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User talk:CarolAlly

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

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title: User talk:CarolAlly


text:
User:Mr. burmese/Politician Myoma U Than Kywe

Politician Myoma U Than Kywe (Burmese: မြို့မ-ဦးသန်းကြွယ်, pronounced [mjo̰ mə-ʔú θáɴ tɕwɛ̀])

He was born Thonngya Township in Rangoon 1924.He was a sacrificed politician of Burma Independence. It was during the Second World War that Myoma U Than Kywe’s life as a high minded politician started. He is an educated from the Rangoon University. He was about 20 years old in 1944 and modest. “Myoma” is not part of his given name but is an honorific. “U” is not part of his given name but is an honorific. He attended Myoma High School in Yangon, and received a B.A. from Rangoon University. He was a Chairman of the Myoma National school. So he used his Politician name is “Myoma U Than Kywe”. He was elected vice-president of both the Rangoon University Student Union (RUSU) and the All-Burma Students Union (ABSU). His youngest son is Myoma Myint Kywe, a writer and historian and karate chief instructor from Burma.

“Myoma” meaning is a name of very famous first national high school in Rangoon Burma since 1920. Almost well known prime minister, politicians, democracy leaders, human rights activists, ministers, generals, nationalists, writers, medical specialists, engineers, artists, sport men, actors, actress, merchants and senior top officers etc were came from Myoma national school. No.2 Basic Education High School Dagon Township was formerly well known as “Myoma” National Boy's High School. No.3 Basic Education High School Dagon Township was formerly well known as “Myoma” National Girl's High School. In the 1920s national schools were opened across the whole Burma with the purpose of implementing the national education objectives with patriotism. Only with the strong effort of U Ba Lwin, the first headmaster of the Myoma National School and Bagan Set U Thaw, Chairman of the Myoma National school and the parents' donation, could the school be successfully completed. Myoma national schools first born out of the national freedom struggle together with national education and national spirit. Myoma school was the first-born all National High School in Burma. The foundation of Myoma school began in 1920. Myoma school gained recognition in the course of Burma history and Burma national education sector. Then Myoma another definition is centre of city (or) metropolitan region in Burmese in Burma.

He became “Thakin Than Kywe”. (Thakin mean is Lord or Master –a politically motivated title that proclaimed that the Burmese people were the true masters of their country, not the colonial rulers who had usurped the title for their exclusive use) when he joined the Do bama Asiayone (Our Burma Union), and acted as their member.

He was a colleague of National Leader General Aung San. He was a colleague of first Prime Minister U Nu and Second Prime Minister U Ba Swe, etc since 1938. He became a leader to the Panglong conference negotiated with General Aung San and other top leaders in 1947.All these leaders decided to join together to form the Union of Burma. Union day celebration is one of the greatest in the history of Burma. General Aung San was a father of Daw Aung San Suu Kyi. She is a Nobel Peace Prize Laureate and Leader of the Burmese Opposition, the National League for Democracy.

He became School Master of the Asia Youth Asiayone (1942-1945). He was elected President of the All Burma Students Union, vice president of the All Burma students Union, Vice President of the Rangoon University Students Union, President of the All Rangoon Students Union and President of the Rangoon Myoma National High School Students Union from 1946 to 1948. He was elected to above positions by the Unanimous votes of his colleagues and all students in Burma.

He became C.E.C member and General Secretary and President of the State Economic and Trade Council (1948-1963). In 1953 he married Daw Myint Myint Win (a) Daw Ahmar (28 November 1931 – 22 September 2012). She was a blue-blooded from the royal family (Konbaung Dynasty) and 7th generation direct descendant of King Hsinbyushin and General Maha Thiha Thura.

He became Junior Leader of Burma Independence Army and member and C.E.C member of Anti-Fascist People’s Freedom League and (1942-1963). He was elected head of department and chairman of the Rangoon Municipal Council (since 1953). He became an executive member of the Governing council of the Rangoon Myoma National High School (1948-1964).

We are very fortunate to have met our master Myoma U Than Kywe. He has influenced us very greatly. He speaks clearly and wisely with a commanding voice. He is kind, good-natured and helpful. He gives reasons when we admonish pupils. He always encourages us to work hard and honest. He maintained good character, good discipline and sobriety. He was a teetotaler, a wealthy person. His parents are Land owners in Burma. Due to his guidance and encouragement, we improve our education and politics a good deal. He would tell us the rise and fall of great Burmese kings. He also told us splendour of our ancient kingdoms. He inspired us to love our country, our people and our culture.

He teaches us not only politics and education but also about Burmese self defence, good discipline humility, honesty, bravery, civics duty, sociology, patriotism and basic democracy. He told us that to maintain good discipline means to be polite and to have consideration for others. With good discipline we will become good citizens and succeed in life. He also emphasizes the importance of morality. He points out that morality is more valuable than wealth and health. It is indeed our more precious possession. The best morality is to do good, to avoid all evil and to keep our mind pure. He says that it is good to be humble and modest. Pride and vanity will bring a fall. Truth is noble and honesty is the best policy.

We are very much impressed by his guidance and good behaviour. He teaches us not only by precepts but also by examples. And example is always better than precept. He always disliked hypocrisy, bureaucracy, inhumanity, tyrannical government, facism, colonialism, anarchism, malevolence and terrorism. He has influenced us to walk on the right path to success and happiness and struggle for Burmese independence.

He said to us: “Do not defile your mind and good character in any way…….Never lower your pure mind and good character and excellent effort in any occasion……Do your part to build a happy family…. Do your part to build a happy group………. Do your part to build a happy association……… Do your part to build a happy country……….Seek to be a peacemaker rather than to tease, fight and quarrel……..you have the ability to choose righteousness and truth, no matter what your circumstances………Do not idle away your time……..Be willing to work hard for yourself and other…….Choose to do many good things of your own free will…….I want to have a mind of gratitude in all you do and say…….You must maintain an enthusiasm for learning in education throughout your life……Young men motto is stand for truth, righteousness, efficiency, courage and courtesy…….Do not participate at any crime and all evil………Be honest with yourself, others and your country”.

He taught us:

Do not dwell in the past. Do not dream of the future. Concentrate the mind on the present moment.

He said to us:

1. Love is better than fighting 2. Tolerance is better than fighting 3. Friendship is better than fighting 4. Forgiveness is better than fighting 5. Smile is better than fighting 6. Humility is better than fighting 7. Peace is better than fighting 8. Kindness is better than fighting 9. Negotiation is better than fighting 10. Compromise is better than fighting 11. Boycott is better than fighting 12. Fighting is better than surrender

Myoma U Than Kywe (Thakin Than Kywe) often told us the following “Than-pauk”, a kind of significant verse between 1940 and 1948.

• “Love your parents, the benefactors • Treat others like your blood brothers and sisters. • On dealing with others, manners and etiquette shall be cultured. • Husband and wife shall love mutually for life. • Friends must be faithful to one another. • Moral and morality shall be observed. • All creatures shall be treated with love. • Learn education and acquire skills and build up character. • Do for the good of the public. • All laws shall be abided by. • On facing critical times for the nation, take risk”

When he died at the age of 59, on 22nd Sep 1983, he left wife Daw Myint Myint Win (a) Daw Ahmar and daughter Daw Khin Mar Kywe, son U Htay Kywe, daughter Daw Mya Mya Than and son Myoma Myint Kywe. He has five brothers and one sister. They are U Maung Maung, Thakin Thein Tun, Daw Nyunt Khin, U Myo Myint ,U Myo Thant, and U Tin Htut.

He was well known as a good master and as a venerated politician in Burma. So we bow our heads to him because of he kept his promise and integrity to people and country forever.

He said us: “Until I die, I shall not take away my integrity”. He always had been strongly on the side of non-violence.

