text:
Literature/2004/Gorman

 * http://www.scils.rutgers.edu/~lesk/spring06/lis553/ala-jan05.txt

Author

 * Gorman was dean of library services at California State University, Fresno and 2004 president-elect of the  American Library Association.

Excerpts

 * The books in great libraries are much more than the sum of their parts. They are designed to be read sequentially and cumulatively, so that the reader gains knowledge in the reading.
 * The nub of the matter lies in the distinction between information (data, facts, images, quotes and brief texts that can be used out of context) and recorded knowledge (the cumulative exposition found in scholarly and literary texts and in popular nonfiction). When it comes to information, a snippet from Page 142 might be useful. When it comes to recorded knowledge, a snippet from Page 142 must be understood in the light of pages 1 through 141 or the text was not worth writing and publishing in the first place. An apparent librarian strategy is to speak ill of information as a snippet out of context or whole, and speak well of recorded knowledge as a symbol of the whole or library, while both are essentially the same, In effect, it is to speak ill of information science, and speak well of librarianship, which is nevertheless rapidly given up to storm and water down the former. He was said to regard the "Assault" of Information Science as one of the five Problems facing libraries today, until April 1, 2010. In reality, however, that of librarianship disguised as LIS may be the most unjust invasion of IS today, as evidenced by the long list of I-Schools mostly in disguise of librarianship that still insists on "information as thing" running head-on into information as cognition and meaning, on the same campus, say, of UC Berkeley. Librarian converts to IS should do due justice and pay due homage to the real cognitive revolution of IS that in turn has devastated almost all positivist, reductionist fileds of philosophy and science since 1975 as a matter of fact. It was possible because the cognitive way of information search and research is so analogous to epistemology and scientific methodology, which had been hopelessly reduced and degenerated into explicit textual analysis until then, namely analytic philosophy, neglecting implicit contextual synthesis of wisdom. One of the many revolutionaries in 1975 was  Gorman's notion of context is painfully limited to the literary one or text, while what is really great is the holist one beyond that, as per the  triangle of reference. Recently, he seems to have changed his materialist view and started arguing that librarians need to act idealistically (perhaps meaning metaphysically or cognitively) in a materialistic age.

title: Literature/2004/Gorman


text:
Literature/1991/Buckland

 * http://people.ischool.berkeley.edu/~buckland/thing.html

Author

 * Buckland was 1998 President of ASIS&T.

Excerpts

 * Summary : Numerous definitions have been proposed for "information". One important use of "information" is to denote knowledge imparted; another is the denote the process of informing. Some leading theorists have dismissed the attributive use of "information" to refer to things that are informative. However, "information-as-thing" deserves careful examination, partly because it is the only form of information with which information systems can deal directly. People are informed not only by intentional communications, but by a wide variety of objects and events. Being "informative" is situational and it would be rash to state of any thing that it might not be informative, hence information, in some conceivable situation. Varieties of "information-as-thing" vary in their physical characteristics and so are not equally suited for storage and retrieval. There is, however, considerable scope for using representations instead.
 * Whatever information storage and retrieval systems store and retrieve is necessarily "information-as-thing".

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

title: Literature/1991/Buckland


text:
Literature/1975/Wilson

Wikimedia

 * Sociobiology
 * Consilience

title: Literature/1975/Wilson


text:
User:Leutha/Training

Developed from Rockpocket's training resource

What Wikipedia is...

 * Wikipedia is an online encyclopaedia.
 * Unlike most paper encyclopaedias Wikipedia is not limited by size, but it is not indiscriminate; the subject of every new article must be notable.

 * Wikipedia is also an online community of people interested in building a high-quality encyclopedia.
 * Wikipedians are expected to contribute in a spirit of mutual respect; always maintain a civil manner when interacting with others.

 * Wikipedia is free.
 * With some exceptions, anyone can edit and reuse Wikipedia's content, with appropriate attribution. Nobody "owns" any article and everything you contribute can and will be mercilessly edited by others.
 * Because Wikipedia is free, editors must never add material that infringes the copyright of others.

What Wikipedia is not...

 * Wikipedia is not a soapbox or a promotional tool.
 * Do not edit for the purpose of advocacy, advertising, promotion or to reveal THE TRUTH! All articles should be written from a neutral point of view and free from bias.
 * Resist the urge to add material about yourself, your friends or your family: doing so will result in an inherent conflict of interest and could backfire.

 * Wikipedia is not a publisher of original thought or a crystal ball.
 * Do not use Wikipedia to espouse your latest experimental results, theory, opinions or gossip. Nor is it a venue for speculating on future events.
 * Everything you add must be verifiable and referenced to a reliable source.
 * This is particularly important when writing about living people. Defamatory material contributed to Wikipedia is not immune from libel.

 * Wikipedia is  not a scientific journal, a textbook, or an instruction manual.
 * The purpose of Wikipedia is to present facts, not to teach subject matter. Inform, don't instruct. Describe, don't proscribe.
 * Articles should be written for intelligent laypeople, not for academics. Avoid jargon and use apposition to describe technical concepts in simple terms.

 * Wikipedia is not a social networking site.
 * Joining Wikipedia's thriving community can be socially rewarding, but remember that discussion pages are for promoting effective collaboration, not dating or blogging.

 * Wikipedia is not a political experiment in democracy, bureaucracy, anarchy or any other system.
 * Its primary (but not exclusive) method of determining consensus is through discussion, not voting.
 * Wikipedia has key policies and guidelines that editors are expected to respect, but rules are not the purpose of the community.
 * If a rule prevents you from improving or maintaining Wikipedia, ignore it..... but breaking rules simply to prove a point is bad form.

Lets register! →

title: User:Leutha/Training


text:
Literature/1998/Wilson

Excerpts

 * Literally a 'jumping together' of knowledge by the linking of facts and fact-based theory across disciplines to create a common groundwork of explanation. (page 7)

Wikimedia

 * Sociobiology
 * Consilience
 * w: Consilience: The Unity of Knowledge
 * Wilson discusses methods that have been used to unite the sciences and might in the future unite them with the humanities. Wilson prefers and uses the term consilience to describe the synthesis of knowledge from different specialized fields of human endeavor.

title: Literature/1998/Wilson


title: File:LMS.1.A.Overview.20110604.pdf


text:
User:Dijksman A

Graduate Student

title: User:Dijksman A


text:
Australian University

This page is about University in Australia.

Public view of Australian universities
Universities Australia conducted "a series of university community forums, engaging directly with decision makers and interested groups such as business" in 2012 (Universities Australia, 2013, p. 1). The study "involved qualitative and quantitative research, including focus groups and a survey of 1000 members of the Australian public and 300 business employers" (Universities Australia, 2013, p. 1).

The study revealed that "while universities are held in high regard and are strongly valued for their contribution to the economy and society, there is a desire to know more. It is also clear that Australians feel there is a need for the university sector to more actively participate in debates about issues important to our national interest." (Universities Australia, 2013, p. 1).

