2010 (UTC)

Last warning
Hi, you continue to add in text violating licenses. Note that if you are original author of the text you can give a permission to distribute it under the license of Wikiversity via OTRS. If you are not author of the texts you cant copy them here without author permission.

Another thing is that this is the English Wikiversity. I have used Google Translate to have a look what is Dream 5. Does it have educational value? If not you can start your own wiki to paste there your ideas.

So this is a last warning!--Juan de Vojníkov 08:18, 8 August 2010 (UTC)
 * In the case it is a copy or translation from other WMF project, you may ask custodian to import that work, explaining why it is necessary (e.g. what educational or research purpose it has on English Wikiversity) or when copy pasting you should right sum of original authors to the edit summary and link the version from which the text is retrieved. Otherwise it is a copyright violation. You can read more from Creative Common license: http://creativecommons.org/licenses/by-sa/3.0/ .--Juan de Vojníkov 08:29, 8 August 2010 (UTC)

Don not ask for deletion
Hi, please do not ask for speedy deletion of this page. There are some copyright and flooding issues which were not finished yet.--Juan de Vojníkov 09:22, 9 August 2010 (UTC)

Blocked
I have blocked you indefinitely for publishing your password on your userpage. If you want your editing rights back, just use. Diego Grez 00:31, 12 August 2010 (UTC)
 * Err.. how would the user do this? It's probably an academic question, since the user's last action was to request deletion of this page (which probably should not be deleted, my opinion), but you removed Talk page access, so the user could not request unblock if the user wanted to, which I rather suspect s/he doesn't. --Abd 00:58, 12 August 2010 (UTC)
 * Haha. I suggested that probably because I'm having a headache :-P Nevermind then. Diego Grez 00:59, 12 August 2010 (UTC)

title: User talk:Okanosato


text:
User talk:Sanketshah 11411

 Hello Sanketshah 11411, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Geoff Plourde 07:53, 8 August 2010 (UTC) Geoff Plourde 07:53, 8 August 2010 (UTC)

title: User talk:Sanketshah 11411


text:
User talk:Megabrainybabe

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

 * Take a guided tour and learn to edit.
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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Geoff Plourde 07:53, 8 August 2010 (UTC) Geoff Plourde 07:53, 8 August 2010 (UTC)

title: User talk:Megabrainybabe


text:
User talk:Dilip Kumar

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Geoff Plourde 09:03, 8 August 2010 (UTC) Geoff Plourde 09:03, 8 August 2010 (UTC)
 * Greetings from Prague (how I did this? see below) to India. If youll have any questions you can ask also me.--Juan de Vojníkov 10:23, 8 August 2010 (UTC)

How to link?
Linking in Wikiversity is simple. Just put the string into this brackets Prague and then call wikipedia Prague. But this should look better: Prague. There is a button for that. Within Wikiversity is easy. Introduction to Computers gives for Introduction to Computers and user:Dilip Kumar gives user:Dilip Kumar.--Juan de Vojníkov 10:23, 8 August 2010 (UTC)

title: User talk:Dilip Kumar


title: User:Pilif12p


text:
User talk:PacificRing

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Geoff Plourde 09:19, 8 August 2010 (UTC) Geoff Plourde 09:19, 8 August 2010 (UTC)

title: User talk:PacificRing


text:
User:Dilip Kumar

Myself Dilip Kumar born on Nov.23,1966 at Ajmer in India.I took Diploma in Electrical Engineering in 1986. At present I am working as Junior Engineer in Rajasthan Rajya Vidyut Prasran Nigam LTD Sri Dungargarh Distt.Bikaner (Rajasthan),India.I am not having more knowledge about computer and internet.But I am willing to get knowledge threfore I have connected myself with rest of the world.I wish to learn more and more about my subject.

title: User:Dilip Kumar


text:
Roles of a manager

The Canadian academic, Henry Mintzberg published an empirical research involving, observing and analysing the activities of the Managers of five private and semi-public organizations, focusing on the day-to-day reality of Managerial behaviour. The study describes the work life of a Manager. Mintzberg then identified ten separate roles in Managerial work, each role defined as an organised collection of behaviours belonging to an identifiable function or position. They are,

 * 1) FIGUREHEAD: The Manager performs ceremonial and symbolic duties as head of the organisation;\
 * 2) LEADER: Fosters a proper work atmosphere and motivates and develops subordinates;
 * 3) LIASION: Develops and maintains a network of external contacts to gather information;
 * 4) MONITOR: Gathers internal and external information relevant to the organisation;
 * 5) DISSEMINATOR: Transmits factual and value based information to subordinates;
 * 6) SPOKESPERSON: Communicates to the outside world on performance and policies.
 * 7) ENTREPRENEUR: Designs and initiates change in the organisation;
 * 8) DISTURBANCE HANDLER: Deals with unexpected events and operational breakdowns;
 * 9) RESOURCE ALLOCATOR: Controls and authorises the use of organisational resources;
 * 10) NEGOTIATOR: Participates in negotiation activities with other organisations and individuals.

He further grouped these roles into three subcategories: Interpersonal contact (1, 2, 3), Information processing (4, 5, 6) and Decision making (7-10).

Mintzberg also found that although individual capabilities influence the implementation of a role, it is the organisation that determines the need for a particular role, addressing the common belief that it predominantly a Manager’s skill set that determines success. Effective Managers develop protocols for action given their job description and personal preference, and match these with the situation at hand.

title: Roles of a manager


text:
User:G&NiO

See My it.wiki page

title: User:G&NiO


text:
User:Egm6341.s10.team3.sa/Mtg25

Mtg 25 (Lect 22): Thu, 25 Feb 10

 Typeset of transparencies, not lecture transcript. Subramanian Annamalai 13:55, 12 August 2010 (UTC)

[[media: Egm6341.s10.mtg25.djvu | Page 25-1]]

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

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

(1)Install chebfun and practice sum command to do integration$$\displaystyle\color{blue} I = \int_{0}^{1}\frac{e^{x}-1}{x}dx$$, and record the computational time. Also practice using the tic/toc command in MATLAB.

