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Physics/Essays/Fedosin/SPФ symmetry

SPФ symmetry is combined three-component symmetry of similarity of objects, phenomena and processes at different scale levels of matter. With its help in the Theory of Infinite Hierarchical Nesting of Matter the similarity of matter levels is described and invariance of action of physical laws at these levels is proved. With the help of SPФ symmetry the meaning of scale dimension and scale relativity is clarified.

The theorem of the SPФ symmetry was proved by Sergey Fedosin in 1999.

In the combined SPФ transformation the invariance of physical laws is revealed as the result of transition from one scale level of matter to other levels of matter. To move from one level of matter to another using SPФ it is necessary simultaneously to make the transformation of the speeds S, the transformation of sizes (scales) P and the transformation of  masses Ф. The values S, P and Ф are fixed by the corresponding coefficients of similarity between the levels, where the transition is made. The examples of similarity coefficients are given in the articles: similarity of matter levels, quantization of parameters of cosmic systems, hydrogen system. Since the objects of lower level of matter are part of the object of higher scale level of matter, it allows us on the basis of physical laws and equations of the matter state to deduce the relations between the coefficients of similarity S, P and Ф.

After substituting in the Lagrangian, which determines the laws of motion of a physical system, the new variables, taking into account the SPФ transformations, the Lagrangian does not change its form. This means that the physical laws are not changed during transitions between different levels of matter and the corresponding phenomena occur in the similar way. In particular, at each level of matter, we can introduce its own Dirac constant as the characteristic angular momentum ( spin) and the quantum of action of typical objects and also write its own Heisenberg  uncertainty principle. Another example is the stellar constants corresponding to the level of stars.

If in the system of physical units CGS we make similarity transformation for masses, sizes and speeds, it turns out that in the Newton's law of gravitational attraction we need to transform not only masses and sizes, but also the constant of gravitation. At the same time in the system of physical units CGS the electric constant is equal to 1 and transformation applies only to the forces, charges and sizes. This means that in the transition to the atomic systems the ordinary gravitation is replaced by the strong gravitation and a new constant appears – strong gravitational constant. The strong gravitation is responsible for the integrity of the elementary particles, including nucleons, and in the gravitational model of strong interaction it is an integral part of the strong interaction. The transition to the atomic systems is accompanied by a significant increase not only of the gravitation but also of the electromagnetic fields acting near the elementary particles. The value of the electric constant does not change in the CGS, or in any other system of physical units.

According to the substantial neutron model and the substantial proton model, the equation of the state of the nucleon matter is similar to the equation of the state of neutron stars matter. The dependences of the mass on the radius are also similar. SPФ symmetry allows us to understand the dependences, arising between the mass and the electric charge of the proton, to justify the model of quark quasiparticles, to approach the essence of gravitational and electromagnetic forces in the framework of the Le Sage's theory of gravitation.

Based on the postulate on equality of the kinetic energy flux and the fluxes of gravitational (in the strong gravitation field) and electromagnetic energies in the electron matter formulated by Sergey Fedosin, quantization of the energy levels and the angular momentum of the electron during its rotation in the atom is derived. The similar idea is used with respect to the Solar system, showing the probable cause of the discrete planetary orbits. The law of redistribution of the energy fluxes formulated by Fedosin allows us to find the stationary state of rotation of the nucleon and the neutron star similar to it, to connect many other phenomena in the microworld and macroworld. In particular, it is assumed that the equilibrium of nucleons in the atomic nucleus is due to the equality of the forces and energies associated with the attraction from the strong gravitation and the repulsion from the gravitational torsion field (the given forces are the main components of the nuclear forces in the gravitational model of strong interaction).

The combined three-component symmetry is also the CPT symmetry connecting the properties of particles and antiparticles with each other. There are works in which the SPФ symmetry is confirmed.

As in SPФ symmetry, in scale relativity by Laurent Nottale the fundamental laws of physics cannot involve scales themselves because their values are arbitrary choices. But this scale relativity is connected mostly with geometry of space-time in order explaining of physical properties of particles including their mass and charge. Such approach is close to attempts of general relativity to explain gravitational force with the help of metric tensor and space-time curvature. In contrast, the scale relativity of scale dimension is other example of relativity which extends the special relativity to five dimensions of space-time.

title: Physics/Essays/Fedosin/SPФ symmetry


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

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Introduction to Abstract Algebra/Lecture 3

Definition of a Group
In this lesson, the basic structure of abstract algebra is introduced: the group. A group is defined by the pairing of a set and an operation between elements of that set. Let $$G$$ be a set and let $$\cdot$$ be an operation on that set. We say that $$G$$ is a group with the operation $$\cdot$$ if and only if:

 * The operation is closed with respect to the set: $$\forall a, b \in G$$, it is the case that $$a \cdot b \in G$$.
 * There is an identity element: $$\exists e \in G$$ such that $$\forall a \in G$$, it is the case that $$a \cdot e = e \cdot a = a$$.
 * Each element has an inverse in the set: $$\forall a \in G$$, it is the case that $$\exists a^{-1} \in G$$ such that $$a \cdot a^{-1} = a^{-1} \cdot a = e$$.
 * The operation is associative with respect to the elements of the group: $$\forall a, b, c \in G$$, it is the case that $$a \cdot (b \cdot c) = (a \cdot b) \cdot c$$.

These are precise definitions which enable us to say which sets and operations form groups and what additional properties groups have. Because we can derive properties beyond the mere definition of groups and the relations between its elements, we can begin to develop an abstracted form of algebra which allows us to work with and manipulate equations which may involve ideas beyond simple numbers. Also of interest with groups is exploring the questions that merely being a group cannot answer. For instance, in the definition for groups, you should note that there is no rule which says that $$a \cdot b = b \cdot a$$ (that is, it is not necessarily commutative, like matrix multiplication). In essence, a group is free to have or not have any property which is not forbidden by the rules above. This aspect of abstract algebra is what gives the topic its depth.

