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Human Legacy Course/Buddhism

Human Legacy Course I Buddhism LECTURER: Mr. Blair

Previous Lecture / Course Page / Take The Quiz / Next Lecture

Hi, and welcome to Lecture 3 of Week 4. In this lecture, we will be taking a look at Buddhism. Our question today is:

Why would a prince abandon his old life and his chance to be a king? According to Buddhist tradition, young prince Siddhartha Gautama led a very sheltered life. On the day he was born, a seer predicted that the young prince would grow up to be either a mighty king or a great religious leader. His father the king, wanting Gautama to follow him as king, kept him isolated from all the hardships of the world. He was given three different palaces to live in, luxurious furnishings, and dutiful servants to attend to his every need.

When he was 29, Gautama asked to be taken out of the palace on a chariot ride. As he rode, he saw an old man among the crowd in the street. Never having seen the signs of old age, Gautama asked his servants what it meant. He was surprised to learn that everyone—even he himself— would eventually grow old. On later trips outside the palace, Gautama saw a sick man and a corpse being carried to its funeral. The idea of old age, sickness, and death profoundly affected him. Gautama had never known any sort of suffering and was shocked to learn that people had to endure it.

On a fourth chariot ride outside his palace, Gautama observed a holy man seeking enlightenment. This man had given up all of life’s comforts in order to find a way to overcome old age, disease, and death. Gautama immediately decided to follow in the man’s example. He asked his father for permission to leave the palace, but his father did not want him to go. Gautama left anyway, sneaking out in the night in what became known as the Great Departure, and became a monk. After years of meditation, Gautama found a path to enlightenment and became known as the Buddha, the founder of Buddhism.

The Life of the Buddha
In addition to Hinduism, another of the world’s major religions developed in ancient India. That religion was Buddhism. Unlike Hinduism, which evolved over thousands of years, Buddhism can be traced back to the teachings of a single founder, Siddhartha Gautama, also called the Buddha.

Early Life
Much of what is known about the life of the Buddha comes from accounts told in Buddhist literature, some of which were written centuries after his death. According to these sources, Gautama was born in the 500s BC. He was a prince of a small kingdom in the very northern part of the Indian subcontinent in what is now Nepal.

The sources say that Gautama lived a very sheltered life free of any hardship or suffering. As a result, he was unaware that hardship existed in the world until he was almost 30. When Gautama realized that people grew old, got sick, and died, his life was changed. He resolved to find a way to overcome age and sickness, to keep people from having to suffer. As the first step toward finding this new path, he gave up his possessions and left his palace.

The Buddha's Enlightenment
Tradition says Gautama sought enlightenment, or spiritual understanding, for six years. He began his search by living in the forest and begging for food. He studied with teachers called gurus and with monks who denied themselves food, drink, and other necessities. After a time, he decided that neither the gurus nor the monks could teach him the way to enlightenment.

Left alone with no teacher and no companions, Gautama sat under a tree, determined not to arise until he found the way to end human suffering. Stories say that he meditated all night, his resolve tested by violent storms and earthly temptations. When dawn broke, Gautama had been transformed. He had found enlightenment and became known from then on as the Buddha, or Enlightened One. The spot where the Buddha is believed to have sat in meditation is called Bodh Gaya. Later, a Buddhist temple was built there. It is one of Buddhism’s most sacred places.

The Teachings of Buddhism
After he achieved enlightenment, the Buddha remained at Bodh Gaya for seven weeks, deep in meditation. Then he set out to spread what he had learned to other people. His lessons became the basic teachings of Buddhism.

Buddhist Beliefs
Among the ideas that the Buddha is said to have learned while meditating are four central truths. Together, these are called the Four Noble Truths:

 * Suffering is a part of human life. No one can escape from suffering while alive.
 * Suffering comes from people’s desires for pleasure and material goods.
 * Overcoming these desires during life eventually brings suffering to an end.
 * Desires can be overcome by following the Eightfold Path.

The Eightfold Path is a series of steps that Buddhists believe leads to enlightenment and salvation. It includes:
 * Right view, or accepting the reality of the Four Noble Truths
 * Right attitude, or striving for moderation in all things
 * Right speech, or avoiding lies, boasts, and hurtful words
 * Right action, or treating others fairly
 * Right livelihood, or avoiding jobs that could bring harm to others
 * Right effort, or constantly trying to improve oneself
 * Right mindfulness, or remaining aware of the world around one, and
 * Right concentration, or ignoring temptation and discomfort while meditating

The Buddha taught that those who followed the Eightfold Path could attain nirvana, a state of perfect peace in which the soul would be free from suffering forever. Those who do not attain nirvana will be reborn to live through the cycle of suffering again.

The basic teachings of the Eightfold Path can also be expressed as the Middle Way. In its simplest form, the Middle Way advises people to live in moderation, avoiding the extremes of either comfort or discomfort in the search for nirvana:

''“There are two extremes…which he who has given up the world ought to avoid. What are these two extremes? A life given to pleasures, devoted to pleasures and lusts: this is degrading, sensual, vulgar, ignoble, and profitless; and a life given to mortifications: this is painful, ignoble, and profitless.”'' —The Buddha, Sermon at Benares, c. 528 BC

Divisions of Buddhism
After the Buddha’s death, differing opinions arose concerning the correct teachings and practices of Buddhism. Eventually, three main traditions formed—Theravada, Mahayana, and Tibetan Buddhism. Each sect believed that its teachings and practices most closely followed the way of the Buddha.

Theravada, meaning the Way of the Elders, is the oldest of the Buddhist traditions. It is based on the oldest known Buddhist writings. These writings are collectively called the Pali Canon, because they were written in the Pali language. Theravada teaches that the best way to attain nirvana is to become a monk or a nun and spend all of one’s time in meditation. Through this meditation, each person must find his or her own path to enlightenment. As a result, Theravada is very much an individual religion. Those who do not become monks or nuns should support those who do, providing them with food and caring for temples.

In contrast, Mahayana teaches that people can help each other find enlightenment. This tradition incorporates teachings from texts that were written after the Buddha’s lifetime. According to these teachings, it is not necessary to be a monk or a nun to reach nirvana. Anyone can do it, with some help. That help is provided by bodhisattvas, people who have found enlightenment but have not yet passed on to nirvana. Instead, they have remained on Earth to help others find their way. Because of their wisdom and compassion, bodhisattvas are worshipped by some Mahayana Buddhists.

The third Buddhist tradition, Tibetan Buddhism, shares many teachings with Mahayana. In addition to these teachings, however, Tibetan Buddhists believe that they can use special techniques to harness spiritual energy and achieve nirvana in a single lifetime.

The Spread of Buddhism
Unlike Hinduism, which largely remained an Indian religion, Buddhism spread into other parts of the world. Today, more than 350 million people are Buddhists, most of them concentrated in Asia, but relatively few people in India are Buddhists today.

Buddhism In India
Throughout the Buddha’s life, the Buddhist community in India grew. After his death, the Buddha’s followers spread his teachings, though they were not written down until the first century BC. Once they had been recorded, Buddhist writings helped to preserve and spread the teachings of the Buddha throughout India.

Buddhism reached its peak in India in the 200s BC during the reign of the emperor Ashoka, whom we will discuss more about in a later week. During Ashoka’s rule as emperor, he became a Buddhist and helped spread Buddhism into all parts of India. Ashoka also encouraged missionaries to carry the Buddha’s message to lands outside of India.

Buddhism Beyond India
One of the lands to which Ashoka sent missionaries was Sri Lanka, the large island off India’s southern coast. He also sent missionaries north to lands along the Himalayas and east into the lands of Southeast Asia. There, Buddhism took a firm hold in the kingdoms that eventually became Myanmar, Thailand, and Vietnam. It also spread into the islands of Indonesia.

In addition to missionary work, trade helped to spread Buddhism beyond India. Merchants traveling routes from India to Central Asia introduced Buddhist teachings into that region in the 200s BC, about the same time that Ashoka was sending out missionaries.

Historians also believe that traders from both Central Asia and Southeast Asia took Buddhist teachings into China. In China, Buddhism slowly spread and blended with native Chinese philosophies.

From China, Buddhism eventually diffused into Korea and Japan. It was first introduced to Korea during the AD 300s, and Korean travelers then took the religion to Japan about 200 years later. By this time, Buddhism had become the leading religion in all of East and Southeast Asia.

As Buddhism encountered other religious traditions outside of India it continued to change and develop. Because of this blending, various smaller traditions developed within Theravada and Mahayana. For example, a branch of Mahayana known as Zen that emphasized self-discipline and meditation developed in China and spread to Japan. Buddhism today is a very diverse religion with a wide range of adherents and practices.

Assignment

 * Question #1: What was the early life of the Buddha like?
 * Question #2: According to Buddhist texts, what happened to change the Buddha’s outlook on life?
 * Question #3: Why do you think many Buddhist consider Bodh Gaya to be a sacred place?
 * Question #4: What is the Middle Way? How do Buddhists believe it will help them attain nirvana?
 * Question #5: What are the three major traditions of Buddhism, and how do they differ?
 * Question #6: How are the Four Noble Truths and the Eightfold Path linked together in the teachings of Buddhism?
 * Question #7: Into what regions did Buddhism spread as it was carried out of India?
 * Question #8: What was the end result of Ashoka’s conversion to Buddhism?
 * Question #9: Why did Buddhism grow and change as it spread out of India into other parts of Asia?

Thank you very much for listening and goodbye.

title: Human Legacy Course/Buddhism


text:
Human Legacy Course/China's First Dynasties

Human Legacy Course I China's First Dynasties LECTURER: Mr. Blair

Previous Lecture / Course Page / Take The Quiz / Go to Week 5

Hello and welcome to the fourth and final lecture of Week 4. In this lecture, we'll be taking a look at China's first dynasties. Our question for today is a unique one:

Who was China's first emperor? The answer to that question is shrouded in mystery. Whoever he may have been, China’s first emperor lived so long ago that historians have not been able to learn anything about him. Ancient legends passed down through the centuries in China, however, tell of a great ruler named Fu Xi who brought civilization to the earliest people of the region.