Wikimedia and Australian universities
Wikimedia Australia partnered with University of Sydney to sponsor a one-day event:
 * Events
 * Wikimedia in Higher Education Symposium, 2013

List of Australian universities on Wikiversity

 * Australian Catholic University
 * Australian National University
 * Bond University
 * Carnegie Mellon University - Australia
 * Central Queensland University
 * Charles Darwin University
 * Charles Sturt University
 * Curtin University
 * Deakin University
 * Edith Cowan University
 * Flinders University
 * Griffith University
 * James Cook University
 * La Trobe University
 * Macquarie University
 * Monash University
 * Murdoch University
 * Queensland University of Technology
 * RMIT University
 * Southern Cross University
 * Swinburne University of Technology
 * The University of Notre Dame Australia
 * Torrens University Australia
 * University College London
 * University of Adelaide
 * University of Ballarat
 * University of Canberra
 * University of Melbourne
 * University of New England (Australia)
 * University of New South Wales
 * University of Newcastle (Australia)
 * University of Notre Dame Australia
 * University of Queensland
 * University of South Australia
 * University of Southern Queensland
 * University of Sydney
 * University of Tasmania
 * University of Technology, Sydney
 * University of the Sunshine Coast
 * University of Western Australia
 * University of Western Sydney
 * University of Wollongong
 * Victoria University
 * List of universities in Australia (Wikipedia)

title: Australian University


text:
User:یوشیمیتسو

Hi. I am Rasoul Askari from Shiraz, Iran. I often work In Persian Wikinews(admin) & Persian Wikipedia.

title: User:یوشیمیتسو


text:
Literature/1985/Cleveland

Excerpts

 * [Knowledge] is organized information, internalized by me, integrated with everything else I know from experience or study or intuition, and therefore useful in guiding my life and work. [See Comments below.]

 * The One Minute Leader
 * 1) A lively intellectual curiosity, an interest in everything -- because everything really is related to everything else, and therefore to what you're trying to do, whatever it is.
 * 2) A genuine interest in what other people think, and why they think that way -- which means you have to be at peace with yourself for a start.
 * 3) A feeling of special responsibility for envisioning a future that's different from a straight-line projection of the present. Trends are not destiny.
 * 4) A hunch that most risks are there not to be avoided but to be taken.
 * 5) A mind-set that crises are normal, tensions can be promising, and complexity is fun.
 * 6) A realization that paranoia and self-pity are reserved for people who don't want to be leaders.
 * 7) A sense of personal responsibility for the general outcome of your efforts.
 * 8) A quality I call "unwarranted optimism" -- the conviction that there must be some more -- upbeat outcome than would result from adding up all the available expert advice.

Wikimedia

 * Harlan Cleveland

 * World Academy of Art and Science, WAAS
 * From 1991 to 2000, he served as president of the WAAS.

Chronology

 * Cleveland, Harlan (2002). "Leadership: The Get-It-All-Together Profession." The Futurist (September-October, 2002) Vol. 36, No. 5.
 * Cleveland, Harlan (1972). The Future Executive: A Guide for Tomorrow's Managers
 * Cleveland, Harlan & Harold D. Lasswell (1962). The Ethic of Power: The Interplay of Religion, Philosophy, and Politics
 * Cleveland, Harlan (1972). The Future Executive: A Guide for Tomorrow's Managers
 * Cleveland, Harlan & Harold D. Lasswell (1962). The Ethic of Power: The Interplay of Religion, Philosophy, and Politics
 * Cleveland, Harlan (1972). The Future Executive: A Guide for Tomorrow's Managers
 * Cleveland, Harlan & Harold D. Lasswell (1962). The Ethic of Power: The Interplay of Religion, Philosophy, and Politics
 * Cleveland, Harlan (1972). The Future Executive: A Guide for Tomorrow's Managers
 * Cleveland, Harlan & Harold D. Lasswell (1962). The Ethic of Power: The Interplay of Religion, Philosophy, and Politics
 * Cleveland, Harlan & Harold D. Lasswell (1962). The Ethic of Power: The Interplay of Religion, Philosophy, and Politics
 * Cleveland, Harlan & Harold D. Lasswell (1962). The Ethic of Power: The Interplay of Religion, Philosophy, and Politics
 * Cleveland, Harlan & Harold D. Lasswell (1962). The Ethic of Power: The Interplay of Religion, Philosophy, and Politics

Reviews

 * During the seventies I had become fascinated with the speedy and pervasive growth of computers and how their fusion with new communications technologies would probably change the future of everything. My continuing study of these trends, and my effort to guess their impact on organizational forms and leadership styles, led to a book in 1985, The Knowledge Executive (Dutton).
 * His thesis is that since the United States now produces ... mainly information rather than tangible goods, the nature of leadership has to change similarly to remain effective. In his view, the production and dissemination of information differ in fundamental ways from the production and distribution of tangible goods, requiring ... a type of leadership that is more participatory, more concerned with consensus. Partly this is because effective leadership calls for generalists, not specialists, and partly because it is no longer possible for any one person to know enough about the technical aspects of what is going on to properly supervise an entire operation. [...] Good leadership has always demanded the skills of people-oriented generalists rather than technically oriented specialists. Knowledge, understanding, empathy, example and hard work have been the main ingredients of effective leadership in the past, and they still are today.... Such changes as have occurred in the nature of successful leadership are more superficial than fundamental. http://www.nytimes.com/1985/09/08/books/in-short-nonfiction-243460.html
 * People often use the terms information and knowledge interchangeably. We do not. We define information using Cleveland's (1985) definition as organized data, which are the rough materials from which information and knowledge are formed, i.e., undigested observations, or "unvarnished facts," as Cleveland calls them. For example, researchers collect data from interviews, observations, surveys, and other means in order to analyze it for research purposes. We are bombarded with data all the time. To make sense of it, data must be selected, organized, and synthesized. Data may take the form of words, numbers, or visual images. By themselves, data make no sense. Given connections or context, data can form information.  Knowledge, according to Cleveland (1985, 22),  "... is organized information, internalized by me, integrated with everything else I know from experience or study or intuition, and therefore useful in guiding my life and work."This concept is generally accepted in the current knowledge management (KM) literature, as explained by Mason (2007, 23-24):  One generally imagines a flow to this hierarchy [data/information/knowledge], with 'raw' data that are arranged in ways that are meaningful in order to produce information, and then this information is consolidated into coherent frameworks to form knowledge.

Comments

 * Information vs. knowledge

The Cartesian dictum cogito ergo sum sounds one-sided and too simple. It would be more plausible to say that I think of the world so that I am, say, linking up with it, breaking with the radical type of idealism and realism in isolation, hence with dualism in association as well, and so on. For both look like the two mutually unavoidable, complementary sides of a coin, namely, yin and yang, always dancing in concert along the endless Möbius strip within the ultimate oneness or whole, Taiji.

Knowledge is not so much "organized information" (Cleveland 1985) as recognized information. Or, it may be not so much that knowledge is "organized information" (Cleveland 1985) as that information is organized or formulated knowledge. Yet to be known indeed is the stereotyped "knowledge structure" in itself prior to, or regardless of, being organized by way of information. This doubt is analogous to the dubious "language of thought" (Fodor 1975).

Information as meaning just isn't in the head (Putnam 1975) standing in isolation but firmly on two world-word legs in context, not to mention the doubt between the legs missing the head, as strongly suggested by the triangle of reference (Ogden & Richards 1923). This irreducibility of the triad was baptized the "delta factor" as the heading of the first essay of

To be concise, information is the encoded while knowledge is the decoded, as shown on the right above. To be more precise, information may well be represented by the lefthand side of the triangle and the sphere above (between the encoder and the encoded, and between the encoded and the decoder) while knowledge by the righthand side (between the encoder and decoded, and between the decoded and the decoder).

