text:
English Language Reference Desk/Archives/2009–2017

In all the confusion
In all the confusion, we lost sight of each other. What does "in all the confusion" mean? Crux 20:10, 1 January 2009 (UTC)

 * That means there was some type of distraction, such as a thick crowd of people, which caused them to become separated. StuRat 06:57, 2 January 2009 (UTC)

to marry them
There’s a world of difference between liking someone and wanting to marry them. I didn't understand why there's "them" but not "he" or "she". There should be "someones" instead of "someone" if the sentence told about polygamy, right? Crux 15:29, 4 January 2009 (UTC)

 * No polygamy here. The problem is that the gender of the person they're talking about is unknown, so they don't know whether to use "him" or "her".  It's common to use "them" in such cases.  Another approach would be to say "...to marry him or her".  However, most people think "them" sounds better. StuRat 00:04, 5 January 2009 (UTC)

"look to" or "look for"
We're looking to buy rather than rent. I suspect there should be "looking for buying" rather then "looking to buy", right? Crux 21:02, 7 January 2009 (UTC)

 * No, it's correct as is:

 * "Looking for" = "searching for"

 * "Looking to" = "have set a goal to"

 * So, "I'm looking for my socks" is correct, as is "I'm looking to replace all my various types of socks with black tube socks, so they are easier to put on in the morning". (BTW, I've actually done that last one.) StuRat 23:43, 7 January 2009 (UTC)

to bring to bear
It was in the area of marketing that Alan’s business experience was brought to bear. I've understood that sentence as a certain thing in the area of marketing exerted influence on Alan’s business experience, right? Crux 21:11, 7 January 2009 (UTC)

 * No, just the reverse. Alan was able to apply his business experience to marketing:

 * "Bring to bear" = "apply". StuRat 23:46, 7 January 2009 (UTC)

to lease, to rent, to hire
I can't sort out in which case the man gets money, and in which case he pays moneney to use a car. Crux 12:47, 9 January 2009 (UTC)
 * 1) A man leases a car.
 * 2) A man rents a car.
 * 3) A man hires a car.

 * In all cases, the man pays money for the use of a car. You might ask what the distinction is between the three, then.  Here's what they mean in US English:

 * "Lease" = long term agreement (years) to pay money for the use of something. An apartment is typically leased.

 * "Rent" = short term agreement (hours-months) to pay money for the use of something. A carpet shampooer is typically rented.

 * "Hire" = accept someone into employment at your company. Doesn't apply to inanimate objects, like cars, in US English, although it does in British English.

You might also ask how you would change the sentences to say the man is allowing someone else to use his car in return for money:

 * 1) A man provides a car for leasing.
 * 2) A man provides a car for rental.
 * 3) A man provides a car for hire. (British English only.)

 * StuRat 15:36, 9 January 2009 (UTC)

What "bug someone" means
After a short discussion about something, someone ends the conversation with "I will not bug you further". What does he mean? Does he imply something? Thanks

 * It means they won't annoy, disturb, or bother you further. So, all that it implies is that they are currently doing so.  In other words, they probably feel that they interrupted you from doing something more important.  StuRat 14:10, 14 January 2009 (UTC)

alight, settle
Are the two words "alight" and "settle" interchangeable in the sentences like those? I mean, can I say "birds settle on a tree" and "a fly alighted on the bread"? Crux 12:19, 28 January 2009 (UTC)
 * Birds alight on a tree.
 * A fly setted on the bread.

 * They are approximately the same, yes. Also, "landed" would work, and is perhaps more common. StuRat 14:33, 28 January 2009 (UTC)

Sequence of tenses
The kids will settle down after they've had a nap. I've found that sentence in MacMillan English Dictionary. Is it correct? I can't understand why the first clause is used in the future tense and the second one is in the present perfect. I suppose it should be either like "The kids will settle down after they will have had a nap" or like "The kids will settle down after they will have a nap" or, at least, in the present simple, which can also mean future (it's true, isn't it?), like this: "The kids will settle down after they have a nap". Am I right? Crux 19:01, 28 January 2009 (UTC)

Yes, this sentence is correct. It would also be correct with simple present in the time clause, as you suggested: "The kids will settle down after they have a nap."

Both of these are incorrect: "The kids will settle down after they will have had a nap." Or, "The kids will settle down after they will have a nap."

These are examples of future time clauses. Overall, the sentences are talking about events to happen in the future. However, with future time clauses, the main verb uses future tense, and the verb in the time clause uses a present tense--in the two correct examples, the time clause verbs are in present perfect and simple present tenses. You cannot put the verbs from both clauses in future tense, as in the incorrect examples. This structure is similar to what is called a "first conditional." Try these practice exercises on first conditionals:.

To say "after they have had a nap" puts more of an emphasis on the nap being completed, as compared to just "after they have a nap." --Dlb 01:54, 29 January 2009 (UTC)

 * I agree that the sentence was correct to begin with. It might help you to understand it to modify the sentence as follows:

 * "(At some point in the future) the kids will settle down. (This will occur) after they've had a nap (at some time in the past)."

 * So, the original sentence is really just a shortened form of those two sentences, one dealing with the future and another with the past. StuRat 05:32, 29 January 2009 (UTC)

penetrate
I've found some sentences where the word "penetrate" is used. There is the preposition "into" following "penetrate" in the first sentence but it absent in the second and third. Which sentences are correct? Crux 15:56, 29 January 2009 (UTC)
 * 1) They had penetrated deeply into enemy territory.
 * 2) A piece of glass had penetrated the skin.
 * 3) One of them managed to penetrate airport security.

 * There's a slight difference in meaning:

"Penetrate" = go through something, to what lies beyond it.

"Penetrate into" = go inside something and stay there.

 * So, those sentences are correct, and mean to go inside enemy territory, go past the skin into the flesh, and go past security into the airport terminal. You could also say "penetrate into" the skin, say if a virus that causes warts gets inside the skin, or "penetrate into" airport security, meaning you have an undercover agent working as part of the security team.  To "penetrate enemy territory" could make sense, too, as in "the POWs were able to penetrate enemy territory and find their way back to their own lines". StuRat 21:48, 29 January 2009 (UTC)

melt into
The reds and golds melted into each other as the sun sank. Can I express the same thought by using the words "blend" or "coalesce", for instance: "The reds and golds blended with each other as the sun sank.", "The reds and golds coalesced into one as the sun sank."? Crux 17:19, 29 January 2009 (UTC)

 * They are similar, but not quite the same. "Melt into", to me, means there are flecks of gold within the red and vice-versa, with a bit of blending, too.  "Blend" alone would mean you'd get a color in between red and gold.  "Coalesce" means they combine to form one, but says nothing about the resultant color. StuRat 01:11, 30 January 2009 (UTC)

have + to-infinitive
What difference, if any, between these: "I have something to do" and "I have to do something"? Crux 15:59, 17 February 2009 (UTC)

 * The 1st one implies an optional task:

"Are you bored ?"

"No, I have something to do."

 * The 2nd one implies a required task:

"Can you come right over ?"

"No, I have to do something first."

 * StuRat 14:56, 18 February 2009 (UTC)

not if
Could you explain what these sentences mean? Crux 20:17, 22 February 2009 (UTC)
 * Not if I know it.
 * Not if I can help it.

 * The 2nd sentence means "I will prevent it if I can". The first sentence may depend on the context, but  it could mean something like "I will prevent it if I'm aware of it".  StuRat 04:36, 23 February 2009 (UTC)

a preposition at the end of a sentence
Once I encountered a recommendation in accordance with it is allegedly a good style to avoid finishing a sentence with a preposition. However, I see that the sentenses like "The function returns the Document the mutation is occuring on" are always used instead of "The function returns the Document on which the mutation is occuring". Does the second sentence sound awkward to native English speakers? Crux 21:32, 27 February 2009 (UTC)

 * For formal writing, you should still stick with the later. However, in informal situations, that can sound excessively formal and awkward, yes.  Another option is to avoid the situation entirely by rewording it into two sentences:

"The function first determines where the mutation occurs. It then returns that document."

 * Also, I have to ask, is "mutation" the right word ? A "mutation" is an odd word to describe a change in a document.  That word normally is used to mean a genetic mutation. StuRat 00:27, 28 February 2009 (UTC)

 * The former sentence was taken from Java SE6 Documentation as is, so I am in perplexity why they always use sentences like the former when they should stick with sentences like the leter. Moreover, the sentences like the later are common in my language, not even in formal speech, but also in informal situations, so they would be easy to read to/for(Which one is correct?) me.Crux 11:51, 28 February 2009 (UTC)

 * "...easy to read, for me." or "...easy for me to read.". StuRat 15:12, 28 February 2009 (UTC)

 * The rule to avoid a preposition at the end of a sentence is not only formal, but seen by many (especially the young) as excessively formal. This is a bit of a generational change, though, as older people would still follow the rule and younger people would not.  A similar example is the use of "one" to describe a person: "When one goes to the store, one should remember to bring one's list".  To many this sounds so formal it's silly.  Hence my advice to avoid the issue entirely by rewriting as two sentences. StuRat 15:10, 28 February 2009 (UTC)

 * By the way, how would you discribe a person, in the sentence like that, to avoid the use of "one"? Would you use "you" instead? Crux 15:48, 28 February 2009 (UTC)

 * "You" could be used in many cases, but technically "one" means anyone, which could be "you" or "I" or someone else. So, to mean exactly the same thing, you'd say "When someone goes to the store, they should remember to bring their list". StuRat 19:59, 28 February 2009 (UTC)

 * Chiming in a bit late: The pretension that English should not end sentences with prepositions comes from the intelligentsia of English antiquity which knew Romance languages where this was correct.  Assuming it was somehow a higher form of language, they arbitrarily imposed such a rule on English.  Except when dealing with the most linguistically reactionary audiences, you can safely ignore this rule.  English has, at all times during its history, allowed ending sentences with prepositions.  The Jade Knight (d'viser) 22:36, 22 April 2009 (UTC)

 * Yes, the recent historic rules of English dictated that ending a sentence with a preposition was bad grammar however there was no basis for this rule - historical literature and other writings show sentences ending with prepositions. Nowadays only the most formal people (or those wanting to seem very formal) follow this rule.  Cambridge and Trinity exams which are popular with learners of English DO NOT penalise people for ending (or not ending) a sentence with a preposition.  --Xania 18:51, 2 May 2009 (UTC)

to make a sentence
Which word sounds better to you in the sence of "to select words to make a sentence"? Crux 13:52, 2 June 2009 (UTC)
 * to state a sentence
 * to set forth a sentence
 * to formulate a sentence
 * to pose a sentence

 * Welcome back, Crux !