According to these legends, Fu Xi lived in the 2800s BC. Part god and part man, he found the people of China living as barbarians and worked to bring civilization to the land. He taught people how to cook and to catch fish with nets as well as how to domesticate animals. Fu Xi is also credited with creating the I Ching, a system of predicting the future, and laying the foundation for China’s writing system. For these deeds, ancient legends describe Fu Xi as a great hero and one of China’s greatest emperors.

China's Geography
The development of civilization in early China was aided greatly by certain geographic features. Long rivers, fertile soils, temperate climates, and isolated valleys all contributed to the growth and development of early China.

Rivers, Soil, and Climates
Like the civilizations of the Fertile Crescent, Egypt, and India, China’s first civilizations developed in river valleys. Two major rivers supplied water for China’s earliest civilizations: the Chang Jiang, also called the Yangzi, and the Huang He, or Yellow River. Both rivers flow east from the Plateau of Tibet to the Yellow Sea.

Annual floods along the Chang Jiang and the Huang He deposited rich soil on the rivers’ flood plains. The valley of the Huang He was particularly fertile, due in large part to the type of soil that the river picked up. Called loess, it was a fine dusty soil that had been carried into China by desert winds.

Although most of eastern China was covered with fertile soils, some regions were better suited for growing certain crops than others. Southern China along the Chang Jiang is warm and receives plenty of rainfall, which made it an excellent region for growing rice. Further north along the Huang He, the climate was cooler and drier. That region was suitable for grains such as wheat and millet.

Isolation
The combination of rivers for irrigation and fertile soils for planting allowed the Chinese to thrive. In addition, China’s relative isolation helped early civilization there develop and grow. Much of China is covered with mountains, hills, and desert. These features protected China from invasion. For example, the Himalayas—the world’s tallest mountains—separate southern China from India and the rest of southern Asia. The Gobi, a vast desert, discouraged anyone from reaching China from the west.

Beginnings of Civilization
Based on archaeological discoveries, historians believe that Chinese civilization began in the Huang He valley, where people started growing crops about 9,000 years ago. According to legend, the earliest Chinese were ruled by a dynasty known as the Xia. However, historians have not been able to find any evidence—either written or archaeological—that the Xia dynasty actually existed. As a result, most historians date the beginning of early Chinese civilization to the rise of the Shang dynasty.

The Shang Dynasty
According to ancient Chinese records, the Shang dynasty formed around 1766 BC, although many archaeologists believe it actually began somewhat later than that. Centered on the Huang He valley, Shang China created many institutions that carried over into later Chinese cultures.

Government & Society
During the Shang period, China was ruled by a strong hereditary monarchy. At their capital city of Anyang, Shang kings were surrounded by a court, or gathering of wealthy nobles, who performed rituals intended to strengthen the kingdom and keep it safe.

To help keep order in China, the king appointed governors to rule distant parts of the kingdom. In addition, the king had at his disposal a large army. Besides fighting opponents from outside China, the army was responsible for preventing rebellions.

Shang China was largely an agricultural society. Most people spent their time in the fields tending to crops. From time to time, farmers were called upon to fight in the army or to work alongside slaves on building projects such as tombs, palaces, or walls.

In contrast to the majority of people in China, the Shang ruling elite had free time to spend in pursuit of leisure activities such as hunting for sport. Wealthy members of the elite also enjoyed collecting expensive objects made of bronze or jade.

Beliefs
Much of what historians know about the Shang comes from studying royal tombs. From this study, they have drawn conclusions about Shang religious beliefs. For example, most Shang tombs contained valuable items made of bronze and jade. In addition, each tomb held the remains of hundreds of sacrificed prisoners of war who were buried with the ruler. From this, historians have concluded that the Shang believed in an afterlife in which a ruler would still need his riches and servants.

Shang religion centered on the idea of ancestor worship (Animism). The Shang offered gifts to their deceased ancestors in order to keep them happy and fulfilled in the afterlife. For example, they prepared ritual meals with their ancestors in mind. The family actually ate the food, but the steam from the food was believed to nourish the ancestors’ spirits.

As part of their worship, the Shang often asked their ancestors for advice. They sought this advice through the use of oracle bones, inscribed bits of animal bone or turtle shell which were used to make predictions. First, the living person would ask a question of an ancestor. Then, a hot piece of metal was applied to the oracle bone, resulting in cracks on the bone’s surface. Specially trained priests then interpreted the meaning of the cracks to learn the answer.

Shang Achievements
The development of Chinese writing was closely tied to the use of oracle bones. The earliest examples we have of Chinese writing are the questions asked of oracle bones, actually written on the bones themselves. The Shang also made an imporvement in writing, from pictographs, to ideographs, and lastly, calligraphy.

In addition to writing, Shang religion also led to great advances in working with bronze. Artists created highly decorative bronze vessels and objects, many of which were used in religious rituals. These bronzes are among the best known artifacts of the Shang dynasty.

The Shang made many other advances as well. They were able to build huge, stable structures such as tombs. In addition, Shang astronomers created a precise calendar based on the cycles of the moon. There is also evidence that the Shang may have created one of the world’s first systems of money.

Decline of the Shang
The Shang ruled China for more than 600 years, until about 1100 BC. In the end, however, ruling China’s growing population proved to be too much for the Shang. Armies from a nearby tribe called the Zhou invaded and established a new ruling dynasty.

The Zhou Dynasty
After taking over from the Shang around 1100 BC, the Zhou held China for several centuries. Historians often divide the Zhou dynasty into two periods. During the first period, called the Western Zhou, kings ruled from Xian. This was generally a peaceful period, during which the Zhou made many cultural achievements. Later, however, conflict arose in China. In response, the kings moved east to Luoyang, marking the start of the Eastern Zhou period.

Government
When the Zhou conquered the Shang, their leaders worried that the Chinese people would not accept them. To gain acceptance for their rule, the Zhou introduced the idea that they ruled by the Mandate of Heaven. This principle stated that the gods would support a just ruler, but they would not allow anyone corrupt to hold power. The reason the Shang were overthrown, the Zhou explained, was because they had lost the gods’ favor:

''“We do not presume to know and say that the lords of [Shang] received Heaven’s mandate for so-and-so many years; we do not know and say that it could not have been prolonged. It was that they did not reverently attend to their virtue and so they prematurely threw away their mandate.”''

— Duke of Zhou, quoted in Sources of Chinese Tradition

Later Chinese rulers used the Mandate of Heaven to explain the dynastic cycle, the rise and fall of dynasties in China. Any dynasty that lost power, they claimed, had obviously become corrupt, and it was the will of the gods that it be overthrown. Historians still use the cycle of dynasties to organize their studies of early Chinese history.

Another note on the Zhou Dynasty is the division of land into territories. These territories, then, were given to a loyal follower (clan leader), who had to provide protections and pay tribute. This, later, was the reason the Zhou Dynasty fell.

Zhou Achievements
Before the Zhou dynasty, metalwork in China was done almost exclusively in bronze. The Zhou learned how to use iron, which became the backbone of their economy. Iron was strong and could be cast more cheaply and quickly than bronze. Iron weapons also helped strengthen the Zhou army, as did new weapons such as the catapult and the creation of China’s first cavalry.

Under the Zhou, China’s population grew. Farmers learned new techniques that increased the size of their harvests, thereby creating food surpluses. As the population grew, so too did cities. The growth of cities led to the building of roads and canals, allowing better transportation and communication throughout China. In addition, the Zhou introduced coins to China and began the use of chopsticks, which are still used as eating implements in China today.

Decline of the Zhou
As we have already discussed, conflict arose during the latter part of the Zhou dynasty. Clan leaders within China rose up against the king. As time passed, more and more local leaders turned against the Zhou, further weakening their rule.

The result of these rebellions was a time known as the Warring States Period. From 403 BC until 221 BC, a number of small states headed by nobles fought each other for land and power. Although the Zhou were still nominally in charge of China, their power was almost nonexistent by the mid-200s BC. Eventually, a new dynasty, the Qin, arose to bring an end to the Warring States Period and the Zhou dynasty.

New Philosophies
The conflicts of the late Zhou period led many Chinese thinkers to question the nature of society and of people’s roles in it. The effort to make sense of the chaos led to the creation of many new Chinese philosophies, or ways of looking at the world. Of the many philosophies that were created during the late Zhou period, two became particularly influential in later Chinese history. These new philosophies were Confucianism and Daoism.

Confucianism
Confucianism is based on the teachings of a scholar named Kongfuzi, better known in the West as Confucius. Born around 550 BC, Confucius believed that people should treat one another humanely. They should express love and respect for others by practicing traditional manners and rituals, which included the honoring of one’s ancestors.

Confucius believed that this love and respect had disappeared during his lifetime and that its disappearance was responsible for the violence in society. He believed that by restoring a respect for tradition, society would once again become stable and orderly. His thoughts on how to improve society were later collected in a book called the Analects.

In the Analects, Confucius states that a ruler should treat his subjects fairly. In turn, subjects should reward their ruler with respect and loyalty. In addition, people need to respect the members of their family. Children must respect their parents and elder relatives, and parents have to care for their children with love and kindness. In addition, he writes, it is the duty of all educated people to devote themselves to public service. Even though it may seem so, he is NOT religious. He doesn't talk about gods, the meaning of death, life, or issues of faith.

Confucius’s ideas were influential in Chinese history for centuries. For example, he wrote that a ruler should be advised by qualified, well-informed people, which led China’s emperors to select their advisors based on merit rather than birth. In time, Confucian ideals spread to other parts of Asia as well, including Korea, Japan, and Vietnam.