In the following sections, additional properties will be derived for simple groups, those possessing only the properties described above. The assignment for this lecture extends the set of properties by prompting for additional fundamental proofs.

The Uniqueness of the Identity
Suppose that both $$e$$ and $$f$$ are identity elements of a group. Then it is the case that $$e \cdot f = e$$ and $$e \cdot f = f$$. Therefore, $$e = f$$.

The Inverse of the Identity is the Identity
Let $$e$$ be the identity element of a group so that $$e^{-1}$$ is its inverse. $$e \cdot e^{-1} = e^{-1}$$ by the definition of the identity, but it is also the case that $$e \cdot e^{-1} = e$$ by the definition of the inverse. Therefore, $$e = e^{-1}$$.

Cancellation Law
Suppose $$a \cdot b = a \cdot c$$. By the definition of the operation, there exists $$x$$ such that $$a \cdot b = a \cdot c = x$$. Additionally, $$a^{-1} \cdot x$$ equals itself so that it is the case that $$a^{-1} \cdot a \cdot b = a^{-1} \cdot a \cdot c$$. Therefore, using the definition of the inverse, $$e \cdot b = e \cdot c$$ so that, by the definition of the identity, $$b = c$$. A similar argument holds that $$b \cdot a = c \cdot a$$ requires $$b = c$$.

The Uniqueness of the Inverse
Suppose $$a^{-1}$$ and $$b$$ are inverses of $$a$$ so that $$a \cdot a^{-1} = e$$ and $$a \cdot b = e$$ by the definition of the identity. Therefore, $$a \cdot b = a \cdot a^{-1}$$, so $$b = a^{-1}$$ by the cancellation law.

Strategies for Proof
You will see groups defined by sets of logical statements which often involve traditional operations. Inherently, this means you can work with those definitions to establish that the group conditions hold and to search for additional properties. One pitfall in this process is ambiguity of notation which can arise when the desired symbol for the group operation matches closely to the normal algebraic symbol, but is not exactly equivalent (or perhaps the operation is so similar to the traditional variation that it is best to use the same symbol). For instance, say we create the operation $$+$$ for a potential group which involves the operation $$+$$ for standard real addition; when you say $$a + b = a + b - 10$$ to mean that the application of your operation is equivalent to 10 less than the application of real addition, the meaning of the definition is ambiguous outside of this context. This raises the point that it's extremely important to remember context when working with groups. Sometimes, authors will help by using non-standard operators like $$a \diamond b$$ or $$a \star b$$ to mean the application of the operation. Other times, the operation is presented as a function $$f: G \times G \rightarrow G$$ where $$G$$ is the group's set. Indeed, any logical representation can be used to define potential groups. In terms of the proof process, this means it may be helpful or necessary to switch between the various representations of the definitions.

Homomoprhisms
One strategy used to prove various properties of groups is the idea of creating a homomorphism between the group you are working with and some other group. Say you have a group $$G$$ under the $$\diamond$$ operation and there exists another group $$H$$ under the $$\star$$ operation and you create a function $$f: G \rightarrow H$$ in which the following holds: $$f(a \diamond b) = f(a) \star f(b)$$. Conceptually, $$f$$ acts as a translator between the two sets. The implication of having a homomorphism from $$G$$ to $$H$$ is that whatever algebraic properties are applicable to $$G$$ are also applicable to some or all of $$H$$. In other words, if dealing with $$H$$ is difficult, you may construct a $$G$$ such that $$f$$ exists and you may show properties of $$Rng(f) \subseteq H$$ by showing features of $$G$$. For example, if the $$\diamond$$ operation is commutative, then you can argue that $$f(a \diamond b) = f(b \diamond a)$$ therefore $$f(a) \star f(b) = f(b) \star f(a)$$ which means that for the elements of the range of $$f$$, the $$\star$$ operation is commutative.

Positive Reals Under Multiplication
Consider the set $$\reals^{+}$$, that is, the set of positive, real numbers (noting that zero is not an element of this set). Let the operation be the usual multiplication for real numbers. First, we must demonstrate that the operation is closed to the set. Since each element of the set is both positive and real and the product of any two such numbers has the same properties, it is the case that the operation is closed under the set. Next, we must find an identity element in the group. It is known that the product of any real number and 1 is the same number, so we can choose 1 to be the identity, noting that it is in our set and $$1 \cdot a = a \cdot 1$$. Next, we must demonstrate that each element of the set has an inverse. Since the product of a positive real and its reciprocal (also a positive real) is equal to the identity, 1, the existence of an inverse is established for each element of the set. We take note that the product of a positive real and its reciprocal has the same effect regardless of the order, $$a \cdot a^{-1} = a^{-1} \cdot a = 1$$. Next, we acknowledge that fact that real multiplication is associative, therefore the operation is associative for our purposes too. We have established that $$\reals^{+}$$ with real multiplication $$\cdot$$ forms a group.