(2)Compare the second column of Romberg Table Romberg to Simpson's rule and derive any relationship that exists.

(3)For $$\displaystyle\color{blue} I = \int_{0}^{1}\frac{e^{x}-1}{x}dx$$, compare $$\displaystyle\color{blue} I_{n}$$ to $$\displaystyle\color{blue} \theta(10^{-10})$$ and computational time for - Composite Trap rule, - Composite Simpson's rule and - Romberg table.

(4)For $$\displaystyle\color{blue} I = \int_{0}^{1}\frac{e^{x}-1}{x}dx$$, compare $$\displaystyle\color{blue} I_{n}$$ to $$\displaystyle\color{blue} \theta(10^{-10})$$ and computational time by using Matlab : trapz, quad and clencurt commands

(5)Compare the time for each of the above methods and comment on the results.

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg25.djvu | Page 25-2]]

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

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

Repeat the above HW for the integral, $$\displaystyle\color{blue} I = \int_{-5}^{5} \frac{1}{1+x^2} \,dx $$.

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg25.djvu | Page 25-2]]

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

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

APPLICATION: Orbital Mechanics Calculate the arc length of the orbit(ellipse) given,

Use all the above integration codes.
 * style = |
 * }
 * }

title: User:Egm6341.s10.team3.sa/Mtg25


text:
User:Egm6341.s10.team3.sa/Mtg27

Mtg 27: Tue, 2 Mar 10

 Typeset of transparencies, not lecture transcript. Subramanian Annamalai 13:55, 12 August 2010 (UTC)

[[media: Egm6341.s10.mtg27.djvu | Page 27-1]]

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

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

$$ \displaystyle \color{blue} i)\, Do\; steps\; 4a\; and\; 4b\; to\; determine\; p_{6}(t)\; and\; p_{7}(t)\; $$

 * style = |
 * }
 * }

TRAPEZOIDAL ERROR

$$\displaystyle E_n^1 = I - T_0(n) = \sum_{r=1}^{l} h^{2r} \bar{d}_{2r} \bigg[ f^{(2r-1)(b) - f^{(2r-1)}(a)}\bigg] - \bigg( \frac{h}{2}\bigg )^{2l} \sum_{k=0}^{n-1} \int_{x_k}^{x_{k+1}} p_{2l}(t_k(x))f^{(2l)}(x) \,dx $$ $$\displaystyle (Eq. 1) $$

From (Eq.2) of [[media: Egm6341.s10.mtg21.djvu | Page 21-1]], $$\displaystyle x(t_k) = \frac{1}{2} \bigg( x_k + x_{k+1}\bigg) + t_k \frac{h}{2}$$ $$\displaystyle (Eq. 2) $$

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

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

Find $$\displaystyle \color{blue} {t}_{k}(x) $$ by the reversion of $$ x ({t}_{k}) $$

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

$$ $$
 * $$\displaystyle \color{blue} x(t_k)=\frac{1}{2}(x_k+x_{k+1})+t_k \frac{h}{2}
 * $$\displaystyle \color{blue} x(t_k)=\frac{1}{2}(x_k+x_{k+1})+t_k \frac{h}{2}
 * $$\displaystyle\color{blue}(Eq. 1)
 * }
 * {| style="width:100%" border="0" align="left"
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle \color{blue} h=x_{k+1}-x_k
 * $$\displaystyle \color{blue} h=x_{k+1}-x_k
 * }
 * }

 * style = |
 * }
 * }

Recalling Bernoulli numbers from [[media: Egm6341.s10.mtg19.djvu | Page 19-3]], $$\displaystyle \bar{d}_{2r} = d_i = \frac{p_{2r}(1)}{2^{2r}} = - \frac{B_{2r}}{(2r)!} $$ $$\displaystyle (Eq. 3) $$ Note: $$\displaystyle \bar{B}_{2r} $$ represents the Bernoulli numbers.

[[media: Egm6341.s10.mtg27.djvu | Page 27-2]]

$$\displaystyle E_n^1 = \alpha - \beta $$ $$\displaystyle \alpha= \sum_{i=1}^{l} h^{2i} \bar{d}_{2i} \underbrace{\bigg[ f^{(2i-1)(b) - f^{(2i-1)}(a)} \bigg]}_{a_i}$$

$$\displaystyle a_i= d_i {\bigg[ f^{(2i-1)(b) - f^{(2i-1)}(a)} \bigg]} $$ $$\displaystyle \bar{d}_{2i} = d_i = -\frac{B_{2i}}{(2i)!}$$ $$\displaystyle \bar{d}_{2i} = \frac{p_{2i}}{2^{2i}} $$ which is (Eq.3) on [[media: Egm6341.s10.mtg27.djvu | Page 27-1]]

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

HW:
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

Find coefficients $$\displaystyle \color{blue} \bar{d_{2}}, \; \bar{d_{4}}, \; \bar{d_{6}}$$ using the following relations.

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

d_{r} = \bar{d_{2r}} = \frac{P_{2r}(1)}{2^{2r}} $$
 * $$\displaystyle\color{blue}
 * $$\displaystyle\color{blue}
 * }
 * }

 * style = |
 * }
 * }

title: User:Egm6341.s10.team3.sa/Mtg27


text:
User talk:G&NiO

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

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title: User talk:G&NiO


text:
User:Egm6341.s10.team3.sa/Mtg29

Mtg 29: Tue, 16 Mar 10

 Typeset of transparencies, not lecture transcript. Subramanian Annamalai 13:57, 12 August 2010 (UTC)

[[media: Egm6341.s10.mtg29.djvu | Page 29-1]]

Summary: $$\displaystyle p_{2i} $$ is an even function. ([[media: Egm6341.s10.mtg28.djvu | Page 28-1]]) $$\displaystyle p_{(2i+1)} $$ is a odd function. ([[media: Egm6341.s10.mtg26.djvu | Page 26-1]])