Daoism
Unlike Confucianism, which focuses on improving society, Daoism encourages people to retreat from the laws of society and yield to the laws of nature. At the heart of Daoism is the concept of the dao, or the way. According to Daoist teachings, the dao is the limitless force that is part of all creation. Through the dao, all things in nature are connected. By finding one’s place in nature, it is possible for a person to achieve harmony with the universe.

Daoism embraced an ancient Chinese concept, the notion of yin and yang. Yin and yang represent the balancing aspect of nature: male and female, dark and light, hot and cold. Neither yin nor yang can exist without the other, so it is important that the two remain balanced. When balanced, yin and yang represent the perfect harmony of nature.

Daoism also teaches that politics is not a good thing, and that people should not seek power. Instead, Daoism states that people should work towards harmony with Dao by being quiet, humble, and thoughtful.

The exact origins of Daoism are unclear, but many Daoist teachings are attributed to a philosopher named Laozi. He was among the first people in China to write about Daoist beliefs, which he did in a book called the Dao De Ching. This influential book includes a number of short sayings that summarize Daoist thought. The teachings of the Dao De Jing became so popular in China that some people began to worship Laozi as a god.

Though it eventually proved less influential that Confucianism in Chinese history, Daoism did play a major role in later dynasties. The idea of balance, for example, has been a key concept in China for centuries, largely as a result of Daoist teaching. Daoist philosophy has also led many of its followers to work for the preservation and protection of the natural environment.

Assignment

 * Question #1: On what rivers did Chinese civilization develop? Why?
 * Question #2: How might Chinese civilization have developed differently if China had not been so isolated?
 * Question #3: What advances did the Shang dynasty make in China?
 * Question #4: What was the purpose of oracle bones?
 * Question #5: How have Shang burial sites improved historians’ understanding of early Chinese culture?
 * Question #6: What is the dynastic cycle?
 * Question #7: According to the Mandate of Heaven, what made it possible for a government to be overthrown?
 * Question #8: Do you think the Zhou rulers were good for China? Why or why not?
 * Question #9: What role does balance play in Daoist teachings?
 * Question #10: What did Confucius think was the key to a happy society?

Thank you very much for listening to this and I really hope to see you in Week 5. Thank you and goodbye.

Helpful Resources

 * Biography: Vyasa
 * Biography: Mahavira
 * Biography: Ashoka
 * Biography: Zhuangzi
 * Literature: Siddhartha by Hermann Hesse
 * Primary Source: Shang Dynasty Oracle Bones

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


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User:Sabilaenun

আপনি আমার প্রোফাইল পাতা দেখতে চাচ্ছেন!!! আশ্চর্য!!! যাই হোক আমি সাবিলা ইনুন, কাজ করছি সফটওয়্যার ফার্মে - Business Dev Analyst হিসেবে। বিডিওএসএনের সাথে আছি বেশ কয়েক বছর থেকে।

title: User:Sabilaenun


text:
Talk:Sign language

This is just a direct copy of the wikipedia article. unsigned by 80.251.207.73 10:30, 1 August 2010

It appears to be this version, as of 15 November, 2009. There appear to have been no significant contributions here.

I will link to the current article, and stub this down to a resource container that can be developed when interest arises. --Abd (discuss • contribs) 01:06, 4 May 2015 (UTC)

title: Talk:Sign language


text:
User:Arilang1234

Proposed Modern Chinese History.

Topics:

 * 关于“世界大势与中国共产党”的议决案...1922.7
 * 中國共產黨加入第三國際決議案...1922.7
 * 中國共產黨第二次全國大會宣言...1922.7
 * 关于“民主的联合战线”的决议案...1922.7
 * 中國共產黨第三次全國代表大會宣言...1923.6.12
 * 關於國民運動及國民黨問題的議決案...1923.6.12
 * 关于第三国际第四次大会决议案...1923.6
 * 中共第四次全国代表大会宣言...1925.1
 * 中國共產黨中央執行委員會告全黨黨員書...1927.8
 * 中國共產黨告全國民眾書 1928
 * 军事工作决议案（草案）...1928.6
 * 定“广州暴动”为固定的纪念日的决议...1928.7.9
 * 紅軍第四軍司令部布告...1929.1
 * 中國共產黨接受共產國際第十次全體會議決議的決議...1929.12.20
 * 為日本帝國主義強暴佔領東三省事件宣言...1931.9.20 反對帝國主義進攻蘇聯，武裝擁護蘇聯
 * 中央关于日本帝国主义强占满洲事变的决议...1931.9.22
 * 中國共產黨為日帝國主義強佔東三省第二次宣言...1931.9.30
 * 中央關於反帝鬥爭中我們工作的錯誤與缺點的決議...1931.12.2
 * 蘇區中央局關于蘇區肅反工作決議案...1932.1.7 中共蘇區中央局
 * 中共中央、共青團中央為反對國民黨出賣華北平津告民眾書 1933.5.25
 * 中華蘇維埃共和國中央政府、中國工農紅軍革命軍事委員會為中國工農紅軍北上抗日宣言... 1934.7.15
 * 為抗日救國告全體同胞書 ...八一宣言, 王明 中國共產黨駐共產國際代表團 1935.8.1日
 * 中華蘇維埃共和國中央政府、中國工農紅軍革命軍事委員會抗日救國宣言...1935.11.28
 * 中國共產黨中央委員會為日本帝國主義併吞華北及蔣介石出賣華北出賣中國宣言...1935.11.13
 * 中央關於軍事戰略問題的決議（瓦窯堡會議）...1935.12.23
 * 中央關於目前政治形勢與黨的任務決議（瓦窯堡會議）...1935.12.25
 * 中華蘇維埃共和國中央政府、中國工農紅軍革命軍事委員會抗日救國宣言...1935.12.28
 * 中國人民紅軍抗日先鋒軍布告...1936.3.1
 * 停戰議和一致抗日通電...1936.5.5
 * 中國共產黨致中國國民黨書...1936.8.25
 * 中华苏维埃中央政府及中共中央对西安事变通电... 1936.12.19
 * 中央關於西安事變及我們的任務的指示...1936.12.19
 * 中共中央為公布國共合作宣言...作者：周恩來 1937.7.4
 * 為日軍進攻盧溝橋致蔣介石電...1937.7.8
 * 集中力量發展武裝，建立抗日根據地...1940.1.28
 * 中國共產黨中央委員會為抗戰三周年紀念對時局宣言 ...1940.7.5
 * 抗日根據地應實行的各項政策...1940.12.13
 * 中共中央關於繼續開展整風運動的決定...1943.4.3
 * 關於若干歷史問題的決議...1945.4.20
 * 中蘇友好同盟條約四周年紀念日在北京新華廣播電台對全國的廣播詞...郭沫若 1949.8.14
 * 關於鎮壓反革命活動的指示...1950.3.18
 * 中華人民共和國懲治反革命條例...1951.5.20
 * 關於組織全國犯人勞動改造問題的決議...1951.5.22
 * 關於增強黨的團結的決議...1954.2.10
 * 關於高崗、饒漱石反黨聯盟的決議...1955.3.31
 * 中共中央關於徹底肅清暗藏的反革命分子的指示...1955.8.25
 * 关于组织力量准备反击右派分子进攻的指示...1957.6.8
 * 关于人民公社若干问题的决议...1958.12.10
 * 中共中央关于在农村建立人民公社问题的决议...1958.8.29
 * 關於以彭德懷同志為首的反黨集團的錯誤的決議...1959.8.16
 * 為保衛黨的總路線、反對右傾機會主義而鬥爭...1959.8.16
 * 鼓足幹勁、力爭上遊、多快好省地建設社會主義...1964.10.10
 * 五一六通知...1966.5.16
 * 中國共產黨中央委員會關於無產階級文化大革命的決定...即「十六條」，是所有文革文獻中最重要的一篇. 1966.8.8
 * 關於羅瑞卿錯誤問題的報告...1966.5.16
 * 關於無產階級文化大革命中加強公安工作的若干規定...1967.1.13 即「公安六條」
 * 关于叛徒、内奸、工贼刘少奇罪行的审查报告...1968.6.18
 * 中國共產黨第九次全國代表大會上的報告...1969.4.18
 * 打招呼的講話要點...1975.11
 * 中國共產黨第十一屆中央委員會第五次全體會議關於為劉少奇同志平反的決議...1980.2.29
 * 中共中央轉發中央紀律檢查委員會關於康生、謝富治問題的兩個審查報告的批語...1980.10.16
 * 關於建國以來黨的若干歷史問題的決議...1981.6.27
 * 中共中央關於為賀龍同志徹底平反的決定...1982.10
 * 爱国主义教育实施纲要...1994.8.23
 * 关于党政机关县（处）级以上领导干部收入申报的规定...1995.4.30
 * 关于党员领导干部报告个人有关事项的规定...2006.9.24

title: User:Arilang1234


text:
User talk:Arilang1234

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title: User talk:Arilang1234


text:
History of the Ottoman Empire/16th century: Growth of the Empire, Part 1, Selim I (Yavuz)

