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User:Mrrmv

Wikiversity additions proposal
I propose to add to the Interpolation section of the Topic: Numerical Analysis article in Wikiversity. I plan to provide links to all relevant Wikipedia articles on the topic of polynomial interpolation, including but not limited to those on Lagrange interpolation, the Vandermonde matrix, and Newton interpolation. I also plan to search out and add some other relevant links outside of Wikipedia. Furthermore, I will provide an exercise/example for each of the three main types of interpolation. Finally, I plan to write and publish a quiz covering the overall topic. The quiz and the exercises will illustrate the various advantages and disadvantages of each interpolation method.

If another student decides to do the same topic, I can either split the topic with him, or choose another one, my second choice being root-finding methods, and my third choice being numerical differential equations.

List of polynomial interpolation additions
The following is a list of the actual additions I made to the interpolation section. All changes pertain to polynomial interpolation.

 * Links to Wikipedia pages on polynomial interpolation, the Vandermonde matrix, Lagrange interpolation, the Newton form, divided differences, Neville's algorithm, and a comparison of the three methods.
 * An example of polynomial interpolation using the Vandermonde matrix, and then an example of the process of interpolating a new polynomial after a point has been added to the data set.
 * An example using the same points as above, but this time interpolating with the Lagrange method.
 * An example using the same points as above, but this time interpolating in the Newton form.
 * An exercise for each of the three methods, each time using a new set of points.
 * A concept quiz that covers uniqueness of the interpolating polynomial and comparisons of the methods pertaining to: ease of use, computational cost, and the best choice of method for some situations.

Project report
As a graduate student in Math 544 at Ohio University, my final project required me to contribute to the Topic: Numerical analysis page on Wikiversity. I chose to add to the section on interpolation. Specifically, I decided to contribrute examples, exercises, a quiz, and links pertaining to polynomial interpolation.

Before beginning the final project, I completed several class assignments, some of which involved programming, and some of which involved editing and improving a Wikipedia page. I had chosen to complete my programming assignments in Python, that being the language I am most familiar with. Thus, when the assignment to improve a Wikipedia page came about, I found an opportunity to improve a sample Python code on the page about the Horner Scheme. Specifically, the Python code had no comments and no description. Furthermore, it took an extra, unnecessary input, and had a variable that was redundant, and therefore not necessary. I made the code changes, added a description to the program, and posted my improvements and proposal on the discussion page. I got no responses to my proposal from the community. After I turned in a printout of my post, my instructor stated his approval of my change, so I made the edit to the Wikipedia page. It still stands today.

Towards the end of the quarter, I had to choose my topic for the final project and write a brief proposal on what additions I planned to make to the Wikiversity page. Choosing a topic that needed improvement was simple, because all topics on the page were blank except for one. Thus, my topic choice came down to a matter of personal preference. I had never found differential equations to be one of my strengths, and numerical integration can get a bit too hairy sometimes (especially when I'm typing it out). Thus, I chose to contribute to the interpolation section. What we had covered in class was polynomial interpolation, so I limited myself to that.

When deciding exactly what to add to the interpolation section, I kept in mind the purpose of Wikiversity (as opposed to Wikipedia), and followed the example set forth by the instructor in the numerical linear algebra section of the page. That section had links, examples, exercises, and a quiz. So, my proposal was to add links, examples, exercises, and a quiz. Specifically, I'd decided to focus on the three methods of polynomial interpolation that we'd covered in class: the Vandermonde matrix method, the Lagrange method, and the Newton form. My proposal was to provide relevant links to information about each method and polynomial interpolation as a whole, compose and write an exercise or two for each method, and also to write and post an overall concept quiz.

My actual contributions more or less followed the initial proposal. First, I provided Wikipedia links to the pages I felt relevant to the topic. These included a link to the article on polynomial interpolation in general, the Vandermonde matrix subsection of that page, the Lagrange method, the Newton form, divided differences (relevant to the Newton form), Neville's algorithm (relevant to divided differences as well as polynomial interpolation), and a link to the comparison of the three methods that is located in the Newton form article.

Before adding any exercises, I decided it would be good to add an example problem for each method. Each example provides a set of points, and then demonstrates step-by-step the implementation of its respective method in finding the interpolating polynomial for the given points. Furthermore, each example for each method uses the same points, and thus gives the same interpolating polynomial. This demonstrates the uniqueness of the interpolating polynomial for a given set of points. Finally, after finding the interpolating polynomial, each example features a section about adding an additional point to the data set, and finding a new interpolating polynomial with the expanded data. Therefore, the user can gain further insight on the ease-of-use, or lack thereof, of each particular method.

I also added an exercise for each method. Unlike the examples, the exercises do not show every step of each process. They only provide the solution and the setup to their respective methods. The reason I provided some method-specific setup as part of each solution was because, due to the uniqueness of the interpolating polynomial, a student could be asked to use the Newton form, but still find the right answer using the Lagrange method. Thus, I provided a way for them to check that they are using the proper method correctly, thus encouraging and helping each student to properly use the stated method to find the correct answer.

My final addition was a short concept quiz to tie everything together. It covers ease-of-use and situational applications of the methods as well as computational cost and failure. It also touches on the uniqueness of the interpolating polynomial through a set of points. The concept quiz is intended to be completed by the student only after he has visited and studied the various links, read the examples, and completed the exercises. The examples are especially important, as I designed them with a general outline for the concept quiz in mind. Thus, a student who has studied the examples should, through his own insight, be able to correctly answer about three quarters of the quiz.

In summary, I have expanded upon the interpolation section of the numerical methods page. In the spirit of Wikiversity, I have provided links, original examples and exercises, and an original concept quiz in order to help a student learn and understand the concept of polynomial interpolation, specifically using the Lagrange method, Vandermonde matrix, and Newton form.

Lagrange example
We'll find the interpolating polynomial passing through the points $$ (1,-6)$$, $$(2,2)$$, $$(4,12)$$, using the Lagrange method.

We first use the formula to write the following:

$$ p(x) = -6\frac{(x-2)}{(1-2)}\frac{(x-4)}{(1-4)} + 2\frac{(x-1)}{(2-1)}\frac{(x-4)}{(2-4)} + 12\frac{(x-1)}{(4-1)}\frac{(x-2)}{(4-2)}$$

After some simplification, we get:

$$ p(x) = -2(x-2)(x-4) - 1(x-1)(x-4) + 2(x-1)(x-2)$$

$$ p(x) = -2(x^{2} -6x +8) -1(x^{2} -5x +4) +2(x^{2}-3x +2)$$

And our answer:

$$ p(x) = -x^{2} +11x -16$$

Adding a point
Now we'll add a point to our data set, and find a new interpolating polynomial. Let us add the point $$(3,-10)$$ to our set. Starting over with the Lagrange formula, we write:

$$ p(x) = -6\frac{(x-2)}{(1-2)}\frac{(x-4)}{(1-4)}\frac{(x-3)}{(1-3)} + 2\frac{(x-1)}{(2-1)}\frac{(x-4)}{(2-4)}\frac{(x-3)}{(2-3)} + 12\frac{(x-1)}{(4-1)}\frac{(x-2)}{(4-2)}\frac{(x-3)}{(4-3)} - 10\frac{(x-1)}{(3-1)}\frac{(x-2)}{(3-2)}\frac{(x-4)}{(3-4)}$$

Simplifying, we get:

$$ p(x) = (x-2)(x-4)(x-3) + (x-1)(x-4)(x-3) +2(x-1)(x-2)(x-3) + 5(x-1)(x-2)(x-4) $$

$$ p(x) = (x^{3} - 9x^{2} + 26x -24) + (x^{3} - 8x^{2} + 19x -12) + 2(x^{3} -6x^{2} + 11x -6) + 5(x^{3} -7x^{2} +14x -8)$$

And our polynomial is:

$$ p(x) = 9x^{3} -64x^{2} + 137x -88 $$

Lagrange exercise
Find the interpolating polynomial passing through the points $$ (1,2)$$, $$(3,4)$$, $$(5,6)$$, $$(7,8)$$, using the Lagrange method. Solution: $$ p(x) = 2\frac{(x-3)}{(1-3)}\frac{(x-5)}{(1-5)}\frac{(x-7)}{(1-7)} +4\frac{(x-1)}{(3-1)}\frac{(x-5)}{(3-5)}\frac{(x-7)}{(3-7)} +6\frac{(x-1)}{(5-1)}\frac{(x-3)}{(5-3)}\frac{(x-7)}{(5-7)} + 8\frac{(x-1)}{(7-1)}\frac{(x-3)}{(7-3)}\frac{(x-5)}{(7-5)}$$

$$p(x) = \frac{5}{12}x^{3} - \frac{65}{12}x^{2} + \frac{247}{12}x - \frac{163}{12} $$

Vandermonde example
We'll find the interpolating polynomial passing through the points $$ (1,-6)$$, $$(2,2)$$, $$(4,12)$$, using the Vandermonde matrix.