References: http://wpedia.goo.ne.jp/enwiki/History_of_Burma http://pediaview.com/openpedia/History_of_Burma http://www.carrot.dreab.com/p-Burmese_history http://wpedia.goo.ne.jp/enwiki/Aung_San http://en.wikipedia.org/wiki/History_of_Burma http://en.wikipedia.org/wiki/Pe_Khin http://wwwrachelmarmara.blogspot.com/2011/04/burmamyanmar.html http://www.trends-search.com/burma/wiki.html www.knowledgerush.com/kr/jsp/db/board.jsp?id=62351 http://www.museumstuff.com/learn/topics/Myoma_Myint_Kywe http://www.ask.com/wiki/Myoma_Myint_Kywe http://burmamonitor.blogspot.com/2010/12/book-review-making-enemies-war-and.html http://www.ngajari.com/tulisan/myoma-u-than-kywe.html Mr. burmese 02:25, 10 September 2011 (UTC)

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


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User:EGM6341.s11.team1.Chiu/PEA1 F09 Mtg34

Mtg 34: Tue, 10 Nov 09

[[media: Egm6321.f09.mtg34.djvu| page34-1]]

[[media: Egm6321.f09.mtg33.djvu| page33-4]] continued

 * PEA1.F09.Mtg34.pg1.fig1.svg [[media: Egm6321.f09.mtg33.djvu| (2) page33-4]]

Consider $$ f( \mu)=T_{0}(1- \mu^{2})^{2} \in \mathbb{P}_{4} \ $$    [[media: Egm6321.f09.mtg33.djvu| page33-2]] (set of polynomial of degree 4 or less)

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[[media: Egm6321.f09.mtg33.djvu| (2) page33-4:]] $$ P_{m} \perp \mathbb{P}_{4}, \ \forall m \geq 5 \ $$

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[[media: Egm6321.f09.mtg33.djvu| (5) page33-2:]] $$ A_{n}=0, \ \forall n \geq 5, \ n=5,6,7, \cdots \ $$

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$$ + \ $$ [[media: Egm6321.f09.mtg33.djvu| (2) page33-3:]] $$ \Rightarrow \ $$ only need to evaluate $$A_{0}, A_{2}, A_{4} \ $$

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$$ A_{0}= \frac{8}{15}{ \color{blue} T_{0}}, \ A_{2}= -\frac{16}{21}{ \color{blue} T_{0}}, \ A_{4}= \frac{8}{35}{ \color{blue} T_{0}} \ $$

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[[media: Egm6321.f09.mtg32.djvu| (2) page32-1:]] $$ \psi (r, \theta)=A_{0} P_{0}+A_{2} r^{2} P_{2}+A_{4} r^{4} P_{4} \ $$

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[[media: Egm6321.f09.mtg34.djvu| page34-2]]

confer K. p.47

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HW:

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boundary condition $$ \psi(1,\theta)=f(\theta)=T_{0} \cos \theta \ $$ $$ f(\mu)=T_{0} \sqrt{1- \mu^{2}} \ $$ even

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[[media: Egm6321.f09.mtg33.djvu| (5) page33-2:]] $$ A_{n}= \frac{2n+1}{2} \ $$

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1) Without calculation, find property of $$ A_{n}\ $$, i.e., $$ A_{2k}=0?, \ A_{2k+1}=0? \ $$

2) Compose 3 non-zero coefficient $$ A_{n}\ $$

2.a.) analytical using either $$ \theta \ $$ or $$ \mu \ $$ as integrate variable.

2.a.) Numerically using Gauss-Legendre accurately within 5%

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The other homogeneous solution of Legendre equation.

(Recall remark on [[media: Egm6321.f09.mtg31.djvu| page31-2]]): $$ Q_{n}(x) \ $$ $$ n=0,1,2, \cdots \ $$ see [[media: Egm6321.f09.mtg18.djvu| page18-1]]


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User talk:Ashwir

 Hello Ashwir, 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 14:08, 10 September 2011 (UTC)

Hello I am Ashwir and i want to know how can we create specific ions of mn++ and cl- so that we can use them as catalysts for the photolyis of water which will further become a very important energy source like it happens in photosynthesis.

title: User talk:Ashwir


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User:Ashwir

Hello I am Ashwir. A student studying in class 10th and I am intestreted in science and math. I live in jalna, Maharastra ,India. My hobby is reading.

title: User:Ashwir


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User:EGM6341.s11.team1.Chiu/PEA1 F09 Mtg36

Mtg 36: Thu, 12 Nov 09

[[media: Egm6321.f09.mtg36.djvu| page36-1]]

Let $$ f \in \mathbb{P}_{2n-1}, \ $$ i.e. $$ f \ $$ is a polynomial of degree $$ \leq 2n-1 \Rightarrow f^{(2n)}(x)=0 \ $$

Example

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$$ 2n-1=3 \Rightarrow n=2 \Rightarrow 2n=4 \ $$

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$$ f \in \mathbb{P}_{3} \Rightarrow f(x)= \sum_{j=0}^{3}c_{j}x^{j} \ $$ [[media: Egm6321.f09.mtg33.djvu| (1) page33-4]] $$ \Rightarrow f^{(4)}(x)=0 \ $$

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End Example

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$$ f^{(2n)}(x)=0 \Rightarrow E_{n}(f)=0 \ $$

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i.e., we can integrate exactly any polynomial of degree $$ \leq 2n-1 \ $$ using only $$ n \ $$ integral points (almost half).

Trapezoidal Rule:

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$$ I(f)= \int_{a}^{b}f(x)dx \ $$

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[[media: Egm6321.f09.mtg36.djvu| page36-2]]

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$$ h= \frac{b-a}{n}, \ n= \ $$ number of panels (trapezoidal)

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$$ E_{n}(f)=- \frac{(b-a)h^{2}}{12} f^{(2)}( \eta), \ \eta \in \left [ a,b \right ] \ $$

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Trapezoidal Rule can only integrate exact a straight line. Otherwise, $$ E_{n}(f) \to 0 \ $$ as $$ n \to \infty, \ $$ even for a simple polynomial of degree 3. (not even degree 2)

End Trapezoidal Rule

Question 1: Origin (2) of Legendre polynomial [[media: Egm6321.f09.mtg31.djvu| page31-3]] and Legendre equation [[media: Egm6321.f09.mtg14.djvu| (1) page14-2]].

End Question 1

Question 2: Why solving Laplace equation (heat, fluid,...) in a sphere gave rise to Legendre equation (2) ?

End Question 2

Answer 1: Legendre's idea: Expand Newtonian potential $$ \frac{1}{r} \ $$ into power series in his study of attraction of spheres $$ \Rightarrow \ $$ Legendre polynomial.

[[media: Egm6321.f09.mtg36.djvu| page36-3]]

Legendre found the differential equation that admits Legendre polynomial $$ P_{n}(x) \ $$ as solutions $$ \Rightarrow \ $$ Legendre differential equation.

End Answer 1

Answer 2: Newtonian potentail $$ \frac{1}{r} \ $$ is a solution of Laplace equation, and thus each term in power series of $$ \frac{1}{r} \ $$ and thus $$ P_{n}(x) \ $$ is also solution $$ \Rightarrow \ $$ spherical harmonics (solution of Laplace equation in a sphere)

End Answer 2

$$ \color{blue} \left \{ Q_{n}(x) \right \}: \ $$ 2nd set of homogeneous solutions (non-polynomial) to Legendre equation.

$$ \left \{ P_{n}(x) \right \}: \ $$ 1st set of homogeneous solutions (polynomial) to Legendre equation.

Legendre functions= $$ \underbrace{ \left \{ P_{n}(x) \right \}}_{ \color{red} polynomial} + \underbrace{ \left \{ Q_{n}(x) \right \}}_{ \color{red} non-polynomial} \ $$

[[media: Egm6321.f09.mtg36.djvu| page36-4]]

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$$ P_{n} \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ Q_{n} \ $$

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$$ P_{0}(x)=1 \ \ \ \ \ \ \ \ \ \ \ Q_{0}(x)= \frac{1}{2} \log( \frac{1+x}{1-x}) \ $$ [[media: Egm6321.f09.mtg19.djvu| HW4 page19-1]] $$ = \tanh^{-1}(x) \ $$ HW

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title: File:PEA1.F09.Mtg36.pg1.fig1.svg


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User:EGM6341.s11.team1.Chiu/PEA1 F09 Mtg38

Mtg 38: Tue, 17 Nov 09

[[media: Egm6321.f09.mtg38.djvu| page38-1]]

Historical development of $$ \color{blue} \left \{ \mathbf{P}_{n} \right \} \ $$

Legendre: Attraction of Spheres

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Newtonian potential:

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$$ V= \frac{1}{r_{PQ}} \ $$

(1)
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recall force = gradient potential $$ V \ $$

Find $$ r_{PQ} \ $$ in terms of spherical coordinate of point $$ (P,Q) \ $$

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$$ V= \frac{1}{r_{PQ}}= \frac{1}{r_{Q}}( \underbrace{1-2\mu\rho+\rho^{2}}_{ \color{red} Generating \ function \ of \ \left \{ P_{n} \right \}})^{ -\frac{1}{2}} \ $$

$$ \mu:= \cos \gamma, \ \gamma:= \angle(OP,OQ), \ \rho:= \frac{r_{P}}{r_{Q}} \ $$

(2)
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[[media: Egm6321.f09.mtg32.djvu| page38-2]]