Last lesson / Course Page / Next lesson
 * Sultan Bayezid I ruled the Ottoman Empire for 31 years. There were many wars during his reign. His brother Cem wanted to become sultan of the Ottoman Empire. Cem started a civil war against Bayezid I. The Mamluks supported Cem. But Bayezid I's army won and Cem fleed. The Pope's soldiers captured Cem. Years later, Pope's soldiers killed Cem. After the civil war Bayezid I attacked Kiliya and Bessarabia. The Ottomans captured these regions in 1484. Later that year, theOttomans captured Moldavia. In 1491 - 1495, the Ottomans attacked Mamluk's territory. The Ottomans captured Adana and invaded Southeastern Anatolia Region. But, the Mamluks entered there in same time. In 1495, the war finished. Adana and surrounding districts became part of the Ottoman state. The Ottomans also attacked Central Europe. The Europeans were afraid of this. Bayezid I especially strengthened both the Ottoman army. Ottoman land army and Navy. The Ottomans were strongest in Anatolia and Rumelian. Ottomans enveloped Belgrade again and again. But Ottomans be defeated. Belgrade defeated successfully. Same years, Hungarians attacked Ottomans again and again. 8,000 Ottoman raiders attacked there. But, 40.000 Hungarian soldiers (or over 40.000) road cut. Ottomans wage war with Hungarian's army. Ottoman's 8.000 raiders beat of 40.000 Hungarian soldiers in 1493! All Hungarian army vanished! This was incredible. In 1499, Ottoman armada made sea war with Venice's armada in Mediterranean Sea. Venice's arma defeated by Ottoman's armada. But, Ottoman's army commanders died. A lot of Venice's ships sunk. Ottomans won this war. A few times later Ottomans made peace with Venice. Bayezid I, abdicate to the throne in 1512. And his son Selim I (Yavuz) became emperor of great Ottoman Empire. During he became emperor, Caucasus, Balkans, Rumelian, Anatolia was state of Ottoman empire.
 * Yavuz was hard emperor. In the east, Safavid dynasty threat Ottomans. Thus, Ottoman's army went to east. In 1514, Ottomans attacked Safavid (Battle of Chaldiran). Ottomans won. Ottomans captured Eastern Anatolia Region and West Persia. This war was great victory for Ottomans. During Ottomans turn, Ottomans made war with Beylik of Dulkadir and won. Ottomans captured there. Ottoman people was very happy. Yavuz, wanted to capture all Middle East and Egypt. In 1516, Ottomans attacked Mamluks (Battle of Marj Dabiq). Ottomans captured Syria, Iraq and round. But Yavuz's goal was capture Hejaz, Egypt and destroy Mamluks. In 1517, Ottomans attacked Egypt. But, Ottomans passed deserts hardly. This was more difficult. Ottoman army was thirst. And Ottomans attacked Cairo (Battle of Ridaniya). Ottomans entered there and Mamluks defeated by Ottomans. Ottomans captured all Egypt and destroyed Mamluks. But, a lot of Ottoman soldiers died. Also, Ottomans captured Hejaz. Thus, Yavuz became first Ottoman calif of Islamic. Also, Ottoman empire became "Great Ottoman Empire"... Caucasus, Anatolia, all Middle east, Egypt, Hejaz, Rumelian, Balkans and south of Central Europe was state of Great Ottoman Empire. In 1520, Yavuz became boil and died. Therefore, Ottoman people very unhappy. But, his son Suleiman the Magnificent could found greater "Great Ottoman Empire"... Suleiman the Magnificent could greatest emperor of Ottoman empire...

Quiz on 16th century: Growth of the Empire, Part 1, Selim I (Yavuz)


text:
History of the Ottoman Empire/16th century: Growth of the Empire, Part 1, Selim I (Yavuz)/Quiz

{Who made civil war against Bayezid I? -Prince Mehmed -Prince Ahmet -Prince Murat +Prince Cem
 * type=""}

{When did Bayezid II capture Moldavia? -1482 +1484 -1486 -1488
 * type=""}

{When did Ottomans destroy Hungarion army? -1490 +1493 -1496 -1499
 * type=""}

{When did Ottomans make war with Safavid dynasty? -1512 +1514 -1516 -1518
 * type=""}

{When did Ottomans destroy Beylik of Dulkadir? +1515 -1516 -1517 -1518
 * type=""}

{When did Ottomans captured all Egypt? -1514 -1516 +1517 -1518
 * type=""}

{When did Yavuz die? -1518 -1519 +1520 -1521
 * type=""}

{Who became Emperor of Great Ottoman Empire after Yavuz? -Mehmet II +Süleiman the Magnificent -Bayezid II -Selim II
 * type=""}


text:
History of Ottoman Empire/Quiz III

{When did Mehmed II capture Constantinople? -1451 +1453 -1455 -1457
 * type=""}

{Who made Constantinople capital city of Ottoman Empire? -Murat I -Mehmed I -Murat II +Mehmed II
 * type=""}

{When did Ottomans capture Peloponnese? -1457 +1460 -1463 -1466
 * type=""}

{When did Beylik of Karamanoğlu fall? -1471 -1472 -1473 +1474
 * type=""}

{When did Crimean Khanate become state of Ottomans? -1473 -1475 +1477 -1479
 * type=""}

{When did Mehmed II die? -1477 -1479 +1481 -1483
 * type=""}

title: History of Ottoman Empire/Quiz III


text:
User talk:Khgoo61

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User talk:Ilvava

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title: User talk:Ilvava


text:
Human Legacy Course/Quiz 11

{Please tell if this statement is true or false. If it is false, explain why: Harappa and Mohenjo Daro were two cities from the Indus Valley civilization. +True -False; Harappa and Mohenjo Daro were two cities from the Chinese civilization. -False; Mesopotamia and Sumer were two cities from the Indus Valley civilization. -None of the Above
 * type=""}

{Please tell if this statement is true or false. If it is false, explain why: Seasonal winds called monsoons influence India’s climate by bringing heavy rains during the summer and cool, dry air in the winter. -False; Seasonal winds called tsunamis influence India’s climate by bringing heavy rains during the summer and cool, dry air in the winter. +True -False; Seasonal winds called monsoons influence India's climate by bringing cool, dry air during the summer and heavy rains in the winter. -None of the Above
 * type=""}

{Please tell if this statement is true or false. If it is false, explain why: The lack of uniformity and planning among Indus Valley cities suggests that there was no central authority over the civilization. -True -False; The lack of uniformity and planning among Mesopotamian cities suggests that there was no central authority over the civilization. +False; Evidence of planning and uniformity suggests a central authority held power over the civilization. -None of the Above
 * type=""}

{Please tell if this statement is true or false. If it is false, explain why: Much of what is known about the Aryans comes from sacred writings called the Vedas. +True -False; Much of what is known about the Aryans comes from sacred writings called the Torah. -False; Much of what is known about the Hittites comes from sacred writings called the Vedas. -None of the Above
 * type=""}

{Please tell if this statement is true or false. If it is false, explain why: Membership in a caste determined what jobs one could hold and who one could marry. -False; Membership in a caste determined what religion you were and where you could go. +True -False; Membership in a caste didn't determine anything. -None of the Above
 * type=""}

title: Human Legacy Course/Quiz 11


text:
Human Legacy Course/Quiz 12

{A basic tenet of Hinduism is the belief that... -Devas cannot be portrayed in art. -It is impossible to achieve moksha. -The founder of Hinduism is Vishnu. +Everything in the world is an aspect of Brahman.
 * type=""}

{The concept of karma is best described as... +The sum effect of one’s actions during life. -Being reborn into another life. -The relationship between Rama and Sita. -The continuous pattern of life and death.
 * type=""}

{In Hinduism, a person’s dharma, or set of spiritual duties and obligations is based on... +Their class and station in life. -Devas. -Bad karma. -Dedication to a deity.
 * type=""}

{The sacred texts of Hinduism include the Vedas, Upanishads and... -The Ganges. -Ganesha. +Bhagavad Gita. -The Harappa.
 * type=""}

{Because ahimsa is so important to Jains... -They follow elaborate rituals. -Most Jains pursue military careers. -Many Jains collect valuable art and sculpture. +Many Jains are vegetarians.
 * type=""}

title: Human Legacy Course/Quiz 12


text:
Human Legacy Course/Quiz 13

{What is the name of the place where the founder of Buddhism sat and meditated? -Middle Way -Zen +Bodh Gaya -Ashoka
 * type=""}

{What are the central truths of Buddhism called? -Eightfold Path +Four Noble Truths -Nirvana -Zen
 * type=""}

{What are the series of steps that lead to enlightenment and salvation called? +Eightfold Path -Four Noble Truths -Middle Way -Theravada
 * type=""}

{Who is the founder of Buddhism? -Bodh Gaya -Ashoka +Siddhartha Gautama -Mahayana
 * type=""}

{Who are the enlightened people who remain on Earth to help others called? -Zen +Bodhisattvas -Nirvana -Ashoka
 * type=""}

{What is the state of perfect peace in which the soul is free from suffering? +Nirvana -Zen -Ashoka -Mahayana
 * type=""}

{What was the name of the Indian leader who promoted the spread of Buddhism? -Theravada -Mahayana -Zen +Ashoka
 * type=""}

{What is the leading religion in all of East and Southeast Asia by AD 500? +Buddhism -Hinduism -Christianity -Judaism
 * type=""}

{What is the Buddhist sect whose title means, “Way of the Elders?" -Mahayana +Theravada -Zen -Bodhisattvas
 * type=""}

{What is it called when someone lives in moderation? -Bodh Gaya -Nirvana +Middle Way -Ashoka
 * type=""}

title: Human Legacy Course/Quiz 13


text:
Human Legacy Course/Quiz 14

{Historians believe Chinese civilization began in the _______________________ valley where people started growing crops about 9,000 years ago. -Himalaya -Gobi +Huang He -Analects
 * type=""}

{Fine dusty soil called _______________________ in the valley of Huang He contributed to fertile farming conditions in China. -Laozi +Loess -Shang -Analects
 * type=""}

{The _______________________, the world’s tallest mountains, separate China from India and from the rest of southern Asia. +Himalayas -Gobi -Analects -Rockies
 * type=""}

{The _______________________, a vast desert, provided protection from enemies who would invade China from the west. -Shang -Sahara -Laozi +Gobi
 * type=""}