Whence do you learn or obtain knowledge? Information sounds the simplest answer of the widest coverage. Knowledge and wisdom are enfolded, implied or dipped deep in information, waiting to be unfolded, discovered or distilled. As such, information is everything; there is nothing outside information but for material and energy. That is, no search for knowledge and wisdom without information experiences accumulate as raw data and entropy.

Popper's World 3 (c. 1977) may well be regarded as the world of information that is self-organizing or growing in autonomy, where he expects to find more and more of "objective knowledge without the knowing subject." He contrasts it with the physical, objective World 1 and the metaphysical, mental, subjective World 2 (1972).

Is science knowledge management and vice versa? Science cannot be confined to the original sense of knowledge but extended to knowledge management. So knowledge management as science sounds redundant. Such is not the case with management of information search and research as works on raw data.

Admittedly, the accumulation of information as raw data by way of experiments and observations occupies most of science, waiting to be evaluated hopefully as truth or knowledge. This is highly analogous to that by way of common experiences and observations. So we are always centering around information given as raw data in search of knowledge and wisdom, which are hardly distinct in Greek, if not Western, tradition. Information is everybody's business indeed to benefit from highly implicit, hidden knowledge and wisdom.

We are supposed to have some implicit knowledge or idea in mind on a certain situation or state of affairs prior to informing or expressing our experience explicit enough to impress others. As such, information is just an explicit surrogate or hard evidence of some soft, implicit knowledge. In the widest sense, however, information may matter only next to material and energy!

Knowing often entails informing and sharing of it. Or, informing always presupposes knowing. Being informed entails being known more or less of something informed. Thus informing makes far more sense of moving and sharing than knowing. Or, informing is explicit forming (hence, in-forming, expressing, coding, or organizing) in addition to moving and sharing of implicit knowing.

It may be that information is what is either encoded from, or to be decoded into, knowledge, which in turn is what is either to be encoded into, or decoded from, information. Simply, information is encoded or encoding of knowledge, which in turn is decoded or decoding of information. Information is a metaphor for whatever is encoded, and knowledge for whatever is decoded, whether out of signs or designs, simply speaking.

It may be scientifically unwarrantable to define knowledge as "organized information" or as something higher and better than information, which easily gives way to the misleading hierarchy of DIKW so that tall and digitall librarians favoring "knowledge management" could degrade information science and information management at odds.

Almost two decades earlier than Cleveland (1982, 1985), Manfred Kochen (1965, etc.) emphasized knowledge to be synthesized from scattered sources of information, which themselves imply some knowledge organized one way or another. He was emphasizing synthesis as well as, if not over, analysis of knowledge, perhaps in response to overriding analytic philosophy. Along this perspective, Don R. Swanson (1986) and  Susan Dumais, et al. (1990) argued for  literature-based discovery and  latent semantic analysis, respectively.

Either analysis or synthesis of knowledge is, so to speak, the second-order knowledge derived and reorganized from the source knowledge already given organized by way of information or encoding. That is, the growth or evolution at different levels from knowledge to knowledge, rather than from information to knowledge so as to make a category mistake, to be precise.

title: Literature/1985/Cleveland


text:
User:Egm6321.f11

EGM 6321 Principles of Engineering Analysis 1, Fall 2011 Prof. Loc Vu-Quoc

University of Florida

 Licensing info ,  Interesting news

= Important links =

Lecture plan. Other versions: Fall 2010, Fall 2009.

Report table. Other versions: Fall 2010, Fall 2009.

Writing tools

Other courses

Time: New York time, full screen Stopwatch full screen

title: User:Egm6321.f11


text:
User:Egm6321.f11/Writing tools

Mourning the Death of Handwriting, Op-Art: The Write Stuff
 * Writing tools, pros and cons

 * Almost-WYSIWYG wiki writing, Mediawiki environment templates, Create new account, Upload files, Link archived reports to Report table, APA Citation Style

 * Mediawiki syntax: Wikitext examples, Math formulas, Images upload/display, Citing references

 * Mediawiki tools: Mediawiki tools, Editing tools, Mediawiki external editors

 * Latex for Windows (open source), LyX, Kile, WinEdt (shareware). NOTE: Latex is included in linux and Mac OS.

 * Online collaborative Word-like processors: Google docs, Zoho writer (with latex equations)

 * Scalable vector graphic software (Windows, linux, open source): Inkscape, TexText (latex extension for Inkscape), Installation problems and solutions

 * Many other collaborative software programs: Collaborative real-time editor, List of collaborative software (Non-real-time collaborative software). (But you need to be able to write math formulas; let me know in case you find good collaborative software that supports math formulas.)

title: User:Egm6321.f11/Writing tools


text:
User:B9 hummingbird hovering/Blog/ComputerScience/Python

Wednesday 8 June 2011
I have configured PyDev in Eclipse, which was really lucky as I was just playing around seeing what stuff does and it found all the sources automatically. I determined for surety whether I was running a 32 or 64 bit kernel by executing the following command with switch in the Bash Terminal: uname -m When I went onto P2PU Beta today I have been accepted for the Python course so I am now a participant!
 * this returned "i686". NB: If it shows i686 or i386 it means 32 bits and if it shows x86_64 it means 64 bits. Source: http://www.ubuntugeek.com/find-which-ubuntu-linux-version-you-are-running.html
 * have been reading three different books on Python and running their exercises successfully (mostly) on the Python commandline in the Bash Terminal and I have successfully executed a number of scripts from the three books which I have coded on Kate and have then made executable and have executed via the Bash Terminal.

Flow control

 * watched Python for Informatics: Conditional Expressions (Chapter 3)
 * http://en.wikipedia.org/wiki/Control_flow

Sunday 5 June 2011
I have been playing around learning Python for the past week. I haven't abandoned Pascal. I know many people would say focus on one language before moving on to another but i wanted to have a basis for comparison to gather a cursory practical appreciation of conceptual differences between languages to ground concepts in compared difference and absence and exception. Somewhat like I only learnt English grammar (and English is my first language) when I started learning Sanskrit. I ran some simple scripts from the Python Interpreter that was already installed on my Natty Narwhal system via the Bash Terminal successfully. I activated the Python Interpreter within the Bash Terminal by typing "python" at the commandline prompt. I researched and found out how to run the "Hello World" script via the Python Interpreter which I did successfully. But once you run the script via the Python Interpreter in the Bash Terminal commandline, the program disappears so you in a sense lose all your hard work. I then wanted to figure out and problem solve how to do a Python "Hello World" program via a text document script so that my problem solving and scripting was preserved. They have the file extension .py. So then I endeavoured to work out how to run the Hello World script which I coded in Kate. I was reading an old version of Learning Python maybe 3rd edition by memory lent to me by a friend of Brandon's. I have since sourced a PDF version of the 4th edition. I made a Hello World! test script in Kate with a shabang shazaam of "#!usr/local/bin/python" which is a header note to the Python Interpreter that this is a Python Script. I then endeavoured to execute it like I ran the compiled programs of Pascal that I did via the Bash Terminal commandline but it didn't work. I even made the script an executable by commandline with the command: chmod +x <>.py. This has to be done by changing directory. This is done most effectively with typing "dir" at the commandline which displays the folder and file directory within the "home" folder which is changed by the "cd" command at the commandline followed by a space with the folder name or folder string wherein resides the file that we wish to make executable. A file may also be made executable by right mouse clicking and ticking the checkbox. I tried to run this script that I had made executable but no cigar. Then via IRC on the #Ubuntu channel of the Freenode server through the application Empathy on Ubuntu, a lovely person directed me to P2PU (beta) where there is an online learning of Python taking place. I have registered my interest but am awaiting confirmation via an Administrator and created the handle b9Jokerswild108. In the meantime I also downloaded Eclipse (via the Bash Terminal with the command: sudo apt-get install eclipse-platform) and installed the plugin PyDev which is done through the Help dropdown of the Eclipse application. I have not configured Eclipse or PyDev as yet and have used neither of them for any coding as yet. Brylie on P2PU gave me a different shebang shazaam of #!/usr/bin/python which I inserted in my Hello World script. As it was already executable I just saved the changes. Then I opened the Bash Terminal and via the process outlined above with "dir" and "cd" changed to the directory that had the Python script. Then I typed the command "python ./<>.py . Where in this instance <> read as "helloworld" where quotation marks enclose the particular. Therefore, command would look like "python helloworld.py" where quotation marks delineate the particular & it ran successfully on the evening of Sunday June 5, 2011. I'm wrapped! Oops, I almost forgot the code in the text document script: print 'Hello world!'
 * 1) !/usr/bin/python