Integers Modulo N Under Addition
Consider the set of integers containing zero and all positive integers less than some other positive integer, $$N$$. These are the "integers modulo N" or "integers mod N" which is denoted as $$\Z / N \Z$$. Let an operation, $$\diamond$$, between elements of the set be defined conditionally as if $$a + b < N$$, then $$a \diamond b = a + b$$; otherwise, $$a \diamond b = a + b - N$$. Conceptually, the set is easily understood as $$\left\{0, 1, ..., N - 1\right\}$$ while the operation easily understood as addition which "wraps around" if necessary to keep the sum inside the set. It must be shown that the operation is closed to the group. If $$a + b < N$$, then $$a \diamond b = a + b$$ and $$0 \leq a + b < N$$ so $$0 \leq a \diamond b < N$$ (and thus is in the set). For the case that $$a + b \geq N$$, let's consider the case where both $$a$$ and $$b$$ are the largest element in $$\Z / N \Z$$, that is $$a = b = N - 1$$. Only the sum of the two largest numbers in the set yields the highest sum since if either were less, then the sum would be less. With those maximum elements, the maximum sum of any two elements of the set is produced, $$a + b = 2N - 2 < 2N$$. Therefore, $$a + b < 2N$$ for any $$a$$ and $$b$$ so it is the case that $$N \leq a + b < 2N$$, so $$0 \leq a + b - N < N$$ and $$0 \leq a \diamond b < N$$. Therefore, for both conditions, $$a \diamond b \in \Z / N \Z$$. Therefore it is established that the operation is closed with respect to the set. Next, an identity element must be established. Let $$0$$ be the proposed identity. For all $$a$$ in the set, $$a \diamond 0 = a + 0 = 0 + a = 0 \diamond a = a$$. Since $$0$$ is in the set, $$0$$ is the identity. Next, it must be demonstrated that every element has an inverse. Let $$a$$ be some element in the set so that $$a^{-1}$$ is its inverse. If we define the inverse to be $$a^{-1} = N - a$$ if $$a \neq 0$$, otherwise $$a^{-1} = 0 = a \diamond a^{-1}$$, then we can explore the non-identity condition by noting that $$0 \leq N - a < N$$ so that $$0 \leq a^{-1} < N$$ for all $$a$$. Additionally, note that the sum of $$a$$ and its inverse is $$a + (N - a) = N$$, which meets or exceeds $$N$$, therefore we use the definition $$a \diamond a^{-1} = a + a^{-1} - N = a + (N - a) - N = 0$$. Therefore, it is established that the inverse of each element exists in the set and that the application of the operation between any item and its inverse yields the identity. Finally, it must be demonstrated that the operation is associative. Suppose that $$a$$, $$b$$, and $$c$$ are members of the set, then $$(a \diamond b) \diamond c = (a + b - pN) + c - qN = a + b + c - kN$$ for some $$p, q \in \left\{0, 1\right\}$$ with $$k = p + q$$. Alternatively, $$a \diamond (b \diamond c) = a + (b + c - xN) - yN = a + b + c - hN$$ for some $$x, y \in \left\{0, 1\right\}$$ with $$h = x + y$$. If $$h \neq k$$ then, either $$(a \diamond b) \diamond c$$ is not in the set or $$a \diamond (b \diamond c)$$ is not in the set, which is impossible from the definition of the operation. Therefore, the operation is associative for members of the set. Therefore, the integers modulo N form a group under addition.

Negative Reals Under Multiplication
Consider the set, $$\reals^{-}$$, of negative real numbers (zero is not included in the set) and the typical multiplication operation for reals. It is sufficient to show that any one of the properties of a group is false in order to show that the set and the operation do not form a group. Suppose $$e$$ is the identity of the group. $$e < 0$$ by the definition of the set, but $$e \cdot e > 0$$ because of typical multiplication. So, not only is the operation not closed to the set, but there is no identity since $$e \cdot a \notin \reals^{-}$$ for all $$e, a \in \reals^{-}$$.

Further Notation
As you study further into abstract algebra and group theory, shorthand notation will be used in various cases since the context of groups and algebra is assumed. When speaking about groups in general, the addition and multiplication operations are used frequently. You may see $$a + b$$ or $$ab$$ to mean the application of the group operation. Exponents are used to mean the repeated application of the multiplication operation, you may see $$a^3$$ which means $$aaa$$. Additionally, you might see $$a^{-3}$$ to mean $$a^{-1}a^{-1}a^{-1}$$. When the a addition symbol is used for the operation, you may also come across $$3a$$ to mean $$a + a + a$$. Many times, you might study two groups with nearly the same set of elements. For example, the set $$\reals$$ forms a group under addition, but also forms a group under multiplication if you take away the zero element (or more generally, identity under addition). You will see the multiplicative group denoted $$\reals^{*}$$ or $$\reals - \left\{0\right\}$$ or $$\reals \setminus \left\{0\right\}$$ depending on the author's background and preference.

In some contexts, you will see groups labeled by the pairing of its set with the operation; for example, $$(G, +)$$ means the group having the set $$G$$ under the operation $$+$$.


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Introduction to Python for FEniCS

Introduction
 redirect the "WIP" (work in progress) wiki page Egm6936.s11/FENICS WIP to a more permanent wiki page. Egm6321.f12 (talk) 14:15, 3 August 2012 (UTC)

 find the expansion for FEniCS (FE = Finite Element, what does "niCS" stand for ?) Egm6321.f12 (talk) 14:15, 3 August 2012 (UTC)

Origin of the name FEniCS
FEniCS is an acronym with FE representing finite element, CS representing computational software, and according to Anders Logg, a Senior Research Scientist with the FEniCS Project, "ni sits nicely in the middle". Andy Terrel also notes that the FEniCS software package was originally compiled at the University of Chicago, whose mascot is a phoenix, which likely inspired the name. A discussion of the topic can be found here on the FEniCS launchpad.

Article contents
This article acts as an introduction to the Python programming language and specifically its use with FEniCS.

The Python code below, taken from an example problem found here:Egm6936.s11/FENICS/Python, is explained on a line-by-line basis.

The structure of the example code can be applied to many problems but will require varying degrees of modification.

This article is designed to be self-reliant but an official Python tutorial can be found here: http://docs.python.org/tutorial/

The FEniCS Fundamentals page covers similar material, in addition to much more, found here: http://fenicsproject.org/documentation/tutorial/fundamentals.html

The official DOLFIN library can be found here: DOLFIN Library

Creating a Python code file
A Python code file can quickly be created from the Linux terminal. Entering the command "gedit" will open a blank document. Simply write the code in this document and save it into the desired directory with a .py extension. The file can be reopened for editing by entering "gedit filename.py". The code can be run by entering "Python filename.py".