 * PEA1.F09.Mtg38.pg2.fig1.svg $$ \color{blue} P=(x_{P},y_{P},z_{P})=(r_{P},\varphi_{P},\theta_{P}), \ Q=(x_{Q},y_{Q},z_{Q})=(r_{Q},\varphi_{Q},\theta_{Q}) \ $$

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$$ (r_{PQ})^{2}= \left \| \vec{PQ} \right \|^{2}= \sum_{i=1}^{3}(x_{Q}^{i}-x_{P}^{i})^{2} \ $$

(1)
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$$ x_{P}^{1}=x_{P}, \ x_{P}^{2}=y_{P}, \ x_{P}^{3}=z_{P} \ $$

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$$ x_{P}^{1}=r_{P} \cos \theta_{P} \cos \varphi_{P} \ \ $$    Astronomical conversion $$ x_{P}^{2}=r_{P} \cos \theta_{P} \sin \varphi_{P} \ $$ $$ x_{P}^{3}=r_{P} \sin \theta_{P} \ $$

(2)
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Similarly for point $$ Q \ $$

(3)
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HW:

Use (2) and (3) in (1) to find $$ (r_{PQ})^{2} \ $$

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[[media: Egm6321.f09.mtg38.djvu| page38-3]]

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$$ (r_{PQ})^{2}=(r_{P})^{2}+(r_{Q})^{2}-2r_{P}r_{Q} \cos \gamma \ $$

(1)
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$$ \cos \gamma = \cos \theta_{Q} \cos \theta_{P} \cos( \varphi_{Q}- \varphi_{P})+ \sin \theta_{Q} \theta_{P} \ $$

(2)
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$$ (r_{PQ})^{2}=(r_{Q})^{2} \left [ \underbrace{( \frac{r_{P}}{r_{Q}})^{2}}_{ \color{blue} \rho^{2}}+1-2( \frac{r_{P}}{r_{Q}}) \underbrace{ \cos \gamma}_{ \color{blue} \mu} \right ] \ $$ obtain [[media: Egm6321.f09.mtg38.djvu| (2)page38-1]]

(3)
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$$ V= \frac{1}{r_{PQ}}= \frac{1}{r_{Q}} \sum_{n=0}^{ \infty} P_{n}( \mu) \rho^{n} \ $$

(4)
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$$ ( \underbrace{1-2 \mu \rho+\rho^{2}}_{ \color{blue} := -x})^{ -\frac{1}{2}}= \sum_{n=0}^{ \infty} P_{n}( \mu) \rho^{n} \ $$

(5)
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Binomial Theorem: $$ (1-x)^{- \frac{1}{2}}= \sum_{i=0}^{ \infty} \alpha_{i} x^{i} \ $$

(6)
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$$ \alpha_{i}= \frac{1 \cdot 3 \cdot \cdots (2i-1)}{2 \cdot 4 \cdot \cdots (2i)} \ $$

(7)
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[[media: Egm6321.f09.mtg38.djvu| page38-4]]

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$$ (1-x^{2})^{-1}=1+x^{2}+ \cdots \ $$ K. p.35

(1)
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Binomial Theorem (more generation): n integration

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$$ (x+y)^{n}= \sum_{k=0}^{n} \binom{n}{k} x^{n-k}y^{k} \ $$

(2)
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$$ \binom{n}{k}= \frac{n!}{k!(n-k)!}= \frac{n(n-1) \cdots (n-k+1)}{k!} \ $$

(3)
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Generalize (2) to case $$ n=r= \ $$real number

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$$ (x+y)^{r}= \sum_{k=0}^{ \infty} \binom{r}{k} x^{r-k} y^{k} \ $$

(4)
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$$ \binom{r}{k}= \frac{r(r-1) \cdots (r-k+1)}{k!} \ $$

(5)
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HW:

Use (4) and (5) to obtain (6) and (7) [[media: Egm6321.f09.mtg38.djvu| page38-3]].


title: File:CORDIC.VHDL.2.A.20110910.pdf


text:
Literature/1997/Barry

 * http://books.google.com/books?id=ZiTpRxkTMwUC

Excerpts

 * Introduction

 * Perception and Visual "Common Sense"

Our eyes are truly wondrous windows on the world. The last of our senses to evolve and the most sophisticated, they are our main source of information about the world, sending more data more quickly to the nervous system than any other sense.

Yet what our eyes register is not a picture of reality as it is. Rather our brains combine information from our eyes with data from our other senses, synthesize it, and draw on our past experience to give us a workable image of our world. This image orients us, allows us to comprehend our situation, and help us to recognize significant factors within it. To clarify how we see, perceptual psychologist J. J. Gibson has made a distinction between the image that appears on the retina, which he called the "visual field," and the mental creation that composes our "visual world." The visual field is created by light falling on our eyes; the visual world, however, interprets these patterns of light as reality. The visual world, then, is an interpretation of reality but not reality itself. It is an image created in the brain, formed by an integration of immediate multi-sensory information, prior experience, and cultural learning. In short, it is a mental map, but it is not the territory.

This is why although Alfred Korzybski's first principle of general semantics -- "the map is not the territory" -- may seem at first to state the obvious (who would confuse a road map for the real landscape?), the statement implies much more. It suggests a separation between perception and reality that is fundamental -- it is, in fact, a gulf that is never closed. What we refer to as "reality" is really a maplike mental image, the end product of a process that begins with light refraction in the environment and ends in the intricate and complex dynamics of the mind.

What we perceive, then, is no more "real" than a painting of a still life is edible: perception always intercedes between reality and ourselves. The surrealist painter Rene Magritte continually commented on this gap in such paintings as "The Key of Dreams," where word captions seem to contradict the meaning of the images above them: the head of a horse is captioned "the door," a clock "the wind," a pitcher "the bird," a valise, "the valise." Because we see things consistently, we have also come to believe that we see truly. Ultimately, however, we see more what we expect to see than what really "is."

Even when we watch television, we misunderstand approximately 30 percent of what is shown to us. Our emotional state, our mindset at the time, and our prior experience all seem to conspire against our seeing things as they really are. We go about our lives, however, mostly assuming that what we see is what really "is," as if there were no intermediary process -- in other words, as if the map were indeed the territory.

On the other hand, much of this assumption is for the most part justified and continually reinforced through experience: when we see a chair in front of us and then sit in it, we know our senses weren't fooling us. Because our evolutionary survival as a species has depended on our ability to recognize and derive meaning from our surroundings, the very fact that we are here tells us that the mechanism of perception is working. If our perceptual maps didn't work, we wouldn't survive to pass along the genes that preprogram the process.

But the trust we have in our senses and our own sense of objectivity is rarely if ever completely justified. Not only are we biologically tuned to overestimate certain aspects of perception, such as height compared to width, but we are also rarely even conscious of the variety of factors impinging on our perspective, especially those derived from subconscious and even primitive forces or from the vagaries of personal experience. Our image of the world is governed by evolutionary principles; it is to a great extent shared by others with the same cultural background; yet it is also uniquely nuanced in each individual.

Comments

 * A Prelude -- contrast effect

WYSWYG or "What You See is What You Get" is a popular jargon in computing. The seer sees the seen indeed in practice. Or, the seen is up to (the capacity of) the seer. The seer and the seen are the two sides of the coin called seeing, view or worldview, which are practically the same. Simply, it is absolutely true that the observer observes the observed (sign of the world), and the reader reads the read (design of the book), as far as his or her capacity goes. Then, meanings just ain't in the wordy design nor in the worldly sign but after all in the seer's (mind's) eye seeing the seen, whether design or sign.

title: Literature/1997/Barry


text:
User talk:Frigotoni

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 14:00, 10 September 2011 (UTC)

Global sysops
Thanks for your message. I don't want to agree unilaterally, so I'll move it to the admin board in case anyone else wants to comment.--Collingwood (talk) 09:56, 30 December 2012 (UTC)

title: User talk:Frigotoni


text:
User talk:Mr. burmese

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 14:10, 10 September 2011 (UTC)

Moved pages you created
I moved a number of pages you created as biographies to your user space. If you participate in Wikiversity, even occasionally, it should be okay for these pages to be kept in your user space. One page was previously created, probably by you, anonymously, so I moved that to my own user space temporarily, I have now also moved that to your user space. You can see all the pages in your user space with.

These pages are not appropriate, in my opinion, in Wikiversity mainspace. Wikiversity is not an encyclopedia. However, if you were to create educational pages on Burmese history, for example, and the history were to become very detailed, some pages on individuals might be appropriate. Again, welcome to Wikiversity. --Abd 14:26, 10 September 2011 (UTC)

Please do not continue to create pages in mainspace
You have again created a page that is not appropriate as an educational resource. I am again moving this page into your user space, you can find it at User:Mr. burmese/Historian myoma myint kywe. Please respond here. I am adding a deletion tag to the pages in your user space, the four that are about the same. If you want to keep any of these, you may remove the tag, otherwise they will be deleted. I'm doing this because you have now several copies of pages.