Recall the following: $$\displaystyle p_1(t) = -t $$

From [[media: Egm6341.s10.mtg26.djvu | Page 26-1]] $$\displaystyle p_2(t) = -\frac{t^2}{2!} + \frac{1}{6} $$  $$\displaystyle p_3(t) = -\frac{t^3}{3!} + \frac{t}{6} $$

From [[media: Egm6341.s10.mtg26.djvu | Page 26-3]] $$\displaystyle p_4(t) = -\frac{t^4}{4!} + \frac{t^2}{12} - \frac{7}{360}$$  $$\displaystyle p_5(t) = -\frac{t^5}{5!} + \frac{t^3}{36} - \frac{7t}{360}$$

From [[media: Egm6341.s10.mtg26.djvu | Page 26-2]] $$\displaystyle p_{k+1}(t) = \int p_k(t) \,dt $$

Comparison of $$\displaystyle \bar{d}_{2r}: $$ From [[media: Egm6341.s10.mtg27.djvu | Page 27-1]], $$\displaystyle (1) \bar{d}_{2r} = \frac{p_{2r}(1)}{2^{2r}} $$

From [[media: Egm6341.s10.mtg28.djvu | Page 28-2]], $$\displaystyle (1) \bar{d}_{2r} = -\frac{B_{2r}(1)}{(2r)!} $$

[[media: Egm6341.s10.mtg29.djvu | Page 29-2]]   RECURRENCE FORMULA:

$$\displaystyle p_{2i}(t) = \sum_{j=0}^{i} c_{2j+1} \frac{t^{(2(i-j))}}{[2(i-j)]!}$$
$$\displaystyle (Eq. 1) $$

$$\displaystyle p_{2i}(t) = \int p_{2i}(t) \,dt$$
$$\displaystyle (Eq. 2) $$

$$\displaystyle p_{2i+1} = \sum_{j=0}^{i} c_{2j+1} \frac{t^{(2(i-j)+1)}}{[2(i-j)+1]!}$$
$$\displaystyle (Eq. 3) $$

$$\displaystyle p_{2i+1}(0) = 0 \Rightarrow \;\; p_{2i+1}$$ is an odd function $$\displaystyle c_{2i+2} =0 $$
$$\displaystyle (Eq. 4) $$

$$\displaystyle (p_{2i},p_{2i+1})$$ have the same number of terms. Also, $$\displaystyle p_{2i+1}(1) = 0 \Rightarrow = \sum_{j=0}^{i} c_{2j+1} \frac{1}{2(i-j)+1]!} =0 $$
$$\displaystyle (Eq. 5) $$

Expanding (Eq.5), we have , $$\displaystyle \frac{c_1}{(2i+1)!} + \frac{c_3}{(2i-1)!} + \frac{c_5}{(2i-3)!} + \cdots + \frac{c_{2i-1}}{3!} + \underbrace{c_{2i+1}}_{unknown} = 0 $$
$$\displaystyle (Eq. 6) $$

$$\displaystyle c_1,c_3,\cdots c_{2i-1}$$ are known.

[[media: Egm6341.s10.mtg29.djvu | Page 29-3]]

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HW:
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 * style="width:100%; padding:10px; border:2px solid #8888aa" |

Obtain expressions for $$\displaystyle\color{blue} (p_2,p_3),(p_4,p_5),(p_6,p_7) $$ using $$ \displaystyle\color{blue} \frac{c_1}{(2i+1)!} + \frac{c_3}{(2i-1)!} +\frac{c_5}{(2i-3)!} + \cdots + \frac{c_{2i-1}}{3!} + c_{2i+1} = 0 \;\; and\;\;\ p_1(t)=-t \; i.e, \; c_1 =-1.$$ Ref: Kessler(2006) and Suli & Meyers(2003)

 * style = |
 * }
 * }

title: User:Egm6341.s10.team3.sa/Mtg29


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title: File:Mtg25-Fig1.svg


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User talk:MPbr

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

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title: User talk:MPbr


text: File:Fig 34.svg

title: File:Fig 34.svg


text:
User:Egm6341.s10.team3.heejun/Meeting 36 transcript

 '''MTG 36: Tue. 30 Mar 10'''

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Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:58, 11 August 2010 (UTC)

[[media: Egm6341.s10.mtg36.djvu | Page 36-1]]
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 * }
 * }

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 * (4) [[media: Egm6341.s10.mtg35.djvu | Page 35-2]]:   $$ \displaystyle {Z}' = h \dot{Z} $$
 *   (1)
 * }.
 * }.
 * }.

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 * $$ \displaystyle Z(s) = \sum^{4}_{i=1} N_{i}(s) d_{i} $$
 * }
 * }
 * }

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 * $$ \displaystyle Z(t) = \sum^{4}_{i=1} N_{i}(t) d_{i}\,\, since\,\, s=s(t) $$
 * }
 * }
 * }

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 * $$ \displaystyle \underbrace{Z(t_{j})}_{\color{blue}{d_{j}}} = \sum^{4}_{i=1} \underbrace{N_{i}(t_{j})}_{\color{blue}{\delta_{ij}}} d_{i} $$
 * }.
 * }.
 * }.

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HW: Express $$ \displaystyle t(s) $$ in terms of $$ \displaystyle s(t) $$
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 * }.
 * }.

Recall collocation at $$ \displaystyle t_{i},\,\,  t_{i+1} $$ Now want to enforce compliance with differential equation at $$ \displaystyle t_{i+ \frac{1}{2}} $$ i.e., collocation

[[media: Egm6341.s10.mtg36.djvu | Page 36-2]]

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 * $$ \displaystyle Z_{i+ \frac{1}{2}} = Z(s= \frac{1}{2}) = \frac{1}{2}(Z_{i}+Z_{i+1}) + \frac{h}{8}(f_{i}-f_{i+1}) $$
 * }.
 * }.
 * }.