Code can also be written using iPython, an interactive Python with many benefits and additional capabilities. Begin iPython by entering "ipython" in the terminal. You can quit iPython at any time by entering "quit". The code can be saved to your current directory by entering "save filename.py line#" where "line#" represents the lines you wish to save. For example, "save example.py 1-7 9 12" would save lines 1 through 7, 9, and 12 to a new file named example.py.

Code explanation
The code here imports classes like Interval, Functionspace, Function, etc. from the DOLFIN library. "dolfin" is a python package allowing access to the C++ software library for finite element computing, DOLFIN. FEniCS relies heavily on these classes so this will normally be the first line in your Python code. Including "from" causes the statement to repeatedly define names from the module. The "*" tells the statement to continue until all names in the module have been defined, hence, the full statement imports and defines all classes in the dolfin module.

 read the "Elements of Style" by Strunk and White (there is also an online 1918 version, an older version). never use the article "This" without a noun that follows it, since "This" by itself is very vague; it could stand for anything in the above-mentioned list of objects. Egm6321.f12 (talk) 14:42, 3 August 2012 (UTC)

Python manual reference
 give a link to the online python manual regarding the python statements "from" and "import". explain also the meaning of the "*".

see The Python Language Reference, section 6.12 on the "import" statement.

from a Unix user perspective, the "*" represents "everything", so that the above code line may mean to import all existing classes from the libray "dolfin" into the present python code. you need to verify this guess.

Egm6321.f12 (talk) 14:42, 3 August 2012 (UTC)

The import statement, including "from" and "*".

Defining the mesh and functionspace classes
 the wikipedia style (and the styles of orther publishers) is to capitalize only the first character in a title. you don't have to capitalize the first characters of every word in a title; see the above title. Egm6321.f12 (talk) 14:50, 3 August 2012 (UTC)

Code explanation
The code here first defines your mesh class as another DOLFIN class, Interval, following the syntax. The example interval runs from 0 to 1 with 20 divisions.

 explain also what "mesh" is as a python object, i.e., is it a class, a variable, etc. ? also what is "Interval" ? a function ? where can we find its code listing ? Egm6321.f12 (talk) 14:50, 3 August 2012 (UTC)

We then define a discrete function space V over the mesh. The functionspace class follows the syntax. Above, the standard Lagrange family of elements is used which can also be denoted by 'CG' for Continuous Galerkin. A degree of 1 is also shown. This denotes the standard linear Lagrange element, later yielding a computed u that is continuous and linearly varying over each mesh division.

Additional mesh definitions
The following lines can be used to create a unit square or rectangular mesh. Each cell created by the x and y divisions is divided in half to create two triangular elements.

Code explanation
Here the code defines new classes, BoundaryLeft and BoundaryRight, for the left and right boundaries. Note that variables x and y would be denoted by x[0] and x[1], respectively. We define the function "inside" to return true for all x points both on the boundary (on_boundary) and first 0, then 1. The function  checks that value1 is within machine precision of value2.

Code explanation
Here we create variables of the DOLFIN class  to assign as our values at the boundaries. The problem statement specifies that u(0)=0 and u(1)=1, demonstrated above.

Code explanation
The code here creates two variables of the previously created class types  and. These variables are used in the next step when applying the boundary conditions.

Code explanation
Here we apply the Dirichlet boundary conditions using the dolfin class  following the syntax. Note that the left and right boundaries are both included.

Code explanation
Here we define several variables including the dolfin classes  and   using the function space V. Constants f, g, nu, and ac are also defined to values given in the problem statement.

Code explanation
Here we define our a(u,v) and L(v), obtained by the derivation of the weak variational form. Note the syntax for inner product  and gradient.

Code explanation
Here the first line creates a function, u, over the function space V. Having defined a, L, and information about our essential boundary conditions, we use  to compute the solution, a finite element function u.

Code explanation
Here we plot the solution, u, seen below. Including  allows the user to manipulate the plot and is necessary to keep it on screen.

 * [[Image:L1DConDiff.png]]

title: Introduction to Python for FEniCS


text:
User:Yutsi

I don't edit here very much. If you want to contact me, the best place is probably my Wikipedia user page.

title: User:Yutsi


text:
User talk:Marie92~enwikiversity

 Hello and Welcome to Wikiversity Marie92~enwikiversity! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

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You do not 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 (discuss • contribs) 21:03, 3 August 2015 (UTC)

Social Psychology
This material copied to User:Marie92~enwikiversity/Social Psychology. --Abd (discuss • contribs) 21:02, 3 August 2015 (UTC)

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title: User talk:Marie92~enwikiversity


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Draft:Original research/Theory of original research

The theory of original research is focused on what is, or what it takes for an effort to be, original research. The phrase "theory of original research" has no citations on Google scholar. Even on the full web, there are only eleven cites of which eight are correctly phrased and one of these directs to this resource.

Notations
Notation: let the symbol OR designate or stand for original research.

Control groups
A control group for a theory of original research may include theoretical definitions for the words theory, original, and research. It may also include a theoretical definition of original research. Ultimately, it should include a definition of original research theory, or theory of original research.

Originals
Def. an "object or other creation (e.g. narrative work) from which all later copies and variations are derived" is called an original.

As an adjective,

Def.
 * 1) of or relating "to the origin or beginning; preceding all others" ,
 * 2) first "in a series or copies/versions",
 * 3) newly "created",
 * 4) fresh, "different",
 * 5) pioneering, or
 * 6) having "as its origin"

is called original.

Original usually means first in time. But, what about synonymy? Suppose someone creates a synonymy for an original sentence. Is this truly a synonym or is it original research? Usually, the idea of putting the sentence into your own words indicates synonymy. And, the proof is left to the reader. Should it be?

A persuasive definition is a form of definition which purports to describe the 'true' or 'commonly accepted' meaning of a term, while in reality stipulating an uncommon or altered use, usually to support an argument for some view, or to create or alter rights, duties or crimes. I cannot confirm that this definition is in the references indicated.