For our polynomial, we'll take $$(1,-6) = (x_{0},y_{0})$$, $$(2,2) = (x_{1},y_{1})$$, and $$ (4,12) = (x_{2},y_{2})$$.

Define our interpolating polynomial as:

$$p(x) = a_{2}x^{2} + a_{1}x + a_{0}$$.

So, to find the coefficients of our polynomial, we solve the system $$ p(x_{i}) = y_{i}$$, $$i\in \{0,1,2\}$$.

In order to solve the system, we will use an augmented matrix based on the Vandermonde matrix, and solve for the coefficients using Gaussian elimination. Substituting in our $$x$$ and $$y$$ values, our augmented matrix is:

$$ \left( \begin{array}{cccc} 1 & 1 & 1 & -6 \\ 4 & 2 & 1 & 2 \\ 16 & 4 & 1 & 12 \end{array} \right) $$

Then, using Gaussian elimination,

$$ \left( \begin{array}{cccc} 1 & 1 & 1 & -6 \\ 4 & 2 & 1 & 2 \\ 16 & 4 & 1 & 12 \end{array} \right) \rightarrow \left( \begin{array}{cccc} 1 & 1 & 1 & -6 \\ 0 & -2 & -3 & 26 \\ 0 & -12 & -15 & 108 \end{array} \right) \rightarrow \left( \begin{array}{cccc} 1 & 1 & 1 & -6 \\ 0 & -2 & -3 & 26 \\ 0 & 0 & 3 & -48 \end{array} \right) \rightarrow \left( \begin{array}{cccc} 1 & 1 & 0 & 10 \\ 0 & 2 & 0 & -22 \\ 0 & 0 & 1 & -16 \end{array} \right) \rightarrow \left( \begin{array}{cccc} 1 & 0 & 0 & -1 \\ 0 & 1 & 0 & 11 \\ 0 & 0 & 1 & -16 \end{array} \right) $$

Our coefficients are $$ a_{2} = -1$$, $$ a_{1} = 11$$, and $$ a_{0} = -16$$. So, the interpolating polynomial is

$$ p(x) = -x^{2} +11x -16 $$.

Adding a point
Now we add a point, $$(3,-10) = (x_{3},y_{3})$$, to our data set and find a new interpolation polynomial with this method. Our polynomial is $$p(x) = a_{3}x^{3} + a_{2}x^{2} + a_{1}x + a_{0}$$, and we get the coefficients by solving the system $$p(x_{i}) = y_{i}$$. Constructing our augmented matrix as before and using Gaussian elimination, we get:

$$ \left( \begin{array}{ccccc} 1 & 1 & 1 & 1 & -6 \\ 8 & 4 & 2 & 1 & 2 \\ 64 & 16 & 4 & 1 & 12 \\ 27 & 9 & 3 & 1 & -10 \end{array} \right) \rightarrow \left( \begin{array}{ccccc} 1 & 1 & 1 & 1 & -6 \\ 0 & -4 & -6 & -7 & 50 \\ 0 & -48 & -60 & -63 & 396 \\ 0 & -18 & -24 & -26 & 152 \end{array} \right) \rightarrow \left( \begin{array}{ccccc} 1 & 1 & 1 & 1 & -6 \\ 0 & -4 & -6 & -7 & 50 \\ 0 & 0 & 12 & 21 & -204 \\ 0 & 0 & 3 & \frac{11}{12} & -73 \end{array} \right) $$

$$\rightarrow \left( \begin{array}{ccccc} 1 & 1 & 1 & 1 & -6 \\ 0 & -4 & -6 & -7 & 50 \\ 0 & 0 & 12 & 21 & -204 \\ 0 & 0 & 0 & \frac{1}{4} & -22 \end{array} \right) \rightarrow \left( \begin{array}{ccccc} 1 & 1 & 1 & 0 & 82 \\ 0 & -4 & -6 & 0 & -566 \\ 0 & 0 & 12 & 0 & 1644 \\ 0 & 0 & 0 & 1 & -88 \end{array} \right) \rightarrow \left( \begin{array}{ccccc} 1 & 1 & 0 & 0 & -55 \\ 0 & -4 & 0 & 0 & 256 \\ 0 & 0 & 1 & 0 & 137 \\ 0 & 0 & 0 & 1 & -88 \end{array} \right) $$

$$\rightarrow \left( \begin{array}{ccccc} 1 & 0 & 0 & 0 & 9 \\ 0 & 1 & 0 & 0 & -64 \\ 0 & 0 & 1 & 0 & 137 \\ 0 & 0 & 0 & 1 & -88 \end{array} \right) $$

Therefore, our polynomial is:

$$p(x) = 9x^{3} -64x^{2} + 137x -88 $$.

Vandermonde exercise
Using a Vandermonde matrix, find the interpolating polynomial that passes through the points $$(1,9)$$, $$(2,9)$$, $$(3,6)$$, $$(7,3)$$. Give both the polynomial, and the augmented matrix you used. Solution: The augmented matrix depends on your choice of index for the given points. One possibility is:

$$ \left( \begin{array}{ccccc} 1 & 1 & 1 & 1 & 9 \\ 8 & 4 & 2 & 1 & 9 \\ 27 & 9 & 3 & 1 & 6 \\ 343 & 49 & 7 & 1 & 3 \end{array} \right) $$

The polynomial is:

$$ p(x) = \frac{13}{40}x^{3} - \frac{69}{20}x^{2} + \frac{323}{40}x + \frac{81}{20}$$.

Newton form example
We'll find the interpolating polynomial passing through the points $$ (1,-6) = (x_{0},y_{0})$$, $$(2,2) = (x_{1},y_{1})$$, $$(4,12) = (x_{2},y_{2})$$, using the Newton form of the interpolation polynomial.

The Newton form is given by the formula $$ p(x) = \sum_{j=0}^{k}a_{j}n_{j}(x)$$, where $$ a_{j} = [y_{0},\ldots,y_{j}]$$ and $$ n_{j}(x) = \prod_{i = 0}^{j-1}(x-x_{i})$$, with $$n_{0}(x) = 1$$. We start by finding each $$n_{j}(x)$$.

$$n_{0}(x) = 1$$

$$n_{1}(x) = x-1$$

$$n_{2}(x) = (x-1)(x-2) = x^{2} -3x +2$$

Next, we find the necessary divided differences. First, $$[y_{0}] = -6$$, $$[y_{1}] = 2$$, and $$[y_{2}] = 12$$. For the next level, we have:

$$[y_{0},y_{1}] = \frac{2+6}{2-1} = 8$$

$$[y_{1},y_{2}] = \frac{12-2}{4-2} = 5$$

Finally, we can find:

$$[y_{0},y_{1},y_{2}] = \frac{5-8}{4-1} = -1$$.

Now, we can find the coefficients $$a_j$$.

$$a_{0} = [y_{0}] = -6$$

$$a_{1} = [y_{0},y_{1}] = 8$$

$$a_{2} = [y_{0},y_{1},y_{2}] = -1$$

Substituting and simplifying, we get our interpolating polynomial:

$$p(x) = -6 +8(x-1) - (x^{2} -3x +2) = -x^{2} + 11x -16$$.

Adding a point
Now let's add the point $$(3,-10) = (x_{3},y_{3})$$ to our data set and find the new polynomial using the same method. Due to the formula for the Newton form, we only have to add the term $$ a_{3}n_{3}(x)$$ to our previous interpolating polynomial.

First, we have

$$n_{3}(x) = (x-1)(x-2)(x-4) = x^{3} - 7x^{2} +14x -8$$.

Now to find $$a_{3}$$ we calculate some more divided differences.

$$[y_{3}] = -10$$

$$[y_{2},y_{3}] = \frac{-10-12}{3-4} = 22$$

$$[y_{1},y_{2},y_{3}] = \frac{22-5}{3-2} = 17$$

$$a_{3} = [y_{0},\ldots,y_{3}] = \frac{17+1}{3-1} = 9$$

So, our new interpolating polynomial is:

$$p(x) = -x^{2} + 11x -16 + 9(x^{3}-7x^{2}+14x-8) = 9x^{3}-64x^{2}+137x-88$$.

Newton form exercise
Using the Newton form, find the interpolating polynomial passing through the points $$(x_{0},y_{0}) = (9,9)$$, $$(x_{1},y_{1}) = (5,7)$$, $$(x_{2},y_{2}) = (3,7)$$, and $$(x_{3},y_{3}) = (7,1)$$. Also give the four coefficients $$a_{j}$$ from the formula for the Newton polynomial.

Solution: The four coefficients are:

$$a_{0} = 9$$

$$a_{1} = \frac{1}{2}$$

$$a_{2} = \frac{1}{12}$$

$$a_{3} = \frac{5}{12}$$.

The polynomial is:

$$p(x) = \frac{5}{12}x^{3} - 7x^{2} + \frac{427}{12}x -48$$.