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HW: Proof that $$ \displaystyle Z(\varsigma=2)= \frac{1}{2}(Z_i-Z_{i+1})+ \frac{h}{8}(f_i-f_{i+1}) $$ using   (2)  [[media: Egm6341.s10.mtg35.djvu | Page 35-2]],     (1)  [[media: Egm6341.s10.mtg35.djvu | Page 35-4]] and     (1)  [[media: Egm6341.s10.mtg36.djvu | Page 36-1]]
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 * }.
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 * Collocation at $$ \displaystyle t_{i+ \frac{1}{2}} : \dot{Z}_{i+ \frac{1}{2}} = \underbrace{f_{i+ \frac{1}{2}}}_{\color{blue}{:= f(Z_{i+ \frac{1}{2}},\,\, t_{i+ \frac{1}{2}})}} $$
 * }
 * }
 * }

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 * $$ \displaystyle \dot{Z}_{i+ \frac{1}{2}} = {Z}'_{i+ \frac{1}{2}} \frac{1}{h} $$
 * }
 * }
 * }

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 * $$ \displaystyle {Z}'_{i+ \frac{1}{2}} \underbrace{=}_{\color{red}{(3)} \color{blue}{p.35-3}} {Z}' (s= \frac{1}{2}) = - \frac{3}{2} (Z_{i} - Z_{i+_1}) - \frac{1}{4} ({Z}'_{i}+{Z}'_{i+1}) $$
 * }
 * }
 * }

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HW: Proof that $$\displaystyle {Z}' (s= \frac{1}{2}) = - \frac{3}{2}(Z_i-Z_{i+1})-\frac{1}{4}(Z_i^\prime-Z_{i+1}^\prime) $$
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 * }.
 * }.

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 * $$ \displaystyle {Z}' = h \dot{Z} $$
 * }
 * }
 * }

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& \dot{Z}_{i+1} = f_{i+1} \\\end{align} $$
 * Collocation at $$ \displaystyle \begin{align} t_{i},\,\, t_{i+1}:\,\, & \dot{Z}_{i} = f_{i} \\
 * Collocation at $$ \displaystyle \begin{align} t_{i},\,\, t_{i+1}:\,\, & \dot{Z}_{i} = f_{i} \\
 * }
 * }

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 * $$ \displaystyle \dot{Z}_{i+ \frac{1}{2}} = - \frac{3}{2h}(Z_{i} - Z_{i+1}) - \frac{1}{4} (f_{i}+f_{i+1}) \neq f_{i+ \frac{1}{2}}\,\,\,\, $$   in general
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg36.djvu | Page 36-3]]

Gap: $$ \displaystyle \bigtriangleup := \dot{Z}_{i+ \frac{1}{2}} - f_{i+ \frac{1}{2}} $$

Collocation at $$ \displaystyle t_{i+ \frac{1}{2}} : $$ Find $$ \displaystyle (Z_{i},\,\, Z_{i+1}) $$ such that $$ \displaystyle \bigtriangleup = 0 $$

$$ \displaystyle \bigtriangleup = 0 \Rightarrow Z_{i+1} = Z_{i} + \underbrace{\frac{(\frac{h}{2})}{3}[f_{i} + 4f_{i+ \frac{1}{2}} + f_{i+1}]}_{\color{blue}{Simpson's\,\, rule}} $$

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HW: Proof that $$ Z_{i+1}=Z_i+\frac{h/2 }{3}[f_i+4f_{i+\frac{1}{2}}+f_{i+1}]$$
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$$ \displaystyle \underbrace{\int^{t_{i+1}}_{t_{i}} \dot{Z} dt}_{\color{blue}{Z_{i+1}-Z_{i}}} = \int^{t_{i+1}}_{t_{i}} f(Z,\,\,t) dt $$
 * $$ \displaystyle \dot{Z} = f(Z,\,\, t) $$
 * $$ \displaystyle \dot{Z} = f(Z,\,\, t) $$
 * }.
 * }.


text:
User:Egm6341.s10.team3.heejun/Meeting 38 transcript

 '''MTG 38: Tue. 6 Apr 10'''

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Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:57, 11 August 2010 (UTC)

[[media: Egm6341.s10.mtg38.djvu | Page 38-1]]
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 * }
 * }

Newton-Raphson(NR) Method: $$ \displaystyle F(\hat{Z}) = 0 $$

Similar triangles:

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 * $$ \displaystyle \frac{Z^{(k)}-Z^{(k+1)}}{1} = \frac{F(Z^{(k)})}{\frac{dF (Z^{(k)})}{dZ}} $$
 * }
 * }
 * }

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 * $$ \displaystyle Z^{(k+1)} = Z^{(k)} - (\frac{dF (Z^{(k)})}{dZ})^{-1} F(Z^{(k)}) $$
 * }.
 * }.
 * }.

Time-step algorithm (continued) (3) [[media: Egm6341.s10.mtg37.djvu | Page 37-2]]:  NR method

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 * $$ \displaystyle Z_{i+1}^{(k+1)} = Z^{(k)}_{i+1} - [\frac{dF(Z^{(k)}_{i+1})}{dZ}]^{-1} F(Z^{(k)}_{i+1}) $$
 * }
 * }
 * }

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 * Initial guess: $$ \displaystyle  Z^{(0)}_{i+1} = Z_{i} $$
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg38.djvu | Page 38-2]]

Convergence:

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 * $$ \displaystyle |Z_{i+1}^{(k+1)} - Z_{i+1}^{(k)}|\,\, \leq\,\, $$   AbsTol (Absolute Tolerance)
 * }
 * }
 * }

or

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 * $$ \displaystyle \frac{|Z_{i+1}^{(k+1)} - Z_{i+1}^{(k)}|}{|Z_{i+1}^{(k)}|}\,\, \leq\,\, $$   RelTol (Relative Tolerance)
 * }.
 * }.
 * }.