Above, I gave you a link so that you could see all the pages in your user space. Here they are:
 * User:Mr. burmese/Myoma Myint Kywe (Your original page, created by 203.189.154.65. I did some editing on this page to make the list work).
 * User:Mr. burmese/Burmese historian Myoma Myint Kywe
 * User:Mr. burmese/Historian myoma myint kywe
 * User:Mr. burmese/Politician Myoma U Than Kywe
 * User:Mr. burmese/Writer Myoma Myint Kywe
 * User:Mr. burmese/Myoma U Than Kywe (just found this, I'd forgotten it, it has a deletion tag on it).

If you remove a deletion tag from the pages you want to keep, the rest will be deleted.

Please do not create any more pages like this in mainspace until there is some agreement about what you can do. Thank you. --Abd 01:26, 11 September 2011 (UTC)

User:Burmesehistorian
See User talk:Burmesehistorian. Please choose one account to use and use only that. If you continue to create and use new accounts, they might all be blocked. You also edited as Special:Contributions/203.189.154.47 and created a page, JOURNALIST Myoma Myint Kywe, which I deleted, because you have had ample warning. You may create pages in your user space, but most of these pages are duplicates, and if you do not start responding and cooperating, they might all be deleted. Please respond. Thank you. --Abd 01:45, 15 September 2011 (UTC)

Range block
Because of repeated page creations, and no communication in response to attempts to assist this user, I've now blocked Special:Contributions/203.189.154.15/32 for a week. The registered accounts may still be used, and if one of them is blocked, nevertheless the talk page should still be open for the user to communicate, the user should be able to log in and request unblock, if that account is blocked.

The user is requested to pick for use one registered account, and not to create new ones, and not to create mainspace pages with the same basic content as the pages which have been moved to user space here. Any decision I've made may be appealed, and I will assist this user in the appeal. Without communication, though, the likely result is that all the user's accounts will be blocked, if the behavior I consider a problem is repeated without discussion, and all these pages will be deleted.

Myoma, if this is you, I hope you will cooperate, as expressed as desirable in the material you have written. I stand ready to assist you. I am now deleting apparently related new page contributions without further comment. Deletions can be undone on request and approval, they are not final, so please do not recreate pages, it just makes a mess. Thanks. --Abd 18:09, 18 September 2011 (UTC)

Block
As you are continuing to recreate content which has been previously deleted (due to copyright issues), and are making no attempt to communicate with the Wikiversity community, I have blocked you for a period of one week to prevent you disrupting the project. This is a preventative and not a punitive measure: if you can convince the Wikiversity community that you can edit productively, you will be unblocked before the allotted time. Thanks. S Larctia 21:30, 30 September 2011 (UTC)

title: User talk:Mr. burmese


text:
User talk:Eldervaliant

 Hello Eldervaliant, 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 14:35, 10 September 2011 (UTC)

your addition to Participants
. The username you placed there is not registered, I removed it. What did you have in mind? Thanks. --Abd 14:36, 10 September 2011 (UTC)

title: User talk:Eldervaliant


text:
Vortices

Idea
A vortex always forms when something passes through a liquid or gas. There are three vortices concepts associated with flight: The goal is to show these using a fog machine and small hand thrown airplanes and/or wind tunnel.
 * The "starting vortex" that leaves the wing.
 * The "bound vortex" that sticks to the top of the wing.
 * One that comes off the wingWingtip_vortices tips.

Subsystems

 * Fog Machine
 * Wind Tunnel

title: Vortices


text:
Engineering Projects/Corn Starch

Project Cornstarch
Develop all the cornstarch demos:
 * Faraday Waves
 * Monsters
 * QuickSand

Document creation, and clean up processes so pipes are clogged.

Conceive
Cornstarch Vehicle-T&TH 5:30pm-7:20pm

Tutorials
old documentation

title: Engineering Projects/Corn Starch


text:
User:Morningstar1814

WELCOME TO MY LAIR THE WIKIVERSITY SECTOR Homepage · Talkpage · Gallery · Contributions

title: User:Morningstar1814


text:
Engineering Projects/Mascot robot

Idea
Develop a robot version of the school mascot. List the mascots below. Use theater smoke and right leds instead of fire. Create smoke ring machines. Document how to build light weight structure with movement. Document motors, wiring harnesses, remote control, etc.

SubSystems

 * Fog Machine
 * Frames
 * Remote Control
 * LED's
 * Movement
 * Skinning

title: Engineering Projects/Mascot robot


text:
Escher

Problem
Escher drawings can be made into 3D objects that if looked at in the right lighting, at the right angle, create an illusion ... typically of water going up hill or balls rolling up hill. These illusions make great demonstration devices that illustrate engineering and art to kids and start interesting conversations.

Conceive
Escher drawings can be drawn in 3D software and then physically modeled so their percularities become more exposed. Project doesn't have to include a water pump.
 * This project has to have a chin rest system so the eye lines create the illusion.
 * Videoing the illusion is a must
 * Lighting is going to be very important

Design
Link to the sketchup file

 * Waterfall in google Sketchup
 * Waterpump starting point
 * siphon and hoses option

Demo
presentation

Next Steps

 * Make video of 2 ramp
 * Create demo of the 2 ramp
 * Draw water fall
 * Make the four ramp

title: Escher


text:
Engineering Projects/R.O.I.T. wheel robot

Idea
Build a R.I.O.T. Wheel toy robot.

College/Universities

 * /Howard Community College/


text:
Engineering Projects/FanWing

Idea
Build a fanwing aircraft. Also called "spinning wing." This is related to the "Magnus effect" which is related to the "Coanda effect". Starting point may be this Magnus demonstration (youtube video link). It may result in a mobile, high altitude wind energy generation blimp (youtube again).

Story
Aviators is a continuation of the _MWE project. We set out to continue and finish the construction of the fanwing. The first priority was to finish the body and wings of the fanwing. We split the task evenly among each group member. The first two weeks were spent strategising where the motor of the fanwing would go.We decided to place the motor on the middle section of the fanwing.To do this, Eric came up with the idea to cut slits of balsa wood and conjoin them to the bottom portion of the Styrofoam body. Waleed and Mirza decided to tackle this task by cutting,sanding, and gluing the balsa wood slits along the bottom the the V shaped body.

The project manager spoke to us about our design and that not much progress was made on the fanwing. We took the advise into consideration and came up with the tough choice of scrapping our previous design and rebuilding anew.

Waleed proposed the idea of using and old styrofoam plane model and creating a new squirrel cage proportional to the size of the body.

Divided up tasks:

Mirza: Build Squirrel Cage

Waleed: Build Body

Eric: Construct Blades

We researched center of gravity of a plane. It lies in the wings.

http://www.grc.nasa.gov/WWW/k-12/airplane/acg.html

College/Universities
/Howard Community College/

title: Engineering Projects/FanWing


text:
Engineering Projects/Illuminate Clothing

Idea
Illuminate clothing using EL wire, very flat buttons, ballons, etc. and software to make a custom.

SubSystems
Power system for EL wire Lilypad Arduino

Colleges/Universities

 * /Howard Community College/


text:
Java Tutorial/Overview of Swing components

Overview of Swing components
The components are listed in the template now.

Somebody could write more explanatory text here ...


text:
Engineering Projects/Robot end effector

Idea
Robotic End Effectors are the hands of a robot. The goal is to create robotic gripping mechanisms out of simple materials.

SubSystems

 * Fin Ray
 * Vacuum
 * CoffeeGrinds

College/Universities
/Howard Community College/

title: Engineering Projects/Robot end effector


text:
Engineering Projects/Robot arm

Idea
Robotic arms don't have to look like a human arm or double pendulum. They can look like the trunk of an elephant or octopus.

College/Universities

 * /Howard Community College/

title: Engineering Projects/Robot arm


text:
Engineering Projects/Model boat

Idea
Make a model boat with an autopilot and camera that can chase turtles or shoot BB's at other boats in a competition.

College/Universities
/Howard Community College/

title: Engineering Projects/Model boat


text:
Engineering Projects/HoverCraft

Idea
Everyone loves hovercrafts.

Goals
Primary goal: Make a HoverCraft with an autopilot and sensors that can travel down a school corridor.

There are three main steps to complete this project:
 * 1. Build a working design of a hover craft;
 * 2. Use a remote control system to control the hover craft
 * 3. Develop and use an autopilot system to allow the craft to navigate hallways.