Polynomial interpolation concept quiz
Choose the best answer for each question:

{Of the following polynomial interpolation methods, which is generally considered the method of choice due to its relative ease of use?} - Vandermonde matrix + Lagrange method - Newton form

{Which method is the best choice when the desired degree of the interpolating polynomial is known?} - Vandermonde matrix + Lagrange method - Newton form

{Which method is best suited when the desired degree of the interpolating polynomial is unknown?} - Vandermonde matrix - Lagrange method + Newton form

{Which method is best suited to the addition of points to the data set?} - Vandermonde matrix - Lagrange method + Newton form

{What is the computational cost of finding an interpolating polynomial through $$n$$ points using the Newton form?} - $$O(n)$$ + $$O(n^{2})$$ - $$O(n^{3})$$ - $$O(n^{4})$$

{What is the computational cost of the Vandermonde method, using Gaussian elimination?} - $$O(n)$$ - $$O(n^{2})$$ + $$O(n^{3})$$ - $$O(n^{4})$$

{Under what conditions can the Lagrange method of polynomial interpolation fail?} - When $$n > 10$$. - When $$n$$ is not a perfect square. - When two or more of your $$y$$-values are equal. + The Lagrange method cannot fail.

{Given a set of $$n$$ points, exactly how many interpolating polynomials can be found to pass through the points?} - $$0$$ + $$1$$ - $$n$$ - $$n-1$$

title: User:Mrrmv


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User talk:Mrrmv

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

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Category:Egm6321.f10

EGM 6321 Principles of Engineering Analysis 1, Fall 2010

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User talk:Mcgush

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Motivation and emotion/Textbook/Motivation/Arousal

Introduction
Arousal has been recognised through research to be a fundamental requirement for high cognitive and emotional functioning in both humans and animals (Miron, Parkinson & Brehm, 2007). By the end of this chapter it is expected that you will understand the mechanisms of arousal, the main theories or arousal (with focus on Drive Theory, the Inverted ‘U’ Hypothesis), and the effects of insufficient stimulation and underarousal and excessive stimulation and overarousal. We will also briefly examine Sensation Seeking and whether or not you, or someone you know takes part in arousal-seeking behaviours.

Definition
Arousal is operationally defined by sensory alertness, motor activity and emotional reactivity, and is the driving force behind the behaviour of all organisms according to their responses to stimuli (Miron, Parkinson & Brehm, 2007; Valdes et al., 2006). The three elements of the operational definition are influenced by the electrocortical, behavioural and autonomic mechanisms that provide a basic structure for understanding arousal's contribution to motivation (Pfaff, 2006, p. 77).

Mechanisms of Arousal
There are three mechanisms of arousal, electrocortical arousal that arouses the brain, behavioural arousal, and autonomic arousal that arouses the body. Often functioning independently, these three systems are only activated by the body when needed, this ensures conservation of energy and helps to limit adverse affects which come from overuse (Pfaff, 2006, p. 77).

Change to the frequency of brain waves through speeding up or slowing down is recognised as electrocortical arousal. Electrocortical arousal can be monitored through the use of an electroencephalograph (EEG), which permanently records the activity of various brain structures that are activated by electrical impulses generated by chemical processes (Nagai, Goldstein, Critchley & Fenwick, 2004). Electrocortical arousal can also be recorded through the use of Functional Magnetic Resonance Imaging (fMRI), which assesses blood flow through the brain to recognise various areas that respond to external stimuli and cognitive demands.

Behavioural arousal is measured through observable behaviours such as restlessness, tension, fidgeting, and muscle twitching (Chaplin, Hong, Bergquist, & Sinha, 2008). Alternatively autonomic arousal is recognised as a biological response, triggered by the nervous system which potentially can lead to sympathetic responses that include increased heart rate, pupil dilation, and changes in breathing (Moodie & Finnigan, 2005; Bradley, Miccoli, Escrig & Lang, 2008).

(Spielberger, 2004)

Arousal's Contribution to Motivation
Arousal is the energy source for behaviour; it is the primary key in the initiation, strength and persistence of all motivational behaviours (Pfaff, 2006, p. 2). You can be aroused without being motivated, yet you cannot be motivated without being aroused. Motivational arousal can increase and decrease with its level of intensity being guided by how an individual perceives a task. If a task is expected to be difficult the need for motivational arousal will increase, whereas if the task is expected to be easy motivational arousal will decrease (Miron, Parkinson & Brehm, 2007).

Theories of Arousal
Theories of arousal rest on the assumption that our bodies need to be in a state of physiological and psychological balance (Davydov, Shapiro, Golstein & Chicz-DeMet, 2007). If the body experiences excessive stimulation and overarousal, either physiologically or mentally, then arousal levels in the body increase. An increase in arousal levels will in turn motivate an individual to participate in behaviours which will reduce arousal levels back to the optimum level which is called optimal arousal (Davydov et al., 2007).

Drive Theory
In 1943, Clark Hull proposed a linear relationship between arousal and performance ((Movahedi, Sheikh, Bagherzadeh, Hemayattalab & Ashayeri, 2007) that suggests the more aroused an athlete is the higher quality of his performance (Weinberg & Gould, 2007). The theory surrounds the belief that increased arousal will increase performance of the dominant response, whether it be learned or instinctive (Movahedi et al.).

In 1966, Spence and Spence took Hull’s theory and proposed a slightly adapted view, concentrating on the presence of stressors and overarousal. Spence and Spence referred to a learned response as habit strength, and arousal as drive in their explanatory equation that showed the outcome of a performance as dependent on three variables, incentive value, the strength of arousal, and an individual’s learned responses (McMorris, 2004, p. 246):

Performance = Habit strength x Drive x Incentive value

Drive theory is concentrated on the experience of learning new skills to complete a task, and the tendency to react instinctively when put under pressure (Weinberg & Gould, 2007). The influence of skill level on arousal and performance suggests that in the early cognitive stage of learning whilst completing an unfamiliar task under circumstances of increased arousal, an individual will act instinctively to the situation resulting in a less then moderate performance. If the same task were to be completed in the latter autonomous stage of learning with the same level of increased arousal, the level of performance is likely to be improved. This is because the instinctive response has been replaced with the correct learned response, and actions performed in heightened arousal are more likely to reflect previous experiences of the task. Learnt skills and behaviours, with practice, become habitual (Movahedi, et. al., 2007).

Drive theory has lost credibility relating to its application in real life situations, as research has been unable to support a linear relationship between drive (arousal) and performance. Instead, studies support a curvilinear relationship (Movahedi et al., 2007), with support against the theory showing an individual who is experienced in certain tasks may fail to complete them successfully under circumstances of high arousal (Weinberg & Gould, 2007). Evidence for the criticism can be recognised in the cases of athletes whose performance is outstanding in training yet do not perform well in front of a crowd. Such criticisms lead researchers away from the drive theory towards a different model known as the inverted ‘U’ hypothesis.

Inverted ‘U’ Hypothesis
In 1908 Robert Yerkes and John Dodson conceptualised a relationship between arousal and performance, putting forth the inverted ‘U’ hypothesis. Through recognising the different levels of arousal, ranging from underarousal to overarousal, Yerkes and Dodson were able to demonstrate a curvilinear relationship between arousal and performance within the inverted ‘U’ curve. The curve illustrates that the arousal level matched with a level of perceived task complexity could be an indicator of overall task performance.

The four main influences determining arousal's relationship with performance are; (Baechle & Earle, 2008, p. 167).
 * 1) skill level,
 * 2) personality,
 * 3) trait anxiety, and
 * 4) the complexity of the task

Knowledge of the four influences is able to help individuals, such as athletes, recognise how arousal affects their performance and facilitates them in exercising control over their arousal levels.

Yerkes and Dodson recognised through the inverted ‘U’ hypothesis that skill levels can increase an individual’s flexibility to perform at a high standard. The more skill a person has to complete the task, the better they can perform during states lesser or greater than their optimal arousal (Movahedi et al., 2007). If an individual lacks the skills required to complete the task correctly due the task being unfamiliar, high levels of arousal are likely to further decrease their performance. Whereas if they have previously obtained the skills needed because they are experienced in performing the task, they will be more likely to be able to correctly complete the task in greater then optimal arousal levels.

The second influencing factor that influences an individual’s optimum level of arousal is task complexity. Task complexity refers to the level of conscious attention a person needs to place on a task in order to complete it. Tasks that are low in complexity can tolerate a lower level of conscious attention and higher levels of arousal. This is possible because simple tasks require fewer decisions to be made. Tasks that are high in complexity and require a lot of decision-making require higher concentration, therefore lower levels of arousal are needed (Chamorro-Premuzic, 2007, p. 118). Driving on unfamiliar roads to get to a destination would be perceived as more complex than driving on a familiar road, such as trip from home to work. Driving on the unfamiliar road would require more conscious awareness for learning unfamiliar driving conditions, thus needing low levels of arousal in order to maintain optimal performance. Driving on the familiar road, travelling from home to work, would be able to tolerate higher levels of arousal and still maintain the optimal performance due to experience and learned skills regarding the familiar driving conditions.