 * "Formulate" sounds best. "Craft" would also fit nicely, and implies that more time and effort is spent to perfect the sentence.  You would "state" a fact and "pose" a question.  "Set forth" just sounds weird.  By the way, it's spelled "sense", not "sence". StuRat 16:26, 2 June 2009 (UTC)

humanly readable discriptions
I'm making database and I need to make informative humanly readable discriptions for its fields. Could you help me to make that discriptions less awkward to English speakers? Crux 14:13, 2 June 2009 (UTC)
 * "Medical examination fare" - money which a family paid to a doctor for him to examine their child.
 * "The dossier submission date to the Ukranian Adoption Department" or "The date of submission/submitting dossier to the Ukranian Adoption Department"
 * "Initial meeting date" - the date when adopvive mother/father meet their adoptive child first time.
 * "Ministry of Interior record date" - the date when Ministry of Interior makes a record about the child.

 * It's spelled "descriptions" and you would say "making a database" in US English (they might skip the "a" in British English, though). Here are my recommendations, with changes in bold:

 * "Medical examination fee"

 * "File submission date to the Ukrainian Adoption Department"

 * "Parent/child initial meeting date"

 * "Ministry of Interior file inception date" - This means the date when the file is first opened, is that what you meant ? StuRat 16:43, 2 June 2009 (UTC)

Dossier
Is "dossier" correct name for a package of mutually complementary documents? Crux 14:56, 2 June 2009 (UTC)

 * Yes, see dossier. That's not a very common word in US English, though.  "Portfolio" would be slightly more common and "file" would be universally understood by all. StuRat 16:25, 2 June 2009 (UTC)

Thank you very much, StuRat. Crux 11:32, 3 June 2009 (UTC)

 * You're quite welcome. StuRat 15:18, 3 June 2009 (UTC)

humanly readable discriptions 2
Crux 11:53, 4 June 2009 (UTC)
 * date of the judgement / adjudication day / the day of doom :)- The day when the judge makes his decision whether the prospective parents can become actual parents.
 * date of the departure / departure date - The day when the child leaves Ukraine.
 * Total amount of money which agency receives for its service from one family.

 * My suggestions:

 * Decision day. - Sounds simpler and less menacing.

 * Date of departure. - Sounds fine.

 * Service fee total.

 * So, where is this adoption web site ? I'd like to check it out when you're done making changes. StuRat 12:36, 4 June 2009 (UTC)

 * I'm making a desktop application. However, if they approve me to make a web interface I'll definitely show you it. Crux 15:40, 4 June 2009 (UTC)

 * Thanks ! StuRat 17:31, 4 June 2009 (UTC)

I wish we ...
Which one is correct?

- Did you see Florence before you left Italy?

- No, but I wish we ... Crux 17:12, 9 June 2009 (UTC)
 * 1) saw it
 * had

 * The 2nd one sounds better, to me. You could also say "...had seen it" or "...did". StuRat 17:34, 9 June 2009 (UTC)

Not established connection
When a user or a program tries to establish connection to/withwhich one is correct? a server and supplies incorrect login/password pair the server doesn't allow to do it. How would you call that result: refused, rejected, dismissed, discarded connection? Crux 14:05, 11 June 2009 (UTC)

 * Either "connect to" or "connect with" a server would work, but "to" is more common.

 * The usual error message is "connection refused", but "rejected" would also work. "Dismissed" would imply that a connection had been established for some time and was later broken by the server, similar to "close".  For example, you can "dismiss" a window when you are done with it.  "Discarded" means "thrown away as useless".  Old cache data might be discarded, for example. StuRat 12:44, 12 June 2009 (UTC)

humanly readable discriptions 3
I need to entile two sections which contain information on adoptive mother and adoptive father such as name, tel. number, date of birth etc. I'd name them as "information on mother" and "information on father", but one person has an opinion that "data on mother" and "data on father" sound better. Settle our dispute please. Crux 18:32, 11 June 2009 (UTC)

 * "Data" sounds more technical, which could be either good or bad. If it's just for internal use, then "data" sounds good.  However, if the prospective parents will see it, "information" is more friendly-sounding, especially if shortened to "info".  Also, I don't like "...on mother" and "...on father".  I'd prefer "Mother's info" and "Father's info".  But this could be confused with info on the birth parents, so perhaps "Adoptive mother's info" and "Adoptive father's info" would clarify that. StuRat 12:49, 12 June 2009 (UTC)

 * Thank you for your exhaustive explanations. Crux 18:50, 12 June 2009 (UTC)

 * You're welcome. StuRat 12:44, 13 June 2009 (UTC)

Present perfect vs Past simple
I need a confimation message which appears after some action has been done. For instance: "Database 'somename' has been initialized successfully.", is it correct? It seems to me that the form like "Database 'somename' was initialized successfully." is used more often (not to say always). Which one is more correct? Crux 19:53, 22 June 2009 (UTC)

 * Either one's OK, although "has been" sounds more like it just happened while "was" sounds like it happened some time ago. StuRat 20:18, 22 June 2009 (UTC)

To name a class
I've written a class for a button to close tabs. I'd like to name it with the most appropriate name. That name must be not very long and less awkward as possible and carry the meaning: "button which closes tab", something like:

TabCloseButton,

CloseTabButton,

ClosingTabButton

(The names of classes which are derived form the class "Button" usually end with ending "-Button", this is a naming convention, for instance: ToggleButton, RadioButton)

Could you help me? Which name would be less awkward for the native English speakers?

Crux 11:18, 16 July 2009 (UTC)

 * The first one, "TabCloseButton", sounds best to me. StuRat 13:16, 16 July 2009 (UTC)

to wrap someone around one's finger
I encountered the/a phrase "You got me wrapped around your finger", it sounds almost one-to-one for Russian proverb which means sort of to fool, to deceive. When I checked against dictionary I found the/a phrase "wrap around one's little finger" which means "to have easy and complete control or influence over". Could you help me with the interpretation of the original phrase and with articles, please? Crux 12:54, 22 July 2009 (UTC)

 * First, "wrapped/twisted around his/her/my/their/your finger" and "wrapped/twisted around his/her/my/their/your little finger" both mean the same thing. It doesn't necessarily mean to fool or deceive someone, but just to be able to get them to do what you want, usually because of love.  Thus, a wife or child may be able to get the husband/father to do what they want, just by asking (and maybe with a little crying and/or pouting thrown in), with no need for lying.  The source you found sounds good, as "to have easy and complete control or influence over" is essentially correct.  If you want another source, see definition 24 here: .  Also note the popular song by the UK band The Police, named "Wrapped Around Your Finger": Wrapped_Around_Your_Finger StuRat 15:13, 22 July 2009 (UTC)
 * Thanks Crux 19:17, 24 July 2009 (UTC)

Abbreviation with punctuation within a parenthetical expression placed at the end of a sentence
Hello...I'm hoping this is a regularly watched page. I'm writing a scientific paper and ran into a curious problem. When a plant name is first mentioned in a paper, it's customary to include the species authority in parentheses following the name of the plant. Also, the name Linnaeus is always abbreviated as L. In a sentence like the following, I have no difficulties doing such:

 * Ten Raphanus sativus (L.) seeds were distributed evenly in each of three petri dishes.

However, what should be done about the following sentence? I feel awkward using two periods, and I also feel awkward removing either of them:

 * Two extracts were prepared of Solidago altissima (L.).

Thanks in advance for any help that can be offered! Bob the Wikipedian 02:38, 17 September 2009 (UTC)

 * That looks fine to me, because there's a parenthesis between them. The only time I see a problem is when you end a sentence with two periods, three periods, etc..  In those cases I would drop one.  :-) StuRat 12:17, 18 September 2009 (UTC)

 * Thanks. Personally, it bothers me that way, so I managed to reorder the words a bit like so:

 * Two extracts of Solidago altissima (L.) were prepared.

 * Bob the Wikipedian 00:29, 19 September 2009 (UTC)

 * Technically, using two periods in succession like that is "nonstandard" usage in American English (technically, the last period should be dropped). However, many Americans do such, and I actually prefer it.  That said, reordering (as you have done) is generally the better option.  The Jade Knight (d'viser) 17:58, 28 September 2009 (UTC)

Correct use of "Anywhere" vs. "Everywhere" in a specific Context
August 27, 2010

Hi,

I got to your post through a GOOGLE Search for the correct use of "Anywhere vs. Everywhere" in the following context.

I am trying to make an argument, as to why the Inter-Faith Center cum Mosque should not be built at the current chosen location - 9-11 Ground Zero. In doing so I have gone back and forth as to the proper placement of the terms "everywhere" and "anywhere".

(1) Originally, I wrote, thusly:

While the first amendment allows any religion to flourish in the USA, without interference from Congress, it is thereby taken to mean one can build a "temple" everywhere, but should not and does not mean one can build a place of worship anywhere, i.e. they cannot build a Mosque at 1600 Pennsylvania Avenue (the White House), or Capitol Hill, or 8 Cherry Hill Rd. (Example: John Doe's home), for that matter.

Furthermore, this venue was where part of the engine of one of the planes that hit WTC N & S towers landed, it is accepted by many people including NYC Firefighters, who lost 90 plus of their own on 9/11, as part of "ground zero" and hence "sacred ground". So, while our Constitution (Religious freedom clause of first amendment) allows the Muslims (any religious order) to build a Mosque (house of worship) "everywhere" without interference from Congress, i.e. they can build one in Manhattan, NY, or any of the 50 States, what it does not say is that they can build the mosque in any specific location (i.e. not anywhere)

(2) Then, I interchanged the positioning of the two words:

While the first amendment allows any religion to flourish in the USA, without interference from Congress, it is thereby taken to mean one can build a "temple" anywhere, but should not and does not mean one can build a place of worship everywhere, i.e. they cannot build a Mosque at1600 Pennsylvania Avenue (the White House), or Capitol Hill, or 8 Cherry Hill Rd. (Example: John Doe's home), for that matter.

Furthermore, this venue was where part of the engine of one of the planes that hit WTC N & S towers landed, it is accepted by many people including NYC Firefighters, who lost 90 plus of their own on 9/11 as part of ground zero and hence "sacred ground".