{Most historians date the beginning of early Chinese civilization to the rise of the _______________________ dynasty. -Zhou -Qin +Shang -Laozi {The use of _______________________ bones to ask questions of one’s ancestors led to the development of Chinese writing. -Laozi +Oracle -Zhou -Buffalo
 * type=""}
 * type=""}

{The Zhou introduced the idea called the _______________________ to explain why the Shang were overthrown. +Mandate of Heaven -Analects -Confucius -Decline of Heaven {It was _______________________ who said that a leader should be advised by qualified, well-informed people, which led Chinese emperors to select advisors based on merit rather than on birth. -Laozi +Confucius -Siddhartha Gautama -Daoism
 * type=""}
 * type=""}

{Confucian thoughts on how to improve society were later colleced in a book called the _______________________. -Gita -Vedas -Torah +Analects
 * type=""}

{The philosopher __________________________ wrote an influential book about Daoist beliefs called the Dao De Jing. +Laozi -Confucius -Siddhartha -Newton
 * type=""}

title: Human Legacy Course/Quiz 14


text:
User talk:Tcamacho~enwikiversity

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title: User talk:Tcamacho~enwikiversity


text:
User:Okan nadal

Karmaşık Sayılar keşfildiğinde bazı aksaklıklar ortaya çıktı.Kök içindeki bir negatif reel sayının varlığı kafalarda soru işareti yaratmıştı.Sonra bunun bir aksaklık ya da aykırılık olmadığı aksine yeni bir topolojik uzaya işaret ettiği ortaya çıktı.Karmaşık sayılar ortaya çıktı.Sonunda görmekteyiz ki sayılar kümesi genişletilebilir.Bu yeni sayı kümeleri ile gerçekleşir.Bilmekteyim ki karmaşık sayıların da üzerinde bir sayı kümesi var ve beni,sizleri bekliyor.PROOFS of MAIN INVENTIONS

title: User:Okan nadal


text:
User:AFriedman

As of Summer 2010, I am now User:La comadreja.

title: User:AFriedman


text:
User:Egm6341.s10.team3.sa/Mtg17

Mtg 17: Tue, 02 Feb 10

 Typeset of transparencies, not lecture transcript. Subramanian Annamalai 13:52, 12 August 2010 (UTC)

[[media: Egm6341.s10.mtg17.djvu | Page 17-1]]

Note: Runge phenomenon on [[media: Egm6341.s10.mtg16.djvu | Page 16-1]]

Oscillations of $$\displaystyle f_n $$ near end points as $$\displaystyle n \rightarrow 0 $$; motivation for Chebyshev plolynomial expansion and Clenshaw-Curtis quadrature (Discrete cosine transform, JPEG).

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

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

 Part 1  Replicate the proof of tighter error bound for Simple Simpson for two cases:
 * {| style="width:100%" border="0" align="left"

a) G(t) = e(t) - t^{4}e(1) $$
 * $$ \displaystyle \color{blue}
 * $$ \displaystyle \color{blue}
 * }
 * {| style="width:100%" border="0" align="left"

b) G(t) = e(t) - t^{6}e(1) $$ Point out where proof breaks down |}  Part 2  $$ \displaystyle \color{blue} G(t) = e(t) - t^{6}e(1) $$
 * $$ \displaystyle \color{blue}
 * $$ \displaystyle \color{blue}

Find $$ \displaystyle \color{blue} G^{(3)}(0) $$ and follow same steps in proof and see what happens.

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg17.djvu | Page 17-2]]

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

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

$$ \displaystyle \color{blue} Show\, the\, error\, for\, Composite\, Simpson's\, Rule,\, $$ $$ \displaystyle \color{blue} \left| {E}_{n}^{2} \right| \leq \frac{(b-a)^{5}}{2880 n^{4}} M_{4} = \frac{(b-a)h^{4}}{2880} M_{4} $$ $$ \displaystyle \color{blue} where\,\, M_{4} := max \left| f^{4}(\xi) \right| \,\, and \,\, \xi \in [a,b]$$

 * style = |
 * }
 * }

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

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

(i) Use Error estimate for Taylor series, composite trapezoidal and composite Simpson's rule to find n such that $$ \displaystyle \color{blue} E_n = I - I_n = O(10^{-6}) $$ and compare to numerical results.

(ii) Numerically find the power of h in the error: Plot the numerical error vs h on a log-log plot and measure the slope using the method of least squares.

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg17.djvu | Page 17-2]]

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

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

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

$$\displaystyle \color{blue} Evaluate\, \int_{a}^{b} f(x)\,dx \,using\, Composite\,  Trapezoidal\, rule\, with\,\,  n\;\; =2,4,8,16,32,64\, and\,128.$$ $$\displaystyle \color{blue} Also\, evaluate\,\,  asymptotic\,  errors\,.$$
 * $$\displaystyle \color{blue} (i)\; f(x) = e^{x}cos(x) \,\,, x\in [a,b] = [0,\pi]$$
 * $$\displaystyle \color{blue} (i)\; f(x) = e^{x}cos(x) \,\,, x\in [a,b] = [0,\pi]$$
 * }
 * }

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

$$\displaystyle \color{blue} Evaluate\, \int_{a}^{b} f(x)\,dx \,using\, Composite\,  Simpson\, rule\, with\,\,  n\;\; =2,4,8,16,32,64\, and\,128.$$ $$\displaystyle \color{blue} Also\, evaluate\,\,  asymptotic\,  errors\,.$$
 * $$\displaystyle \color{blue} (ii)\; f(x) = e^{x}cos(x) \,\,, x\in [a,b] = [0,\pi]$$
 * $$\displaystyle \color{blue} (ii)\; f(x) = e^{x}cos(x) \,\,, x\in [a,b] = [0,\pi]$$
 * }
 * }

 * style = |
 * }
 * }

title: User:Egm6341.s10.team3.sa/Mtg17


text:
User talk:MZMcBride

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

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 * ) - Ottava Rima (talk) 22:38, 1 August 2010 (UTC)

title: User talk:MZMcBride


text:
User:Egm6341.s10.team3.sa/Mtg19

Mtg 19: Thu, 04 Feb 10

 Typeset of transparencies, not lecture transcript. Subramanian Annamalai 13:53, 12 August 2010 (UTC)

[[media: Egm6341.s10.mtg19.djvu | Page 19-1]]

Continuing with Richardson extrapolation on [[media: Egm6341.s10.mtg18.djvu | Page 18-3]]

$$\displaystyle 2^{2 \cdot 2} * (Eqn\, 3) - (Eqn\, 2)$$ $$\displaystyle = (2^4 - 1)I - 2^4 T_1(2n) +T_1(n) $$ $$\displaystyle = (2^4 - 1)a_2h^4 + (2^4 - 1)a_3h^6 + \theta(h^8) $$  $$\displaystyle \therefore I = \underbrace{\frac{2^{2.2}T_1(2n) - T_1(n)}{2^{2 \cdot 2} - 1}}_{T_2(n)} + a_3h^6 + \theta(h^8)$$

Recall from (Eqn 1) of [[media: Egm6341.s10.mtg18.djvu | Page 18-3]] that,

$$\displaystyle I = \underbrace{\frac{2^{2.1}T_0(2n) - T_0(n)}{2^{2 \cdot 1} - 1}}_{T_1(n)} + a_3h^4 + \theta(h^6)$$

Therefore in general, $$\displaystyle I = T_k(n) + a_{k+1} h^{2(k+1)} + \theta(h^{2(k+2)}) $$

[[media: Egm6341.s10.mtg19.djvu | Page 19-2]]

$$\displaystyle T_k(n) = \frac{2^{2.k}T_{k-1}(2n) - T_{k-1}(n)}{2^{2 \cdot k} - 1} $$

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

HW: This problem is continued from the HW on [[media:Egm6341.s10.mtg6.pdf|p.6-5]]
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |

i) Modify matlab code to make the computation of $$\displaystyle \color{blue} T_{0}(2^{j}) $$ efficient, i.e. $$\displaystyle \color{blue} T_{0}(2^{j}) = T_{0}(2^{(j-1)}) + \cdot\cdot\cdot $$.

ii) Construct Romberg table and compare to previous results, i.e. compare Romberg table to Taylor, Trap. and Simpson's rules.

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg19.djvu | Page 19-3]]

THEOREM: Trapezoidal error continued from [[media:Egm6341.s10.mtg18.djvu|Pg.18-3]]  $$\displaystyle a_i = d_i \bigg[ f_{(2i-1)}(b) - f{(2i -1)}(a)\bigg]$$ $$\displaystyle d_i = -\frac{B_{2i}}{(2i)!} $$ Note here that $$\displaystyle B_2i $$ are called the Bernoulli numbers. $$\displaystyle d_i = -\frac{1}{12} \;\; d_2 = \frac{1}{720} \;\; d_3 = =\frac{1}{30240}$$

CORRECTED TRAPEZOIDAL RULES: $$\displaystyle \underbrace{CT_1(n)}_{First\;correction} = \underbrace{T_0(n)}_{CT_0(n)\;No\;correction} + a_1h^2 + \theta(h^4) $$

title: User:Egm6341.s10.team3.sa/Mtg19


text:
User talk:MaynardClark

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User:Egm6341.s10.team3.heejun/Meeting 26 transcript

 '''MTG 26: Tue. 2 Mar 10'''

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

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

Note:  Typeset of Transparencies, not lecture transcript  Heejun Chung 20:59, 11 August 2010 (UTC)

[[media: Egm6341.s10.mtg26.djvu | Page 26-1]]
 * style = |
 * }
 * }

Proof of Trapezoidal error: [[media: Egm6341.s10.mtg25.djvu | Page 25-3]] & [[media: Egm6341.s10.mtg21.djvu | Page 21-3]]

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

 * $$ \displaystyle A := [ \underbrace{P_{3}(t)}_{\color{blue}_{- \frac{t^{3}}{6}+ \alpha t + \beta}} g^{(2)}(t) ]^{+1}_{-1} = 0 $$
 * }
 * }
 * }

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

 * $$ \displaystyle \int P_{2} = \color{blue}{- \frac{t^{3}}{6}+ \alpha t + \beta = C_{1} \frac{t^{3}}{3!} + C_{3}t + C_{4}} $$
 * }
 * }
 * }

Recall, $$ \displaystyle \color{blue}{C_{2} = 0}\,\,\,\, $$ [[media: Egm6341.s10.mtg21.djvu | Page 21-3]]

Want $$ \displaystyle (\alpha, \beta) $$ such that $$ \displaystyle P_{3} (t) = 0 $$ at $$ \displaystyle t \pm 1 $$

Also set $$ \displaystyle P_{3} = 0 \Rightarrow P_{3} $$ is odd, so we can reduce $$ C_{4},\,\, \color{blue}{C_{4}=0=\beta} $$

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

 * $$ \displaystyle P_{3}(-1)= 0 = - \frac{(-1)^{3}}{6} + \alpha(-1) \Rightarrow \color{blue}{C_{3}=\alpha=\frac{1}{6}}$$
 * }
 * }
 * }

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

 * $$ \displaystyle P_{3}(+1) \underbrace{=}_{\color{blue}{P_{3}\,\, odd}} - P_{3}(-1) =0 $$
 * }.
 * }.
 * }.