Personality is the third factor influencing an individual’s optimum level of arousal. Whether a person is introverted or extraverted has been discovered as a leading factor in arousal seeking behaviours. As Eysenck (2006) concluded extraverts tend to dampen arousing effects, and thus seek out highly arousing activities in order to reach optimal levels of arousal (Chamorro-Premuzic, 2007, p. 118). Whereas introverts seek out less arousing activities because of their sensitivity to stimulation, needing only minimally arousing activities to reach their optimal level of arousal (Eysenck, 2006). This would suggest that an extraverted person would be able to perform better than an introvert if they were to complete the same highly stimulating activity.

Lastly, trait anxiety has been attributed to affecting each individual’s optimal arousal. Thoughts of failure, negative self-talk and lack of confidence tend to govern the cognitions of people with high trait anxiety (Patel, Omar & Terry, 2010), making even a simple task more complex and arousing. An individual with low trait anxiety is recognised as being able to handle a higher threshold of pressure, as they are less likely to enter into the same damaging thoughts (Baechle & Earle, 2008, p. 168). The higher the trait anxiety of an individual, the higher the likelihood of them perceiving a task as highly complex, and thus arousal levels will increase. The lower the trait anxiety, the more likely an individual is to believe they can successfully complete the task, consequently lowering task complexity and arousal levels. Trait anxiety can be measured through the State Trait Anxiety-Inventory developed by Spielber, Gorsuch and Lushene (1970), which has proven through research to show excellent psychometric properties (Hofmann, Heering, Sawyer & Asnaani, 2010).

The inverted ‘U’ hypothesis can be applied to taking steps towards achievement of goals, such as studying to pass an exam. The closer an individual is to experiencing optimal arousal, the more motivated they will be towards completing the task (Durand & Barlow, 2006, p. 448). Individual performance is shown to suffer when relaxed and under aroused or anxious and overaroused. When someone is alert to the situation and moderately aroused, optimal performance will be likely (Durand & Barlow, 2006, p. 448; Reeve, 2009, p. 347). For that reason, increasing arousal in someone who is underaroused will help to motivate them towards study behaviours, whereas increasing arousal in someone who has already reached their optimal level of arousal, or higher, will cause them to become less motivated and thus reduce their desire to study (Barkway, 2009, p. 182).

As recognised through the four main influences determining arousal's relationship with performance. an individual’s performance in a task depends on their level of experienced arousal, which fluctuates depending on how complicated or easy they perceive a task to be.

Research has failed to reveal many criticisms of the Yerkes and Dodson’s inverted ‘U’ hypothesis, yet it has come under the line of attack for its failure to recognise certain stressors being more influential than others, such as background anxiety in the form of life stress versus motivation (Ahmadi & Alireza, 2007). Yet the inverted ‘U’ hypothesis has proven its effectiveness as a tool for improving athletic performance, assisting athletes and their coaches through teaching them how to effectively adjust their arousal and reach their optimal level (Movahedi, et. al., 2007). This suggests that it may be more effective when used as a tool for recognising optimal levels of arousal than as an indicator for future performance.

Insufficient Stimulation and Underarousal
A low resting heart rate and shallow breathing have been recognised as in indicator of physiological underarousal (Baker, Tuvblad, Reynolds, Zheng et. al., 2009; Miccoli, Escrig & Lang, 2008). If a person is underaroused there is no driving force to motivate their behaviour and fulfil their needs (Miron, Parkinson & Brehm, 2007; Valdes et al., 2006).

The effects of insufficient stimulation, which is seen as a result of underarousal, can be approached through boredom and sensory deprivation research (Reeve, 2009, p. 375). Sensory deprivation refers to an individual’s sensory and emotional experience within an unchanging environment (Reeve, 2009, p. 375).

In their study, Mason and Brady (2009) took 19 volunteers from a sample of 200 and placed them in a sensory deprivation chamber which completely dampened sound and blocked out light. Each participant entered the chamber for a period of 15 minutes, and spent the time sitting on a padded chair. Before being chosen each participant was given a hallucinations scale questionnaire, out of 19 participants 9 scored in the upper 20th percentile, whilst the other 10 scored in the lower 20th percentile. Individuals in the upper percentile, those who were recognised as being predisposed to hallucinations, all recorded experiences of hallucinations and delusions whilst being inside the chamber. The remaining nine participants, not recognised as predisposed to hallucinations, also reported experiences of hallucinations or delusions yet to a lesser extent than the high percentile group.

The experiment by Mason and Brady (2009) supports theories of arousal, recognising that the brain prefers constant and moderate levels arousal from the environment, and is continuously attempting to achieve its optimal level of arousal (Davydov et al., 2007). Without external arousal the participant’s brains were left to rely on internal cognitive and behavioural methods to increase arousal.

Underarousal has been recognised as a common disposition of antisocial people and those who are involved in criminal and social deviant activities (Verschuere, Crombez, koster & De Clercq, 2006). Underarousal is also recognisable in disorders such as conduct disorder and antisocial personality disorder (Verschuere et al.).

Excessive Stimulation and Overarousal
Increased heart rate, pupil dilation, and changes in breathing have been attributed to excessive stimulation and physiological overarousal (Moodie & Finnigan, 2005; Bradley, Miccoli, Escrig & Lang, 2008). The effects of excessive stimulation and overarousal can be recognised in the form of stress, as it triggers heightened levels of arousal and threatens optimal functioning.

According the the Australian Bureau of Statistics (2008) some of the main stressors affecting individual include serious illness, death, divorce or separation, mental illness, serious disability, abuse or violent crime, trouble with police, and witnessing violence. In 2008, 59% of Australians aged over 18 years reported experiencing a stressor in the past 12 months, with 21% of Australians reporting stress due to themselves or someone close to them having a serious illness, and another 21% reporting stress due to a death.

Sensation Seeking
Sensation seeking is a construct developed by Marvin Zuckerman in 1971 that has gradually become a personality trait (Roberti, 2004). Through engaging in risky behaviours a sensation seeker’s main objective is to raise levels of internal arousal, with the trait being defined by a willingness of an individual to take risks to fulfil a desire for new stimulation (Zuckerman, 2009. p. 343).

Sensation seeking traits can be measured using a self-report questionnaire developed by Zuckerman, the Sensation Seeking Scale (SSS). The scale measures the presence of four dimensions of sensation seeking in the participant, these being, thrill and adventure seeking, experience seeking, disinhibition, and boredom susceptibility (Carducci, 2009, p. 347; Roberti, 2004). The Zuckerman Sensation Seeking Scale gives a number value to each answer to give an overall accumulative score for each of the four dimensions. The scores then rank the behavioural tendencies of the participant, with low scores indicating low sensation seekers (LSS) and higher scores indicating high sensation seekers (HSS) (Walker & Broughton, 2009, p 54).

Individuals who score high on thrill and adventure (HSS) may participate in behaviours such as fast driving, whereas individuals who score low (LSS) may tend to drive to the speed limit. Experience-seeking individuals may seek arousal in trying unusual foods, such as insects. Disinhibited thrill seekers tend to seek heightened arousal from risking social behaviours like shoplifting, and boredom susceptibility thrill seekers do their best to avoid falling into routines (Carducci, 2009, p. 347; Walker & Broughton, 2009, p 54).

A study conducted by Martins, Storr, Alexandre and Chilcoast (2009) recognises that high sensation seekers are more likely to use recreational drugs such as ecstasy, marijuana, alcohol and tobacco when compared to low sensation seekers. The study delved further, recognising a strong correlation between a high sensation seeker using drugs and drug use within their group of friends. Similar studies such as Yanovitzky (2005) have supported these results suggesting associations between high sensation seeking and any drug use. Results indicate that sensation seekers look towards drugs to provide them with a quick boost in arousal.

Summary
Arousal is triggered through responses to stimuli and is recognised as a combination of sensory alertness, motor activity and emotional reactivity. Research supports the hypothesis that arousal is the driving force behind both human and animal behaviours.

The mechanisms of arousal (electrocortical, behavioural, and autonomic) are important in arousal of the brain, behaviours and body, as they play key roles in the initiation, strength and persistence of all motivational behaviours. Theories of arousal are also of great importance as the Drive Theory and the Inverted ‘U’ Hypothesis are effective tools for recognising arousal’s affects on individual performance and can facilitates them in exercising control over their arousal levels. The inverted ‘U’ hypothesis has illustrated four main influences that determine arousal’s relationship with performance, these being skill level, personality, trait anxiety, and the complexity of a task. Each of these four influences can cause a person to experience insufficient stimulation and underarousal (seen in boredom), excessive stimulation and overarousal (stress), or to achieve the main objective of optimal arousal. With knowledge of these influences, as individuals, we can attempt to self regulate and manage our own levels of arousal in order to gain optimal experiences.