NB:
 * http://www.python.org/community/irc/
 * http://docs.python.org/tutorial/

B9hummingbirdhoverin'æ•ω•ॐ 14:28, 5 June 2011 (UTC)


text:
Literature/1986/Swanson

 * See also
 * (1986). "Undiscovered Public Knowledge." Library Quarterly 56 (2): 103-118.

Wikimedia

 * Literature-based discovery
 * Latent semantic analysis
 * Citation analysis
 * Bibliographic coupling

title: Literature/1986/Swanson


text:
Seal (discrete mathematics)

Seal is a neologism for a mathematical object, that is essentially a subgroup of addition. The addition of nimbers is the bitwise XOR of non-negative integers. For a finite set $$\{0,...,2^n-1\}$$ it forms the Boolean group 2n.

A seal shall be defined as a Boolean function whose family matrix is also the matrix of an. This implies, that the Boolean function is odd (i.e. that the first entry of it's truth table is true), and that it is the unique odd function in its family.

The weight of a Boolean function is be the quotient of the sum and the length of its truth table. The weight of a seal is $$\frac{1}{2^d}$$, where $$d$$ is its depth. The unique seal with depth 0 is the tautology. The seals with depth 1 are the negated variadic s with one or more arguments.

The seals with depth 1 are the positive rows of a negated binary. (The tautology with depth 0 is in the top row.)

The following triangle (left) shows the number of seals by arity (rows) and depth (columns). The triangle on the right shows the corresponding numbers of clans.

E.g. there are (4, 2) = 35 4-ary seals of depth 2, and they fall into (4, 2) = 6 different clans.

One may be interested in all Boolean functions in the seal families. Their number for arity n is (n).

title: Seal (discrete mathematics)


text:
User talk:Kellydcarter~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:05, 5 June 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:13, 19 April 2015 (UTC)

title: User talk:Kellydcarter~enwikiversity


text:
User talk:Egm6321.f11

 Hello Egm6321.f11, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:05, 5 June 2011 (UTC)

Abd's edit
(cross-posted from my talk page.)

Hi Professor, thank you for using Wikiversity in your classes, and for alerting me to the edit on my talk page. I've reviewed Abd's edit on your lesson plan, and I fully agree that it was an error. I'm sorry for any disruption this caused in your classes, and I'm glad you were able to restore the correct version of the page within just a few hours.

I notice the edit was a rollback - these are quick edits, executed without a preview, and generally used to review large lists of recent changes in order to protect resources. I'm sure this particular rollback was not intended to affect your teaching and Abd did not mean to vandalise your page; however, I will discuss the edit with him as part of our ongoing mentorship. You may also wish to raise the matter directly. I can assure you that we do not have a 'custodian-vandal' here and this was simply the result of inadvertence.

If this does not resolve the matter to your satisfaction, or if there is anything else I can assist you with, please do not hesitate to contact me on my talk page. --Draicone (talk) 14:42, 1 October 2011 (UTC)
 * I responded on Draicone's talk page, but to repeat: this was an accidental rollback. Unfortunately, if I review edits with my iPhone, it's fairly easy to accidentally touch the rollback button in Recent Changes. Normally I'd see the confirmation of the edit, and normally I'd immediately revert it. That's happened once before as I recall. Here, I didn't see it, so I'm thinking that I was in the process of shutting down the session. My apologies for the inconvenience. --Abd 18:00, 1 October 2011 (UTC)

File copyright
Hi. I'm a custodian here, and I noticed that the files on User:Egm6341.s10.team3.heejun/HW7 don't have any licensing. I'd rather not delete them because it would detract from the value of the project. Would you be able to confirm that they have been released under GFDL or another appropriate license ? Thanks. -- Simone 15:19, 15 October 2011 (UTC)

Confirm. It was just an omission. Thanks. Egm6321.f11 19:38, 15 October 2011 (UTC)
 * Would it be possible for you to confirm creative commons/GFDL licensing for all images created by participants in your projects here ? I've encountered several in Category:Files needing copyright information, and I'd rather not delete them due to lack of licensing information. Thanks. -- Simone 13:00, 18 October 2011 (UTC)

The best would be the licensing template that I have been using. Egm6321.f11 01:41, 19 October 2011 (UTC)
 * The problem with this template is that it explicitly refers to text, and thus can't be used as a license for images. If I license the files under CC-BY-SA 3.0, which all your text contributions are already licensed under, would that be acceptable ? Thanks. -- Simone 09:01, 19 October 2011 (UTC)

Thanks for letting me know. I intended the template to work for images as well. So I modified the template to "text and images". Egm6321.f11 10:07, 19 October 2011 (UTC)
 * Ok, I'll use a CC-BY-SA 3.0/CC BY-NC-SA 3.0 template on all the unlicensed Egm6321 files I find. Thanks ! -- Simone 10:22, 19 October 2011 (UTC)

What I have learned
Hello, this may be a bit too early for the current class, but since I saw there's activity since 2009 I'll ask you anyways. Would be great if you could share some feedback on What I have learned, e.g. Brick and mortar collaboration shows Wikiversity efforts more globally, Erkan Yilmaz uses the Chat + Identi.ca 14:55, 24 October 2011 (UTC)
 * could I achieve the goals I had from begin with Wikiversity (WV) over the years?
 * If not, perhaps some suggestions (so people here could initiate appropriate steps for your next classes).
 * perhaps experiences by students/participants? (can be anonymous also)
 * will I use Wikiversity again? I think so, since you are back :-)

Images used by your students
It seems that some images used by your students don't have proper license information. Perhaps you can talk with them about this, because if images don't have proper licensing, they can, and often will, be deleted. If I can be of assistance, please don't hesitate to ask. The actual information, however, will probably need to come from the students.