Summary: Steps 2ab:

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

 * $$ \displaystyle P_{2} = C_{1} \frac{t^{2}}{2!} + C_{3} $$
 * }
 * }
 * }

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

 * $$ \displaystyle P_{3} = C_{1} \frac{t^{3}}{3!} + C_{3}t $$
 * }
 * }
 * }

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

 * $$ \displaystyle C_{1}=-1,\,\, C_{3}= \frac{1}{6} $$
 *   (3)  [[media: Egm6341.s10.mtg21.djvu | Page 21-3]]
 * }.
 * }.
 * }.

[[media: Egm6341.s10.mtg26.djvu | Page 26-2]]

Steps 3a:

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

 * $$ \displaystyle E = [P_{2}(t)g^{(1)}(t)]^{+1}_{-1} + \underbrace {\int_{-1}^{+1} \underbrace {P_{3}(t)}_{\color{red}{u'}} \underbrace {g^{(3)}(t)}_{\color{red}{v}}dt}_{\color{blue}{:=B}} $$
 * }
 * }
 * }

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

&= [P_{4}(t)g^{(3)}(t)]^{+1}_{-1} -  \underbrace {\int^{+1}_{-1}P_{4}(t)g^{(4)}(t)dt}_{\color{blue}{\mathbb{C}}} \\\end{align} $$
 * $$ \displaystyle \begin{align} \color{blue}{B} &= [uv]^{+1}_{-1} - \int uv'  \\
 * $$ \displaystyle \begin{align} \color{blue}{B} &= [uv]^{+1}_{-1} - \int uv'  \\
 * }
 * }

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

&= \color{blue}{C_{1} \frac{t^{4}}{4!} + C_{3} \frac{t^{2}}{2!} + \underbrace{C_{5}}_{\color{green}{\alpha}}} \\\end{align} $$
 * $$ \displaystyle \begin{align} P_{4}(t) &= \int P_{3}(t)dt = - \frac{t^{4}}{4!} + \frac{t^{2}}{12} + \alpha \\
 * $$ \displaystyle \begin{align} P_{4}(t) &= \int P_{3}(t)dt = - \frac{t^{4}}{4!} + \frac{t^{2}}{12} + \alpha \\
 * }.
 * }.

Steps 3b:

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

 * $$ \displaystyle \mathbb{C} = [P_{5}g^{(4)}]^{+1}_{-1} - \int^{+1}_{-1} P_{5}g^{(5)}dt $$
 * }
 * }
 * }

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

 * $$ \displaystyle P_{5}(t) = \int P_{4}(t)dt = - \frac{t^{5}}{120} + \frac{t^{3}}{36} + \underbrace{\alpha}_{\color{blue}{C_{5}}}t + \underbrace{\beta}_{\color{blue}{C_{6}}}  $$
 * }.
 * }.
 * }.

Select $$ \displaystyle P_{5} $$ such that $$ \displaystyle \begin{align} & P_{5}(\pm1)=0 \\ & P_{5}(0) = 0 \\\end{align} $$

Recall $$ \displaystyle P_{3} $$ [[media: Egm6341.s10.mtg26.djvu | Page 26-1]]

[[media: Egm6341.s10.mtg26.djvu | Page 26-3]]

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

 * $$ \displaystyle C_{6} = 0,\,\, C_{5} = - \frac{7}{360} $$
 * }.
 * }.
 * }.

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

HW: $$\displaystyle P_5(t)=\int P_4(t)dt = -\frac{t^5}{120} + \frac{t^3}{36} + C_5t + C_6 $$ Selecting $$\displaystyle P_5(\pm 1)= 0 $$ and $$\displaystyle P_5(0)= 0 $$, find $$\displaystyle C_5 $$ and $$\displaystyle C_6 $$.
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style="width:100%; padding:10px; border:2px solid #8888aa" |
 * style = |
 * }.
 * }.

Summary: Steps 3ab:

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

 * $$ \displaystyle P_{4}(t) = - \frac{t^{4}}{24} + \frac{t^{2}}{12} - \frac{7}{360} $$
 * }
 * }
 * }

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

 * $$ \displaystyle P_{5}(t) = - \frac{t^{5}}{120} + \frac{t^{3}}{36} - \frac{7}{360}t $$
 * }
 * }
 * }

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

 * $$ \displaystyle E = [P_{2}g^{(1)} + P_{4}g^{(3)}]^{+1}_{-1} - \int^{+1}_{-1} P_{5}(t)g^{(5)}dt $$
 * }.
 * }.
 * }.


text:
User:Egm6341.s10.team3.sa/Mtg21

Mtg 21: Tue, 16 Feb 10

 Typeset of transparencies, not lecture transcript. Subramanian Annamalai 13:54, 12 August 2010 (UTC)

[[media: Egm6341.s10.mtg21.djvu | Page 21-1]]

Continued from [[media: Egm6341.s10.mtg20.djvu | Page 20-3]]

$$\displaystyle E_n^1 = \sum_{k=0}^{n-1} \Bigg[\int_{x_k}^{x_{k+1}} f(x)\,dx - \frac{h}{2} \bigg[{f(x_k)+f(x_{k+1})} \bigg] \Bigg] $$ $$\displaystyle (Eq. 1) $$

$$\displaystyle x_k = a+ kh \;\;\; h=(b-a)/n $$ $$\displaystyle (Eq. 2) $$

Transform the integral $$\displaystyle \big[x_k,x_{k+1} \big]\; to\; [-1,1].$$

$$\displaystyle x(t) := t\frac{h}{2} + \frac{x_k + x_{k+1}}{2} \;\; ,t \in [-1,1].$$ $$\displaystyle (Eq. 3) $$

$$\displaystyle x(-1) = x_k \;\;\; x(0) = \frac{x_k+x_{k+1}}{2}\;\;\; x(1)=x_{k+1} $$ $$\displaystyle (Eq. 4) $$

$$\displaystyle \therefore E_n^1 = \frac{h}{2} \sum_{k=0}^{n-1} \Bigg[\int_{-1}^{1} g_k(t)\,dt - \bigg[g_k(-1)+g_k(1) \bigg] \Bigg] $$ $$\displaystyle (Eq. 5) $$

[[media: Egm6341.s10.mtg21.djvu | Page 21-2]]

$$\displaystyle g_k(t) = f(x(t)) \;\; x \in [x_k,x_{k+1}] $$ $$\displaystyle (Eq. 1) $$

Step 1: $$ \displaystyle \int_{-1}^{1}(-t)g^{(1)}(t)\,dt = \int_{-1}^{1}(-t)g(t)\,dt - [g(-1) + g(1)] =: E $$ $$\displaystyle (Eq. 2) $$

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

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

In the proof of the Higher order error of the Trapezoidal rule, show that,
 * {| style="width:100%" border="0" align="left"

\int_{-1}^{1}(-t)g^{(1)}(t)\,dt = \int_{-1}^{1}(-t)g(t)\,dt - [g(-1) + g(1)] $$
 * $$ \displaystyle \color{blue}
 * $$ \displaystyle \color{blue}
 * }

 * style = |
 * }
 * }

Step 2a: $$ \displaystyle \underbrace{g_k^{(i)}}_{\frac{d^{(i)}g(t)}{dt^{(i)}}} = \bigg(\frac{h}{2}\bigg) ^{(i)} \cdot f^{(i)}(x(t)) \,\,\,\,\,\,\,\, \in [x_k, x_{k+1}] $$ $$\displaystyle (Eq. 3) $$

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

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

In the proof of the Higher order error of the Trapezoidal rule, show that,
 * {| style="width:100%" border="0" align="left"

g_k^{(i)} = \bigg(\frac{h}{2}\bigg) ^{(i)} \cdot f^{(i)}(x(t)) \,\,\,\,\,\,\,\, \in [x_k, x_{k+1}] $$
 * $$ \displaystyle \color{blue}
 * $$ \displaystyle \color{blue}
 * }

 * style = |
 * }
 * }

Note: To obtain higher powers of h,i.e, higher order derivatives of $$\displaystyle g_k(t) $$, we carry out successive integration by parts.

$$\displaystyle \therefore E:= \int_{-1}^{1}(-t)g^{(1)}(t)\, dt = [p_2(t)g^{(1)}(t)]_{-1}^{1} - \int_{-1}^{1} p_2(t) g^{(2)}(t) \,dt  $$ $$\displaystyle (Eq. 4) $$

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

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

Prove that:

$$\displaystyle \color{blue} \therefore E:= \int_{-1}^{1}(-t)g^{(1)}(t)\, dt = [p_2(t)g^{(1)}(t)]_{-1}^{1} - \int_{-1}^{1} p_2(t) g^{(2)}(t) \,dt  $$

where

$$\displaystyle \color{blue} p_1(t)= -t $$ and $$\displaystyle \color{blue} p_2(t)= \int_{-1}^{1} p_1(t) \,dt $$

 * style = |
 * }
 * }

[[media: Egm6341.s10.mtg21.djvu | Page 21-3]]  Note:

$$\displaystyle p_2(t) = \int p_1(t) \,dt = -\frac{t^2}{2} + \alpha $$ $$\displaystyle = c_1 \frac{t^2}{2}+c_3 $$ $$\displaystyle (Eq. 1) $$ and
$$\displaystyle (Eq. 2) $$ $$\displaystyle c_2 = 0 $$

Here, $$\displaystyle \alpha $$ is the integration constant used to cancel the odd powers of h.