College/Universities
/Howard Community College/

title: Engineering Projects/HoverCraft


text:
Engineering Projects/Apps

Idea
Build cell phone apps for the local college that enable activities such as finding free food, clean bathrooms, specific rooms by number and similar applications that utilize a cell phone's GPS, mapping and camera capabilities. The University of Oregon has a similar app. The ArcGis company has support for the mapping portion of this project. It may be possible to extend Google Maps or Google Earth for this purpose. This may involve imbedding a network of Wi-Fi hotspot triangulation, Bluetooth transmitters or RFID tags to locate oneself within a building since GPS and cell phone triangulation don't work well.

SubSystems

 * Building imaging
 * Mapping

Tutorials

 * Install AppInventor

College/Universities

 * /Howard Community College/

title: Engineering Projects/Apps


text:
Engineering Projects/Igloo

Idea
Create instructions, lists of materials, job categories, construction strategies for Igloo and ice buildings so that engineering students can build them when it gets cold and/or snows.

College/Universities
/Howard Community College/

title: Engineering Projects/Igloo


text:
3D Scan

Idea
3D Scan creates a digital representation of an observed threedimensional object. The resulting digital object of the observed object has also 3 dimensions i.e. can be handled in with software in a threedimensional coordinate system.

Learning Modules
There a different options to create digital 3D object from an observed real world object.

3D Scan with Digital Camera
An ordinary digital camera can be used to create a 3D point cloud of large buildings with multiple images as input and the application of the OpenSource software Regard3D
 * Digital Camera with information about lens properties
 * Software: Regard3D
 * Theoretical Background: Photogrammetry
 * Example:

Drone Mapping & 3D Scan for Digital Elevation Model
Scan a large part of the landscape and create a 3D point cloud or digital elevation model (DEM) as 3D Scan of the landscape.
 * Device: Drone with Camera
 * Software: Open Drone Mapping

3D Scan with Kinect
Kinect and Makerbot - this includes also the printing with a specific product
 * Devices: Kinect for 3D Scan and Makerbot for printing

title: 3D Scan


text:
User:Jamorgan3

Link to User:Jamorgan3/enes100

Poppit Project
 * Link back to team jdjengineers
 * Link back to User:Jamorgan3/enes100/poppit

Hover Craft Project
 * Link back to team Glorious
 * Link back to User:Jamorgan3/enes100/glorious

 * Link back to team Glorious2
 * Link back to User:Jamorgan3/enes100/Glorious2

 * Link back to team Glorious3
 * Link back to User:Jamorgan3/enes100/Glorious3

I'm a first year college student at Howard Community College.

title: User:Jamorgan3


text: User talk:Cerejota

title: User talk:Cerejota


text:
Engineering Projects/Music projects

Idea
Music projects involve creating new instruments, sampling in a new way and creating new sounds. For example, hall effect probes, magnents and a bean can can be combined to create a combination player piano drum and mixer. Ball bearings and metal washers can be combined into a drum box.

SubSystems

 * Synthesizers
 * MIDI

College/Universities
/Howard Community College/

title: Engineering Projects/Music projects


text:
Engineering Projects/Power projects

Idea
Power Projects involve supplying power to a variety of projects. Old PC power supplies can be used. Disposible batteries need to be reordered, old, used and new need to be kept seperated. Rechargeable batteries of all types are getting more and more complicated. LiPo batteries come in all sorts of shapes, sizes and require chargers hooked to PC's through USB cables to be maintained properly. AC power is dangerous and needs to be delivered through a series of circuit breakes, switches and lights before being exposed to those using it. Setting up this power management system in support of other projects is very important. Here is an example of another power project

Video of Joule Thief ... keep old batteries working.

SubSystems

 * Disposable Batteries
 * Rechargeable Batteries
 * Variable Power Supplies
 * Power Supplies built from PC's
 * AC circuit breaker, switch saftey system
 * Smart Grid demonstrations
 * Home Automation] [[wikipedia:wiki/X10_(industry_standard)|BSR, X10 systems

Tutorials
AC Saftey

College/Universities
/Howard Community College/

title: Engineering Projects/Power projects


text:
Engineering Projects/Puttputt golf

Idea
Putt-Putt golf greens can be built with a couple of boards, stored in very little space, and set up quickly. Elaborate mechanisms can be setup for entertainment, to make the holes harder or easier, to advertise and to raise money.

Tutorials
AC Saftey

College/Universities
/Howard Community College/

title: Engineering Projects/Puttputt golf


text:
User talk:Jamorgan3

 Hello Jamorgan3, 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 00:14, 11 September 2011 (UTC)

title: User talk:Jamorgan3


text:
User talk:Zoe1328

 Hello Zoe1328, 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 01:40, 11 September 2011 (UTC)

title: User talk:Zoe1328


text:
User talk:Morningstar1814

 Hello Dvl007, 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 01:43, 11 September 2011 (UTC)

title: User talk:Morningstar1814


title: File:PEA1.F09.Mtg38.pg1.fig1.svg


title: File:PEA1.F09.Mtg38.pg2.fig1.svg


text:
User:Jamorgan3/enes100/poppit

Link back to team jdjengineers

This is where I discuss my Poppit project.

Instructor assigned the project
My first project was called Chunk Poppit. The class was divided into teams of three or four to work on this project. The project is based around a game called Poppit, a balloon popping game, which can be found on Pogo.com or as a downloadable application from the Google Chrome Web Store. Each team's goal was to pop up as many balloons as possible, analyze the games and their structures, and attempt to write software that would do a better job of popping all the balloons than a human player could.

Write problem statement
Since I wanted to pop as many balloons as possible, I needed to first come up with some problem statements. For example, where should I start popping: the sides, the top, or the bottom? Also, how does the difficulty affect the number of moves it takes to finish a round and the number of balloons left over?

Assign Task1
Since the problem statements are mainly about how my starting location affects the outcome, I will run several tests and examine how starting on different sides of the game will affect the outcome.

Compare actual work done to Task1
I played many games of Poppit, keeping track of my starting point, number of moves, and number of remaining balloons, as well as whether or not I won the game or ran out of moves. While some tests showed that starting from one point eliminated more balloons than other sides, there was no overwhelmingly conclusive data to prove this.

Week1 Narrative
I wanted to test all the variables. I started a new game, made sure it was on the "Easy" difficulty to begin with, and picked a side to start on. I began popping balloons from that side and moved across the board. After each test, the data seemed a little scattered. There was no conclusive data that starting from one side versus the others would make much of a difference.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
I will continue testing, except now I will try to find a correlation between game difficulty and the number of balloons remaining.

Compare actual work done to Task2
I found that changing the game difficulty did not actually affect our games' results as it only changed the number and location of the presents inside of the balloons.

Week2 Narrative
I began playing rounds of different difficulties and trying to find some connection between the difficulty and the number of balloons remaining at the end of a round. However, I noticed that as I increased the difficulty of a game, the only thing that changed was the number and location of the presents hidden in the balloons. These presents are meant to be freed from the balloons, at which point, if the player has removed all the presents, the game is "won". Since this had no influence on the pattern or initial number of balloons, the game difficulty did not affect the number of moves made or the number of balloons remaining at the end of a round.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Team project page ::jdjengineers

Start Next Project Week0 activities
My next project will be HoverCraft

title: User:Jamorgan3/enes100/poppit


text:
User:Jamorgan3/enes100

Poppit Project
 * Link back to team jdjengineers
 * Link back to User:Jamorgan3/enes100/poppit

Hover Craft Project
 * Link back to team Glorious
 * Link back to User:Jamorgan3/enes100/glorious

This is my ENES-100 page.

title: User:Jamorgan3/enes100


text:
User:Mysterytrey/links

my page | my talk page | my sandbox | my contributions

title: User:Mysterytrey/links


text:
User:EGM6341.s11.team1.Chiu/PEA1 F09 Mtg40

Mtg 40: Thu, 19 Nov 09

[[media: Egm6321.f09.mtg40.djvu| page40-1]]

Note

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$$ \sum_{n=1}^{ \infty} P'_{n} \rho^{n+1}= \sum_{m=2}^{ \infty} P'_{m-1} \rho^{m} \ $$

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Let $$ m:=n+1 \Rightarrow n=m-1 \ $$ when $$ n=1 \Rightarrow m=2 \ $$

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$$ \sum_{n=1}^{ \infty} P'_{n} \rho^{n+1}= \sum_{n=2}^{ \infty} P'_{n-1} \rho^{n} \ $$

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$$ \sum_{m=2}^{ \infty} P'_{m-1} \rho^{m}= \sum_{n=2}^{ \infty} P'_{n-1} \rho^{n} \ $$ (by changing $$ \color{blue} m \to n \ $$)