For some examples of files already deleted, and a proposed deletion, see User talk:Egm6321.f11.team3.chang. I have not reviewed the situation with those files. For your information, these files are not actually deleted, the deletion tool merely hides them from public view. I can assist in the recovery of any of these files, if needed. Again, let me know. You could also ask the custodian who tagged and deleted the files, he's a friendly chap and would also assist, I'm sure. --Abd 01:39, 10 November 2011 (UTC)

Thanks for letting me know. Please do like Simone  above for any missing license (it was just an omission), i.e., use the  licensing template indicated. Egm6321.f11 02:01, 10 November 2011 (UTC)
 * Unfortunately, for legal reasons, the template must be placed by the user who uploaded, I believe. I've tried to supply these notices myself, for others, and I've been reverted. I'm not going to second-guess Simone, but she's no longer a custodian here, she resigned. Don't consider what I'm saying as my final answer, this is only discussion. If placing the notice by the user who uploaded is impossible, there would be another way. It's just that this is simplest and cleanest. Thanks. --Abd 02:11, 10 November 2011 (UTC)

title: User talk:Egm6321.f11


text:
User talk:Froid

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:06, 5 June 2011 (UTC)

title: User talk:Froid


text:
User talk:Girmitya

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:06, 5 June 2011 (UTC)

title: User talk:Girmitya


text:
User talk:Dark Dopamine

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:06, 5 June 2011 (UTC)

title: User talk:Dark Dopamine


text:
User talk:Odisha1

 Hello Odisha1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:06, 5 June 2011 (UTC)

title: User talk:Odisha1


text:
User talk:Eleven~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:06, 5 June 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

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

title: User talk:Eleven~enwikiversity


text:
User talk:Cynthiacarl

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:07, 5 June 2011 (UTC)

title: User talk:Cynthiacarl


text:
User talk:Neujar

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:07, 5 June 2011 (UTC)

title: User talk:Neujar


text:
User talk:Nader8887

 Hello Nader8887, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:10, 5 June 2011 (UTC)

title: User talk:Nader8887


text:
User talk:Qwert96

 Hello Qwert96, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:10, 5 June 2011 (UTC)

title: User talk:Qwert96


text:
User talk:Nicolasdrweski

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:10, 5 June 2011 (UTC)

title: User talk:Nicolasdrweski


text:
User talk:Cvkumar

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:10, 5 June 2011 (UTC)

title: User talk:Cvkumar


text:
User talk:یوشیمیتسو

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 19:13, 5 June 2011 (UTC)

title: User talk:یوشیمیتسو


text: File:SRDP lab report mark histogram 2011.png


text:
User:B9 hummingbird hovering/Blog/eMachine 350 Netbook

Netbook specs & drivers

 * http://support.gateway.com/us/en/emac/product/default.aspx?tab=1&modelId=2262


text:
User:B9 hummingbird hovering/Blog/Linux/Irssi

Irssi & IRC

 * http://www.irssi.org/documentation/startup
 * http://wiki.debuntu.org/wiki/Setting_Up_Irssi
 * http://www.python.org/community/irc/


text:
User:B9 hummingbird hovering/Blog/Computer assisted music projects

 * http://www.music-ir.org/mirex/wiki/MIREX_HOME
 * http://www.sonicvisualiser.org/


text:
California Government and Citizen Participation/Agency Agendas and Public Comment: Taking Back Government for the People

Government agencies have formal provision for public comment in response to proposed rules and finalization of official reports as well as opportunities to address agencies as part of public meetings. Various customs and rules apply at Federal, state, county, regional,inter-agency and local levels of executive, legislative and judicial branches, but they are all integral parts of free speech provisions of constitutional democracy.}}

Introduction
Public comment in California is sometimes called "vox populi".

Generally these circumstances are open public meetings of government bodies which set aside time for oral public comments, or comments, usually upon documents.

Such documents may either be reports such as Draft Environmental Impact Reports (DEIR's) or new regulations.

There is typically a notice which is posted on the web and mailed to more or less ad hoc lists of interested parties known to the government agencies. If there is to be a change of regulations, there will be a formal notice of proposed rulemaking.

The basis for public comment is found in general political theory of constitutional democracy as originated during and after the French Enlightenment, particularly by Rousseau.

Overview: The Two Types of Public Comment
Public comment embedded in actual meetings is typical of meetings convened by the state legislative or executive bodies; judicial units do not have public comment, but rather testimony from witnesses and procedural statements from attorneys. Public units such as city councils or county legislative bodies are typical examples of legislative public comment hearing bodies. Note that comment may be written, oral, or electronic.

There are two types of comment period.

 * One is when comment goes to a specific agenda item.

 * Secondly there is a class of public comment which pertains to items which are not on the agenda for that day. However, it is necessary that comments be restricted to matters within the jurisdiction of the government body.

Time limits
Time limits frequently range from one to five minutes for unscheduled presentations. It is not typical to require that the person commenting be a resident, a registered voter, a qualified elector, or even a citizen, simply that they be present and able to speak.

Public comment on documents
A whole different class of public comment is requested by agencies which are seeking input on draft policy documents such as Environmental Impact Reports which provide information which may be used in policy determinations by their own agency and other agencies at various levels of government.Typically there is a notice of completion of the draft which is posted in the newspaper, on the web, and is mailed to known interested parties who may be designated as "stakeholders" or simply "interested parties". A public comment period is established and comments which are received by the cutoff date become part of the official public record. In some cases, there is a statutory mandate that those comments be replied to or incorporated in some fashion into the Final document.

Oral public comment at public meetings
Comments provided at public meetings may be oral or written and not infrequently utilize audio visual aids such as thumbdrives, CD's or overhead projectors (transparencies or opaque material). They may include video clips. A laser pointer, such as used by professional presenters, is useful but seldom utilized except by scheduled presenters on preset agendas, who are often credentialed professionals hired by the government agency to produce reports or provide consultation.

Public comment in some cases includes remarks from experts or public officials with some role in the issue at stake, but at a different time or level of process. Typically these kinds of comments may be ad hoc, not solicited by the governing agency which is conducting the hearing. There may be informal expectation that such a party may comment, but if it is an interested agency then there will be prior notification and a larger chunk of time may be allowed to such presenters. Surprisingly, however, these knowledegable high level speakers, including office holders, often are limited to the same time constriction and queing requirements as all other public commentors. They simply wait in line, their name is called when their speaker slip happens to come to the top of the pile, and they are subject to being cut off after their two minutes or three minutes are up.This equalization between expert and lay commentator is an example of social leveling which occurs in democratic process and which is often harshly criticized by elitist theorists such as Machiavellians, fascists, communist technocrats and other conservative social thinkers.

Persons preparing public comment often think about and express the value of the constitutional protection and a certain level of gratitude for the opportunity to speak. Such expressions are considered good etiquette the first few times a speaker presents to a board, and it is also common to state one's background, credentials, or interest. Persons who speak frequently to a particular agency become better known and typically refrain from repeating such formalities to excess, and may go directly into their substantive testimony.

Variatiation of official attitude toward public meeting comment
Public comment is well received when ii is

 * strictly relevant to matters within the scope of the agency or board before which one is speaking
 * pertinent to the matter before the agency either on that agenda item or within upcoming meetings
 * courteous, polite and relatively formal (these are, after all, government meetins)
 * factual statements by well informed persons

Public comment in authoritarian systems
Authoritarian systems generally tend to take a dim view of public comment. In the writings of Benito Mussolini, he expressed the view that fascism offers "free" speech, but only to persons who were "qualified" to have an opinion. Similarly, in the historical development of Nazism, public commentators at official NSDAP rallies were not infrequently beaten by the mob, or, if there were large numbers supporting the adverse commentator, brawls broke out. today's People's Republic of China, public comment on government policy is considered inappropriate, and may result in long prison terms for persons such as Wei Jin Sheng.

Public comment as an aid to editing of government publications
Comment on policies is often solicited in written or electronic form prior to a set deadline. This type of comment may pertain to an intended action or regulation.