Quiz
{Arousal is operationally defined by, + Sensory alertness, motor activity, and emotional reactivity - Sensory alertness, emotional reactivity, and sensation seeking - Sensory alertness, sensation seeking, and drive
 * type=""}

{ Robert { Yerkes } and John { Dodson } conceptualised a curvilinear relationship between arousal and performance, known as the inverted ‘U’ hypothesis.
 * type="{}"}

{ A mechanism of arousal triggered by the nervous system. { Autonomic arousal }
 * type="{}"}

{Activates glands and smooth muscles during arousal. - Parasympathetic nervous system - Hypothalamus + Sympathetic nervous system
 * type=""}

{ Drive theory proposes a { linear } relationship between arousal and performance
 * type="{}"}

Biological aspects of Arousal
Bishop, S. J. (2008). Trait anxiety and impoverished prefrontal control of attention. Nature Neuroscience, 12, 92-98. doi:10.1038/nn.2242

Quinkert, A., Schiff, N., & Pfaff, D. (2010). Temporal patterning of pulses during deep brain stimulation affects central nervous system arousal. Behavioural Brain Research, 214(2), 377-385. doi:10.1016/j.bbr.2010.06.009.

Cognitive aspects of Arousal
Davydov, D. M., Shapiro, D., Golstein, I. B. & Chicz-DeMet, A. (2005). Moods in everyday situations: Effects of combinations of different arousal-related factors. Journal of Psychosomatic Research, 62, 321-329. doi:10.1016/j.jpsychores.2006.10.021 }}


text:
User talk:Egm6936.s09/EGM 6611 Continuum Mechanics, Fall 2003

\[\begin{array}{l} m(W,t) = \int\limits_W {\rho ({\bf{x}},t)dV({\bf{x}})} \,\, \\ \frac{d}m(W,t) = \frac{d}\int\limits_W {\rho ({\bf{x}},t)dV({\bf{x}})} = \int\limits_W {\frac({\bf{x}},t)dV({\bf{x}})}  \\ \int\limits_{\partial W} {\rho {\bf{u}}.{\bf{n}}dA} = \int\limits_{\partial W} {\rho {\bf{u}}.d{\bf{A}}}  \\ \end{array}\]


text: File:Hemisphere.JPG

title: File:Hemisphere.JPG


text:
Talk:Response testing/WMF Projects/previous

I was looking for a discussion about the 'clean up' tag - this page has actually been useful to me in this form, so I'd prefer it to live on rather than be merged back into the history (or to be deleted) - I'm not sure I see any downside, but will happily respond to any concerns raised - this page is on my watchlist now :-) Privatemusings 05:42, 10 September 2010 (UTC)

 * It might be better for this to be available in history, and merge into history would accomplish that. Anything in history, absent revision deletion, can be read by anyone, all it takes is a reference to the specific version. Since this was a restored page, from a copy elsewhere, the history will be defective, and it would be better if the original page is undeleted and blanked with an explanation, possibly a merge. I can't see the best option without a more detailed review, which I don't have time for.

 * The objection to the use of Wikiversity as a possible coordinating body for "response testing" was reasonable. Censorship, i.e., page deletion out of process was not, it is enough that offensive material be removed by ordinary wiki deletion -- far more offensive material is allowed to exist in history on Wikipedia, including libel, copyvio, etc., but it remains in history. Actual page deletion simply confines visibility to custodians. It is as if the personnel files at a university were available only to the janitor, but not the actual administration, which is the community. The community cannot make intelligent decisions if it does not have access to the information.

 * Private musings, you can see how any page looks by doing an edit to the Sandbox. You can even save it, if, for example, you want to make sure that no link is blacklisted. (Notice where a custodian reverts material that had been removed as offensive, in order to check for blacklisting -- which would have been offensive, probably an abuse of the global blacklist, for content control.)

 * Having written this, my conclusion is that undeletion of the original page should be requested, with either full or selective blanking, and with or without a merge. The goal would be to have the page history accessible, as well as the content. This page and the flap over it is important to Wikiversity and WMF history, access should not be confined, there is nothing here so hot as to require that. If I have time, I'll request the undeletion, and, at the same time, this page could be deleted -- or blanked, with a soft redirect, so that discussion of this page remains coherent. --Abd 13:21, 15 October 2010 (UTC)
 * there seem to be 4 folk in the wikiverse with a view on this page at the mo - I too hope it can remain accessible, but really don't mind how. cheers, Privatemusings 22:31, 20 October 2010 (UTC)


text:
Mr. Danoff's FWE 8A Lesson 6

Focuses

 * Listening Set Skill = “D“ Listen for gist
 * Listening Curriculum Statement = “6“ Listen for gist
 * Listening Specific Skill = “d“ Use facial expressions and gestures in contact situations.
 * Speaking Set Skill = “A“ Awareness of Context
 * Speaking Curriculum Statement = “1“ Context & Register

Teaching Materials

 * FUN WITH ENGLISH 8A Textbook
 * Mr. Brown & Mr. Danoff 8A Chapter 5 Audio Clip

0) Before class
Make sure chairs are set up correctly, ask if everyone has their textbooks and pens. If they don't tell them to go get them, if they're at home, have them write their names in my notebook under “Class __ Grade ___ I forgot my textbook.” If not done already, have them rip the answers out of their textbooks.

1) Page 18 Let's get ready A&B

 * Students read instructions and complete on their own.
 * Teacher walk around, check to see everyone is working.
 * Ask, “What are the 4 languages of Singapore?” - English, Chinese, Malay and Tamil
 * Ask, “What are the 3 languages of Switzerland?” - Italian, French and German

2 Page 20 Let's Listen 2 B - Tapescript Page 81

 * Divide the class in half, one Mrs. Jones, one Mrs. Miller. Only read it through once.
 * Before they start, practice the pronunciation of “pronounce” and “accents”.
 * After “False“ answers, ask what is the correct statement?
 * Ask, “What are Mrs. Jones and Mr. Miller talking about?”

3 Page 21 Let's Listen 3 A - Tapescript Page 81

 * Ask a less able student “What would the American friends face look like when she was sad?“

4 Grade 7 Chapter 3 Dialogue
0:03 - 0:11 Mr. Danoff - Mr. Brown and Mr. Danoff just finished watching “The Hulk” movie. 0:14 - 0:17 Mr. Danoff - Wow that was an awful movie. 0:18 - 0:20 Mr. Brown - Why was it awful? I really liked it. 0:20 - 0:27 Mr. Danoff - Ugh. The writing was bad, the acting was bad, and I was bored. 0:28 - 0:32 Mr. Brown - But the Hulk is so scary. Which superhero are you scared of? 0:33 - 0:34 Mr. Danoff - Batman! [Hard to understand] 0:34 - 0:36 Mr. Brown - Batman? But, Batman is good. 0:37 - 0:42 Mr. Danoff - He has a scary mask, OK? Which super hero are you scared of? 0:42 - 0:45 Mr. Brown - I am scared of The Hulk. He is so angry.
 * Explain that now we are going to listen to a conversation between two teachers: Mr. Brown and Mr. Danoff. They are discussing “The Hulk” movie and what comic book characters they are afraid of. Do you know the Hulk? Do you know afraid? Please close your textbooks and listen.
 * Before it begins, go over the vocabulary of: awful, bored and scared.
 * Stop after each person speaks the first time through, making sure they understand.
 * Dialogue
 * Depending on their understanding, play it all the way through again and then ask questions, or stop and ask questions.
 * Possible Questions
 * Who is speaking British English?
 * How do you know?
 * What are they talking about?
 * Did Mr. Danoff like the movie?
 * Did Mr. Brown like the movie?
 * Who is Mr. Danoff scared of?
 * Who is Mr. Brown scared of?
 * Why is Mr. Danoff scared of Batman?
 * Why is Mr. Brown scared of The Hulk?

5) Mr. Brown & Mr. Danoff Grade 8 Chapter 5 Dialogue
Mr. Danoff - When I visited London my British friends said “Cheers“ a lot. What does it mean? Mr. Brown - Cheers usually means thank you. Mr. Danoff - OK. Can you give an example? Mr. Brown - If my mate carries my books, I would say cheers. Mr. Danoff - So, if someone gave me chips, I would say cheers? Mr. Brown - Yes you would, but chips are called crisps in England.
 * Questions
 * Are Mr. Brown and Mr. Danoff having a argument or a chat?
 * Explain argument as two people yelling at eachother and chat as two people talking about the weather.
 * What word did Mr. Danoff hear a lot when he visited London?
 * What does cheers mean?
 * What would their faces look like? Would they be angry? [make an angry face] or calm? [make a relaxed face]

6) Comic Strips

 * Hand around English comics from a newspaper or that you print from the internet for the students to look at. Have enough so each pair of students gets something.
 * Tell the students they can get a new strip if they come to the front.
 * Either walk around engaging with the students helping them, or sit at the front and let them work through them at their own pace.
 * Be sure to collect them when you finish.