Application: Mathematical Biology Population Dynamics Reference: Murray 2002 History: Leonardo of Pisa 1202, rabiit population

Continuous growth model

$$ \displaystyle x(t): $$   population at time $$ \displaystyle t $$ (number of members of a species)

$$ \displaystyle \frac{dx(t)}{dt} = $$   births - deaths + migration

Simplest model: (Malthus 1798)

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$$ \displaystyle births = bx(t) $$ $$ \displaystyle deaths = dx(t) $$
 * $$ \displaystyle migration = 0 $$
 * $$ \displaystyle migration = 0 $$
 * }
 * }

$$ \displaystyle b$$   and $$ \displaystyle d $$ are constant

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 * $$ \displaystyle x(t) = x_{0}\,\, exp[(b-d)t] $$
 * }
 * }
 * }

[[media: Egm6341.s10.mtg38.djvu | Page 38-3]]

As $$ \displaystyle t \to \infty, \,\, x \to \infty $$ not possible population constrain by resources (land, food,...) fertility rate below replacement level 2.1

$$ \displaystyle \exists a $$   limit to population growth

Verhulst 1838, New model with growth limit

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 * $$ \displaystyle \underbrace{\frac{dx}{dt}}_{\color{blue}{\dot{x}}} = \underbrace{rx (1- \frac{x}{x_{max}})}_{\color{blue}{f(x)}} $$
 *   (1)
 * }
 * }
 * }

Equilibrium points:
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$$ \displaystyle \hat{x}=0\,\, \Rightarrow\,\, f(0)=0 $$ $$ \displaystyle \hat{x}=x_{max}\,\, \Rightarrow\,\, f(x_{max})=0 $$
 * $$ \displaystyle f(x)=0\,\, (rate\,\, \dot{x}=0) $$
 * $$ \displaystyle f(x)=0\,\, (rate\,\, \dot{x}=0) $$
 * }
 * }

Linearization about equilibrium point $$ \displaystyle \hat{x} $$

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Where $$ \displaystyle \color{blue}{y=} $$ small perturbation about $$ \displaystyle \hat{x} $$ At $$ \displaystyle \hat{x}=0,\,\, f(x) = f(0+y) = ry(1- \frac{y}{x_{max}}) $$
 * $$ \displaystyle x= \hat{x} + y $$
 * $$ \displaystyle x= \hat{x} + y $$
 * }
 * }

[[media: Egm6341.s10.mtg38.djvu | Page 38-4]]

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$$ \displaystyle \frac{dx}{dt} = \frac{d(0+y)}{dt} = \frac{dy}{dt} $$ $$ \displaystyle \Rightarrow \frac{dy}{dt} = ry \Rightarrow \underbrace{y=y_{0}e^{rt}}_{\color{blue}{unstable\,\, growth}} $$
 * $$ \displaystyle f(x) \simeq ry $$
 * $$ \displaystyle f(x) \simeq ry $$
 * }.
 * }.

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HW: Linearization about the equilibrium point $$ \displaystyle \hat{x} = x_{max} $$
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 * style = |
 * }.
 * }.

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$$ \displaystyle y(t) \to 0\,\, as\,\, t \to \infty $$ $$ \displaystyle x(t) \to x_{max}\,\, as\,\, t \to \infty $$
 * $$ \displaystyle \frac{dy}{dt} = -ry \Rightarrow \underbrace{y=y_{0}e^{-rt}}_{\color{blue}{stable\,\, growth}} $$
 * $$ \displaystyle \frac{dy}{dt} = -ry \Rightarrow \underbrace{y=y_{0}e^{-rt}}_{\color{blue}{stable\,\, growth}} $$
 * }.
 * }.


text:
User:Egm6341.s10.team3.heejun/Meeting 40 transcript

 '''MTG 40: Thu. 8 Apr 10'''

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Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:57, 11 August 2010 (UTC)

[[media: Egm6341.s10.mtg40.djvu | Page 40-1]]
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 * }
 * }

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HW: Chaos Reproduce Fig.15.6 and 15.7 in King et. al. 2003. (p.455-456) Ref: Differential Equations: Amazon
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 * style = |
 * }.
 * }.

Hints for solution of logistic equation ([[media: Egm6341.s10.mtg39.djvu | HW p.39-1]])

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 * $$ \displaystyle \dot{x} = x(1-x) $$
 * }
 * }
 * }

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$$ \displaystyle \color{blue}{\int^{x}_{x_{0}=x(t_{0})}} \color{black}{\frac{dx}{x(1-x)}} = \color{blue}{\int^{t}_{t_{0}}} \color{black}{dt} $$
 * Seperation of variable:
 * Seperation of variable:
 * }
 * }

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$$ \displaystyle \frac{1}{x(1-x)} = \frac{a}{x} + \frac{b}{1-x} $$ a, b are constant to be determined
 * Partial fraction:
 * Partial fraction:
 * }.
 * }.

Elementary stability FE(Forward Euler) + BE(Backward Euler) algorithms ([[media: Egm6341.s10.mtg39.djvu | p.39-2]])

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$$ \displaystyle \bar{x}_{i+1} = \underbrace{(1+hr)}_{\rho_{\color{blue}{F}}} \bar{x}_{i} = \rho_{\color{blue}{F}} (\rho_{\color{blue}{F}} \bar{x}_{i+1}) = \rho_{\color{blue}{F}}^{i+1} \bar{x}_{0} $$
 * FE:
 * FE:
 * }
 * }

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 * Fix $$ \displaystyle i $$, consider $$ \displaystyle h \to \infty $$
 * }
 * }
 * }

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

 * $$ \displaystyle \rho_{\color{blue}{F}}^{i+1} \to \infty \Rightarrow \bar{x}_{i+1} \to \infty $$    unstable
 * }.
 * }.
 * }.

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

$$ \displaystyle \bar{x}_{i+1} = \underbrace{ \frac{1}{1-hr}}_{\rho_{\color{blue}{B}}} \bar{x}_{i} = \rho_{B}^{i+1} \bar{x}_{0} $$
 * BE:
 * BE:
 * }.
 * }.