Consider the following sentence from the above Wikipedia article: "A persuasive definition is a form of definition which purports to describe the 'true' or 'commonly accepted' meaning of a term, while in reality stipulating an uncommon or altered use, usually to support an argument for some view, or to create or alter rights, duties or crimes."

In the history of the above article, there is "Definitions should avoid being what C.L. Stevenson calls 'persuasive'. A persuasive definition is one which purports to describe the 'true' or 'commonly accepted' meaning of a term, while in reality stipulating an altered use, perhaps as an argument for some view, for example that some system of government is democratic. Stevenson also notes that some definitions are 'legal' or 'coercive', whose object is to create or alter rights, duties or crimes."

While I do not have ready access to Stevenson's publication, which synonymy is the exact synonymy and are any relative synonymy. "In his Ethics and Language, Stevenson defines the term 'persuasive definition' as follows: "In any 'persuasive definition' the term defined is a familiar one, whose meaning is both descriptive and strongly emotive. The purport of the definition is to alter the descriptive meaning of the term, usually by giving it greater precision within the boundary of its customary vagueness; but the definition does not make any substantial change in the term's emotive meaning. And the definition is used, consciously or unconsciously, in an effort to secure, by this interplay between emotive and descriptive meaning, a redirection of people's attitudes" (Stevenson, 1944)"

If these are not all exact, perhaps the authors between Stevenson and the present have varied slightly from exact synonymy. Relative synonymy may be a form of original research.

Researches
"Research that consists of collecting and organizing material from existing sources within the provisions of this and other content policies is fundamental to writing an encyclopedia. Best practice is to research the most reliable sources on the topic and summarize what they say in your own words, with each statement in the article attributable to a source that makes that statement explicitly. Source material should be carefully summarized or rephrased without changing its meaning or implication. Take care not to go beyond what is expressed in the sources, or to use them in ways inconsistent with the intention of the source, such as using material out of context. In short, stick to the sources."

Theories of research
Def. diligent "inquiry or examination to seek or revise facts, principles, theories, applications, etc.; laborious or continued search after truth" is called research.

For the theory of original research, the proof of concept is that there is a theory of original research.

Def. "new research, as opposed to review or synthesis of earlier research" is called original research.

Def. the "production of brand-new ideas via hypothesis, experimentation, and/or deduction, as opposed to mere review or resynthesis of earlier knowledge in the field" may be called original research.

Organizations
Def. an "organization (typically a non-profit think tank) that conducts original research on issues, makes governmental policy recommendations based on its findings, and disseminates its work to the appropriate audiences" is called a policy institute.

Seminars
Def. a "class held for advanced studies in which students meet regularly to discuss original research, under the guidance of a professor" is called a seminar.

Inquiries
Def.
 * 1) "a seeking of information by asking questions" or
 * 2) search "for truth, information, or knowledge; examination of facts or principles"

is called inquiry.

Usage notes

"According to Fowler's Modern English Usage (1926), inquiry should be used in relation to a formal inquest, and enquiry to the act of questioning. Many (though not all) British writers maintain this distinction; the Oxford English Dictionary, in its entry not updated since 1900, lists inquiry and enquiry as equal alternatives, in that order. Some British dictionaries, such as Chambers 21st Century Dictionary, present the two spellings as interchangeable variants in the general sense, but prefer inquiry for the "formal inquest" sense. In Australian English, inquiry represents a formal inquest (such as a government investigation) while enquiry is used in the act of questioning (eg: the customer enquired about the status of his loan application). Both spellings are current in Canadian English, where enquiry is often associated with scholarly or intellectual research. (See Pam Peters, The Cambridge Guide to English Usage, p. 282.)

American English usually uses inquiry."

Forms
Original research can take a number of forms, depending on the discipline it pertains to. In experimental work, it typically involves direct or indirect observation of the researched subject, e.g., in the laboratory or in the field, documents the methodology, results, and conclusions of an experiment or set of experiments, or offers a novel interpretation of previous results. In analytical work, there are typically some new (for example) mathematical results produced, or a new way of approaching an existing problem. In some subjects which do not typically carry out experimentation or analysis of this kind, the originality is in the particular way existing understanding is changed or re-interpreted based on the outcome of the work of the researcher.

Attributions
To demonstrate that you are adding OR, you must be unable to cite reliable, published sources that are directly related to the topic of the article, and directly support the material as presented.

All material added to articles that is not original research or original synthesis must be attributable to a reliable published source, even if not actually attributed. "The verifiability policy says that an inline citation to a reliable source must be provided for all quotations, and for anything challenged or likely to be challenged—but a source must exist even for material that is never challenged."

Syntheses
Def. "[t]he formation of something complex or coherent by combining simpler things" is called synthesis.

Combining material from multiple sources to reach or imply a conclusion not explicitly stated by any of the sources is considered synthesis (a variety of original research). If one reliable source says A, and another reliable source says B, then joining A and B together to imply a conclusion C that is not mentioned by either of the sources is synthesis.

Def. new synthesis, as opposed to review or synthesis of earlier research, that is not mentioned by earlier research or synthesis and is unciteable to earlier research or synthesis is called original synthesis.

Test of terms
Several different tests or learning packets (lessons) may be generated from the original research project focused on the term dominant group. Currently under development in resource space is Dominant group/Metagenome/Term test. The term "dominant group" is an interesting example and possible test for original research vs. ordinary usage. It has no ordinary usage dictionary definition. But, there are several technical, scientific, or theoretical definitions in scholarly use. Curiously, if an author uses the term in a sentence, for example:

The course of evolution has been changed several times by mass extinctions that wiped out previously dominant groups and allowed others to rise from obscurity to become major components of ecosystems.

The author may be speculating or engaging in original research. A subsequent editor removed this sentence containing dominant group. See the discussion for Dominant group/Metagenome/Term test, Discuss.

This example is close to the cited statements in dominant group/paleontology. But, there is a distinct difference: "The course of evolution has been changed several times" is not the same meaning as the authors indicate in "dominant group/paleontology".