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End Note

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2) $$ \frac{1}{ \sqrt{A}}= \sum_{n=0} P_{n} \rho^{n} \ $$ [[media: Egm6321.f09.mtg38.djvu| (5) page38-3]]

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$$ \frac{\mu- \rho}{A^{ \frac{3}{2}}}= \sum_{n=1} P_{n}n \rho^{n-1} \ $$ [[media: Egm6321.f09.mtg39.djvu| (5) page39-3]]

 * }

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$$ \Rightarrow \underset{ \color{blue} \underset{(\mu- \rho) \sum_{n=0}P_{n} \rho^{n}}{\downarrow}} \frac{\mu- \rho}{ \sqrt{A}}= \underset{ \color{blue} \underset{(1-2 \mu \rho+ \rho^{2})}{\uparrow}} A \sum_{n=1} P_{n} n \rho^{n-1}=A \sum_{n=0} P_{n+1}(n+1) \rho^{n} \ $$

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[[media: Egm6321.f09.mtg40.djvu| page40-2]]

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$$ \mu \sum_{n=0}P_{n} \rho^{n}- \mathbf{ \sum_{n=0}P_{n} \rho^{n+1}}= \mathbf{ \sum_{n=1}P_{n}n \rho^{n-1}}-2 \mu \sum_{n=1}P_{n}n \rho^{n}+ \mathbf{\sum_{n=1}P_{n}n \rho^{n+1}} \ $$

 * }

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$$ \Rightarrow \mu \sum_{n=0}P_{n} \rho^{n}- \sum_{n=1}P_{n-1} \rho^{n}= \sum_{n=0}P_{n+1}(n+1) \rho^{n}-2 \mu \sum_{n=1}P_{n}n \rho^{n}+ \sum_{n=2}P_{n-1}(n-1) \rho^{n} \ $$

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Ignore the initial terms $$ \Rightarrow \ $$ recurrence relation is factors of $$ \rho^{n}: \ $$

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$$ \mu \left [ P_{0} \rho^{0}+P_{1} \rho^{1}+ \sum_{n=2} \mathbf{P_{n} \rho^{n}} \right ]- \left [ P_{0} \rho^{1}+ \sum_{n=2} \mathbf{P_{n-1} \rho^{n}} \right ] \ $$

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[[media: Egm6321.f09.mtg40.djvu| page40-3]]

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$$ =\left [ P_{1} \rho^{0}+P_{2} \cdot 2 \cdot \rho^{1}+ \sum_{n=2} \mathbf{P_{n+1}(n+1)} \rho^{n} \right ]-2 \mu \left [ P_{1} \cdot 1 \cdot \rho+ \sum_{n=2} \mathbf{P_{n}n} \rho^{n} \right ]+ \left [ \sum_{n=2} \mathbf{P_{n-1}(n-1)} \rho^{n} \right ]\ $$

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$$ \mu P_{n}-P_{n-1}= P_{n+1}(n+1)-2 \mu P_{n}n+P_{n-1}(n-1) \ $$

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$$ \Rightarrow (n+1)P_{n+1}-(2n+1) \mu P_{n}+n P_{n-1}=0 \ $$

(1)
 *
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Legendre equation from 2 recurrence relations

[[media: Egm6321.f09.mtg39.djvu| (1) page39-4:]] 1st $$ RR=RR1 \ $$

[[media: Egm6321.f09.mtg40.djvu| (1) page40-3:]] 2nd $$ RR=RR2 \ $$

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$$ \frac{\mathrm{d} }{\mathrm{d} \mu}(RR2)=(n+1)P'_{n+1}-(2n+1) \left [ P_{n}+ \mu P'_{n} \right ]+n P'_{n-1}=0 \ $$

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$$ RR1 \Rightarrow (n+1)P'_{n+1}-(2n+1)(P_{n}+ \mu P'_{n})+n( \mu P'_{n}-n P_{n})=0 \ $$

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[[media: Egm6321.f09.mtg40.djvu| page40-4]]

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$$ \Rightarrow (n+1)P'_{n+1}-(n+1) \mu P'_{n}+ \underbrace{(-2n-1-n^{2})}_{ \color{blue} -(n+1)^{2}} P_{n}=0 \ $$

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$$ \Rightarrow P'_{n+1}- \mu P'_{n}-(n+1)P_{n}=0 \ $$

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Change $$ (n+1) \to n: \ $$

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$$ P'_{n}- \mu \underbrace{P'_{n-1}}_{{ \color{blue} \mu P'_{n}-n P_{n}} \ (RR1)}-n P_{n-1}=0 \ $$

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$$ (1- \mu^{2})P'_{n}+n \mu P_{n}-n P_{n-1}=0 \ $$

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Differentiate the above:

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$$ \underbrace{ \left [ (1- \mu^{2})P'_{n} \right ]'}_{ \color{blue} (1- \mu^{2})P''_{n}-2 \mu P'_{n}}+ \underbrace{ n \left [ \mu P'_{n}+P_{n} \right ]-n \underbrace{P'_{n-1}}_{ \color{blue} \mu P'_{n}-n P_{n}}}_{ \color{red} n(n+1)P_{n}}=0 \ $$

 * }


text:
User:Marshallsumter/Coronal cloud

blanked for review, please keep page.

title: User:Marshallsumter/Coronal cloud


text:
Talk:Motivation and emotion/Book/2011/Volunteerism

Comments
Hi Crazydaisy,

You look like you have put a lot of thought into this chapter with regards to the plan. I think it should cover all aspects of the assessment. Well done. --Wikitwit 05:35, 11 September 2011 (UTC)

I have found a journal article that might be of use to you. Social Investment and Personality: A Meta-Analysis of the Relationship of Personality Traits to Investment in Work, Family, Religion, and Volunteerism. Let me know if this sounds like something you might want to use and I will forward it on.--Wikitwit 01:22, 15 October 2011 (UTC)

Hi Ms Crazy or should that be Ms Daisy ? Thanks for stopping by my Emotional Intelligence page and leaving your comments. Good thinking. Here is a link to a paper discussing how volunteering and Emotional Intelligence may be correlated http://www.ijhssnet.com/journals/Vol._1_No._8;_July_2011/27.pdf Hope it's useful. Cheers, Ray U112052 01:23, 21 October 2011 (UTC)

Further to our earlier discussion, this is the abstract for the volunteerism paper -  Investing in normative, age-graded social roles has broad implications for both the individual and society. The current meta-analysis examines the way in which personality traits relate to four such investments— work, family, religion, and volunteerism. The present study uses meta-analytic techniques (K = 94) to identify the cross-sectional patterns of relationships between social investment in these four roles and the personality trait domains of agreeableness, conscientiousness, and emotional stability. Results show that the extent of investment in social roles across these domains is positively related to agreeableness, conscientiousness, emotional stability, and low psychoticism. These findings are more robust when individuals are psychologically committed to rather than simply demographically associated with the investment role. see what you think and let me know. --Wikitwit 20:57, 25 October 2011 (UTC) sorry, forgot to mention authors are Jennifer Lodi-Smith and Brent W. Roberts--Wikitwit 21:03, 25 October 2011 (UTC)

Hi Crazydaisy, Your page is looking great. I like that you make us think about our own community group involvement - and that even the smallest community contribution is important. Maybe consider adding some images to your page to lighten the text a little. Try http://commons.wikimedia.org/w/index.php?title=Special%3ASearch&search=volunteer Ltb 02:29, 1 November 2011 (UTC)

Hi your page looks fantastic. I really love the exercise boxes, as they break up the text and draws the reader in. (Psych 125 10:00, 1 November 2011 (UTC))

Nice work Crazydaisy. I like the way you keep your reader engaged with the exercises. You should do well. Cheers, Ray U112052 21:45, 1 November 2011 (UTC)

Hey Crazy Daisy! This chapter is really interesting and informative :). I particularly like the way you have broken it up with boxes - though some of them are overlapping with the pictures. The only other thing is that when you have a long list of in text references it prevents the reading from flowing as well as it could - maybe numbered references might be the way to go. Really cool though - nice work! Claremw 23:45, 1 November 2011 (UTC)

Hi CrazyDaisy. Thanks so much for pointing out my referencing mistakes. As I fixed them, I found a few more. Really apreciate it. I have checked and re-checked, but still there are glitches. Grr! Also - I think your page has fulfilled the applied criteria of the task really well. The way you ask readers to think about their own behaviour while they read about the theories is a good way to engage them and show some critical thinking too. Good job! Jay-bird 06:56, 2 November 2011 (UTC)

Such an interesting topic, well done! Your chapter reads well - each section is set up in an appropriate order. If you can find any info regarding it, maybe you could have a little fun fact section on whether volutneerism is predominantly seen as altruistic behaviour or egoistic behaviour? Just a thought after yesterday's social psychology lecture. Good job! AngeM 23:15, 2 November 2011 (UTC)

Wow your page looks great! Really easy to comprehend.