So, while our Constitution (Religious freedom clause of first amendment) allows the Muslims (any religious order) to build a Mosque (house of worship) "anywhere" without interference from Congress, i.e. they can build one in Manhattan, NY, or any of the 50 States, what it does not say is that they can build the mosque in any specific location (i.e. not everywhere)

Now I am totally confused, as to whether (1) or (2) is more accurate. I would appreciate some scholarly help. Thank You

ANSWER - from SG, December 4, 2010..
Anywhere and everywhere mean different things. Anywhere refers to a singular location that one might select arbitrarily. Anybody might select anyplace to depict it as anywhere. Particularizing an anywhere leads to bizarre thoughts. For instance, although a church could be erected anywhere, you certainly may NOT build another Mormon Tabernacle on my porch. I've gone and over-particularized an elaoration of anywhere.

On the other hand, "Everywhere" literally means each and every location. Many things are everywhere. Particularly air, land, and water. But not everything is everywhere. One might find anything anywhere but not everything everywhere. Everytime anyone looks anywhere someone finds something.

Improving My English Language
Hi Irealy like Wikiversity new,I would like to improve my english langauage as send language,May I know how Can I start?

Thanksou Dear it is appreciable to know thaat you are interested to improve your english language. I shall suggest some steps to improve your english. 1. you find out the english words of nouns - things used in your house, your working place, your usual place of get together, public places like railway station, market, banks, bus station, important offices and so on. 2. After learning the names of these things used in the above cited places, you try to find out where and when and how they are used in daily activities. for example : Play ground is the naming word, what are the activities taking place there? play, run, jump, kick, throw etc. 3. After learning this, you try to make sentence in speech first, who plays? what do they play? why do they run? what do they kick? when do they play? How do they play? 4. you may know the anwwer for the questions. now you may be able to speak 'My friend plays' They play football. They kick the ball. They play in the evening and morning. They play football well. This is not to memorise but to do it in every day life and try to speak with your friends who can encourage you. There are many steps to improve your english. yu may freely ask for help. Thank you. by stephen jeyaraj k

Question tag:
Usually we have been taught as - if negative is used in a sentence the question tag should be in positive. If so what is the tag for 'Shall we go?' and 'Let us go' will you please make it clear? Is it correct - Shall we? for both the questions?

I do not under stand what they want me to do. Pleas provide a sample
The adjective "evolve" is describing the verb "has". Consider changing the adjective to an adverb.Why they wanting me to chang the verb as the title makes complete sense.

The following is the opening title: Understanding the advancements and history of law enforcement, explain how our Criminal Justice system has evolve to handle crime!


text:
Boundary Value Problems/Introduction to BVPs/IVP-student-1

Return to Introduction_to_BVPs

Problem: Differential equation: $$y'=xy$$ with initial condition: $$y(0)=3 $$

Start Solution:

$$\int \frac{1}{y}dy = \int x dx $$

$$ln(|y|) = \frac{x^2}{2} +C $$

$$ e^{ln(|y|)} = e^{\frac{x^2}{2} +C} $$

$$ |y| = e^{\frac{x^2}{2}}e^C $$

$$ |y| = e^{\frac{x^2}{2}} C_1 $$

$$ |y| = C_1 e^{\frac{x^2}{2}} $$

Use the initial condition $$ y(0)= 3 $$ to solve for the constant $$ C_1 $$.

$$ |y(0)| = 3 = C_1 e^0 $$

$$ C_1 =3 $$

The particular solution to the initial value problem is:

$$ y = 3 e^{\frac{x^2}{2}} $$ /Why did I drop the "absolute value" operation/?

End Solution:

Return to Introduction_to_BVPs

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


text:
User:Priscila Custodio

I am Priscila Custódio, Brazilian, 27 years old, Graduated in Business Administration ages ago but I still a regular worker bee at a Technology Company. Payment is well enough but I have the constant feelling that something is missing and since I'm not the kind of person that settles for something easy, I'm up for a new academic adventure.

This page is currently under construction. I did't thought this through yet, but I'm quite sure I'm going to write... and write... and write, so don't complain about the lack of information, 'cause I'm pretty sure you're going to regret... soon.

About my new academic adventure, this is a permanent one. I always wanted to persuit a career on Journalism and that's what I'm going to get, one way or another.

My main interests are Journalism, History, Political Science, Literature (British and American).

title: User:Priscila Custodio


text:
Law school outlines

Law school outlines are study aids written by law school students during final exam preparations. Due to the expansiveness of material covered during a semester for a typical law school class, students must condense their class notes and reading notes into a manageable outline. The outlines focus on key issues with brief case summaries. In addition to outlines prepared by students, commercial outlines exist that are commonly sold in school bookstores. However, outlines drafted by students are often class, professor and semester specific, whereas commercial outlines are typically more general and some are written as a guide for specific textbooks. Law school outlines are often passed down from upper level students who previously took the relevant class, or downloaded from online sites. Often these websites charge for downloads, while a select few offer students an exchange program, where the students can upload their outlines in exchange for download credits. Some sites even allow their users to upload their old outlines and share in the revenues earned from the sales of downloads for those outlines.

title: Law school outlines


text:
Boundary Value Problems/Introduction to BVPs/IVP-student-1/Why did I drop the "absolute value" operation

return to ../IVP-student-1/

The answer $$ y $$ will always be either $$ y < 0 $$ or $$ y > 0 $$ depending on the initial value $$ y(0) $$. Since $$ y(0) = 3 $$ and the requirement that $$ y > 0 $$ we have $$ |y| = y $$ for $$ -\infty < x < \infty $$.

return to ../IVP-student-1/


text:
Template:Français II/Lessons

Français II

Lessons in Français II
 * Leçon 1 - The Perfect Tense
 * Leçon 2 - Starting to understand the French pronoun
 * Leçon 3 - Common Irregular Verbs; Reflexive Verbs
 * Leçon 4 - The Simple Future

title: Template:Français II/Lessons


text:
User:Daniel martinez

hello my name is daniel i come from bellingham washington and im in school for video production...

title: User:Daniel martinez


text:
User talk:TomM*-*

 Hello TomM*-*, 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! --AFriedman 01:52, 4 March 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:TomM*-*


text:
User talk:Orangesponge

 Hello Orangesponge, 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! --AFriedman 03:01, 4 March 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Orangesponge


text:
Measurement error

Measurement rarely, if ever, occurs without error. Error can be from multiple sources. Ideally, error should be minimised by careful design and data collection, however in statistical analysis some modeling of measurement error can be incorporated.

Measurement error is generally thought to consist of:
 * 1) Systematic error
 * 2) Random error

Thus, a measured score can be conceptualised as consisting of: Real score + systematic error + random error.

Systematic measurement error includes all reproducible error (sometimes referred to as bias), including:
 * 1) Sampling error
 * 2) e.g., non-representative sample
 * 3) Non-sampling error
 * 4) Paradigm error - a scientific approach privileges and preferences study of measurable phenomena
 * 5) Researcher bias - a researcher is keen to confirm his/her preferred theory and this influences decisions e.g., about what to measure and how
 * 6) Participant bias - participants are influenced by social desirability, yea-saying, nay-saying etc.
 * 7) Reliability and validity of measurement tool

Random error (sometimes called noise) includes all random factors that influence measurement by inflating or deflating measured values from the true score. For example, at the time of testing some participants may be in a good mood, while others made be in a bad mood, and this may affect their responses. Random error increases the variability in data.

title: Measurement error


text:
Java Platform, Enterprise Edition/Java EE Tutorial/Tiles

For applications which are having a static header, footer, sidebar etc., Struts Tiles can be very useful.

Why use Tiles

 * can avoid overuse of 'include' directive
 * styles and jsp content can be inherited.


text:
User talk:Pessimistic realist

 Hello Pessimistic realist, 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! --AFriedman 14:35, 4 March 2009 (UTC)

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

title: User talk:Pessimistic realist


text:
Reflections on Tannen

Deborah Tannen (2007) Talking voices: Repetition, Dialogue and Imaginery in Conversational Discourse (chapters 1 & 7)
Deborah Tannen (b. 1945) is Professor of sociolinguistics at Georgetown University, Washington, known not only for her scholarly work but also for her popular books on interpersonal communication. The book at hand, Talking voices, has an academic character and was first published in 1989 and revised in 2007. The subheading of the book is Repetition, dialogue and imagery in conversational discourse and its central idea is that conversation is made up of linguistic strategies that have been thought essentially literary.

Tannen, being a professor of linguistics, is clear about the fact that her main interest is conversation analysis and language per se, not as much the social and cultural processes surrounding the language use. This is motivated, among other reasons, by the fact that conversational discourse also provides the source for strategies which are taken up by other, both written and spoken literary genres. The main interest of the book is the linguistic strategies that Tannen calls involvement strategies, because they “reflect and simultaneously create interpersonal involvement” (p. 1).

The Introduction chapter of the book consists of two introductions, one written for the original edition of the book, the other for the second edition. Between the editions have 18 years of academic development within the field of linguistics happened, which is also reflected in the texts. The original introduction presents an overview of the chapters, of which chapters 3 through 5 present the core analysis, presenting involvement strategies from repetition to constructed dialogue to imagery, and chapter 6 the conclusions, discussing the interplay of these involvement strategies.

When it comes to involvement in discourse, Tannen states that involvement in language is created through two ways; sound (being rhythmically involved) and sense (participation in the making of meaning) (p. 2). The latter being somewhat self-explicative, Tannen explains her focus on examining sound through the scenic and musical nature of thought, experience and discourse.

Repetition in conversation can involve different kinds of lexical and syntactic parts such as words, phrases and clauses, but also phonological and prosodic repetition. Chapter 3 examines repetition and suggests that it is, indeed “at the heart […] of how discourse itself is created” (p. 2-3). Apart from trying to show that repetition reflects both individual and cultural differences, Tannen also discusses the automaticity of repetition and the neurological evidence for the human beings’ need to imitate and repeat their conversation partners’ utterances. She concludes that repetition has its important role in all functions of conversation; production, comprehension, connection and interaction and that the congruence of these functions contributes to an overriding function, conversational coherence.

In chapter 4 Tannen challenges the previously used term “reported speech” meaning that dialogue in itself is always constructed and that the speakers carry full responsibility and credit for their dialogical actions. This is illustrated, among other examples, by an example of storytelling (p. 3). Chapter 5, in its turn, examines the emotional power of specific, concrete, imageable details in discourse and the role the details have in creating interpersonal affinity in conversation. The examples Tannen mentions present different kinds of conversational situations where telling of details serves in different functions, for instance establishing romantic intimacy. An interesting example here is radio show talk, which can be described as a written literary discourse as it is a mix of speaking and writing – i.e. orally following a manuscript written for the show (p. 4).