Additional aids in determining what each student should or could do can be found in these wikiversity articles:
 * 1) Dominant group/Classes of meaning
 * 2) Dominant group/Test of term.

Unattributed but attributable
"That "Paris is the capital of France" needs no source, because no one is likely to object to it and we know that sources exist for it. The statement is attributable, even if not attributed."

Paris appears to have been the official capital of France from May 28, 1871, until the present.

Wikipedia
"The term "original research" (OR) is used on Wikipedia to refer to material—such as facts, allegations, and ideas—for which no reliable, published source exists. This includes any analysis or synthesis of published material that serves to advance a position not advanced by the sources."

Hypotheses

 * 1) Original research is research no hominins have actually performed before.


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User:Charobnjak32

A user mainly interested in computer science!

title: User:Charobnjak32


text:
Introduction to Abstract Algebra/Problem set 3

Derivations of Properties
In the following exercises, you are prompted to give proofs which support the statements. Let $$e$$ denote the identity element of some group.

 * 1) Prove that if $$ca = cb$$ or $$ac = bc$$, then $$a = b$$.
 * 2) Prove that if $$abc = e$$, then $$abc = bca = cab = c^{-1}b^{-1}a^{-1} = b^{-1}a^{-1}c^{-1} = a^{-1}c^{-1}b^{-1} = (abc)^{-1}$$.

In the following exercises, you are prompted for proofs supporting the statements regarding various subsets of the real numbers, $$\reals$$. For reference, $$\reals^{+} = \left\{x \in \reals | x > 0\right\}$$ and $$\reals^{-} = \left\{x \in \reals | x < 0\right\}$$.

 * 1) Prove that $$(\reals^{-}, \diamond)$$ is a group where $$a \diamond b = -ab$$ for $$a, b \in \reals^{-}$$.
 * 2) Prove that $$(\reals^{+}, +)$$ does not form a group.
 * 3) Prove that a homomorphism from $$(\reals^{+}, \cdot)$$ to $$(\reals^{-}, \diamond)$$ exists.
 * 4) Prove that a homomorphism from $$(\reals^{-}, \diamond)$$ to $$(\reals^{+}, \cdot)$$ exists.
 * 5) Prove that there is a bijection, $$h: \reals^{+} \rightarrow \reals^{-}$$ for which it is true that $$h(a \cdot b) = h(a) \diamond h(a)$$ and $$h^{-1}(c \diamond d) = h^{-1}(c) \cdot h^{-1}(d)$$. We say that $$h$$ is an isomorphism between the two groups.


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User:Planotse/Sandbox/style1

h2 { border-bottom: 3px solid red; } p { border: 1px solid black; } table { border: 8px outset green; } td { border: 3px dotted green; }

title: User:Planotse/Sandbox/style1


title: File:Misc.2.A.AllPass.20120803.pdf


title: Help:Guides/2012


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Help:Guides/2012/top

  [ edit]

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Help:Guides/2012/top/gunport1

Welcome to Wikiversity

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Help:Guides/2012/bottom

Edit this page

title: Help:Guides/2012/bottom


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Help:Guides/2012/bottom/gunport1

For information about Help:Guides/2012 contact User:Planotse.

title: Help:Guides/2012/bottom/gunport1


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Spanish/Verbs/escribir/Definition

To write

title: Spanish/Verbs/escribir/Definition


title: Help:Guides/2012/row1


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Help:Guides/2012/row1/gunport1

Around Wikiversity in 80 Seconds

title: Help:Guides/2012/row1/gunport1


title: File:Misc.2.A.AllPass.20120805.pdf


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Help:Guides/2012/edit

Current Version

 * Help:Guides/2012
 * Help:Guides/2012/top
 * Help:Guides/2012/row1
 * Help:Guides/2012/row1/column1
 * Help:Guides/2012/row1/column2
 * Help:Guides/2012/row2
 * Help:Guides/2012/row3
 * Help:Guides/2012/sandbox
 * Help:Guides/2012/bottom

Earlier Versions

 * Help:Guides/2011
 * Rows & Columns
 * Help:Guides/2010

title: Help:Guides/2012/edit


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Help:Guides/2012/row1/column1

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Help:Guides/2012/row1/column2

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Help:Guides/2012/row1/column2/gunport2

How to Create a Procedure
Use Wikihigh mark-ups in the following wiki text to present a procedure on any page at this website, en.wikiversity.org. The following wiki markup produces result as shown on the right.

title: Help:Guides/2012/row1/column2/gunport2


title: Help:Guides/2012/row1/column2/gunport3


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Help:Guides/2012/row2

 Gunport Example  [ edit]

 [ edit]

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Help:Guides/2012/row2/gunport3

A wiki-embedded window placed on a wiki page, such as this one, is called a gunport. A gunport often has an edit link, see one nearby, for ease of change to its updatable content.

title: Help:Guides/2012/row2/gunport3


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Help:Guides/2012/row2/gunport1

Broadside is the canvas on which gunports are mounted. The gunport, Gunport Example, on the left, the shadowed gunport on the right, and this gunport with green and orange race tracks, are all mounted on the same broadside. This wiki page is made up of several broadsides. To construct a broadside with up to three gunports, use the Gunport Builder. Tell me more.

title: Help:Guides/2012/row2/gunport1


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Help:Guides/2012/row2/gunport2

 * To compose fancy content as shown on this wiki page, use Gunport Builder.
 * To create a fancy navigation system and tie all your wiki pages together in the same reading sequence, use Wiki-embedded Presentation Generator. For a demo of such navigation, see Gunport Builder Demo 1.

title: Help:Guides/2012/row2/gunport2


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Help:Guides/2012/row3

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[ edit]

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Help:Guides/2012/row3/gunport1

What is a Learning Project?
Whereas Wikibooks has books and Wikipedia has articles, Wikiversity has learning projects as primary units. Tell me more