Requests for this type of public comments are often posted on the web in advance of the deadline, which provides commentators with an opportunity to view the remarks of others before committing themselves in writing.

A government portal which may be useful allows review of comments and opportunity for making comment and can be searched by keyword. The keyword search crosses different government agencies and has drop-downs permitting a boolean exclusion algorithm narrowing the focus between alternative choices such as documents, rules, notice of proposed rule changes, etcetera.


text:
Template:Countdown-enwp

{{#ifeq:{{#expr: {{#time:U}} < {{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}}}}|1|There are {{#ifeq:{{#expr: {{#time:U}} < {{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}} - 86399}}|1|{{#expr:( ( ( {{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}} - {{#time:U}}) / 86400 ) -0.5) round 0}}  days|}} {{#ifeq:{{#expr: {{#time:U}} > {{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}} - 3600}}|1|{{#ifeq: {{#expr: ( ( ( {{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}} - {{#time:U}} ) / 60 ) - 0.5 ) round 0 }}|0|{{#expr: {{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}} - {{#time:U}}}}  seconds |{{#expr: ( ( ( {{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}} - {{#time:U}} ) / 60 ) - 0.5 ) round 0 }}  minutes}} |{{#expr:{{#expr: ( {{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}} - {{#time:U}} ) / 3600 - ( ( ( ( ( ( {{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}} - {{#time:U}}) / 86400 ) - 0.5 ) round 0 )* 24 ) -0.5 ) round 0}} - 1}}  hours}} left before {{{event|the event}}}.|{{#ifexist:{{{duration|}}}|{{#ifeq:{{#expr: ({{#if:{{{timecode|}}}|{{{timecode|}}}|{{#time:U|{{{year}}}-{{{month|1}}}-{{{day|1}}} {{{hour|00}}}:{{{minute|00}}}:{{{second|00}}}}}}} + {{{duration}}}) > {{#time:U}}}}|1|{{{eventstart|{{{event|the event}}} has already started.}}}|{{{eventend|{{{event|the event.}} has already ended}}}}}|{{{eventend|{{{event|the event}}} has already ended.}}}}}}}

title: Template:Countdown-enwp


text:
Template:PromoteElection

 Wikimedia Needs You. Help with the Elections of Wikimedia Leadership!  Voting ends at 23:59 12 June 2011 (UTC)  The Election is Very Important...  Elected board members are the very highest leaders of Wikimedia.  Help Choose: Ask the Candidates a Question • Discuss the Candidates Help Translate: Elections Text • Questions and Answers • Promotion Text  Help Promote  Use this box: just add  to any page.
 * They select and supervise the Executive Director and staff
 * They determine mission, goals, long-term plans and high level policies of the Wikimedia Foundation.
 * They oversee a budget in excess of $10 million per year.
 * They determine how resources are allocated.
 * Talk to others. Talk about the election and the election's importance.
 * Post notices about Election in Project Discussion areas.
 * Talk to trusted editors. Ask them to Make a Voter Guide.
 * Serve as an Election Promoter.

title: Template:PromoteElection


text:
User talk:PromoteElection2011

Contact this account on Commons.

title: User talk:PromoteElection2011


title: User:PromoteElection2011


text:
Literature/2002/Cleveland

 * http://books.google.com/books?id=JH9FK9bQyUkC
 * See also
 * Harlan Cleveland (2002). "Leadership: The Get-It-Together Profession." The Futurist, September-October, 2002.

Author
From 1991 to 2000, he served as president of the World Academy of Art and Science.

Excerpts

 * The key to the management of complexity was the division of labor. The benefits of modernization were available only to societies that educated most of their people to function as specialists in a division-of-labor economy. Thus there came to pass, late the the second millennium A.D., slaveless societies that responded to a technological imperative by giving citizenship to all their citizens. Thomas Jefferson foresaw this macrotrend as early as 1813. "An insurrection has ... begun," he wrote to John Adams, "of science, talents, and courage, against rank and birth, which have fallen into contempt." He was spending his postpresidential years building the University of Virginia and promoting education and scholarship from his Monticello home. (p. 3)

Wikimedia

 * DIKW
 * World Academy of Art and Science

title: Literature/2002/Cleveland


text:
Category:Leighblackall/PhD

__HIDDENCAT__ This category is used to organise Leigh Blackall's research, writing and teaching, and eventually present them for assessment toward a PhD.

title: Category:Leighblackall/PhD


text:
User talk:EGM6341.s11.team1.Chiu

 Hello EGM6341.s11.team1.Chiu, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:46, 6 June 2011 (UTC)

title: User talk:EGM6341.s11.team1.Chiu


text:
User:Atcovi/Aqib Aze

Aqib Aze The Aqib Aze Show a-qib aze. is a cartoon on Wikiversity that also is on it`s own wiki named www.the aqib aze show.com. That is also the production on producing animation cartoon realistic funny cartoon that is all over. Programming was in 2006 production also known as Operation of the mystery and conduct as the only cartoon in Wikiversity. His pal, Jar is animation of the highly really good PG-13 (Grown ups should always be with kids to product anything scary, bad, unfocused things) is also animated in a cartoon TBE-Video a animation closed cartoon. 1989-2008 for long as touch. He already is on the Aqib Aze Show 2 the product movie.

When he ends a story. He jumps out of nowhere. His line should It`s over but instead THAT`S ALL FOR TODAY.

2005 story programming
Long time. The programmings were allowing 2 Wiki to allow the Aqib Aze Show. Long time he was more, mean, unfocused, silly, weird and annoying. He look with big cheeks and wheres 2 shirts in his pocket he has always a booster for anything bad happening. Long time his enemies were Lackster Hamster, Lobsterman and Wind Bluster. His really mad enemy is Dr. Evil Porky Love. He always forcing Aqib to eat pork. In The Hall Kitty he was a mouse with bright skin and lowing teeth and a nasty meaning mean face. He lied and annoyed people. He was know as the Bumbster as seen today he is less mean, unfocused, silly (Jar is silly for now), weird and annoying. But he has power and we know PLOKIGIRL is Aqib and Jars enemy. For know his friend is Cale has 60 new powers working for hard tips.

History
Around 1955, The New show Bagel Star was in December 5, 1957. Along 1962

title: User:Atcovi/Aqib Aze


title: File:LMS.1.A.Overview.20110606.pdf


text:
User talk:Apprentice~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:03, 6 June 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Apprentice~enwikiversity


text:
User talk:Rachel Brown

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:06, 6 June 2011 (UTC)

title: User talk:Rachel Brown


text:
User talk:Atawil~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Gaidheal1 18:07, 6 June 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Atawil~enwikiversity


text:
User:Eml5526.s11.team5.JA/Mtg36

Mtg 36: Wed, 25 Mar 11

[[media: Fe1.s11.mtg36.djvu| Page 36-1 ]]

Computation of $ \mathbf^{\color{Red}e} \ $ in parent coordinates $ {\color{Blue} \left \{ \xi \right \} } \ $: continued [[media: Fe1.s11.mtg35.djvu| page 35-3 ]]

Recall matrix algebra:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{AB}^T = \mathbf{A}^T \mathbf{B}^T \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{(A^{-1})}^T = \mathbf{(A^{T})}^{-1} = \mathbf{A^{-T}} \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