Extra Time

 * Competitive Hangman
 * “How high can you clap?“ Game
 * Simon Says
 * Telephone

Lesson Review Notes

 * I decided to play as “hard ass” a role as I can, and it didn't do much.
 * The kids were not well behaved or interested.
 * That one group of boys on the right hand side talked the entire time. When I asked that one kid to stand up, he flat out said he couldn't.
 * Is it a matter of them being uninterested/unable to do the textbook, or is it a matter of the textbook being uninteresting to them.

Acknowledgments

 * The comics I used in class were from the Chicago Sun-Times and the Chicago Tribune, kindly sent to China by my father.

0.1 6 Oct 2009
Created in a meeting with Mr. Brown.

0.2 October 13, 2009 8:58 PM
Added before + after class sections, added extra time, changed the game to competitive hangman. Added 0, changed the conversation questions.

0.21 October 14, 2009 10:26 AM
Took out exercises I used from page 20. Added directions to Telephone. Changed the game to the comic strips activity.

0.22 October 15, 2009 8:55 PM
Changed instructions for Page 19 Let's Listen 1 A - Tapescript Page 80. Changed instructions for Page 19 Let's Listen 1 B - Tapescript Page 80. Added questions throughout focusing on the set skill of being aware of the context. Dropped the set skill “Be aware of the difference between formal and informal conversation.” Added language questions to the greeting. Changed directions for the comic strips.

0.23 October 16, 2009 9:19 AM

 * Moved the audio portion to after the textbook. Took out page 19,

0.34 26 August 2010 00:46 Finished

 * Modified the formatting to make it Mediawiki friendly.
 * Changed all the “#” marks to “*” expediting this process.
 * Removed what I felt to be extraneous information.
 * Removed the Copyright section at the end.

0.35 17 February 2011

 * Added detail box and other touch-ups for publication.

Page 19 Let's Listen 1 A - Tapescript Page 80

 * Divide the class in half, one half read David's lines, the other Dad's.
 * Before they begin reading, go over the pronunciation of “Miles” and “recess”.
 * Repeat, switching the parts.
 * Ask, “What are David and his Dad talking about?”
 * Ask, “Why does David know the difference between British and American English?”

Page 19 Let's Listen 1 B - Tapescript Page 80

 * Do not have them read the dialogue again, just have them answer the questions.

Contact Information
I am actively seeking feedback on how to improve this lesson, please email me at, danoff.charles@gmail.com

title: Mr. Danoff's FWE 8A Lesson 6


text:
User:Jw116104

Project Report for User:jw116104
For Introduction to Numerical Analysis, Fall 2010.

Introduction
For my final project, I added resources to Wikiversity concerning the bisection method for finding roots of polynomials. Here is all relevant information concerning my experiences with Wikiversity this quarter.

Initial Experience
Before engaging in the final project, I did some smaller projects as part of homework assignments. I found the existing page on Cobweb Plots unsatisfying. Here is what is currently under "Interpretation": "On the cobweb plot, a stable fixed point corresponds to an inward spiral, while an unstable fixed point is an outward one. A period 2 orbit is represented by a rectangle, while greater period cycles produce further, more complex closed loops. A chaotic orbit would show a 'filled out' area, indicating an infinite number of non-repeating values." I proposed to add a bit more detail that I would have liked to have had the page hit me in the face with: "On the cobweb plot, a stable fixed point corresponds to an inward spiral, while an unstable fixed point is an outward one.  It follows from the definition of a fixed point that these spirals will occur where the diagonal y=x line crosses the function graph.  A period 2 orbit is represented by a rectangle, while greater period cycles produce further, more complex closed loops. A chaotic orbit would show a 'filled out' area, indicating an infinite number of non-repeating values." My instructor pointed out some things that would be better so I changed my proposal to: "On the cobweb plot, a stable fixed point corresponds to an inward spiral, while an unstable fixed point is an outward one.  It follows from the definition of a fixed point that these spirals will center at a point where the diagonal y=x line crosses the function graph.  A period 2 orbit is represented by a rectangle, while greater period cycles produce further, more complex closed loops. A chaotic orbit would show a 'filled out' area, indicating an infinite number of non-repeating values." I then posted my proposal to the discussion page but there were no replies. Soon after, I decided my change was not necessary.

Motivation
The goal of the project was to add materials to Topic:Numerical analysis at Wikiversity. I chose to focus on the bisection method for finding roots of a polynomial.

MATLAB Code
My first edit was to add MATLAB code that will run the bisection method.

Worked Example
Next, I added a page that had a worked example of using the bisection method. After the problem analysis and the first iteration, all future steps are hidden to encourage the reader to work the problem out.

Quiz
Finally, I added a five question quiz on the subject. The quiz focuses on aspects of the algorithm, error, and failure.

Conclusions
In addition to that warm fuzzy feeling of contributing to the public knowledge, I appreciated the Wiki assignments this quarter as it gave me a chance to learn how to edit Wikipedia. Thanks to the assignments, I learned the Wiki Math formatting, which has helped me learn how to use LaTeX. All in all, I feel that this project has been a success.

title: User:Jw116104


text: Literature/World Brain

title: Literature/World Brain


text:
Category:World Brain

quotations

 * Preface

World Encyclopaedia

 * Lecture delivered at the Royal Institution of Great Britain, November 20th, 1936

The Brain Organization of the Modern World

 * Lecture delivered in America, October and November, 1937

The Idea of a Permanent World Encyclopaedia

 * Contribution to the Encyclopédie Française, August, 1937

Passage from a Speech

 * Passage from a Speech to the Congrès Mondial de la Documentation Universelle, Paris, August 20th, 1937

The Informative Content of Education

 * Presidential Address to the Educational Science Section of the British Association for the Advancement of Science, September, 12th, 1937

title: Category:World Brain


text:
User talk:Farshad Goldoust

Hi I'm Farshad Gouldoust.A persian student in guilan univeity faculty of engineering. I study Electronics and of course I have a large scale of furthur reading on various fields such as physics (electrodynamics and field theory) mathematics (games theory and differensial geometry, statistics, chaos theory, graphical modeling and also information theory) astronomy (such as an amatur) and also I'm very excited on scince and technology history & many other... I'll be so glad to discuss by any on my favorite fields and glad to see your proposes on my discussion page. Thank you Farshad Goldoust 12:29, 10 September 2010 (UTC)Farshad GoldoustFarshad Goldoust 12:29, 10 September 2010 (UTC)

title: User talk:Farshad Goldoust


text:
User:Farshad Goldoust

Hi I'm Farshad Gouldoust.A persian student at guilan univeity faculty of engineering in electrical engineering branch and of course I have a large scale of various furthur readings in many varios fields such as physics (electrodynamics and field theory) mathematics (games theory and differensial geometry a little and also information theory and advanced calculus) astronomy (such as an amatur!!!) and also I'm very excited on scince and technology history & many other...Also I love simulation and illustrative programming projects and I have some honors in MATLAB programming in my favorite ideas I'll be so glad to discuss by any on my favorite fields and glad to see your proposes on my discussion page. Thank you --Farshad Goldoust 12:34, 10 September 2010 (UTC)Farshad Goldoust

title: User:Farshad Goldoust


text:
User talk:Herebo

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 12:52, 10 September 2010 (UTC)

title: User talk:Herebo


text:
User talk:Jw116104

 Hello Jw116104, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 12:52, 10 September 2010 (UTC)

title: User talk:Jw116104


text:
EBP/Cooperative/Eryngium yuccifolium

Eryngium yuccifolium

 * Common names: Rattlesnake Master, button snakeroot, water-eryngo
 * Names used by indigenous peoples: kisgu'paskwapi (Meskwaki)
 * Wikipedia: Eryngium yuccifolium
 * Wikispecies: Eryngium yuccifolium

title: EBP/Cooperative/Eryngium yuccifolium


text:
The periodic table/Nonmetals

Nonmetals:
 * Hydrogen
 * Carbon
 * Nitrogen
 * Oxygen
 * Phosphorus
 * Sulfur
 * Selenium

title: The periodic table/Nonmetals


text:
The periodic table/Oxygen

Discovery
Oxygen was discovered in 1774 by Joseph Priestley in Wiltshire, England, and independently by Carl Wilhelm Scheele in Uppsala, Sweden. The name is derived from the Greek, 'oxy genes' meaning acid forming.

The credit for discovering oxygen is shared by three chemists: an Englishman, a Swede, and a Frenchman. Joseph Priestley was the first to publish an account of oxygen, having made it in 1774 by focusing sunlight on to mercuric oxide (HgO), and collecting the gas which came off. Unknown to Priestly, Carl Wilhelm Scheele had produced oxygen in June 1771. He had written an account of his discovery but it was not published until 1777. Antoine Lavoisier also claimed to have discovered oxygen, and he proposed that the new gas be called oxy-gène, meaning acid-forming, because he thought it was the basis of all acids.