A learning project is a collection of pages devoted to the learning of a specific topic or family of topics and, simultaneously, a group of people collaborate on a learning goal through the use of said pages. On the right is a sample learning project. More samples

How to Create Educational Content

 * How to Create a Procedure
 * How to Add a New Lesson
 * How to Create a Presentation
 * How to Classify Learning Resources
 * More on How to Create Educational Content at Wikiversity

For Better Communication and Collaboration

 * User Page Builder
 * Wikihigh - How to Build a Program at Wikiversity
 * Wikiversium - How to Build a Campus at Wikiversity
 * Wikiversity Mobile - How to Provide Learning Resources for Mobile Use

Original Guided Tours

 * Help:The original tour for newcomers
 * Earlier Version of This Page
 * Earliest Version of This Page

title: Help:Guides/2012/row3/gunport1


title: Help:Guides/2011


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Help:Guides/2010

Welcome to Wikiversity's Collection of Guided Tours

Guided tours are sequences of pages which provide information most relevant to newcomers, and those seeking general information about Wikiversity. Select from:

 * 1) The newcomers' tour
 * 2) A selection of featured Wikiversity content
 * 3) Accessing Wikiversity by educational level

 * 1) Creating educational content at Wikiversity (for teachers)
 * 2) A tour of project boxes for classifying educational resources

Tip : When on a tour, stay in the green box with the yellow smiley. Only interact with links within the green box. If you click outside the green box, you might lose your way! :-)

ar:مساعدة:إرشادات el:Βικιεπιστήμιο:Οδηγοί pt:Wikiversidade:Ambiente de integração

title: Help:Guides/2010


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Help:Guides/2011/edit

To return here, click on the 'blank' space right after the ! on the page Help:Guides.
 * Edit the Main Page of Guided Tours - 5 rows: top, row1, row2, row3 and bottom
 * Edit the Top of Guided Tours - The header (top) has a single column.
 * Edit the Row 1 of Guided Tours - Row 1 has 3 columns.
 * Edit the Row 2 of Guided Tours - Row 2 has 2 columns.
 * Edit the Column 1 in Row 2 of Guided Tours
 * Edit the Column 2 in Row 2 of Guided Tours
 * Edit the Row 3 of Guided Tours - Row 3 has 2 columns.
 * Edit the Column 1 in Row 3 of Guided Tours
 * Edit the Column 2 in Row 3 of Guided Tours
 * Edit the Bottom of Guided Tours - The footer (bottom) is empty for now.

title: Help:Guides/2011/edit


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User talk:Suganyathyagu

needs help to work in neural network

title: User talk:Suganyathyagu


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User:Peterrawsthorne/PhD/learningCommunities

= Creating and stewarding on-line learning communities =


text: User:Iamasian

title: User:Iamasian


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Template:Is this a real school

 Is this a real school or just a repository for like encyclopedia material? Measure its quality with the Wikiversium Yardstick.

title: Template:Is this a real school


text: User:Sotiale

title: User:Sotiale


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Talk:Sources/First astronomical X-ray source

Dead link
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://astronomy.sci.ege.edu.tr/~rpekunlu/GBDG/papers/XRayfromStellarCoronae.pdf
 * In First astronomical X-ray source on 2012-07-22 07:38:29, 404 Not Found
 * In First astronomical X-ray source on 2012-07-29 07:38:27, 404 Not Found
 * In First astronomical X-ray source on 2012-08-05 07:38:32, 404 Not Found

--Mu301Bot (talk) 07:38, 5 August 2012 (UTC)
 * Dead link deleted. --Marshallsumter (talk) 23:37, 5 August 2012 (UTC)

Lecture Status
Per Help:Lecture and January's RFD discussions, lectures are not primary main page resources. If you want to move this to main space, find an appropriate main page learning project to move it under. Astronomy might be a good choice. -- Dave Braunschweig (discuss • contribs) 13:29, 1 August 2018 (UTC)
 * Help:Lecture is in the Category:Consensus requested because it never received consensus. It is not policy nor a hard and fast rule. Also, in the template Things you can make on Wikiversity, which has received consensus: "Components / stand-alone resources: Lessons - Articles - Lesson plans - Discussions - Events - Essays - Glossaries - Lectures - Papers - Quizzes - Blogs - Media", which I bolded. Lectures are allowed as primary main page resources!
 * Regarding January's RFD discussions. Our policy on consensus is at Consensus, which states right at the top: "This page documents a Wikiversity guideline [my bolding] that participants recommend you follow with occasional exceptions and common sense. Please propose and discuss before making significant changes to ensure your revisions reflect consensus." Further, "Consensus is not evaluated by any one person - evaluating consensus is also a discursive (and contestable) process - meaning that someone can propose consensus has been achieved, and someone else can disagree, meaning that the discussion continues. In certain circumstances, a particular person is given the responsibility for evaluating consensus - for example, the conferring of custodianship status, which is given to a bureaucrat. However, this decision, as with anything in Wikiversity, is up for discussion and/or debate." You closed that discussion in January. On "Wikiversity talk:Requests for Deletion", section "Draft ns discussion", user JuanDev added his opinion which is not in favor of using the Draft: ns and an earlier voter changed to voluntary moving lectures to Draft: ns. This changed the earlier totals from 7 to 3 to 6 to 5, which is not a consensus! Later, another user (Michael Ten) challenged on the Colloquium the January ruling you made bringing the numbers at 6 to 6, which follows our consensus guideline and is not a consensus for mandatory draft namespace for anything except voluntary use as on Wikipedia.
 * Your comment: "find an appropriate main page learning project to move it under". For use of subpages see: Subpages "You can help develop this proposal, share your thoughts, or discuss its adoption as a Wikiversity policy, guideline, or process. References or links should describe this page as a "proposal"." Subpages are not mandatory. Mu301 moved Stars/Galaxies/Evolution to Galactic evolution per that guideline.
 * Your suggestion: "Astronomy might be a good choice." is less applicable. These "First" resources are "History of science resources". This specific resource is a keynote lecture.
 * I don't know why you are persisting in making guidelines and proposals into hard and fast rules but they are not. As Michael Ten wrote on my talk page "I think some serious changes need to be made to this wiki if it is ever going to experience exponential growth so that it might actually serve as a beacon of research, teaching, and learning on this Internet. Oh well." You have performed a major amount of beneficial clean up here for which we are all grateful. If I have offended in some way, I apologize. But, you need to follow our policies, as the guidelines or proposals they are, not as hard and fast rules. In the last month alone Wikiversity has lost many new volunteers. Here's one comment: "I wouldn't mind restarting my endeavor on Wikiversity, provided I won't be hassled by people like that professor who is far more interested showing his authority than he is in Wikiversity." What do you think? --Marshallsumter (discuss • contribs) 15:00, 1 August 2018 (UTC)
 * I don't know why you are persisting in making guidelines and proposals into hard and fast rules but they are not. As Michael Ten wrote on my talk page "I think some serious changes need to be made to this wiki if it is ever going to experience exponential growth so that it might actually serve as a beacon of research, teaching, and learning on this Internet. Oh well." You have performed a major amount of beneficial clean up here for which we are all grateful. If I have offended in some way, I apologize. But, you need to follow our policies, as the guidelines or proposals they are, not as hard and fast rules. In the last month alone Wikiversity has lost many new volunteers. Here's one comment: "I wouldn't mind restarting my endeavor on Wikiversity, provided I won't be hassled by people like that professor who is far more interested showing his authority than he is in Wikiversity." What do you think? --Marshallsumter (discuss • contribs) 15:00, 1 August 2018 (UTC)