Verify (1) and (2)
 * }

Wolfram Alpha

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

 * style="width:95%" |
 * style="width:95%" |

$$ \left \{  \left \{ 1, 1, 1, \right \}, \left \{ 2, -1, 3, \right \}, \left \{ 3, 2, 6, \right \} \right \}  * \left \{  \left \{ 1, 3, 5, \right \}, \left \{ 1, -4, 1, \right \}, \left \{ 2, 5, 8, \right \} \right \}  \ $$

Note:

$$ transpose \underbrace{\color{Red} \left \{ {\color{Black}  \left \{  \left \{ 1, 1, 1, \right \}, \left \{ 2, -1, 3, \right \}, \left \{ 3, 2, 6, \right \} \right \}  * \left \{  \left \{ 1, 3, 5, \right \}, \left \{ 1, -4, 1, \right \}, \left \{ 2, 5, 8, \right \} \right \} } \right \}  }_{\color{Red} No } \ $$

$$ transpose \underbrace{\color{Red} \left [ {\color{Black}  \left \{  \left \{ 1, 1, 1, \right \}, \left \{ 2, -1, 3, \right \}, \left \{ 3, 2, 6, \right \} \right \}  * \left \{  \left \{ 1, 3, 5, \right \}, \left \{ 1, -4, 1, \right \}, \left \{ 2, 5, 8, \right \} \right \} } \right ]  }_{\color{Red} Yes } \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \left \{  \left \{ 1, 3, 5, \right \}, \left \{ 1, -4, 1, \right \}, \left \{ 2, 5, 8, \right \} \right \}^{\land} T  * \left \{  \left \{ 1, 1, 1, \right \}, \left \{ 2, -1, 3, \right \}, \left \{ 3, 2, 6, \right \} \right \}^{\land} T   \ $$

$$ invert \left \{ transpose \begin{Bmatrix} \left \{ 1, 1, 1, \right \}, \left \{ 2, -1, 3, \right \}, \left \{ 3, 2, 6, \right \} \end{Bmatrix} \right \} \ $$

Note:

$$ invert \underbrace{\color{Red} \left \{ {\color{Black} transpose \begin{Bmatrix} \left \{ 1, 1, 1, \right \}, \left \{ 2, -1, 3, \right \}, \left \{ 3, 2, 6, \right \} \end{Bmatrix} } \right \} }_{\color{Red} No } \ $$

$$ invert \underbrace{\color{Red} \left [ {\color{Black} transpose \begin{Bmatrix} \left \{ 1, 1, 1, \right \}, \left \{ 2, -1, 3, \right \}, \left \{ 3, 2, 6, \right \} \end{Bmatrix} } \right ] }_{\color{Red} Yes} \ $$

$$
 *  $$ \displaystyle
 * }

End Wolfram Alpha

[[media: Fe1.s11.mtg36.djvu| Page 36-2 ]]

Find and explain syntax of  Wolfram Alpha

[[media: Fe1.s11.mtg35.djvu| (3) - (5) page 35-2 ]], [[media: Fe1.s11.mtg35.djvu| (4) - (5)  page 35-3 ]]:

 * } $$ \ $$
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{B}_{\color{Blue}I} ( \boldsymbol{\xi}) := \triangledown_{\color{Blue}x} N_{\color{Blue}I}^{\color{Red}e} (\boldsymbol{\xi}) = (\mathbf{J}^{\color{Red}e})^ ( \boldsymbol{\xi} ) \triangledown_{\color{Blue}\xi} N_{\color{Blue}I}^{\color{Red}e} (\boldsymbol{\xi}) \ $$ [[media: Fe1.s11.mtg35.djvu| (4) page 35-3 ]]

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{B}_{\color{Blue}J} ( \boldsymbol{\xi}) \ $$ similar

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \bar{\boldsymbol{\kappa}}( \boldsymbol{\xi} ) := \boldsymbol{\kappa}(\mathbf{x}^{\color{Red}e} (\boldsymbol{\xi}) ) = \boldsymbol{\kappa} ( {\color{Red}\varphi ^e} (\boldsymbol{\xi}) ) \ $$ [[media: Fe1.s11.mtg35.djvu| (5)  page 35-2 ]]

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

[[media: Fe1.s11.mtg36.djvu| Page 36-3 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ J(\boldsymbol{\xi}) := det \mathbf{J} (\boldsymbol{\xi}) \ $$

$$
 *
 $$ \displaystyle {\color{Red}(1)}
 * }

Accurate and efficient numerical integration: Gauss- Legendre quadrature (GLQ)

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

 * style="width:95%" |
 * style="width:95%" |

$$ I(f) = \int_{-1}^{+1} f(x) \ dx \cong \sum_{i = 1}^{\color{Red}\mu} w_i f(x_i) \underbrace{ =: }_{(1)} I_{\color{Red}\mu} (f) \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \left \{ x_i, \ i = 1,..., {\color{Red} \mu} \right \} \ $$ = roots of Legendre ploynomial $$ {\color{Blue}P_{\color{Red}\mu} (x) } \ $$ of order $$ {\color{Red} \mu } \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ \left \{ w_i, \ i = 1,..., {\color{Red}\mu} \right \} \ $$ = weights associated with $$ \left \{ x_i \right \} \ $$

$$
 *
 $$ \displaystyle
 * }

source: http://en.wikipedia.org/wiki/Gaussian_quadrature, also see NM1 S11 or PEA1 F10 for more details

[[media: Fe1.s11.mtg36.djvu| Page 36-4 ]]

Example:

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Red} \mu = 1} \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ I_{\color{Red}1} = 2 f(0) \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Red} \mu = 2} \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ I_{\color{Red}2} = {\color{Blue} 1 \cdot } f \left ( \frac{-1}{\sqrt{3}}  \right ) + {\color{Blue} 1 \cdot } f  \left ( \frac{1}{\sqrt{3}}  \right ) \ $$

$$
 *
 $$ \displaystyle
 * }

[[media: Fe1.s11.mtg36.djvu| Page 36-5 ]]

Theorem

 * } $$ \ $$
 * }

Let $$ f \ $$ be a polynomial of order $$ {\color{Red} 2 \mu - 1 } \ $$, example, $$ f \in P_{\color{Red}2 \mu -1} \ $$ (set of polynomial of degree $$ \le {\color{Red} 2 \mu - 1 } \ $$ ) $$ \Rightarrow f^{({\color{Red}2 \mu}) } \equiv 0 \ $$

example, $$ f \in P_{\color{Red}1} \Rightarrow f(x) = a_1 x^1 + a_0 \Rightarrow f^{({\color{Red}2})} \equiv 0 \ $$

Hence:

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Red} \mu = 1} \ $$ integrates exactly  any polynomial in $$ P_{\color{Red}1} \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Red} \mu = 2 } \ $$ integrates exactly  any polynomial in $$ P_{\color{Red}3} \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ {\color{Red} \mu = 3 } \ $$ integrates exactly  any polynomial in $$ P_{\color{Red}5} \ $$

$$
 *
 $$ \displaystyle
 * }

Multi-variable integration

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

 * style="width:95%" |
 * style="width:95%" |

$$ I = \int_{\Box} f(x,y) \ d \Box = \int_{\Box} f(x_1,x_2) \ d \Box \ $$

$$
 *
 $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ I_{\color{Red}\mu} = \sum_{\color{Blue}i=1}^{\color{Red}\mu} \sum_{\color{Blue}j=1}^{\color{Red}\mu} w_{\color{Blue}i}^{\color{Blue}x} w_{\color{Blue}j}^{\color{Blue}y} f(x_{\color{Blue}i}, y_{\color{Blue}j}) \ $$

$$
 *
 $$ \displaystyle
 * }

title: User:Eml5526.s11.team5.JA/Mtg36


text:
User:Exp sport

Hi, I am a researcher in the field of sports engineering and will try to both grow this field as well as add to any other field, wherever I can.

title: User:Exp sport


text:
User talk:Exp sport

If you guys have any experience or topics to add let me know.