Quick Facts
Name: Oxygen

Symbol: O

Mass: 15.9994

Atomic Number: 8

Electron Configuration: [He] 2s2 2p4

Classification: non-metal

CAS Number: 7782-44-7

Appearance: colourless odourless gas

Discovery in: 1774

Key Isotopes: 16O

Allotropes: O2, O3

Density: 1.429 g/L

Crystal Structure: cubic

Melting Point: -218.79 °C

Boiling Point: -182.962 °C

Uses
Industrially, oxygen is produced on a large scale from liquid air by liquefaction and fractional distillation. In the laboratory it can be prepared by the electrolysis of water or by adding manganese(IV) oxide as a catalyst to aqueous hydrogen peroxide. Oxygen is very reactive and capable of combining with most other elements. It is a component of thousands of organic compounds, and is essential for the aerobic respiration of all plants and animals and for almost all combustion. The greatest commercial use of gaseous oxygen is in the steel industry. Large quantities are also used in the manufacture of epoxyethane, nitric acid, hydrogen peroxide and chloroethene, the precursor to PVC and for oxy-acetylene welding and cutting of metals. A growing use is in the treatment of sewage and of effluent from industry.

Oxygen gas is fairly soluble in water, which makes aerobic life in rivers, lakes and oceans possible. Oxygen first appeared as a constituent of Earth's atmosphere around 2 billion years ago, when sufficient oxygen from the photosynthesis of blue-green algae had accumulated. In this process energy from the Sun splits water into oxygen, which passes into the atmosphere, and hydrogen, which joins with carbon dioxide to produce biomass. When living things need energy they take in oxygen so that it can react in their cells with the biomass absorbed by digestion of food; they then return that oxygen to the atmosphere in the form of carbon dioxide. We, for example, breathe in oxygen so that it can react with the fuel (food) in our bodies allowing the transfer of energy for our cells that keeps us alive, active and warm. We breathe out the carbon dioxide that forms.

Oxygen, as a gaseous element, forms 21% of the atmosphere by volume. The element and its compounds make up 49.2%, by mass of the Earth’s crust, about two-thirds of the human body and nine-tenths of water.

Atomic Data
Atomic radius: 1.520 Å

Covalent radius: 0.64 Å

Electronegativity: 3.440

Electron affinity: 140.926 kJ mol-1

Ionisation energies

First: 1313.942 kJ mol-1

Second: 3388.668 kJ mol-1

Third: 5300.466 kJ mol-1

Fourth: 7469.264 kJ mol-1

Fifth: 10989.574 kJ mol-1

Sixth: 13326.515 kJ mol-1

Seventh: 71330.586 kJ mol-1

Eighth: 84078.228 kJ mol-1

Supply Risk
Unknown

Oxidation States and Isotopes
Common oxidation states: -1, -2

Isotopes

Pressure and Temperature Data
Molar heat capacity: 29.378 J mol-1 K-1

title: The periodic table/Oxygen


text:
The periodic table/Phosphorus

Discovery
Phosphorus was discovered in 1669 by Henning Brandt in Hamburg. The name is derived from the Greek word, Φωσφόρος (phosphoros), meaning light-bearer.

Quick Facts
Name: Phosphorus

Symbol: P

Mass: 30.97376

Atomic Number: 15

Electron Configuration: [Ne] 3s2 3p3

Classification: non-metal

CAS Number: 7723-14-0

Appearance: White phosphorus is a poisonous waxy solid that is spontaneously flammable and glows in the dark. Red phosphorous is an amorphous non-poisonous solid.

Discovery in: 1669

Key Isotopes: 31P

Allotropes: white P, red P, black P, P2

Density: 1.82 g/L (diamond)

Crystal Structure: monoclinic

Melting Point: 44.15 °C

Boiling Point: 280.5 °C

Uses
White phosphorus is used in flares and incendiary devises. Red phosphorus is the material, when mixed with powdered glass, that is stuck on the side of boxes of safety matches where the matches must be struck to light them. However, by far the largest use of phosphorus is for fertilizers, mainly in the form of ammonium phosphate – they are manufactured from phosphate ores by conversion into phosphoric acids. Phosphorus is also important in the production of steel. Phosphates are ingredients of some detergents, but are increasingly being omitted nowadays due to concern that high phosphate levels in natural water supplies cause the growth of undesirable algae. Phosphates are also used in the production of special glasses and fine chinaware.

Phosphorus is essential to all living things since it forms the structural sugar-phosphate helices of DNA and RNA. It is the key to energy transfer in cells in the weakly bonded third phosphate group in ATP (adenosine-Tri-phosphate), and is present in several other biologically important molecules. We take in about 1 gram of phosphate a day, and we store about 750 grams in our bodies, since our bones and teeth are mainly calcium phosphate. White phosphorus is very toxic and contact with skin can cause severe burns.

Atomic Data
Atomic radius: 1.800 Å

Covalent radius: 1.09 Å

Electronegativity: 2.190

Electron affinity: 72.075 kJ mol-1

Ionisation energies

First: 1011.811 kJ mol-1

Second: 1907.465 kJ mol-1

Third: 2914.115 kJ mol-1

Fourth: 4963.578 kJ mol-1

Fifth: 6273.963 kJ mol-1

Sixth: 21267.377 kJ mol-1

Seventh: 25430.619 kJ mol-1

Eighth: 29871.836 kJ mol-1

Supply Risk
Scarcity factor: 5.0 (medium risk)

Crustal abundance: 567 ppm

Reserve base distribution: 44.7%

Production concentration: 38.5%

Top 3 countries for mining:
 * 1) Morocco
 * 2) China
 * 3) USA

Top 3 countries for production:
 * 1) China
 * 2) Mexico
 * 3) Morocco

Oxidation States and Isotopes
Common oxidation states: 5, 3, -3

Isotopes

Pressure and Temperature Data
Molar heat capacity: 23.824 J mol-1 K-1

title: The periodic table/Phosphorus


text:
User:Markco1

This my user page. Adding stuff so it is not red

title: User:Markco1


text:
Talk:Hydrogen

As with the other periodic elements I suggest we merge this to Hydrogen atom and redirect to Hydrogen atom from Hydrogen

title: Talk:Hydrogen


text:
The periodic table/Sulfur

Discovery
Sulfur has been known since ancient times. It is mentioned 15 times in the Bible, and was best known for destroying Sodom and Gomorrah. It was also known to the ancient Greeks, and burnt as a fumigant. Louis-Josef Gay-Lussac and Louis-Jacques Thénard proved it to be an element in 1809. The name is thought to be derived from either the Sanskrit 'sulvere', or the Latin 'sulfurium'.

Quick Facts
Name: Sulfur

Symbol: S

Mass: 32.066

Atomic Number: 16

Electron Configuration: [Ne] 3s2 3p4

Classification: non-metal

CAS Number: 7704-34-9

Appearance: Generally appears as yellow crystals or a yellow powder.

Discovery in: ancient times

Key Isotopes: 32S

Allotropes: α-S, β-S, S2, S3, cyclo-S8

Density: 2.07 g/L

Crystal Structure: orthorhombic (α-S), monoclinic (β-S)

Melting Point: 115.21 °C

Boiling Point: 444.61 °C

Uses
Sulfur is mostly used in the production of sulfuric acid, which is perhaps the most important chemical manufactured by western civilizations. The most important of sulfuric acid’s many uses is in the extraction of phosphate for fertilizer. Sulfur is used in the vulcanization of black rubber, as a fungicide and in black gunpowder. Sulfites are used to bleach paper and as preservatives for many foodstuffs. Many surfactants and detergents are sulfate derivatives. Calcium sulfate, gypsum, is mined on the scale of 100 million tons each year for use in cement and plaster.

Sulfur is essential to all living things. It is taken up as sulfate from the soil (or sea water) by plants and algae and used to make two of the essential amino acids needed for protein formation. It is also needed in some co-enzymes. Sulfur is non-toxic as the element and in the form of the sulfate, but carbon disulfide, hydrogen sulfide and sulfur dioxide are all toxic, especially hydrogen sulfide which can cause death by respiratory paralysis. Sulfur dioxide is produced when coal and unpurified oil are burned and is largely responsible for so called ‘acid rain’ which can cause lakes to die partly by enabling toxic aluminium salts to become soluble. The average human contains 140 grams and takes in about 1 gram a day.

Atomic Data
Atomic radius: 1.800 Å

Covalent radius: 1.04 Å

Electronegativity: 2.580

Electron affinity: 200.4 kJ mol-1

Ionisation energies

First: 999.588 kJ mol-1

Second: 2251.761 kJ mol-1

Third: 3356.722 kJ mol-1

Fourth: 4556.227 kJ mol-1

Fifth: 7004.299 kJ mol-1

Sixth: 8495.816 kJ mol-1

Seventh: 27107.340 kJ mol-1

Eighth: 31719.528 kJ mol-1

Supply Risk
Scarcity factor: 3.5 (low risk)

Crustal abundance: 404 ppm

Reserve base distribution: n/a

Production concentration: 17.4%

Top 3 countries for mining: n/a

Top 3 countries for production:
 * 1) China
 * 2) USA
 * 3) Canada

Oxidation States and Isotopes
Common oxidation states: 6, 4, 2, -2

Isotopes

Pressure and Temperature Data
Molar heat capacity: 22.7 J mol-1 K-1

title: The periodic table/Sulfur


text:
The periodic table/Selenium

Discovery
Selenium was discovered by Jöns Jacob Berzelius in Stockholm, Sweden, in 1817. The name is derived from 'selene', the Greek name for the Moon.