[[media: Egm6341.s10.mtg40.djvu | Page 40-2]]

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 * Fix $$ \displaystyle i $$, let $$ \displaystyle h \to \infty \Rightarrow |\rho_{B}^{i+1}| \to 0 \Rightarrow |\bar{x}^{i+1}| \to 0 $$
 * }
 * }
 * }

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 * stable: numerical solution does not below up $$ \displaystyle \forall h $$
 * }.
 * }.
 * }.

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HW: Integrate logistic equation  ([[media: Egm6341.s10.mtg39.djvu | HW p.39-1]]) Integrate logistic equation already found $$\hat{h}$$ such that Hermit-simpson algorithm yields error($$ 10^{-6}$$) 1) Run Hermit-Simpson with $$\displaystyle h= 2^k \hat{h}$$ 2) Develop and Run Forward Euler with $$\displaystyle h= 2^k \hat{h}$$ 3) Develop and Run Backward Euler with $$\displaystyle h= 2^k \hat{h}$$
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 * style = |
 * }.
 * }.

Equations of motion of aircraft: [[media: Egm6341.s10.mtg33.djvu | p.33-3]]

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 * $$ \displaystyle \underline{\dot{Z}} = \underline{f} (\underline{Z}, \underline{u}, \underline{t}) $$
 *   (3)  [[media: Egm6341.s10.mtg33.djvu | p.33-3]]
 * }
 * }
 * }

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

 * $$ \displaystyle \int^{t_{i+1}}_{t_{i}} \underline{\dot{Z}} dt = \int^{t_{i+1}}_{t_{i}} \underline{f} (\underline{Z}, \underline{u}, \underline{t}) dt  $$
 * }
 * }
 * }

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

 * $$ \displaystyle \underbrace{\underline{Z}_{i+1}}_{\color{red}{4 \times 1}} - \underbrace{\underline{Z}_{i}}_{\color{red}{4 \times 1}} = \frac{h/2}{3} [ \underline{f}_{i} + 4 \underline{f}_{i+ \frac{1}{2}} + \underline{f}_{i+1} ] $$
 * }
 * }
 * }

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

 * $$ \displaystyle \Leftrightarrow \underbrace{\underline{F}}_{\color{red}{4 \times 1}} (\underline{Z}_{i+1}) = \underbrace{\underline{0}}_{\color{red}{4 \times 1}} $$
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg40.djvu | Page 40-3]]

NR algorithm [[media: Egm6341.s10.mtg38.djvu | p.38-1]]

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

 * $$ \displaystyle \underbrace{\underline{Z}_{i+1}^{(k+1)}}_{\color{red}{4 \times 1}} = \underbrace{\underline{Z}_{i+1}^{(k)}}_{\color{red}{4 \times 1}} - \underbrace{[\frac{d \underline{F}(\underline{Z}_{i+1}^{(k)})}{d \underline{Z}}]^{-1}}_{\color{red}{4 \times 4}} \underbrace{\underline{F}}_{\color{red}{4 \times 1}} (\underline{Z}^{(k)}_{i+1}) $$
 * }
 * }
 * }

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

 * $$ \displaystyle \underline{Z}^{(0)}_{i+1} = \underline{Z}_{i} $$
 * }.
 * }.
 * }.

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

 * Review: $$ \displaystyle \underbrace{\underline{f}}_{\color{red}{m \times 1}} (\underline{x}) = \left \lfloor f_{1}(\underline{x}), ..., f_{m}(\underline{x}) \right \rfloor ^{\color{red}{T}} $$
 * }
 * }
 * }

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

 * $$ \displaystyle \underbrace{\underline{x}}_{\color{red}{n \times 1}} = \left \lfloor x_{1}, ..., x_{n} \right \rfloor ^{\color{red}{T}} $$
 * }
 * }
 * }

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

 * $$ \displaystyle \underbrace{\frac{d \underline{f}(\underline{\hat{x}})}{d \underline{x}}}_{\color{red}{m \times n}} = \underbrace{[\frac{ df_{\color{red}{i}}(\underline{\hat{x}}) }{dx_{\color{red}{j}}}]}_{\color{red}{m \times n}}  $$
 * }
 * }
 * }

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$$ \displaystyle \color{red}{j:} $$   column index  $$ \displaystyle (j=1,...,n) $$
 * $$ \displaystyle \color{red}{i:} $$   row index  $$ \displaystyle (i=1,...,m) $$
 * $$ \displaystyle \color{red}{i:} $$   row index  $$ \displaystyle (i=1,...,m) $$
 * }
 * }

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HW: S+Z (2007) parameters for EOM(equation of motion) Table. I p. 317 S+Z (2007)
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text:
User:Egm6341.s10.team3.heejun/Meeting 42 transcript

 '''MTG 42: Tue. 13 Apr 10'''

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Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:57, 11 August 2010 (UTC)

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[[media: Egm6341.s10.mtg42.djvu | Page 42-1]]

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HW: Show that $$\displaystyle \bar{CD}=\bar{AB} $$ + higher order terms of $$\displaystyle d\gamma $$
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Parameterization of ellipse:

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HW: Show $$ \displaystyle \frac{x^2}{a^2}+\frac{y^2}{b^2}=1\, $$
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[[media: Egm6341.s10.mtg42.djvu | Page 42-2]]

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$$ \displaystyle dl = [dx^{2} + dy^{2}]^{\frac{1}{2}} $$
 * Arc length:
 * Arc length:
 * }
 * }

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$$ \displaystyle e=[1- \frac{b^{2}}{a^{2}}]^{\frac{1}{2}} $$
 * Eccentricity:
 * Eccentricity:
 * }
 * }

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 * $$ \displaystyle \Rightarrow C= \int dl = a \int^{2 \pi}_{t=0} [1- e^{2} cos^{2}t]^{\frac{1}{2}} dt = 4a \underbrace{\int^{\frac{\pi}{2}}_{\alpha=0} [1- e^{2} sin^{2} \alpha]^{\frac{1}{2}}d \alpha}_{\color{blue}{elliptic\,\, integral\,\, of\,\, the\,\, 2nd\,\, kind}} $$
 * }.
 * }.
 * }.