Hey CraizyDaisy. I really like how you've put the exercises in your page. One of the things I've struggled with on my page is making it "sel-help" style. Your exercises really translate the theory into practical terms. Great job! TabithaJ 09:44, 3 November 2011 (UTC)

You've done a really good job of incorporating the exercises and tables into your chapter. It makes it much more interactive, and less like a bunch of words on a page - great for the target audience. I also think your intro sets up the chapter really well - it's short and simple, but readers know exactly what to expect from the chapter. Great job! Danielle.d 00:51, 4 November 2011 (UTC)

Hi CraizyDaisy. You are more than welcome to have a link to my Relationships & Happiness page. I will add a link to yours too if you don't mind? TabithaJ 05:58, 5 November 2011 (UTC)

Hi CrazyDaisy! You have chosen a very interesting topic! You chapter is easy to read, colourful and appears to be very appealing! As a few have already mentioned, I really enjoyed reading your chapter and the inclusion of exercises were fascinating. In relation to Exercise 2, I do see myself fitting into many of the 6 elements in the Functional Theory of Motivation! Good luck with your final touches :) SKM1501 03:11, 4 November 2011 (UTC)

Hey CrazyDaisy, your page is looking fantastic, like SKM1501 has mentioned its very easy to read and colourful too, i couldnt help but notice your heading Systematic Quality of Life Theory is in between two pictures, would it be a little bit better if it had a little more room? it looks a little crowded with the two pics, just a thought but its looking great cant wait to read the final copy Shanti 05:11, 6 November 2011 (UTC)

Great exercises and quiz - really well done - Magnolia

Rfoster 02:53, 28 November 2011 (UTC)

-- Jtneill - Talk - c 03:42, 9 December 2011 (UTC)


text:
User:EGM6341.s11.team1.Chiu/PEA1 F09 Mtg44

Mtg 44: Tue, 08 Dec 09

[[media: Egm6321.f09.mtg44.djvu| page44-1]]

Rodrigues' formula for $$ \color{blue} P_{n}(x) \ $$ (Legendre)

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$$ P_{n}(x)= \frac{(-1)^{n}}{2^{n}n!} \frac{\mathrm{d}^{n} }{\mathrm{d} x^{n}} (1-x^{2})^{n} \ $$

 * }

Other "orthogonal" functions (in particular polynomial) Laguerre, Hermite, Jacobi $$ \to \ $$ Legendre, Chebyshev

Application: Interpretation, Integration, Solution of PDEs. Unified general theory of orthogonal functions. Note: Also includes Bessel functions. Definition: (after some transformation)

End Rodrigues' formula for $$ \color{blue} P_{n}(x) \ $$

Fundamental Equation of Hypergeometric Type (FEHT)

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$$ a_{2}(x)y''+a_{1}(x)y'+a_{o}y=0 \ $$

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[[media: Egm6321.f09.mtg44.djvu| page44-2]]

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$$ a_{0} \in \mathbb{P}_{0} \ $$ constant

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$$ a_{1}(x) \in \mathbb{P}_{1} \ $$ linear

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$$ a_{2}(x) \in \mathbb{P}_{2} \ $$ quadratic

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or: $$ a_{i}(x) \in \mathbb{P}_{i}, \ i=0,1,2 \ $$

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End Fundamental Equation of Hypergeometric Type

Example Legendre equation

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$$ a_{2}(x)=1-x^{2} \ $$ $$ a_{1}(x)=-2x \ $$ $$ a_{0}=n(n+1) \ $$

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End Example

A solution of FEHT is a function of HT (i.e., FHT)

Theorem 1:

All derivative of a FHT, which is a solution of a FEHT, is again a FHT.

End Theorem 1

Definition

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$$ v_{1}(x):=y^{(1)}(x) \equiv y'(x) \ $$ $$ v_{n}(x):=y^{(n)}(x) \ $$ $$ y \ $$ is a FHT, i.e., solution of a FEHT

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[[media: Egm6321.f09.mtg44.djvu| page44-3]]

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$$ a_{2}^{(n)}v''_{n}+a_{1}^{(n)}v'_{n}+a_{0}^{(n)}v_{n}=0 \ $$

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$$ a_{2}^ \overset{ \color{blue} \overset{ \textbf{not} \ nth \ derivative}{\downarrow}}{(n)} \equiv a_{2} \in \mathbb{P}_{2} \ $$

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$$ a_{1}^{(n)}=na \overset{ \color{blue} \overset{ prime = 1st \ derivative }{\downarrow}}'_{2}+a_{1} \in \mathbb{P}_{1} \ $$

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$$ a_{0}^{(n)}=c_{2}a''_{2}+c_{1}a'_{1}+c_{0}a_{0} \in \mathbb{P}_{0} \ $$

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$$ c_{0}=1, \ c_{1}=n, \ c_{2}= \frac{1}{2} n(n-1) \ $$

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End Theorem 1

Theorem 2: "Self-adjoint" form

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$$ (a_{2} \rho y')'+a_{0} \rho y=0 \ $$ at $$ (a_{2} \rho)'=a_{1} \rho \ $$

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$$ (a_{2}^{(n)} \rho_{n} v_{n}')'+a_{0}^{n} \rho_{n} v_{n}=0 \ $$ at $$ (a_{2}^{(n)} \rho_{n})'=a_{1}^{(n)} \rho_{n} \ $$

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[[media: Egm6321.f09.mtg44.djvu| page44-4]]

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$$ ( \rho_{n+1}v_{n+1})'+a_{0}^{(n)}( \rho_{n}v_{n})=0 \ $$

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$$ y(x)= \frac{1}{A_{n} \rho(x)} \left [ (a_{2}(x))^{n} \rho(x) v_{n}(x) \right ]^ \overset{ \color{blue} \overset{nth \ derivative}{\downarrow}}{(n)} \ $$

 * }

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$$ A_{n}:=(-1)^{n} \prod_{k=0}^{n-1}a_{0}^{(k)} \in \mathbb{P}_{0} \ $$ constant

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End Theorem 2

Theorem 3:

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If $$ v_{n}(x)=y_{n}^{(n)}(x) \equiv \frac{\mathrm{d}^{n} }{\mathrm{d} x^{n}}y_{n}(x) \ $$ at $$ y_{n} \in \mathbb{P}_{n} \Rightarrow v_{n}(x)= \ $$constant

 * }

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By Theorem 2: $$ y_{n}(x)= \frac{b_{0}}{A_{n} \rho(x)} \left [ (a_{2}(x))^{n} \rho(x) \right ]^\overset{ \color{blue} \overset{nth \ derivative}{\downarrow}} {(n)} \ $$

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$$ y_{n} \in \mathbb{P}_{n} \Rightarrow y_{n}(x)= \sum_{j=0}^{n} b_{j}x^{j} \ $$

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End Theorem 3

Canonical forms of classical orthogonal polynomial

[[media: Egm6321.f09.mtg44.djvu| page44-5]]

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$$ \rho(x)=(1-x)^{\alpha}(1+x)^{\beta} \ $$ for $$ a_{2}(x)=1-x^{2} \ $$ Jacobi (Legendre, Chebyshev)

 * }

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$$ \rho(x)=x^{\alpha}e^{-x} \ $$ for $$ a_{2}(x)=x \ $$ laguerre

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$$ \rho(x)=e^{-x^{2}} \ $$ for $$ a_{2}(x)=1 \ $$ Hermite

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Legendre polynomial: $$ \alpha=\beta=0 \ $$

 * }

End Canonical forms of classical orthogonal polynomial


text:
Portal:Farsi

Welcome to the Department of Farsi! به گروه فارسی خوش آمدید!

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color:inherit ; margin-left: auto; margin-right: auto" Farsi Division Welcome to the Farsi Department at Wikiversity, part of the Center for Foreign Language Learning and the School of Language and Literature.
 * style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Streams

 * List of Farsi Learners and Teachers

Courses Planned

 * Farsi I
 * Farsi II
 * Farsi III
 * Farsi IV

Department News
{| cellpadding="10" cellspacing="5" style="width: 99%; background-color:inherit ; margin-left: auto; margin-right: auto"
 * Department is founded: Sunday, September 11th 2011
 * Farsi I is in development: Sunday, September 11th 2011
 * }
 * style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Language Learning Tips
If you are an English speaker, the chances are that you don't have many opportunities to speak Farsi. This is unfortunate, as one of the most important ingredients into learning a language is conversing in that language. It produces fluidity in speech and builds vocabulary and grammatical knowledge. It also develops the skill of understanding the language, which is a very different skill altogether. One way to overcome this obstacle is to talk to yourself in Farsi, but very slowly, to make sure that you have the correct grammar and pronunciation. As you progress in the courses, you should speed up the pace. To achieve understanding skills, you could listen to tapes or you could listen to movies with English subtitles to make sure you are getting the correct meaning of the sentence.
 * }

title: Portal:Farsi


text:
Category:Farsi Student

This category belongs to the Farsi Language Division, and its purpose is the coordination of students.