The framework of the studies can be described as twofold: at the bottom we have discourse analysis, which is the ground for all of Tannen’s research cited in the book. The other part, intertextuality, is a theoretical paradigm that has increased in importance during the 18 years that were between the first and the second edition, and which Tannen now sees the entire book as a part of.

Discourse analysis (DA) is described as a subdiscipline to linguistics with diverse meanings and ingredients, as it does not refer to a particular theory or method as conversational analysis (CA, see e.g. Sacks & Schegloff) does. Instead, it simply describes the object of the study; language beyond sentence, its purpose being opening up the field of language study for a variety of theories and methods. After having established this crucial difference, Tannen concludes that some of the works of noted scholars such as Jakobson, Sapir and Worf would nowadays be considered as DA. Discourse analysis is interdisciplinary by nature, connecting and touching upon areas such as linguistics, anthropology, sociology, psychology, literature, rhetoric, philology, speech communication and philosophy (p. 6). Introduction to the first edition ends with a short personal tribute to previous scholars who have inspired Tannen in her work within CA.

For linguists, intertextuality is about “notions of relationality, interconnectedness and interdependence in discourse” (p. 8) Tannen refers to Agha when stating that within the field of linguistic anthropology intertextuality “opens up our traditional concern with communicative events to a concern with social processes that consist of many events, ordered or linked to each other in time”. Apart from the term intertextuality, many other terms have been used to describe the concept, among these for instance interdiscursivity. All in all, the term refers to the realization that meaning in language is a result of complex relationships linking items within a discourse and connecting current elements of language to prior ones (p. 9).

In her introduction to second edition, Tannen aims to shed new light to her topic through recontextualizing it in the current theory, largely by displaying and summarizing research that has been conducted in the field since the first edition was published, but also through her own research conducted since 1989. She then relates these to the different areas that are in focus of the book; repetition, constructed dialogue and imagery.

Plenty of interesting research is mentioned in the text. Of these I would especially like to note the following:

•	Scollon (2004): the framework of mediated discourse analysis where language is seen as meditational means by which actions are undertaken, not the action in itself. Further on, an important notion concerning intertextuality is the relation of text to text or language to language: there is no direct relation, as it is always mediated by people’s actions (p. 12) •	Gordon (2002, 2003, 2004, 2006): analysis of family discourse in order to explore the complex relationship between intertextuality and the creation of identity in interaction - > a family creates its own unique identity by their repetition of parts of previous discourses (p. 13) •	Briggs (1993): intertextuality is an active social process and a means of creating, sustaining and/or challenging power relations (p. 14) •	Rieger (2003): self-repetition as a conversational strategy. Bilingual speakers have different forms and functions for self-repetition depending on the language they use (p. 16) •	Maybin (2006): a study of 10-12 year old children’s off-task conversations at school, which showed that the micro level processes of the conversations contribute to children’s longer term induction into institutional practices, social beliefs and practices, as well as construction of their individual identities (p. 19)

A conclusion that Tannen lands on is that understanding intertextuality in interaction gives us insights concerning how language works “to create, convey and interpret meaning and to express and negotiate interpersonal relationships” (p. 24). This thought is well connected with the main idea of chapter 7, Afterword, in which she suggests a new direction for linguistics, a humanistic linguistics.

It might seem somewhat insufficient to only study the introduction chapters and the afterword, but in Tannen’s case, these include surprisingly detailed information about the book’s entire approach and setting. Nevertheless, the chapters studied for this text succeeded in awakening my interest for further learning and I plan to continue reading and examining Tannen’s thoughts.

title: Reflections on Tannen


text:
Wikiversity:Requests for Deletion/Archives/5

Attack pages
Jimbo said, "I would recommend that a significant number of the attack pages be deleted". Please list below any pages that you view as attack pages. Start a new section for each and propose why the page should be deleted.

User:Centaur of attention - No consensus KEEP

 * Closing note - There was no real consensus to delete this. Ottava Rima (talk) 17:29, 4 March 2009 (UTC)

There have been challenges to the charges made by "Centaur of attention" on this page. For example, see this request for evidence from "Centaur of attention" to support charges made against Moulton. See also this and this. --JWSchmidt 12:37, 17 September 2008 (UTC)

Note: User:Centaur of attention is now blocked and, therefore, can not edit the page to make any changes. --mikeu talk 02:24, 18 September 2008 (UTC)

 * Comment - This page seems to fall under what Wikipedia would call "soapboxing". There is no equivalent policy here. However, I find that since this is a user page, and not a page that is standardized to allow for feed back, I don't know if I could accept it in this format. Ottava Rima (talk) 21:07, 17 September 2008 (UTC)
 * Strong Neutral I've switched from Strong delete to Strong Neutral, I agree with Ottava's comment - but Centaur of Attention will need to alter the entire userpage to make it more friendly, clean it up - do what other editors have done and place templates, userboxes or other texts - but don't make it like an attack page, which will cause problems for other editors and also this site as it'll give us a bad reputation like certain people think badly of wikipedia because of their problems. DarkMage  21:23, 17 September 2008 (UTC)

 * Keep: These accusations are countered on the talk page. --Swift 04:50, 25 February 2009 (UTC)

Topic:Moulton Vs. Centaur of attention - DELETE

 * Closing note - There was a strong move to delete or remove. The page is defunct and serves no purpose. Ottava Rima (talk) 17:29, 4 March 2009 (UTC)

This was one of the earlier attempts to calm things down. I respect the original intent of its creator to facilitate a better atmosphere among editors, but as Moulton is now banned, the project is futile. In any case, I think it is uncivil to create learning projects on any user, regardless of their standing. --McCormack 08:09, 16 September 2008 (UTC)
 * I've posted to Donek's talk page (the main author) here: User talk:Donek. If he votes delete as the main author, then I'd suggest that's pretty much a lay down misere. -- Jtneill - Talk - c 14:01, 16 September 2008 (UTC)
 * I suggest keeping the page and that we categorize it as part of the history of Wikiversity. There is a lesson to be learned from that page. --JWSchmidt 21:18, 16 September 2008 (UTC)
 * Please stop enabling Moulton's attacking of others, you're not helping. All subpages of Moulton's 'project' should be deleted and any content forks located and deleted. Centaur of attention 23:20, 16 September 2008 (UTC)
 * Centaur, the first aspect of this process is supposed to be acting politely. I would ask that you refrain from using terms like "enabling" when referring to "attacks". If you have a problem with a user's conduct, please take it to the appropriate place. This is for discussion of potential deletions. Ottava Rima (talk) 23:43, 16 September 2008 (UTC)
 * I agree. If you would also stop accusing others of attacking people without providing a diff it would be quite appreciated. Thank you. Emesee mobi 03:08, 17 September 2008 (UTC)
 * Delete or move to the Wikiversity namespace. Emesee mobi 02:54, 17 September 2008 (UTC)
 * Move to the Wikiversity namespace, where it would be more at home; such "navel-gazing" is questionable in mainspace. Study of large, significant wiki projects like Wikipedia is a valid subject for educational resources, but study of minor controversies within this project itself is best done in its own meta-project space. Dtobias 04:34, 17 September 2008 (UTC)
 * I am happy for it to be deleted, moved or other. I was going to nominate it for deletion myself after I saw JWSchmidt's investigation into events. The project I created would probably have just duplicated that. I am happy to see that action has been taken with regard to the unpleasantness that has lingered here for far too long. Donek (talk) - Go raibh mile maith agaibh 11:35, 17 September 2008 (UTC)
 * Neutral I'm not sure. DarkMage  20:40, 17 September 2008 (UTC)

Looking at how the consensus is developing here (i.e. "keep but move"), I'd like to table a new suggestion which builds on some of the previous comments: move it to a subpage of Request custodian action. Thoughts? Keep the ideas coming, guys. --McCormack 06:52, 18 September 2008 (UTC)
 * Interesting idea, but how will other's voice his/her opinion if they don't know where the discussion is taking place - will a link be provided on the Custodian page to redirect others to the subpage instead of having to do constant searches for something like this. DarkMage  08:37, 18 September 2008 (UTC)
 * What about moving it as a subpage of the Wikipedia Ethics project, since there appears to be no consensus to delete that project? --dark[[Image:Yin yang.svg|12px]]lama 14:08, 18 September 2008 (UTC)

''It has been moved out of the topic namespace to Wikiversity namespace. We can continue discussion, or archive it.'' Emesee 19:55, 29 September 2008 (UTC)

 * Delete A learning project about users is not an approriate topic of study.  Issues like this should be done within the scope of WV:CR or other community pages.  The page itself is little more than an outline, and never got past the planning stage, so there is really not much to learn from.  --mikeu talk 12:33, 23 October 2008 (UTC)

 * Delete (or move to project namespace): One party to this is blocked so this isn't going anywhere. --Swift 04:55, 25 February 2009 (UTC)

Wikipedia Ethics/Case Studies1 - No consensus KEEP

 * Closing note - no consensus formed on this topic towards any direction. Ottava Rima (talk) 17:29, 4 March 2009 (UTC)

REASON: Most of this page [Case Studies1] became redundant (split and moved to other pages), but this was still edited after attempted reorganization. The talk page was active, and the main reason it was kept. I nominate this one for deletion, and if there is wanted content then it should be split-out and moved. Dzonatas 02:02, 18 September 2008 (UTC)

 * I'd like to see Case Studies1 and Case Studies2 merged, or the parts of CaseStudies2 merged with the related subpages. Case Studies1 should probably be kept around as a summery of the various case studies that are taking place with links to each case study. The hypotheticals could be useful to either help summarize each case or used to help improve each case. --dark[[Image:Yin yang.svg|12px]]lama 14:26, 18 September 2008 (UTC)