Step 2b: Integration by parts $$\displaystyle E= \bigg[ p_2(t)g^{(1)}(t) \bigg]_{-1}^{1} - \underbrace{\int_{-1}^{1}p_3(t)g^{(2)}(t) \,dt}_{A} + \int_{1}^{1}p_3(t)g^{(3)}(t) \,dt $$
$$\displaystyle (Eq. 3) $$

Note: $$\displaystyle p_3(t) = \int p_2(t) \,dt = -\frac{t^3}{6} + \alpha t +\beta $$ Here $$\displaystyle \beta $$ is the new integration constant.

Now we have to find $$\displaystyle \alpha \;and\; \beta $$ to cancel the terms with $$\displaystyle g^{(2)} $$ (even order derivatives of g i.e, the odd powers of h).

title: User:Egm6341.s10.team3.sa/Mtg21


text:
User:Paulmnguyen

Welcome!
I am a seminarian with the Oblates of the Virgin Mary.

Education
I hold a Bachelor of Science degree in Computer Science, with a minor in Communication Studies, from California State University, Long Beach, and a Bachelor of Philosophy from St. John's Seminary.

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My interests include computing, communication, music, philosophy, theology, and languages & linguistics, and I enjoy spending time in nature. Check out my reading list.

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This is my unified account, continuing work done under the account pnguyen. Please also find me on Wikipedia.

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User talk:Plcancel~enwikiversity

Hello world.

Plcancel 02:31, 2 August 2010 (UTC)

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User:LeftClicker/Books/Learning PHP

PHP: Hypertext Processor

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User:LeftClicker

Hmm. LeftClicker 03:19, 2 August 2010 (UTC)

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Welcome to Motivation and emotion
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Hey there Storm! I haven't sent anyone a message before, so you are my test subject.... Hope you are getting the hang of this Wiki environment. Cheers! --MichelleK 05:19, 26 August 2010 (UTC)

Hello
Ooooh... You have discovered colour! Nice work... I'm glad we didn't go to the gym after class... I did a 6.5 km run instead, and felt really good about it :-)   James created a new link to my e-Portfolio page for me.  Can't wait to see more of your wiki-wisdom! MichelleK 09:35, 27 August 2010 (UTC)

Nice work!
Well done getting your image up! It looks great, and I love your description of it. Your e-portfolio is coming along well also! Love your work :) --MichelleK 03:24, 30 August 2010 (UTC)
 * Your e-portfolio is coming along nicely. Just letting you know that if you want to also display your e-portfolio on your user page, just add /E-portfolio on your user page. -- Jtneill - Talk - c 05:25, 30 August 2010 (UTC)

Self-determination theory
I was pleased to see you taking a critical approach to Week 4: Psychological and Social Needs content about personal and social needs, particularly Self-determination theory. I'm curious about what had you expected in this topic? (You could add that to your reflections). As one example of a model that includes more of an emphasis on "collective" self, see Hardie's tripartite theory (http://www.google.com/search?hl=&q=hardie+tripartite+self+aspect&sourceid=navclient-ff&rlz=1B3GGGL_en___AU209&ie=UTF-8) (I have an Honours student this year using this model in a coping-congruence study). -- Jtneill - Talk - c 23:14, 11 September 2010 (UTC)

-- Jtneill - Talk - c 01:34, 15 December 2010 (UTC)

Your account will be renamed
Hello,

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

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

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Storm~enwikiversity


text:
User talk:Linguista52

 Hello Linguista52, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Juan de Vojníkov 06:47, 2 August 2010 (UTC)

title: User talk:Linguista52


text:
User talk:Scifipete

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Juan de Vojníkov 06:47, 2 August 2010 (UTC)

title: User talk:Scifipete


text:
User:Adenle a

Hello I am here to contribute where I can.

Regards.

title: User:Adenle a


text:
User talk:Adenle a

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Juan de Vojníkov 07:15, 2 August 2010 (UTC)

title: User talk:Adenle a


title: File:Integration.1.A.pdf


title: File:Pointer.2.A.pdf


text:
User talk:Geoff Plourde/mentoring 2010

This page is for discussion between Geoff and his mentor.

Topic 1: Copyvios
Let me start with first boring topic:-)
 * All works which were copied without fulfilling the license terms are copyvio. Even I copy a piece of text from a website, which is available under CC-BY-SA 3.0 its a copyvio, because I forget to right down original author.
 * How in those cases the original author is attributed? What is enough?
 * If the work can be permissably used in WV, then an attribution statement should be sufficient, or a fair use rationale. Geoff Plourde 19:10, 2 August 2010 (UTC)
 * Well, I tried to figure out how it is done technically. The project license is same as source license, so you dont need to do extra work to fulfill terms of the license in the context of the copyleft, but. But you have a page and you should attribute an author. Normally people should put a statement in edit summary. So you as a custodian may delete that work as a copyvio violation and restore it with original author in edit summary. But are there other ways how to do it?--Juan de Vojníkov 20:53, 4 August 2010 (UTC)

 * We don't know if all works to Wikiversity with template:db-copyvio are copyvio than. Its important to control also the date of creation of a page on wv and of a website and compare them. How you can do so?
 * What will you do in the case you'll realize that external website is a copyvio of Wikiversity?
 * In the case where an external website is a copyvio, the WV text would need to be delisted as a potential copyvio. Depending upon the site, I might also contact them to get the illegally reused content removed. In some cases though, this isn't possible, i.e. mirrors hosted in Russia/India. Geoff Plourde 20:50, 2 August 2010 (UTC)
 * Yes, mirrors are problem. But its like a Google and other search engine. They just reuse the content immediately. So we are partly responsible what we give them as we declare our projects licensed cc-by-sa 3.0. But the answer is nearly sufficient (see below). [[File:Smiley green alien satisfied.svg]]. Be prepared on the fact, the original uploader will be nettled, but I dont think that you will have a problem to figure out how to perk up him. On the other side sometimes you have to call the external web site several times and you should send the e-mail to other people or ask for a help at WMF. There is no need to ask them to remove the copied text. We are here to offer pages for everybody, not to store them just here. The right way is to explain it, what the how the terms of licensed are fulfilled and claim on it.--Juan de Vojníkov 20:53, 4 August 2010 (UTC)
 * Got it, wasn't thinking in terms of users, where I should be. I'd probably try to help the user understand his rights to DMCA the copyrighted content. Geoff Plourde 21:12, 4 August 2010 (UTC)
 * Imagine a situation. You creat a page and after two years of peaceful existence someone will place there a copyvio template. Well, right this is a very inprobable situation:-)--Juan de Vojníkov 21:17, 4 August 2010 (UTC)
 * That would suck. I would apologize for the inconvenience after removing the copyvio tag. Geoff Plourde 21:20, 4 August 2010 (UTC)

 * Each new page from unknown user should be tested on "rights". I.e. copying a sample of text and searching via google. Be carefull that some professional license violators are changing first sentences. So the sample from other paragraphs and more part of phrases helps. Via this method even, possible copyvios can be detected in the languages you dont understand. Do you know what is the longest string Google is able to catch?
 * 32 words? Geoff Plourde 19:45, 2 August 2010 (UTC)
 * 32 wow. Last time I checked it was 10 or 12.--Juan de Vojníkov 20:53, 4 August 2010 (UTC)
 * I could be wrong, so I'll lower my estimate to 19 (the maximum number I've gotten away with). Geoff Plourde 19:49, 8 August 2010 (UTC)

 * We are able to detect copyvios only from the Internet. Potentially from the books, but it needs extra search via Google Books. There are 3 possibilities how to copy:
 * whole page - it has usually very specific structure rare to wv
 * parts of text from different sites
 * if the text is not the same, but structure so - it might be understood as a copyvio (depend on the law)
 * copyvios to images where sometimes called imagevios. How you can test an image for user rights?
 * http://www.tineye.com/
 * Important! Even we talk about copyvios = copyright violations, the original editor should not be punished for that until it is approaved. Until that time it is just a suspicion. So I would vote for that the people have a chance to give permission for copyrighted texts.
 * btw, what is missing to this topic?--Juan de Vojníkov 19:04, 2 August 2010 (UTC)

For the next topic

 * how you can list all new pages and files?--Juan de Vojníkov 19:04, 2 August 2010 (UTC)
 * Special:NewPages Geoff Plourde 19:09, 2 August 2010 (UTC)
 * special:NewFiles--Juan de Vojníkov 19:18, 2 August 2010 (UTC)
 * K, thanks, didn't see that on the special pages :) Geoff Plourde 20:41, 2 August 2010 (UTC)
 * Well, my way of discovering special pages is via search box.--Juan de Vojníkov 20:53, 4 August 2010 (UTC)
 * Special:Newpages/5 gives below. -- Jtneill - Talk - c 05:23, 12 August 2010 (UTC)

 * Cool thats new for me. So you can call are special pages like this?--Juan de Vojníkov 05:54, 12 August 2010 (UTC)

Summary

 * Why copyvio at first?
 * What is a copyright violation?
 * Where to look for possible copyright violation?
 * How to look for a copyright violation?
 * How to manage possible copyright violation?
 * Wikipedia practices to the issue
 * Wikipedia practices to the issue

 * What to do with during patrolling?
 * copyvio check
 * wikify or template
 * adding category
 * communication to original author
 * What to do with images?
 * upload them to Commons
 * Comparison of licenses
 * What is a Fair use?
 * What we forgot?