Quick Facts
Name: Selenium

Symbol: Se

Mass: 78.963

Atomic Number: 34

Electron Configuration: [Ar] 3d10 4s2 4p4

Classification: non-metal

CAS Number: 7782-49-2

Appearance: Either as a silvery semi-metal or as a red powder

Discovery in: 1817

Key Isotopes: 80Se

Allotropes: Red Se, Black Se, Grey Se

Density: 4.79 g/L

Crystal Structure: hexagonal

Melting Point: 220.8 °C

Boiling Point: 685 °C

Uses
Selenium has both a photovoltaic action (converts light to electricity) and a photoconductive action (electrical resistance decreases with increased illumination). Selenium is therefore useful in photocells and solar cells. It can also convert a.c. electricity to d.c. electricity, so is extensively used in rectifiers. It is used by the glass industry, and to make stainless steel. It is also used in photocopiers.

Selenium is an essential trace element for some species, including humans, and our bodies contain about 14 milligrams. However, it is toxic in excess. It is carcinogenic and teratogenic.

Atomic Data
Atomic radius: 1.900 Å

Covalent radius: 1.18 Å

Electronegativity: 2.550

Electron affinity: 194.997 kJ mol-1

Ionisation energies

First: 940.961 kJ mol-1

Second: 2044.523 kJ mol-1

Third: 2973.714 kJ mol-1

Fourth: 4143.559 kJ mol-1

Fifth: 6589.943 kJ mol-1

Sixth: 7882.846 kJ mol-1

Seventh: 14993.809 kJ mol-1

Supply Risk
Scarcity factor: 4.5 (low risk)

Crustal abundance: 0.13 ppm

Reserve base distribution: 23.3%

Production concentration: 34.8%

Top 3 countries for mining:
 * 1) Chile
 * 2) USA
 * 3) Canada

Top 3 countries for production:
 * 1) Japan
 * 2) Germany, Belgium

Oxidation States and Isotopes
Common oxidation states: 6, 4, -2

Isotopes

Pressure and Temperature Data
Molar heat capacity: 25.363 J mol-1 K-1

title: The periodic table/Selenium


text:
The periodic table/Alkaline-Earth Metals

Alkaline Earth Metals:
 * Not as reactive as Alkali, but still very reactive!
 * High hardness, gray-white, and good conductors
 * 2 Valence Electrons
 * Beryllium
 * Magnesium
 * Calcium
 * Strontium
 * Barium
 * Radium


text:
User talk:Markco1

 Hello Markco1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:34, 10 September 2010 (UTC)

title: User talk:Markco1


text:
User talk:Riotqontrol

I wonder if this is a good spot to use as a lab or homework page. A Learning Log? Riotqontrol 08:17, 11 September 2010 (UTC)

My Wikiversity Lab
Starting out with a Lab page to experiment.

Planned uses are Learning log, language lab, math homework.

title: User talk:Riotqontrol


text:
Talk:University of Florida/Eml4500/f08.FEABBQ/HW1/Matlab

Hi Your methods in MATLAB illustrative study is so excited. may be for me such as an asian student that we are poor in this fields in iran. please edit more illustrative softwares pages for students like us. Thankfully Farshad Goldoust 10:07, 11 September 2010 (UTC)Farshad Goldoust


text:
User talk:Nikki24

 Hello Nikki24, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 12:52, 11 September 2010 (UTC)

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

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 22:26, 11 September 2010 (UTC)

Copyright problem with File:Gender-oriented-brands.jpg
FYI, this image has been deleted now due to lack of copyright details. -- Jtneill - Talk - c 11:26, 12 December 2010 (UTC)

title: User talk:Nikki24


text:
User talk:Cryptic-waveform

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

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 12:52, 11 September 2010 (UTC)

title: User talk:Cryptic-waveform


text: File:MVCalchelix.JPG

title: File:MVCalchelix.JPG


text: File:500px line.jpg

title: File:500px line.jpg


text:
User:Holubtsi

Linguist. Francais, Espanol, Korean, and currently learning Arabic.

title: User:Holubtsi


text:
User:Nikki24

=Reflective Journals for Emotion & Motivation=

About Me
Hi! My name is Nikki and I am studying Psychology and majoring in Justice Studies. I am studying full-time while working full-time, so dont really get much time for anything else. But I do enjoy hanging out with friends, going out and travelling. I will be heading to Mexico in January for an exchange program so I am finding it a little difficult to focus on study at the moment!

Week Two: How to use Wikiversity
I did not attend this week’s lecture due to work; however, I did listen to it online. The lecture for this week covered tips and techniques on how to use wikiversity. After listening to the lecture online I wish I had of been there so I could have picked up on some of the tips a little clearer however, the online lecture recording did help. I am still feeling some apprehension about the textbook chapter because as I said before I am not technology savvy. Before the first tutorial I began looking at possible textbook chapter topics that I might like to do- I decided that I would either do Sex and Emotion or sexual motivation and sex offenders. However, before I lock in what I want to do I’ve decided to do some research on both topics and see what the first tutorial brings!

Tutorial One
To be honest, I hate tutorials it usually consists of five minutes of introducing yourself and your likes and then the other hour and fifty five minutes listening to the tutor talk about the lecture or listening to presentations! However, I found this tutorial to be different and actually helpful. First of all, we did an ice breaker (to be expected) however, it was different from other ice breakers and looked at peoples thumb sizes!!! Next we broke into small groups where we discussed the definition of emotion and motivation. My group came up with the following definitions: Motivation: an internal drive which drives action Emotion: a short-lived psychological state and expression of internal feelings. Next in our groups we talked about what textbook chapters we were looking at doing and why. We also starting looking at possible focus questions, headings, activities to include and other information we may include. The other people in my group were looking at doing motivation and dieting, emotion and anxiety, sexual motivation and emotion and facial expressions. The tutorial helped strengthen my liking for doing Emotion and Sex as my textbook chapter and I decided when I got home I would sign up for it.

title: User:Nikki24


text:
User:Egm6321.f10.team4.petralanda.n

Problem Statement
Show that the second order differential equation given bellow is non-linear with respect to $$y^1$$.

$$\begin{align} {{c}_{3}}({{y}^{1}},t)\frac{\partial {{t}^{2}}} \\ \end{align}$$ where $$ {{c}_{3}}=M\left[ 1-\bar{R}\frac{{{\partial }^{2}}u({{y}^{1}},t)}{\partial {{s}^{2}}} \right]$$

Solution
For an equation to be linear it has to satisfy both of the following properties.

Property 1:

$$ H(\alpha )=\alpha H $$

Property 2:

$$ \text{H(}\alpha \text{+}\beta \text{)=H(}\alpha \text{)+H(}\beta \text{)} $$

Based on the first property, the given equation will take the following form

$$ M\left[ 1-\bar{R}\frac{{{\partial }^{2}}u(\alpha {{y}^{1}},t)}{\partial {{s}^{2}}} \right]\bullet \frac{{{\partial }^{2}}(\alpha {{y}^{1}})}{\partial {{t}^{2}}}=\alpha M\left[ 1-\bar{R}\frac{{{\partial }^{2}}u({{y}^{1}},t)}{\partial {{s}^{2}}} \right]\bullet \frac{{{\partial }^{2}}({{y}^{1}})}{\partial {{t}^{2}}} $$

By definition, α is an arbitrary real number which would allow for the following expansion.

$$\alpha M\left[ 1-\alpha \bar{R}\frac{{{\partial }^{2}}u({{y}^{1}},t)}{\partial {{s}^{2}}} \right]\bullet \frac{{{\partial }^{2}}({{y}^{1}})}{\partial {{t}^{2}}}=\alpha M\left[ 1-\bar{R}\frac{{{\partial }^{2}}u({{y}^{1}},t)}{\partial {{s}^{2}}} \right]\bullet \frac{{{\partial }^{2}}({{y}^{1}})}{\partial {{t}^{2}}}$$

It is now clear that the left and right hand sides of the equation are not equal. Therefore, this particular equation is non-linear with respect to $$y^1 $$

title: User:Egm6321.f10.team4.petralanda.n


text:
User talk:Francene21

 Hello Francene21, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:06, 12 September 2010 (UTC)

title: User talk:Francene21


text:
User talk:Holubtsi

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

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:06, 12 September 2010 (UTC)

title: User talk:Holubtsi


text:
User talk:Brinda~enwikiversity

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 01:06, 12 September 2010 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:04, 19 April 2015 (UTC)

title: User talk:Brinda~enwikiversity


text: File:Braineating.jpg

title: File:Braineating.jpg


text:
User talk:Mae8202

 Hello Mae8202, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:07, 12 September 2010 (UTC)

title: User talk:Mae8202