 * Most of what you suggested was already done on Wikipedia_Ethics/Case_Studies. The edit wars prevented them from being merged at least in some stable fashion. If you look through the DPL list, you'll notice the subpages they were split into. Consider this edit and you can see the "merged" and "alternate" style you suggest has been tried. Dzonatas 15:37, 18 September 2008 (UTC)
 * What I mean is that both their edit histories should be merged as well, rather than just incorporated both page's content and redirect pages. That way the edit histories are preserved, but the pages aren't needed. I think its worth trying again. I believe it should be possible to incorporate ideas from Case Studies 1, Case Studies 2 and Case Studies together on one page, since the focus of the page should probably now be about what rules should be followed for case studies and a brief summery of each case with a link to each case. I believe it also important to require contributors to engage in discussion and dispute resolution and discourage forking in this project, and require any conflicting views concerning the same case study to be included on the same page rather than separate pages. --dark[[Image:Yin yang.svg|12px]]lama 16:49, 18 September 2008 (UTC)

 * I think Privatemusings did a good job with his case study on this page, so I would recommend keeping and merging it with other useful case studies, if that hasn't already been done. Sχeptomaniacχαιρετε 17:10, 18 September 2008 (UTC)

 * I see he has moved his here: User:Privatemusings/EthicsSandbox/casestudy. I hope he votes in DR to help confirm. Dzonatas 17:26, 18 September 2008 (UTC)

Wikipedia Ethics/Case Studies2 - No consensus KEEP

 * Closing note - no consensus to delete. If the page is moved later, that seems to be appropriate based on arguments. However, there is no consensus determined. Ottava Rima (talk) 17:29, 4 March 2009 (UTC)

REASON: This [Case Studies2] is a forked version of Case Studies1. I believe this page shows the type of hypotheticals that others are concerned about, and one can only get a full picture of the situation is to review Case Studies1. The need to look back at Case Studies1 defeats the purpose of hypotheticals. Proper hypotheticals should be presented as just facts without positive or negative assertions or (obvious) use of biased words. Dzonatas 02:31, 18 September 2008 (UTC)

 * Arguments:

 * Merge Since both resources are the relatively the same any material added to Case2 should in my view be merge together - since this seems to be a duplicate page. DarkMage  10:41, 24 September 2008 (UTC)

Wikipedia Ethics/Case Studies/Biographies of Living People - KEEP

 * Closing notes - There was a small consensus to keep without any movement towards the other direction. Ottava Rima (talk) 17:29, 4 March 2009 (UTC)

This was tagged as a result of recent events with claims of it being an attack page, but it has been improved since the events. The content may not be broad enough for its title. I feel there is a more concise version, User:JWSchmidt/Blog/16_September_2008, that includes the basic presentation of this page and a few others. If someone wants to immediately save this content, feel free to move it to your userspace and subsequently remove the DR tag. Dzonatas 03:45, 18 September 2008 (UTC)

 * I think this page just needs expansion or alternatively could be renamed to Wikipedia Ethics/Case Studies/Rosalind Picard and the minor parts not related to Rosalind Picard removed. --dark[[Image:Yin yang.svg|12px]]lama 14:26, 18 September 2008 (UTC)

Moulton has placed an older version on his userspace. Dzonatas 01:20, 19 September 2008 (UTC)

 * This is a valid topic for Wikipedia studies. I believe the original motivation for deleting this page came from a Wikipedian who does not want his past violations of Wikipedia policy to be discussed. Wikiversity should never submit to censorship aimed at trying to prevent Wikimedians from studying and correcting problems in WMF projects. --JWSchmidt 14:32, 25 November 2008 (UTC)

Wikipedia Ethics/Case Studies/Concordances, Dossiers, Scathing Indictments, and Ethics - No consensus KEEP

 * Closing note - There was no consensus formed to delete. Ottava Rima (talk) 17:29, 4 March 2009 (UTC)

The Wikipedia Ethics/Case Studies/Concordances, Dossiers, Scathing Indictments, and Ethics page was originally split off from the Wikipedia Ethics/Case Studies1 page. I removed the duplicate text from that, but this really should just be deleted. It has none of the features of a case study, and instead is just Moulton arguing his position regarding old disputes. Even if we wanted to use those conflicts as case studies, they would need to be completely rewritten. As it stands, the page is completely outside the scope of Wikiversity. Sχeptomaniacχαιρετε 07:54, 20 September 2008 (UTC)
 * questions and comments. "just Moulton arguing his position" <-- I think there were more contributors to this content than just Moulton. Even if it were just Moulton, why is that a reason for deletion? "It has none of the features of a case study" <-- I dispute this claim. Wikiversity participants are exploring how to study wikis. If there is some technical problem of deficiency in the page, then the solution is editing, not deletion. "completely outside the scope of Wikiversity" <-- I do not agree. The issues raised on the page are valid topics for study within the general area of "Wikipedia studies". --JWSchmidt 14:44, 25 November 2008 (UTC)
 * There are a couple of contributors besides Moulton, but they both center around his account, nor do they fit the model of a case study, either.
 * Like Moulton, you dispute my claim that the "case study" is not one, but can you answer my specific reasons? (Moulton either couldn't or wouldn't. He preferred rules-lawyering.) "Exemplary case studies report the data in a way that transforms a complex issue into one that can be understood, allowing the reader to question and examine the study and reach an understanding independent of the researcher."  Can you argue that Moulton even attempted to neutrally word his "case study" ("Kristalnacht")?  Case studies are intended for each reader to examine the case from his/her own viewpoint, not for trying to convert them to your way of thinking.
 * Editing is often preferable over deletion, but not always. Sometimes things need to be rewritten from scratch if they are too far off-base. Other times, the base material is ultimately just not suitable.  Wikiversity is for educational material, and the page in question is far more appropriate to a blog.  What about it is remotely education-oriented? Sχeptomaniacχαιρετε 00:58, 3 December 2008 (UTC)


text: File:Vitalideation.png

title: File:Vitalideation.png


text: File:Vitalideation ad.png

title: File:Vitalideation ad.png


text:
User:Inhol24/Intertextualitet

Av Ingela Holmström

Jag har valt att använda termen "Intertextualitet" för denna text, som bygger på Deborah Tannens Talking Voices, Repetition, Dialogue and Imagery in Conversational discourse (2007), eftersom hon i sin introduktion för andra upplagan skriver att hon idag skulle använda sig av denna term för att beskriva ämnet för hela sin bok.

Talking Voices, Repetition, Dialogue and Imagery in Conversational discourse tar upp den centrala idén att vanlig konversation är uppbyggd av olika strategier, som från början var tänkta främst för litteraturen. Dessa strategier är genomträngande, spontana och funktionella i vanlig konversation (s. 1). Tre kapitel i boken är centrala, enligt Tannen själv. Dessa kapitel undersöker speciella strategier för påverkan, från repetition till dialog, bildspråk och detaljer och är i sig en slags rörelse från "språkets musik" till ett fokus på betydelser (s. 2).

Termen "Intertextualitet" anses från början ha uppkommit hos Julia Kristeva (1974, 1980) och under senare år har en mängd varierande forskning genomförts under rubriken "Intertextualitet", berättar Tannen (s. 8f), och fortsätter med att beskriva hur olika forskare använt sig av begeppet.

Vad är då egentligen intertextualitet? Bauman (2004) menar att det handlar om en relation mellan en text och andra texter (Tannen, s. 11) och Hamilton att det refererar till relationen mellan förekommande och tidigare konversationer (Tannen, s. 12).

Tannen själv menar att intertextualitet handlar om en förståelse för att betydelser i ett språk är ett resultat av sammansatta delar i en diskurs, som är länkade till tidigare exempel i språket. Hon anser det som självklart att intertextualitet är det som beskriver det hon tar upp i det första och längsta kapitlet i sin bok: Repetition - dvs. de sätt som betydelser skapas genom ett "rekontextualiserande" av ord och fraser i diskursen (s. 9).

I introduktionen har Tannen försökt att "rekontextualisera" boken mot bakgrund av den förekommande teoretiska paradigmen för intertextualitet, att kortfattat visa en del av de arbeten som har gjorts under de mellanliggande åren då det gäller ämnen som repetition och dialog, samt att indikera hur hennes egen efterföljande forskning har byggts på och expanderat den infattning som introducerats och utvecklats i boken (s. 24).

Kommentarer
Här kan du skriva in de kommentarer eller tankar du har kring min text ovan.

title: User:Inhol24/Intertextualitet


text:
User:Kmgreen17

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name
 * Kenny Green

 * External Links

 * Location
 * Lansing Michigan

 * School

 * Why I want to learn filmmaking.
 * I have been looking for a way to be a little more creative. I've always been interested in films so I guess it just seems right.

 * Contact
 * kmgreen17@gmail.com

 * }

 * Kmgreen17 has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

title: User:Kmgreen17


text:
User:Candido (usurped)