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HW: Show $$ \displaystyle dl = [dx^{2} + dy^{2}]^{\frac{1}{2}} $$
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HW: Show that the circumference of an ellipse is given by, $$\displaystyle C = \int dl = a \int_{0}^{2\pi} [1-e^2cos^2t]^{1/2}\,dt$$ where $$ \displaystyle e = \Bigg[1-\frac{b^2}{a^2}\Bigg]^{1/2} $$
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HW: Prove that $$ a \int\limits_{t=0}^{2\pi}[1-e^2 cos^2 t]^{1/2}dt = 4a \int\limits_{\alpha=0}^{\pi/2} [1-e^2 sin^2 \alpha]^{1/2}d\alpha   $$
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Clenshow-Curtis:

* Periodicity (trapezoidal error) * Runge phenomenon

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$$ \displaystyle x = \underbrace{cos \theta}_{\color{blue}{Chebyshev}} $$
 * Change of variable:
 * Change of variable:
 * }
 * }

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 * $$ \displaystyle I= \int^{+1}_{-1} f(x) dx = \int^{\pi}_{0} f(cos \theta) \underbrace{sin \theta d \theta}_{\color{blue}{- dx}} $$
 * }
 * }
 * }

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$$ \displaystyle f(cos \theta) $$ known
 * Initial simpler if cosine series of
 * Initial simpler if cosine series of
 * }.
 * }.

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HW: By Changing the variable of integration, $$ \displaystyle x=cos \theta $$ show that $$\displaystyle I= \int_{-1}^{+1}f(x)dx= \int_{0}^{\pi}f(cos \theta)sin \theta d\theta $$
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[[media: Egm6341.s10.mtg42.djvu | Page 42-3]]

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 * $$ \displaystyle f(cos \theta) = \underbrace{\frac{a_{0}}{2} + \sum^{\infty}_{k=1} a_{k} cos (k \theta)}_{\color{blue}{cosine series}} $$
 * }
 * }
 * }

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 * $$ \displaystyle a_{k} = \frac{2}{\pi} \int^{\pi}_{0} f(cos \theta) cos(k \theta) d \theta $$
 * }
 * }
 * }

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 * $$ \displaystyle I = a_{0} + \sum^{\infty}_{j=1} \frac{2 a_{2j}}{1-(2j)^{2}} $$ known
 * }.
 * }.
 * }.

 * $$ \displaystyle a_{k} $$   can be evaluated numerically using Trapezoidal rule which corresponds to the Discrete Cosine Transform(DCT). (which can be computed efficiently using FFT: Fast Fourier Transform)

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HW: The known cosine series of $$ \displaystyle f(x) $$ is $$\displaystyle  f(cos \theta)= \frac{a_0}{2}+ \sum_{k=1}^{\infty}a_kcos \left( k\theta\right) $$ Find out the expression for $$ \displaystyle a_k $$ $$\displaystyle a_k= \frac{2}{\pi} \int_{0}^{\pi}f(cos\theta)cos(k\theta)d\theta $$
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HW: The following is known: $$\displaystyle I= \int_{-1}^{+1}f(x)dx= \int_{0}^{\pi}f(cos\theta)sin\theta d\theta $$ The known cosine series of $$\displaystyle f(x) $$ is as follows: $$\displaystyle  f(cos \theta)= \frac{a_0}{2}+ \sum_{k=1}^{\infty}a_kcos \left( k\theta\right) $$ Find the expression of Integration as: $$\displaystyle I=a_0+ \sum_{j=1}^{\infty} \frac{2a_{2j}}{1- \left( 2j\right)^2} $$
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Talk:World War I/Lesson 2 - Europe explodes - The crisis which lead to World War I

Both of you are getting mixed up with World War II. Although, the role of women in World War I is often linked with the Suffragette movement in many European countries. 62.69.45.176 00:49, 24 September 2009 (UTC)


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User talk:Rawfood~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Harrypotter 20:50, 27 August 2010 (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 Rawfood. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rawfood~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 23:49, 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:Rawfood~enwikiversity


text:
User:Leutha/exp1

Is this first?Is this Second?

title: User:Leutha/exp1


title: Template:Harrypotter/exp1/Nav


text: Template:World War I/Nav

title: Template:World War I/Nav


text: World War I/Lesson 5 - The Eastern Front


text: World War I/Lesson 7 - War at Sea

title: World War I/Lesson 7 - War at Sea


text: World War I/Lesson 9 - The Russian Revolution


text:
World War I/Lesson 10 - 1918 - The end of war

Armistice agreements

 * First Armistice (11 November 1918 - 13 December 1918)
 * First prolongation of the armistice (13 December 1918 - 16 January 1919)
 * Second prolongation of the armistice (16 January 1919 - 16 February 1919)
 * Third prolongation of the armistice (16 February 1919 - 10 January 1920)

Questions

 * When did the First World War end?


text: World War I/Lesson 13 - Conclusion

title: World War I/Lesson 13 - Conclusion


text:
User talk:Leutha

Welcome! Click here to leave a new message. Previous material now in
 * Archive 1
 * Archive 2

Your page in namespace
I created a page in mainspace called Leutha, and then moved it to your user space. It is a top page to some resources you posted several years ago. What Dave Braunschweig calls "the community" is too small to quickly reach a consensus because there is often a long delay before even two people enter a discussion. As a part-time cleanup Custodian I find myself just trying to keep people happy in a community that is largely silent. The pages under Leutha have been nominated for speedy deletion. I will temporarily move them to your userspace until someone asks me to do something else. See User:Leutha/page --Guy vandegrift (discuss • contribs) 13:46, 1 February 2023 (UTC) ce