Complete work
Hi, could you do the complete work? If I have a look in here: and in other contribs. What about to set there a category and kind of template to promote extension?--Juan de Vojníkov 21:31, 3 August 2010 (UTC)
 * No problem, I'm looking for a category to stick it in and I'll stub it shortly! Geoff Plourde 22:40, 3 August 2010 (UTC)

The permission
And if I have a look here:. Where is the permission?--Juan de Vojníkov 21:35, 3 August 2010 (UTC)
 * I delisted these pages due to this diff where McCormack (a WV custodian) had removed a previous copyvio tag alleging the same grounds. I believe he also did this on another page. I am therefore assuming that he had determined that the content could be here, and deferring to his prior decision on the RSD. Geoff Plourde 22:39, 3 August 2010 (UTC)

Greetings from Juan
--Juan de Vojníkov 06:01, 4 August 2010 (UTC)
 * Dobré ráno to you as well Juan! Hopefully I'll chat with you in a bit :) Geoff Plourde 18:06, 4 August 2010 (UTC)

Preview and edit summary
is normal practice which help other people to determine what you are doing. Preview than works not to have history of a page long like Long Island. If your browser falls and you are loosing data, than start to use FireFox.--Juan de Vojníkov 19:31, 4 August 2010 (UTC)
 * Gotcha! Geoff Plourde 19:32, 4 August 2010 (UTC)

How to rename
Hi, this is a good example: a custodian AFriedman wanted to change an identity. Everything is OK. But instead of asking a crat to do so, she just founded a new account (see) and moved all here pages there. Now she is having two accounts one with custodial rights and other with no custodial rights. But she is willing to edit MediaWiki:Sitenotice as La comadreja. So if Jtnaill who is a crat will give here these rights (i.e. sysops right) she will have two accounts with custodial rights. A little bit chaos, isn't it?

So the normal way is to ask crat to be renamed. See: Changing username. It also spare your time, because all user pages are moved once automatically the same as your rights. Now Jtneill can follow chaos or he can rename her, but with a lot of work for him and here. And she will lost her edits as La comadreja if insisting on that name.--Juan de Vojníkov 08:48, 8 August 2010 (UTC)
 * Yep, unfortunately it's gonna be a mess either way :( Geoff Plourde 08:54, 8 August 2010 (UTC)

Topic 2: Special, Mediawiki, DMW and CSS
So let me start another topic, much interesting than the previous one.

NS Special is really special
Well in fact, I dont know nor use all special pages. And in fact every wiki has different special pages. You can find them here: Special:SpecialPages. Special pages help custodians but also other editors to do a better work. Let me see them, if Ill discover something interesting.--Juan de Vojníkov 20:19, 11 August 2010 (UTC)
 * But of course. As MediaWiki was developed for Wikipedia, some of these pages are useless for us, but some of them are missing. There are also pages, which help us in our administration work, if we dont think administration is for someone else. Lets have a look on them:
 * Special:BrokenRedirects - might be useful. We can see to have here redirects to other projects.
 * so generally if you find a broken redirect, it is important to have a look on history, what links there a delete it. Holly cow! Also when you are deleting pages, lets have a look what links there and to its edit history. Sometimes vandal removes content and one may think its empty page ready to delete it. Sometimes pages looks like nonsense, but if you have a look what links there you may find out that it is a homework for students of University of Cambera to write a nonsense page. And of course. When you move page you should fix links to that page not to have red link or just double redirect.
 * Special:CrossNamespaceLinks - this probably doesn't interests us, but for Wikipedia it is very importnat
 * Special:DeadendPages - this indicates that there are no links, no hypertext. For wp such articles are unwikified. Dont know if for us it is so serious.
 * Special:DoubleRedirects - they are listed there, because they slow down user to get the page. Thats why they are usually listed there. As I see now, because of AFriedman renamed herself. Hope Jtneill will do something with that. With that I have started two experiments:
 * My - xrederict. Want to know if it will be displayed in this special page or elsewhere
 * Yellow - that might happen. It is a cyclic redirect. Do you know if there is a way to find them?
 * Well, it looks like I haven't detected them elsewhere. Lets wait some time and ask tech people.--Juan de Vojníkov 04:46, 12 August 2010 (UTC)
 * Asuming that in the case of English Wikiversity it takes about two days when redirects are visible on that special page. Cyclic redirect are displayed twice, but some bots miss them. Multiple redirects are displayed more times (i.e. different part of their path), because the mechanism probably look just for double redirects and display double redirects. He comes also problem with the bot, which understand it as two or more double redirects, when fixing it, not like moultiple redirect. And if we are breaching Wikimedia, lets have a look on this: cs:Wikiverzita:Pískoviště.--Juan de Vojníkov 05:00, 17 August 2010 (UTC)
 * Special:LongPages - indicates to very low pages which might download longer time for some users. Dont know if we have some recommendation here on wv for the length of the page.--Juan de Vojníkov 20:50, 11 August 2010 (UTC)
 * Well, it looks like I haven't detected them elsewhere. Lets wait some time and ask tech people.
 * Special:AncientPages - oldest pages are not those, which were founded later, but those listed according their last edit. I am wondering what is their purpose in Wikipedia or how this "special" can be useful to us. Any idea?
 * Special:LonelyPages - this might be useful here. If these pages are not linked from elsewhere how the participant will discover them. Only via category tree? As I see many of them are without category. But we can find them better here Special:UncategorizedPages.
 * Special:FewestRevisions - any use for us? It looks like it is listing pages just with 2 and more revisions, not one.
 * Special:WithoutInterwiki - thats another tool which is important on Wikipedia but not here.
 * Special:ProtectedPages - good for admins, if they forget they protected some pages. After some time protected pages are unlocked than participants can edit them. Why we are locking pages?
 * Special:ProtectedTitles - lists locked deleted pages. Thats why titles. Good for administration, but it can have also educational purposes to lock just names of pages.
 * Special:ShortPages - probably very important for Wikipedia. Here can list pages which were emptied by author (it might be a vandalism or way how author say "delete it, please"). Very short pages should be after some time decorated by templates calling for their extension if necessary.
 * Special:UncategorizedCategories - not set for wv if we need categories, but lonely categories might be a problem and they should be a part of category tree.
 * Special:UncategorizedFiles - if all our files will be on Wikimedia Commons, where other communities may share these works, than we can categorize all other to category:Fair use files.
 * Special:UncategorizedPages - if we want a categories, no pages listed here is our intention.
 * Special:UncategorizedTemplates - the same as above
 * A lot of work isn't it. One of the tracks will be also about custodian time management.--Juan de Vojníkov 04:46, 12 August 2010 (UTC)
 * Special:UnusedCategories - might be useful. Why to host empty categories if they are not part of experiment?
 * Special:UnusedFiles - would they be unused if deployed on Wikimedia Commons? It is an image issue.
 * Special:UnusedTemplates - this happens I think.
 * Special:UnwatchedPages - this would show on Wikipedia, how many "possible" specialists are missing. For us similarity.--Juan de Vojníkov 20:01, 12 August 2010 (UTC)

Messages
By the way, do you know how to change a specific text in MediaWiki ns?--Juan de Vojníkov 21:13, 14 September 2010 (UTC)

title: User talk:Geoff Plourde/mentoring 2010


text:
English basics

English Basics Hello, this is a project to make flash cards for english learners. The plan is to have a series of flash cards with some text, a sound file and a selection of images, the english learner reads the text listens to the sound file and clicks on the appropriate image. If correct they move to the next card if incorrect the can try again. The flash cards can be grouped in increasing order of difficulty and by topic.

Milk

 * Question 1:

Bread

 * Question 2:

Cheese

 * Question 3:

Rice

 * Question 4:

Potatoes

 * Question 5:

Corn

 * Question 6:

Fish

 * Question 7:

Chicken

 * Question 8:

Lamb

 * Question 9:

Apple

 * Question 10:

Pear

 * Question 11:

Orange

 * Question 12:

Mango

 * Question 13:

Banana

 * Question 14:

Sugar

 * Question 15:

title: English basics


text:
User:Aetern142/Sanctuary of Humanity/The Dynamic Book/The Collective

--->:Sanctuary of Humanity--->:Book:The Dynamic Book--->Book:The Dynamic Book:The Collective

Section 12: The Collective
1. Wave motion, is particle notion, it is wave function and is functioning in wave unison, moved by the wind, and it follows the highs and lows of understanding. We have our waves...and we surf the highs, wait for the lows to become not, and celebrate it all...because we are the surfers of the wave...the notion. The know-tion. Collective.

2. Don't be afraid to skim the surface. We are in confidence together. This is a vast ocean, and we rely on each other, and Christ, to guide us through and over it if we sail. Some of us have submarines...but the real way to know the ocean is to jump in and swim! Be a part of the both...Stand with a foot on land, and a food on sea...and say NO one be worthy of my words! They are GREATER! And let them become worthy by virtue of truth!


text:
Template:ORA Activities/example

Do not edit this page. Its purpose is to show example activities.

Activity 1
Visit the Resources page and read the first three items.

Activity 2
...

title: Template:ORA Activities/example


text:
User talk:HokkaidoHillbilly

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:55, 2 August 2010 (UTC)

title: User talk:HokkaidoHillbilly