assignments
Food, it’s been a necessity for sustaining human life. For as long as there have been creatures that need nourishment there has been a need to feast. Over the course, history of humanity has always taken the time out of their daily lives in order to prepare a meal, but the way in doing it has changed since man first used his taste buds. During modern times with speedy economic growth and the fast pace life styles of people today there has been a need for change in how we get nourishment. The answer to modern fast working has become fast food. But fast food has been serving people before the rise of giants like McDonalds and Burger King. In Ancient Greece and during the roman empire a form of service was used in which people could pay for food ready to eat, but was only used by travelers and wonderers that came by and needed a meal (Wilson, pg.1). But these were people that had not seen the need for fast food until the 1920’s. The roaring 20’s was a time of great change in the United States of America. The economy was booming with the rise of the assembly line and the mass production of automobiles. With the introduction of automobiles and the evolution of travel, the food industry also wanted to change. Innovators began to ask why can’t a person get food on the go at a fast pace and at their convenience in their cars? People like J. Walter Anderson, who in 1916, started the ever popular east coast White Castle franchise answered this question (files, pg.1). On the Western front of the United States a man be the name of Carl Karcher went in a similar direction by starting out with a small hot dog cart in 1939 that later became the famous Carl’s Jr. fast food restaurants. Ever since the beginning of this idea of fast food not even the economic and public turmoil of the prohibition could stop this rapid success. One could even say that the automobile was the beginning of fast food and drive through craves. The way that the drive-through functioned has also changed over the years. In the early stages of fast food, it was considered “cool” to drive up and park at a fast food joint and order from a “carhop”. These carhops were usually young and attractive women which would come up to your vehicle and take your order before returning to the restaurant to place it. Following this way of service came an even more efficient and faster way of ordering. In the 1950’s, the introduction of the speaker system that is used today was one more addition to this growing market. People would no longer have to come up to the car window because with this installation the car would come up the speaker. Over time new Innovative technologies would be added to help the speed of these franchises. Today not only do people have the speaker, but cameras telling the employees that a car is in the drive through, are also a part of most of these businesses. Large fast food chains such as McDonalds hold many of these accommodations. When fast food comes to mind a few place are thought of. One of which is the worldwide super chain McDonalds. McDonalds has been around since 1939 when the ambitious McDonalds brothers Richard and Maurice traveled from New Hampshire to California in search of jobs. The brothers opened a theatre but soon the idea crumbled and that is when they jumped on the band wagon for Fast Food in Pasadena. Soon after the opening of their establishment, it became a booming success. After a period of around ten years the Brothers grew tired of hiring carhops and cooks for service, instead, they fired everyone and paid certain people to do specific tasks. One person would make the fries while another would coo the burgers. It was a speedy service that was revolutionizing the fast food industry and was completely original to the McDonalds restaurant service. But why stop there? The McDonalds brothers felt their restaurant no longer needed the use of dishwashers and plates. Instead they transferred all eating utensils and plates to plastic and throw away material. McDonalds became a fully self service eatery and they advertized it as such. Since then the company has become one of the leading members in the fast food world and countries from Japan to Germany house the big gold arches. Hamburgers and French fries weren’t the only fast food profits out there. Another fast food company established in 1962, a well known eatery with a Mexican twist was born, Taco bell. The founder Glen Bell first went through a phase in 1946 when he opened a hotdog stand but after find out more about the world’s tastes he decided on opening up three Taco Tia stands. Soon after they began to profit he sold the stands to his partners and moved on to create the first Taco Bell in Downey California. With this new eatery he was able to create an empire of Mexican fast food by branching from Downey to Long Beach, Paramount and L.A. soon he would have his legacy put forth under the tasty Taco Bell Taco. Pizza was another fast growing love by American people. The Italian pie was soon a popular item and Frank and Dan Carney were soon to jump on the opportunity. The creators of Pizza Hut, they were told that they should start a business from a friend and ran with it. With six hundred clams in their buckets from their mom they started what America knows today as the largest pizza company in the world. In 1958 the Brothers built their first Pizza Hut in Wichita, Kansas. After a booming success rate over the next fourteen years the Fast food pie making restaurants had one thousand units open over the United States in 1972(pizzahut.com). The faster the process of creating tasty foods led to the growth of powers such as these three. The world of fast food is a fast growing market and is, in a way, part of American life and culture. Although they are large economic giants today, each and every one of these restaurants started as nothing more than an idea and a small business. But just as much as it feeds the worlds working and people it has its down sides. For the joy of a good tasting burger or delicious taco Americans pay a price that means bad news for the health of the people and the planet. In the next section, the environmental effects of such large industries will be explained. Sites I used HYPERLINK   HYPERLINK "http://recipes.howstuffworks.com/fast-food3.htm" http://recipes.howstuffworks.com/fast-food3.htm  HYPERLINK "http://www.cattlenetwork.com/Retail_Content.asp?contentid=22709" http://www.cattlenetwork.com/Retail_Content.asp?contentid=22709  HYPERLINK "http://www.experiencefestival.com/a/Taco_Bell_-_History/id/2084434" http://www.experiencefestival.com/a/Taco_Bell_-_History/id/2084434  HYPERLINK "http://www.recipepizza.com/the_history_of_pizza_hut.htm" http://www.recipepizza.com/the_history_of_pizza_hut.htm http://www.pizzahut.co.uk/restaurants/our-history.aspx  HYPERLINK "http://www.fundinguniverse.com/company-histories/Pizza-Hut-Inc-Company-History.html" http://www.fundinguniverse.com/company-histories/Pizza-Hut-Inc-Company-History.html

title: User:Candido (usurped)


text:
User:Koselara~enwikiversity

Hello -- this is Koselara. I'm not sure what I'm supposed to put on my Personal Page, so I'm not going to say much for now. (Since I'm autistic, I can't reliably sense where unwritten boundaries are at, and I've been attacked enough to learn to be over-cautious instead.) I kind of just wanted to indicate I'm a real, normal user and not a fly-by-night account whose writing should be mistrusted, if that makes any sense.

More once I figure out what else I can or should include! Koselara 02:50, 5 March 2009 (UTC)

title: User:Koselara~enwikiversity


text:
User talk:Eglilan

Can you change the page title? It is not specialised and lacks attraction.

title: User talk:Eglilan


text:
Boundary Value Problems/Main Examples of PDE's

Linear Elasticity Equations
Return Boundary Value Problems


text: User:Blakeedwards

title: User:Blakeedwards


text:
User talk:Nplmdg

 Hello Nplmdg, 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! --Juan de Vojníkov 08:44, 5 March 2009 (UTC)

title: User talk:Nplmdg


text:
User talk:Blakeedwards

 Hello Blakeedwards, 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! --Juan de Vojníkov 09:01, 5 March 2009 (UTC)

title: User talk:Blakeedwards


text:
Talk:Russian

I agree to merge here Topic:Russian and left redirect from there here.--Juan de Vojníkov 09:28, 5 March 2009 (UTC)
 * Sorry vice versa.--Juan de Vojníkov 09:29, 5 March 2009 (UTC)

Portal:Russian
Better name of this page is "Portal:Russian" and not "Russian" Topelie (discuss • contribs) 05:00, 15 November 2022 (UTC)

 * Portals organize users rather than content. -- Dave Braunschweig (discuss • contribs) 02:08, 25 November 2022 (UTC)

title: Talk:Russian


text:
User:Maerbir

hello. This is my wikiversity page

title: User:Maerbir


text:
User:Tesolchina

Ho Simon Wang (tesolchina) A newcomer to Wikiversity, interested in contributing to this virtual learning community as a teacher and a student. More contents will be added as I get familiar with wiki:-)

title: User:Tesolchina


text:
User talk:Tesolchina

Hi, there, I am new here and interested in ESL teaching and legal research in intellectual property laws. Please feel free to leave me a message here.

title: User talk:Tesolchina


text: File:Menelaos.Pappas.jpg

title: File:Menelaos.Pappas.jpg


text:
Boundary Value Problems/Vector Field and Flow

Return Boundary Value Problems

Vector Analysis: Basics
We are interested in operations on sets in a multidimensional space. The focus is on physical problems so think about three spatial dimensions, $$ {x,y,z} $$, and the dimension of time $$t$$. For notation, I will use $$x_1 = x$$ ,$$x_2 =y$$ and $$x_3 = z$$. This is easily scaled to $$ n$$ - dimensions for larger spaces. So $$R^n$$ corresponds to $$R^3$$ for most of the time, or less.

Scalar Field
A scalar x is a real number, this is denoted as $$x \in \mathbf{R} $$. A vector in 3-D $$v \in \mathbf{R^3} $$ is a "3-tuple" of real numbers $$v =\{v_1,v_2,v_3\} $$ where $$ v_i \in \mathbf{R}$$ for $$ i = 1,2,3$$. Example: $$v = \{1,1,-1\} $$


text: File:AnnulusDomain.svg

title: File:AnnulusDomain.svg


text: File:CircleDomain.svg

title: File:CircleDomain.svg


text: File:SectorDomain.svg

title: File:SectorDomain.svg


text: File:QuarterAnnulus.svg

title: File:QuarterAnnulus.svg


text:
User:Egm6322.s09.bit.sahin/r4

Another Application:

A domain which is a quadrant of annulus is subjected a boundary conditions that

temperature at $$r=b$$ is $$T\left (r=b,\theta \right )=T_{b}cos4\theta $$

temperature at $$r=a$$ is $$T\left (r=a,\theta \right )=T_{a}cos4\theta$$

where $$T_{a}$$ and $$T_{b}$$ are given constants. Also, the boundaries at $$\theta=0$$ and $$\theta =\pi/2$$ are insulated which means no heat flow at these boundaries. According to the Fourier's law:

$$\underline{q}=\underline{\kappa } \cdot gradT$$

here $$\underline{q}$$ denotes heat flux tensor. Relevant to the insulated conditions,

$$\underline{q}=0\Rightarrow gradT=0\Leftrightarrow \frac{\partial T}{\partial \theta }=0$$ on $$\theta=0,\theta =\pi/2 $$

The general solution of the Laplace Eq. is

$$T\left (r,\theta \right )=A_{0}lnr+\sum_{n=1}^{\infty }r^{n}\left (A_{n}cosn\theta +B_{n}sinn\theta  \right )+  \sum_{n=1}^{\infty }\frac{1}{r^{n}}\left (C_{n}cosn\theta +D_{n}sinn\theta  \right )+C_{0}$$

We can eliminate the following terms that do not satisfy the boundary conditions:

1) $$A_{0}lnr+C_{0}$$, indipendent of $$\theta$$

2) $$B_{n}sinn\theta$$, $$D_{n}sinn\theta$$, cannot satisfy the $$\frac{\partial T}{\partial \theta }\left (r,\theta =0 \right )=0$$

To show the second one, let's differentiate the general solution with respect to $$\theta$$

$$\frac{\partial T}{\partial \theta } =\sum_{n=1}^{\infty }r^{n}n\left (-A_{n}sinn\theta +B_{n}cosn\theta \right )+\sum_{n=1}^{\infty }\frac{1}{r^{n}}n\left (-C_{n}sinn\theta +D_{n}cosn\theta  \right )$$

Since $$sinn\theta=0$$ and $$cosn\theta=1$$ at $$\theta=0$$, $$B_{n}$$ and $$C_{n}$$ must be zero to satify the condition that $$\frac{\partial T}{\partial \theta }=0$$.