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 00:29, 7 June 2011 (UTC)

title: User talk:Exp sport


text:
User:Eml5526.s11.team5.JA/Mtg38

Mtg 38: Wed, 30 Mar 11

[[media: Fe1.s11.mtg38.djvu| Page 38-1 ]]

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

 * style="width:95%" |

On $$ \Gamma_g: \ u(\mathbf{x}, t) = g(\mathbf{x}, t) \ \forall \ \mathbf{x} \in \Gamma_g \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

On $$ \Gamma_h: \ \mathbf{q}(\mathbf{x}, t) \cdot \mathbf{n}(\mathbf{x}) = h(\mathbf{x}, t) \ \forall \ \mathbf{x} \in \Gamma_h \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ = - \mathbf{n} (\mathbf{x}) \cdot \boldsymbol{\kappa}(\mathbf{x}) \cdot grad \ u (\mathbf{x}, t)$$

$$
 *  $$ \displaystyle {\color{Red}(3)}
 * }

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

 * style="width:95%" |
 * style="width:95%" |

On $$ \Gamma_H: \ \mathbf{q}(\mathbf{x}, t) \cdot \mathbf{n}(\mathbf{x}) = H \left [ u( \mathbf{x}, t) - u_{\color{Red}\infty} \right ] \ \forall \ \mathbf{x} \in \Gamma_H \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ = - \mathbf{n} (\mathbf{x}) \cdot \boldsymbol{\kappa}(\mathbf{x}) \cdot grad \ u (\mathbf{x}, t)$$

$$
 *  $$ \displaystyle {\color{Red}(4)}
 * }

Note:

Governing Partial Differential Equation (PDE) [[media: Fe1.s11.mtg33.djvu| (4) page 33-2 ]]

Essential boundary condition [[media: Fe1.s11.mtg34.djvu| (2) page 34-1  ]]

Natural boundary condition [[media: Fe1.s11.mtg34.djvu| (3) page 34-1  ]]

[[media: Fe1.s11.mtg38.djvu| Page 38-2 ]]

1) Develop Weighted Form (WF)  similar to [[media: Fe1.s11.mtg34.djvu| (3)-(6) page 34-3  ]]

2) Develop semidiscrete equations (ODEs)  similar to [[media: Fe1.s11.mtg23.djvu| (3) page 23-3  ]]. Give detailed expressions for all quantities. (see [[media: Fe1.s11.mtg22.djvu|  Mtg 22  ]])

G2DM2.0/D1:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \frac{\partial u}{\partial t} = 0, g = 2, h = 3 \ $$

$$
 *  $$ \displaystyle
 * }

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

 * style="width:95%" |
 * style="width:95%" |

$$ H = 0.5, u_{\color{Red}\infty} = 0.1 \ $$

$$
 *  $$ \displaystyle
 * }

 * } $$ \ $$
 * }

3) Solve G2DM2.0/D1  using 2D LIBF (similar to  HW 6.6 ) till $$ 10^{-6} \ $$ accuracy at center. Plot solution in 3D with contours.
 * }

Note: Two conventions for Jacobian matrix, [[media: Fe1.s11.mtg34.djvu|  page 34-4  ]]

[[media: Fe1.s11.mtg34.djvu| (2) page 34-4 ]]:

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

 * style="width:95%" |
 * style="width:95%" |

$$ \underbrace{ \mathbf{J}(\xi)}_{\color{Red}2x2} = \left [ \frac{ \partial x_{\color{Blue}i}}{\partial \xi_{\color{Red}j}} \right ] = \mathbf{J}_{\color{Red}FB}^{\color{Red}T} \ $$

$$
 *
 $$ \displaystyle
 * }

, where $$ {\color{Blue}i}, {\color{Red}j} \ $$ represent $$ {\color{Blue}row}, {\color{Red}column} \ $$, respectively

[[media: Fe1.s11.mtg38.djvu| Page 38-3 ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ \mathbf{J}_{\color{Red}FB} = \left [ \frac{ \partial x_{\color{Red}j}}{\partial \xi_{\color{Blue}i}} \right ] \ $$, FB, page 167, (7.32)

$$
 *
 $$ \displaystyle
 * }

$$ \mathbf{k}^{\color{Red}e} \ $$ is the same for any convention since

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

 * style="width:95%" |
 * style="width:95%" |

$$ det \ \mathbf{J} = det \ \mathbf{J}^{\color{Red}T}_{\color{Red}FB} = det \ \mathbf{J}_{\color{Red}FB} \ $$

$$
 *
 $$ \displaystyle {\color{Red}(1)}
 * }

[[media: Fe1.s11.mtg35.djvu| (3) page 35-3: ]]

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

 * style="width:95%" |
 * style="width:95%" |

$$ \triangledown_{\color{Blue}x} = \mathbf{J}^{\color{Red}-T}( \boldsymbol{\xi} ) \triangledown_{\color{Blue}\xi} = \underbrace{ \mathbf{J}^{\color{Red}-1}_{\color{Red}FB} ( \boldsymbol{\xi} ) \triangledown_{\color{Blue}\xi} }_{\color{Blue}FB, page \ 167, (7.32) - (5.34)} \ $$

$$
 *
 $$ \displaystyle {\color{Red}(1)}
 * }

Reference: http://en.wikiversity.org/wiki/User:Egm6936.f09/Gradient_of_vector:_Two_tensor_conventions

Note:

p-convergence: Increase degree of interpolating polynomial, example HW 5.1

h-convergence: Increase number of elements, example HW 5.7

Comments on HW 5.7 Team 5

[[media: Fe1.s11.mtg38.djvu| Page 38-4 ]]

Membrane:

Static:

title: User:Eml5526.s11.team5.JA/Mtg38


text:
User talk:Ryan.harty

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 00:32, 7 June 2011 (UTC)

title: User talk:Ryan.harty


text:
User talk:Beria

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 00:42, 7 June 2011 (UTC)

Global User Page
There was a problem with the nested tables on your user page appearing on Special:LintErrors/deletable-table-tag as a high priority error. I noticed you had a matching meta user page, so I deleted the local page to resolve the problem without needing any local changes. If you are still active on Mediawiki projects, you should consider updating your user page to remove any nested tables. The nested wiki tables are failing validation. Let me know if you have any questions. -- Dave Braunschweig (discuss • contribs) 04:29, 24 December 2017 (UTC)

title: User talk:Beria


text:
Category:Wikiversity template categories

__HIDDENCAT__


text:
User:Tashif

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: offwhite; border: 6px solid Blue; 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
Tashif Ayaz
 * Name

India
 * Location

 * }

title: User:Tashif


title: File:LMS.1.A.Overview.20110607.pdf


text: File:EGM6341.s11.team5.cavalcanti.L5fig1.png


text:
User:Boltzelius

I am an Spanish student born in 1994. I am keen on chemistry and physics. My name comes from BOLTZmann and BerzELIUS, if you did not get it at once ;)

title: User:Boltzelius