 * The main article of this category is the Farsi Language Division.

title: Category:Farsi Student


text:
Farsi I

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color:inherit ; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffe0; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Farsi I فارسئ ۱

خوش آمدید!
 * style="width: 40%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 40%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Farsi I
"Farsi I" is a course in the Farsi Department. This course aims to give students a sense of elementary grammar and to build a substantial vocabulary through repetition, exercises, reading, and writing. It attempts to help students become confident in their verb conjugations and word order.
 * rowspan="2" style="width: 60%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Lessons
1. /Grammar/ 2. /Greetings/ 3. /Numbers, Swahili Time/ 4. /Dates/ 5. /More Grammar/ 6. /Restaurant Vocabulary/ 7. /Family Vocabulary/ 8. /Shopping Vocabulary, Clothes Vocabulary/ 9. Iran Geography 10. /House Vocabulary, Daily Activities/ 11. /Sports, Athletics/ 12. /Airport Vocabulary/
 * }

title: Farsi I


title: File:PEA1.F09.Mtg34.pg2.fig1.svg


title: File:PEA1.F09.Mtg34.pg1.fig1.svg


text:
User:Phocks

Hello! I'm phocks. I will edit this properly soon.

title: User:Phocks


text:
User:Zchill/enes100/poppit

Link back to team dragons

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

Write problem statement
Look through the existing problem statements. Find something not yet done on the project. Create a problem statement for it. Think of a new subsystem that needs to be built for the project. The goal is something simple, possible, for zero dollars.

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Compare actual work done to Task2
Rationalize differences

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:Zchill/enes100/poppit


text:
User:Zchill

Zach Hill Major: Electrical Engineering at Howard Community College Columbia, Maryland USA

Files

 * Documentation Page
 * Poppit Project
 * Ham Radio Project
 * Corn Starch Project
 * Perfume Project

title: User:Zchill


text:
User:Zchill/enes100

Here is where I will put all my individual documentation for all enes100 introduction to engineering projects fall 2011.

Poppit
For Poppit I worked on gathering data on the average number of balloons per start up. My method consisted of grabbing screenshots of Poppit games I played for the class's Poppit statistics class. The screenshots were used to count the colors, and the number of colors were then put into a spreadsheet on Google Docs. The problems that I encountered was genetic. I am red blue color blind, and can not accurately distinguish between the blue balloons and the purple balloons. Rather than attempt to count the balloons and potentially skewing the data, I omitted them. The link to the Google Doc.
 * The analysis of the data written would be that there is a variance between the initial start up configuration, but if you took the average of the data the differences are negligible.

HAM Radio
I studied the radio FCC test requirements and location and time for the first week. We came back on Monday and put our heads together in an attempt to come up with a working problem. There was a lot to do with HAM and it was really a matter of finding what to focus on. We decided to try to get one of the radio kits to broadcast. I tested out a few of the radios and compiled data with my teammates and took home the radio kit book to study over the weekend, with the intent of figuring out how easy it would be to attach a microphone and begin to broadcast. That didn't go so well. Problems also arose when the radio kits only reached the FM spectrum which was far away from the airspace allocated for HAM radio. Addition problems with the antenna brought us to a dramatic rethink of our project. We all decided that building a foxhole radio was the way to go. I gathered a few materials from home (Wire hanger and tacks) to help with the build and acted as a gopher for the build of the radio. With the problem of Nick's headphones not wiring in properly we needed a backup headphone set. I brought in Apple headphones which were no better and we ended up cannibalizing the set that were already in the classroom. With the last week I looked over the test questions but had a busy weekend as always and when Chuck backed out and when Nick said that he was swamped too I took the opportunity to focus on other classes and do their homework.

title: User:Zchill/enes100


text:
User:Mderrick4950

M. Derrick Major: General Engineering at Howard Community College Columbia, Maryland USA

Files

 * Documentation Page
 * Poppit Project

title: User:Mderrick4950


text:
User talk:Tfalak3666

 Hello Tfalak3666, 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
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 16:02, 11 September 2011 (UTC)

title: User talk:Tfalak3666


text:
User talk:Zchill

 Hello Zchill, 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! --Ottava Rima (talk) 16:02, 11 September 2011 (UTC)

title: User talk:Zchill


text:
User talk:Agegiftbaskets

 Hello Agegiftbaskets, 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! --Ottava Rima (talk) 16:03, 11 September 2011 (UTC)

Gift baskets Include Numerous Sweets But They Should Be Handled Thoroughly
Thanks for your contributions to Wikiversity. Unfortunately, content that is largely promotional or an advertisement is unlikely to become an educational resource and is outside our scope. Accordingly, I have deleted Gift baskets Include Numerous Sweets But They Should Be Handled Thoroughly. Please consider contributing to educational resources. --Draicone (talk) 03:48, 29 September 2011 (UTC)
 * I'm deleting the user page here as an extension of promotional editing, and I'm blocking Giftbasketsforall as being the same user, leaving this original account unblocked, should the user decide to contribute to educational resources. --Abd 17:31, 29 September 2011 (UTC)
 * See also Thepreferredgiftbaskets. --Abd 18:25, 29 September 2011 (UTC)

title: User talk:Agegiftbaskets


text:
User talk:Phocks

 Hello Phocks, 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! --Ottava Rima (talk) 16:03, 11 September 2011 (UTC)

title: User talk:Phocks


text:
Engineering Projects/Water Treatment

Idea
Build a functioning model of an egg digester. Egg digesters are a water treatment facility that captures all the gasses produced. Storm water and septic water are typically combined. When it rains the septic system is overloaded. If oil could be trapped from household septic systems, water treatment would be much more efficient. If urine was kept separate, the septic systems could be much more efficient. The process of treating septic water can yield posionous gasses, and gasses that can be used to generate electricity. Some water treatment facilities are net producers of energy.

College/Universities

 * /Howard Community College/

title: Engineering Projects/Water Treatment


text:
User talk:DanielPenfield

 Hello DanielPenfield, 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 18:00, 11 September 2011 (UTC)

title: User talk:DanielPenfield


text:
User talk:MF-Warburg

 Hello MF-Warburg, 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 18:02, 11 September 2011 (UTC)

Sorry
Sorry for taking the speedy deletion tag off - Sorry ---Draubb
 * You mean [//en.wikiversity.org/w/index.php?title=Talk:Susceptance&diff=prev&oldid=1036089] here? Why? --MF-Warburg (discuss • contribs) 19:58, 16 May 2013 (UTC)

I was trying to do something on the page when I accidentally my finger slipped and accidentally deleted it. Back that time I did not know how to put the deletion tab. I promise you I will put it back on [1 ]. Draubb (discuss • contribs) 20:41, 20 May 2013 (UTC)

 * I am super and I mean super sorry, I do not know how to put the deletion tag up. Draubb (discuss • contribs) 20:43, 20 May 2013 (UTC)
 * You need to use two, not only one. Cheers --MF-Warburg (discuss • contribs) 22:45, 20 May 2013 (UTC)

 * Got that! --Draubb (discuss • contribs) 23:42, 22 May 2013 (UTC)

 * It appeared that Darklama deleted it! --Draubb (discuss • contribs) 23:43, 22 May 2013 (UTC)

Tag
I see you have tagged my page, Aaqib A., please join the discussion in the following page. --Draubb (discuss • contribs) 17:14, 19 August 2013 (UTC)
 * Done (will follow the page from now on). --MF-Warburg (discuss • contribs) 19:41, 19 August 2013 (UTC)

title: User talk:MF-Warburg


text:
User:Xic667

m:fr:Utilisateur:Xic667

title: User:Xic667


text:
User:Toto Azéro

meta:user:Toto Azéro

title: User:Toto Azéro


text:
User:Ahsanur-wiki

Ahsanur Rahman is a graduate student in the Computer Science department of Virginia Tech. He is interested in Bioinformatics and Computational Systems Biology.

For more information visit: http://bioinformatics.cs.vt.edu/~ahsanur

title: User:Ahsanur-wiki