Thus the solution has the following form

$$T\left (r,\theta \right )=\sum_{n=1}^{\infty }\left (A_{n}r^{n}+\frac{C_{n}}{r_{n}} \right )cosn\theta$$

Using the boundary conditions, we have

$$T_{a}cos4\theta =\sum_{n=1}^{\infty }\left (A_{n}a^{n}+\frac{C_{n}}{a_{n}} \right )cosn\theta$$

$$T_{b}cos4\theta =\sum_{n=1}^{\infty }\left (A_{n}b^{n}+\frac{C_{n}}{b_{n}} \right )cosn\theta$$

Since the only term in the boundary condition is the term with $$cos4\theta$$, boundary conditions can only be satisfied for n=4, all other $$A_{n} $$ and $$C_{n} $$ must be zero. Then we have,

$$\begin{bmatrix} a^{8} & 1 \\ b^{8} & 1 \end{bmatrix}\begin{Bmatrix} A_{4}\\C_{4} \end{Bmatrix}=\begin{Bmatrix} a^{4}T_{a}\\b^{4}T_{b}

\end{Bmatrix} $$

Eventually the solution for the temperature distribution is

$$T\left (r,\theta \right )=\left \{\frac{a^{4}b^{4}T_{b}}{\left (b^{8}-a^{8} \right )}\left [\frac{r^{4}}{a^{4}}-\frac{a^{4}}{r^{4}} \right ]-\frac{a^{4}b^{4}T_{a}}{b^{8}-a^{8}}\left [\frac{r^{4}}{b^{4}}-\frac{b^{4}}{r^{4}} \right ] \right \}cos4\theta$$

title: User:Egm6322.s09.bit.sahin/r4


text:
User talk:Egm6322.s09.mafia/HW4

I think that waiting for the outline before posting our respective pages was a good idea. I added my lecture and the signatures section. ---Gabe

title: User talk:Egm6322.s09.mafia/HW4


text:
User:Egm6322.s09.xyz/hw4 xyz

(image)

Example: $$T^* \left( \theta \right) = T_o \left[ 1 + cos^2\left(\theta\right) \right]$$ where $$T_o = constant$$

Boundary Conditions: $$T^* \left( \theta = 0 \right)=2T_o$$ and $$T^* \left( \theta = \frac{\pi}{2} \right)=T_o$$

$$T^* \left( \theta \right) = \frac{3T_o}{2} + \frac{T_o}{2}cos2\theta$$

Homework: Prove Law of Superposition is valid

The governing PDE is given as $$div\left( gradT\right) = 0$$. This PDE is linear and therefore the solution can be expressed using the Principle of Superposition:

i.e the solution = solution for $$T^{*}\left(\theta\right) = \frac{3T_o}{2} $$ = constant $$+$$ solution for $$T^{*}\left(\theta\right) = \frac{T_o}{2}cos2\theta$$

The proof of the linearity of the $$grad(\cdot)$$ and $$div(\cdot)$$ operators was presented by Team Mafia in R2. For completeness, the relevant portions of the proof are presented again below:

note: $$grad(\cdot)$$ is linear $$grad(u) = \frac {\partial u}{\partial x_i} e_i$$ and $$\frac {\partial u}{\partial x_i} (\cdot)$$ is linear $$\therefore$$ $$grad \left( \alpha u + \beta v \right) = \alpha grad(u) + \beta grad(v)$$

note: $$div(\cdot)$$ is linear because it is another differential operator. Let $$\bar{a}, \bar{b}: \Omega$$ $$\mathbb{R}^3$$ and $$\alpha, \beta \in \mathbb{R}$$ $$\therefore$$ $$div \left( \alpha \bar{a} + \beta \bar{b} \right) = \frac {\partial }{\partial x_i} \left( \alpha a_i + \beta b_i \right) = \alpha \frac {\partial a_i}{\partial x_i} + \beta \frac {\partial b_i}{\partial x_i}$$

The proof of linearity of each operator within the PDE yields the conclusion that the entire PDE is also linear. The Principle of Superposition is applicable to linear PDEs. Applying the Principle of Superposition, the original PDE can be split into two separate parts such that the temperature is

$$T(r,\theta) = T_1(r,\theta)+T_2(r,\theta)$$

The solutions for $$T_1$$ and $$T_2$$ constitutes two separate problems that satisfy the following:

$$div(grad T_1) = 0$$ such that $$T_1(r=a, \theta) = T_1^{*}(\theta)$$

and

$$div(grad T_2) = 0$$ such that $$T_2(r=a, \theta) = T_2^{*}(\theta)$$

Homework: Verification of T1 solution

$$T_1$$ represents the solution to the first portion of the temperature profile. It simply states that the temperature is constant. The general form of the solution to the heat equation is given as (see XXXX):

$$u(r,\theta)=A_{0}ln \ r+\sum_{n=1}^{\infty }r^{n}\left [A_{n}cos(n\theta)+B_{n}sin(n\theta) \right ]+\sum_{n=1}^{\infty }\frac{}{r^{n}}\left [C_{n}cos(n\theta)+D_{n}sin(n\theta) \right ]+C_{0}$$

In order for this general form to converge to $$T_1(r,\theta) = \frac{3T_o}{2}$$, all the coefficients need to be equal to zero. i.e. $$A_o = A_n = B_n = C_n = D_n = 0$$

Homework: Verification of T2 solution

For problem P2: $$T_2\left( a, \theta \right) = T_2^{*}\left( \theta \right) = \frac{T_o}{2}cos\left(2\theta\right)$$

$$\blacktriangleright A_o = 0$$ because this is an axisymmetric problem with the origin ( r = 0 ) within the domain. (see Axisymmetric Problems)

$$\blacktriangleright C_n = D_n = 0$$. By inspection of the general form (see above) for the solution to these types of problems, the solution needs to converge to be a function of $$cos\left( 2\theta \right)$$ for $$\theta = \frac{\pi}{2},\frac{3\pi}{2}$$. For these boundary conditions $$sin\left(n \frac{\pi}{2}\right) \not= 0$$ and $$ sin\left(n \frac{3\pi}{2}\right) \not= 0$$, therefore the coefficients of these terms must be equal to zero.

The expression for $$T_2$$ is then $$T_2 \left( r, \theta \right)= \sum_{n=1}^\infty r^n \left[ A_n cos\left( n\theta\right) + B_n sin\left( n\theta\right) \right] $$

Homework: Verification of A & B coefficients for boundary condition at r = a At the boundary (r = a), the expression for $$T_2$$ is re-written as:

$$T_2\left(r=a, \theta \right)= \sum_{n=1}^\infty a^n \left[ A_n cos\left( n\theta\right) + B_n sin\left( n\theta\right) \right] $$

such that $$ T_2\left(r=a, \theta \right)= T_2^{*}\left( \theta \right) = \frac{T_o}{2}cos2\theta$$

The resulting temperature profile is a function of $$cos\left( 2\theta\right)$$ only. Upon inspection, the $$sin\left( n\theta\right)$$ term should be forced to go to zero. Otherwise the equality would not be satisfied. Therefore, the coefficient $$B_n = 0$$ for all $$n=1,2,...,\infty$$

Substitution of r = a into the equal for $$T_2$$, yields:

$$a^n \left[ A_n cos \left(n\theta \right)\right] = \frac{T_o}{2}cos2\theta$$

$$\blacktriangleright$$For the case where$$n=2$$: $$a^2 A_2 cos2\theta = \frac{T_o}{2}cos2\theta$$ $$\therefore A_2 = \frac{T_o}{2a^2}$$

$$\blacktriangleright$$For the case where$$n\not=2$$: The equality DOES NOT hold for all values where $$n\not=2$$. Taking the case where $$n=1$$ as an illustrative example, the resulting expression would be:

$$aA_1 cos\theta \not= \frac{T_o}{2}cos2\theta$$

This illustrates that for all $$n\not=2, cosn\theta \not= cos2\theta$$ $$\therefore A_{n\not=2}=0$$

Orthogonal Functions The following is the definition of Orthogonal Functions as presented on the Wolfram MathWorld website:

"Two functions $$f(x)$$ and $$g(x)$$ are orthogonal over the inverval $$a\le x\le b$$ with weighting function $$w(x)$$ if

$$\left \langle f(x)|g(x)\right \rangle \equiv \int_{a}^{b} f(x)g(x)w(x)\,dx = 0$$

If, in addition,

$$\int_{a}^{b} f(x)^{2}w(x)\,dx = 1$$

and

$$\int_{a}^{b} g(x)^{2}w(x)\,dx = 1$$

the functions $$f(x)$$ and $$g(x)$$ are said to be orthonormal"

title: User:Egm6322.s09.xyz/hw4 xyz


text:
User:Egm6322.s09.bit.la/r4

HOMEWORK

$$\mathbf{a}\mathbf{c}-\mathbf{b}^2=\left (ac-b^2 \right )\left (\Phi _{x} \psi_{y}-\Phi _{y} \psi_{x}\right )^2$$ page 14.2

Application:

Example:

$$T^{*}(\Theta )=T_0\left (1+cos^2\Theta \right )$$ where T0 is a constant

$$T^{*}(\Theta =0)=2T_0=T^{*}\left (\Theta =2\pi \right )$$

$$T^{*}(\Theta =\frac{\pi}{2} )=T_0=T^{*}(\Theta =\frac{3\pi}{2})$$

$$T^{*}(\Theta)=\frac{3T_0}{2}+\frac{T_0}{2}cos2\Theta$$

HOMEWORK

Principles of Superposition:

$$soln=solnT^{*}= \frac{3T_0}{2}=T_{1}^{*}(\Theta )$$

$$+solnT^{*}=\frac{T_0}{2}cos2\Theta=T_{2}^{*}(\Theta )$$

HOMEWORK

$$T(r,\Theta)=T_{1}\left (r,\Theta \right )+T_{2}\left (r,\Theta \right )$$

$$T^{*}\left (\Theta \right )=T_{1}^{*}\left (\Theta \right )+T_{2}^{*}\left (\Theta \right )$$

Problem P:

PDE:

$$\operatorname{Div}( grad T )=0$$

General Solution: Equation 2 p. 20-4.

$$T\left (r=a,\Theta \right )=T^{*}(\Theta )$$

Superposition: $$P=P_{1}+ P_{2}$$

Prob P1: $$\operatorname{Div}( grad T_1 )=0$$

such that:

$$T_{1}(r=a,\Theta)=T_{1}^{*}(\Theta)$$

Prob P2: $$\operatorname{Div}( grad T_2 )=0$$

such that:

$$T_{2}(r=a,\Theta)=T_{2}^{*}(\Theta)$$

HOMEWORK

$$T_{1}(r,\Theta)=\frac{3T_0}{2}$$

For the Problem $$T_{2}:T_{2}(a,\Theta)=T_{2}^{*}(\Theta)=\frac{T_0}{2}cos2\Theta$$

HOMEWORK

A0=0, Cn=0, Dn=0 why

$$T_{2}(r,\Theta)=\sum_{n=1}^{\infty }r^{n} \left \{A_ncosn\Theta +B_nsinn\Theta \right \}$$

HW: Using b.c show:

$$A_1=0,A_2\neq 0,A_3=A_4=...A_n=0$$

$$B_n= 0,n= 1,...$$

$$A_2=\frac{T_0}{2a^2}$$

Final Solution:

$$T(r,\Theta)=T_0\left [\frac{3}{2}+\frac{1}{2}\left (\frac{r}{a^2} \right )cos2\Theta \right ]$$