 * @Guy vandegrift:
 * I've moved the pages back. Moving them from user space to user space as a subpage doesn't appear to add any value. It just makes the content harder for everyone to find.
 * We have not policed user space in the past, and selecting a former custodian as an early target isn't an appropriate use of our time. If we are going to start deciding what user content has value, and to whom, this needs full community discussion and support. Otherwise, I'd recommend focusing on all of the crap main space pages and subpages, which are subject to Google searches, and leave user space for later, once clear guidelines have been established.
 * Dave Braunschweig (discuss • contribs) 17:39, 1 February 2023 (UTC)

 * @Leutha I would never mess with your userspace. See my comment at User_talk:Dave_Braunschweig Guy vandegrift (discuss • contribs) 22:07, 1 February 2023 (UTC)
 * No problems.Leutha (discuss • contribs) 23:02, 2 February 2023 (UTC)

A draft of your has been proposed for deletion
I have been doing cleanup of drafts, since the policy calls for dormant drafts to be deleted. It is important to know that no action on your part is needed if you are willing to have these drafts deleted. But if you want to salvage the drafts, let me know.--Guy vandegrift (discuss • contribs) 01:08, 16 December 2023 (UTC) So far, I found only one such draft. I will add to this list if I find any more.--Guy vandegrift (discuss • contribs) 01:11, 16 December 2023 (UTC)
 * Draft:London texts of the 1640s

Pages moved
Hi Leutha!

I moved a project under User:leutha/E4D Project 1 into your userspace. Let me know if you want me to move it back. Guy vandegrift (discuss • contribs) 19:34, 19 December 2023 (UTC)

Invitation to discuss page deletion policy
A discussion that might interest you has been started at Requests_for_Deletion. -- Guy vandegrift (discuss • contribs) 18:06, 15 February 2024 (UTC)

title: User talk:Leutha


text:
Solid mechanics

Hello. This course is mainly intended for first and second year engineering students.

Topics available so far:

1. Mohr's circle

2. Shear Force and Bending Moment Diagrams

title: Solid mechanics


text: Template:User Wikipedian For

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text:
UCNISS/Research policy

Submission made to Faculty of Health Research Policy
In June 2010, Leigh Blackall made a submission to the Faculty of Health Research Strategy, with the following key submissions:

One point added to Goals: Grow open access publishing by Commons copyright licensing, using open standard formats, and disseminating through appropriate popular media channels (Ref: Leigh Blackall, Using the Popular Internet in Teaching and Research, and James Neill, Open Academia)

Two points added to Research Culture:
 * 1) To make research accessible, useful and reusable by publishing on appropriate popular channels, in open standard formats, and with Commons copyright licensing.
 * 2) To practice open and networked scholarship and academia

Two points added to signature research themes:
 * 1) Reward open academic practices that build the research profile of the individual and the University, and open possibilities for new research connections
 * 2) Popularise research outputs and scholarly activity through the use of popular internet channels.

One point added to national and international partnerships: Otago Polytechnic Institute of Sport and Adventure

Added to Recent Initiatives: The Faculty of Health has spear headed several initiatives to raise awareness and professional discourse around open academic practices using popular social internet. Staff in the Faculty have been leading consultation around the review of the University's Intellectual Property Policy, conducting workshops on open academic practices, and sitting on various committees in the effort to boost support for notions of open academic practices.

Added to Proposed Initiatives: Provide incentive and reward for open and networked research, publishing and scholarship.

UCNISS Research Policy Meeting
Following our preliminary meeting (July 2010) to discuss formal research directions within UCNISS here are some points from our discussion as a statement of intent about our research. Note these ideas were revisited on 31 May 2011. (A copy of a mind map from the 2011 discussions can be found here.)

We agreed at our meeting that UCNISS should adopt a strategic, supportive approach to research that enabled each member of staff to develop their own research interests.

This approach recognises that each of us has personal interests and that each of us has a different time budget for research. A strategic approach will enable us to share our interests and optimise the time we have available. We agreed that involvement in research was volitional and each person would make their own decisions about involvement in research.

We recognised:

 * 1) Personal research interests.
 * 2) Within UCNISS research clusters.
 * 3) Within the Faculty of Health research partnerships (particularly CeRAPH and Physiotherapy).
 * 4) Across Faculty research teams.
 * 5) Links with external groups in the sport and exercise industry (local, regional, national and international).

We discussed the identification of research themes that directed research students to higher degree research projects and we explored briefly how we might go about recruiting students for specific UCNISS research questions. I think there was a range of views about how we prioritise applications for scholarships to drive this focused research. I believe an open research strategy can address all the issues raised about bids for UC funded scholarships. As such we can become a collaborative, aware research team.

We discussed research clusters within UCNISS and agreed to identify clusters that would help define and drive our strategic approach to research. Two examples of research clusters are:
 * Exercise, Adaptation and Performance
 * Exercise, Health and Disease

title: UCNISS/Research policy


text:
Talk:British Empire

Problematic section
"Dating the beginning of the British Empire can be a bit problematic. For some Celts and Frenchmen, the British (or more nearly, "English") Empire already had been plaguing them for centuries when the British colony at Newfoundland was started in 1496-1497. English kings had fought bloody wars to subjugate the Celtic lands of Wales, Scotland and Ireland to their control and had also laid claim to much of France during the 100 Years War. However, for the purpose of this class, when we say "British Empire," we mean the non-European overseas British Empire, which indeed did begin with the settlement at Newfoundland in 1496-1497."

This all quite problematic. The English had been subdued by the Normans. and for quite a while England had been a backwater of the Angevin Empire. Also the French did not come into being as a nation until sometime later. I think it all should be reworked.Harrypotter 22:57, 8 August 2010 (UTC)

Course Structure
I have started developing a course structure for this topic.

title: Talk:British Empire


text:
User:Sbaboo

hello

title: User:Sbaboo