In general, for arbitrary function $$T^{*}\left (\Theta \right )$$ but periodic

i.e. $$T^{*}\left (\Theta +\mathit{K}2\pi \right )=T^{*}(\Theta)$$

for all $$\Theta$$ and any K = constant

this is not periodic (not acceptable)

HOMEWORK: General solution

$$T(r,\Theta)=C_{0}+\sum_{n=1}^{\infty }r^{n} \left \{A_ncosn\Theta +B_nsinn\Theta \right\}$$

where: rn=an

$$T(a,\Theta)=C_{0}+\sum_{n=1}^{\infty }a^{n} \left \{A_{n}cosn\Theta +B_{n}sinn\Theta \right\}$$

Find the Fourier coefficients C0,An,Bn

$$C_{0}=\frac{1}{2\pi }\int_{\Theta =0}^{2\pi }T^{*}(\theta )d\theta $$

$$A_{n}=\frac{1}{2\pi }\int_{\Theta =0}^{2\pi }T^{*}(\theta )cosn\Theta d\theta $$

$$B_{n}=\frac{1}{2\pi }\int_{\Theta =0}^{2\pi }T^{*}(\theta )sinn\Theta d\theta $$

Due to orthogonality of Fourier basis function $$\left \{1,cosu\Theta,sinu\Theta \right \}$$

Homework: Verification of Insulation

$$T\left (r,\Theta \right )=T_rcos4\Theta$$

The Fourier's law or law of heat conduction:

$$\mathbf{q}=\kappa gradT $$ Where T is the temperature gradient

If there is no heat flow at $$ \Theta=0;\Theta=\frac{\pi }{2} $$ then

$$\mathbf{q}=0\Rightarrow gradT=0$$ so

$$\frac{\partial T}{\partial \Theta}=0$$

Homework: Verification of the General Solution

The general solution of the Laplace equation:

$$u(r,\theta)=A_{0}ln \ r+\sum_{n=1}^{\infty }r^{n}\left [A_{n}cos(n\theta)+B_{n}sin(n\theta) \right ]+\sum_{n=1}^{\infty }\frac{}{r^{n}}\left [C_{n}cos(n\theta)+D_{n}sin(n\theta) \right ]+C_{0}$$

Where the partial differential equation governing the problem is:

$$ \nabla ^2T=\frac{\partial^2 T}{\partial r^2}+\frac{1}{r}\frac{\partial T}{\partial r}+\frac{1}{r^2}\frac{\partial^2 T}{\partial \Theta^2}=0$$

Applying the boundary conditions explained in the previous homework

$$T_{1}(r,\Theta)=\frac{3T_0}{2};T_{2}(r,\Theta)=\frac{T_0}{2}cos2\Theta;A_0=0;C_n=0;D_n=0$$

The resulting solution is:

$$T(r,\Theta)=C_{0}+\sum_{n=1}^{\infty }r^{n} \left \{A_ncosn\Theta +B_nsinn\Theta \right\}$$

title: User:Egm6322.s09.bit.la/r4


text:
Template:Module Intro Page/Orientation

Gronvold 21:48, 5 March 2009 (UTC) Units on Argumentative and Research Writing, Analyzing Arguments, & Fallacies, written by logician and Engl. Comp. colleague can be accessed by e-mail. Author of papers on logical/methodological defects in science history (e.g., logical and methodological fallacies in Darwin and Evolutionists, and in 9/11 intelligence failures); plus Humean moral background in Jane Austen's novels. Seasoned mentor in lit,logic,argumentative/thesis writing,analytic philosophy,ethics, world religions. Researching ethical theory, science, psychology & religion.

title: Template:Module Intro Page/Orientation


text:
Artificial Consciousness/Neural Correlates/Neural Network Models/Outstar Model

The Outstar Model
Like the Instar, the outstar was meant as a theoretical model, that ignored things like the electrical characteristics of the connections between neurons. It was found to be equivalent to a distribution fan-out where the same signal was distributed across space.

Although this is similar to our current understanding, some caveats were found, especially in the timing of signals, and the termination of synapses (Post-Synaptic sensitive patches) near the terminals of the Axons, that allowed some selection on whether or not the signal would get to the next neuron in the network or not.

As a result the Outstar Model is seldom used except as an abstraction.


text:
Artificial Consciousness/Neural Correlates/Neural Network Models/Delay Line Model

The Delay Line Model
Another model of connections, was the integration of the synapse into a single function, and the management of the connection with the use of a Delay-Line in order to integrate in the timing characteristics of both the dendrite and the Axon. Gone were the Instars and Outstars replaced with Lists of "Connections" that consisted of both synaptic models and a delay equivalent to the distance travelled within the cellular processes.


text:
Artificial Consciousness/Neural Correlates/Neural Network Models/Neural Computation Model

The Neural Computation Model
In this model it was assumed that the processes that connected neurons, were actually computations that made the dendritic/axon mass combined a series of simultaneous equations. While this seemed to suggest a computational nature to the neuron, it proved impossible to find any commonality between connections even within the same species, suggesting little or no equivalency in computation. This approach was largely abandoned in the Mid 1970's.


text:
Artificial Consciousness/Neural Correlates/Neural Network Models/Input Layer

Input Layer
In Neural Networks the Input Layer is largely an abstraction of the Output Layer of the previous neurons, used to allow separate modeling of each network snippet. By factoring out the inputs of the network, it is possible to put values into the inputs as if they were part of a larger network, thus allowing the study of the layer as if it were separate, or as if it were linked to the rest of the network simply by how you supply the input values.


text:
Artificial Consciousness/Neural Correlates/Neural Network Models/Hidden Layer

Hidden Layer/s
One of the problems with the Hebbian and HH Neuron models was that they didn't capture the complexity of the dendritic mass well. In order to compensate, it was suggested that a Hidden Layer be incorporated into the neuron, to cover the dendritic mass. In some cases this had to be expanded to multiple layers because the dendritic mass was more highly interconnected than at first thought.

This model is based on the idea that any branching in the dendrite, can be modeled as if it were a neuron, and the complexity of all the branches, can be modeled as a network with limited connectivity. By replacing the separate small networks with a single larger network, you can achieve the same processing with a simpler model. This abstraction is based on the discovery that fully interconnected networks required fewer hidden neurons to achieve the same process. A significant amount of research went into determining the optimal number of neurons for the hidden layers, and some network models automatically adjust for the processing requirements so that the actual number of hidden neurons is not needed to be known in order to simulate the same process.


text:
User talk:Gronvold

 Hello Gronvold, 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! --AFriedman 22:51, 5 March 2009 (UTC)

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

title: User talk:Gronvold


text:
Artificial Consciousness/Neural Correlates/Neural Network Models/Output Layer

The Output Layer
The primary difference between a hidden layer and an output layer is the Soma or cell body functions such as Threshold effects and specialized output conditioning like the Habituation of the Neuron, or the Facilitation of the Neuron. As well the electrical characteristics of the Output layer may be different because it has to spread its output across a number of receiving neurons.

In a larger Neural Network this may be seen as extra-layer connectivity, where it is assumed that there are connections between the output layer and other networks. Whether this requires a different type of interface really depends on the simulation system simulating the Neurons.


text:
User:Egm6322.s09.bit.sahin/r3-edit

$$\overrightarrow{\overline{O}P}=\overline{x}\left (m\widehat{i}+n\widehat{j} \right )+\overline{y}\left (p\widehat{i} +q\widehat{j}\right )$$

$$x\widehat{i}+y\widehat{j}=x_{0}\widehat{i}+y_{0}\widehat{j}+\overline{x}\left (m\widehat{i}+n\widehat{j} \right )+\overline{y}\left (p\widehat{i}+q\widehat{j} \right )$$

then,

$$x=x_{0}+\overline{x}m+\overline{y}p$$

$$y=y_{0}+\overline{x}n+\overline{y}q$$

from this equation system $$\overline{x}$$ and $$\overline{y}$$ are obtained as

$$\overline{x}=\frac{q}{\left (mq-np \right )}x-\frac{p}{\left (mq-np \right )}y-\frac{q}{\left (mq-np \right )}x_{0}+\frac{p}{\left (mq-np \right )}y_{0}$$

$$\overline{y}=\frac{m}{\left (mq-np \right )}y-\frac{n}{\left (mq-np \right )}x+\frac{n}{\left (mq-np \right )}x_{0}-\frac{m}{\left (mq-np \right )}y_{0}$$

Recall:

$$\begin{Bmatrix} \overline{x}\\ \overline{y} \end{Bmatrix} = \underline{E} \begin{Bmatrix} x\\ y \end{Bmatrix} + \underline{F}$$

$$\begin{Bmatrix} \overline{x}\\ \overline{y}

\end{Bmatrix} =\begin{bmatrix} e_{11} &e_{12} \\ e_{21} &e_{22} \end{bmatrix}\begin{Bmatrix} x\\ y

\end{Bmatrix}+\begin{Bmatrix} f_{11}\\ f_{21}

\end{Bmatrix}$$

therefore,

$$\overline{x}=e_{11}x+e_{12}y+f_{11}$$

$$\overline{y}=e_{21}x+e_{22}y+f_{21}$$

Hence the coefficient are,

$$e_{11}=\frac{q}{\left (mq-np \right )}$$

$$e_{12}=\frac{-p}{\left (mq-np \right )}$$

$$f_{11}=\frac{py_{0}-qx_{0}}{\left (mq-np \right )}$$

$$e_{21}=\frac{m}{\left (mq-np \right )}$$

$$e_{22}=\frac{-n}{\left (mq-np \right )}$$

$$f_{21}=\frac{nx_{0}-my_{0}}{\left (mq-np \right )}$$

Eventually we obtain $$\underline{E}$$ and $$\underline{F}$$ as following

$$\underline{E}=\begin{bmatrix} \frac{q}{\left (mq-np \right )}&\frac{-p}{\left (mq-np \right )} \\ \frac{m}{\left (mq-np \right )}&\frac{-n}{\left (mq-np \right )} \end{bmatrix}$$

$$\underline{F}=\begin{Bmatrix} \frac{py_{0}-qx_{0}}{\left (mq-np \right )}\\ \frac{nx_{0}-my_{0}}{\left (mq-np \right )} \end{Bmatrix}$$

title: User:Egm6322.s09.bit.sahin/r3-edit