 * Lectures are not primary main page resources. This is by consensus. If you don't understand the community's reasoning, please review the January RFD discussions and ask questions as needed. Then find appropriate learning projects to support these lectures. -- Dave Braunschweig (discuss • contribs) 22:02, 1 August 2018 (UTC)

 * The archive of the discussion is here. There is a consensus to do something with no opposition. For example, let the lectures continue to be developed. Then there is a draft namespace discussion with opinions backing votes. Where are you finding any consensus for "Lectures are not primary main page resources"? --Marshallsumter (discuss • contribs) 02:53, 2 August 2018 (UTC)

 * Keeping lectures as main space pages was opposed by consensus. I appreciate your desire to resist, rehash, relabel, misdirect, and attack the messenger, but this was closed six months ago. -- Dave Braunschweig (discuss • contribs) 12:46, 2 August 2018 (UTC)

 * Just to be clear, I'm not discussing "to resist, rehash, relabel, misdirect, and attack the messenger". --Marshallsumter (discuss • contribs) 22:42, 2 August 2018 (UTC)


text:
Computer science/Specialized departments

Specialized departments
Specialized departments may include fields of interest and specialized topics such as Topic:Artificial Intelligence, Topic:Databases or Topic:Operating Systems. These fields might be organized more effectively if the Computer Science Portal can be improved and aligned with CS programs in academia at large.

Browsing Category:Computer Science and its subcategories is a good place to see what we have so far.

See also Computer science program and participate in the main CS School discussion, with your ideas on how to better organize Wikiversity CS-related content.

 * Artificial Intelligence and Robotics Laboratory

Thank you for your patience!

Brainstormed listing
Note: The list of divisions and departments is tentative, and is already quite long.

 * Business process management
 * Compilers and language theory
 * Computational linguistics
 * Digital Libraries
 * Dynamic programming
 * Geoinformatics (i.e. GIS)
 * Information security

 * Information systems
 * Modelling
 * Natural language processing
 * Nonkilling Technology
 * Quantum computing
 * Server administration

 * Service Oriented Architecture
 * Software Engineering
 * Software freedom
 * Web design
 * Web development
 * Web Services


text:
User talk:Maiz Wafy

Structural organisation in animals (NCERT Based notes)
Introduction

In unicellular organisms all the basic functions are performed by a single cell. In multicellular organisms, some functions are carried out by a number of cells in a well organised manner. The body of hydra is an example: It is composed of different types of cells doing various functions. The number of these cells may even be in the range of thousands.

In an animal, a group of cells along with intercellular materials performing a certain function constitute a tissue. The term tissue was first introduced by Bichat, the founder of animal histology, but was given by N.Grew. When two or more organs come together through physical and chemical interactions to perform a certain function, they are referred to as an organ system. All this division of labour, from cells to tissues to organs to organ systems contribute to the survival of the organism as a whole.

Animal tissues

The animal body has some twenty types of tissues. However, there are only four basic types, namely:
 * Epithelial tissue
 * Simple and compoud

 * Neural tissues
 * Muscular tissues
 * Cardiac, striated and non striated

 * Connective tissues
 * Loose connective tissue and dense connective tissue

title: User talk:Maiz Wafy


text:
User:Kolega2357

 Send me a new message here

ar:مستخدم:Kolega2357 cs:Uživatel:Kolega2357 de:Benutzer:Kolega2357 el:Χρήστης:Kolega2357 es:Usuario:Kolega2357 fi:Käyttäjä:Kolega2357 fr:Utilisateur:Kolega2357 it:Utente:Kolega2357 ja:利用者:Kolega2357 ru:Участник:Kolega2357 sl:Uporabnik:Kolega2357 sv:Användare:Kolega2357

title: User:Kolega2357


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User talk:Rohit150886

I have interest in computers and science

title: User talk:Rohit150886


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Template:Wikiversium yardstick

Elaboration of Quality Assessment
The above scores are backed by the following elaboration.

title: Template:Wikiversium yardstick


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Wikiversity:Colloquium/archives/July 2012

Request for Technical Help as Ground Work for Wikiversity Mobile
Could we have this URL, wikiversity.org/m, redirected to this URL, http://en.wikiversity.org/wiki/Mobile? Right now mobile users would have to wait on a URL ERROR message for few seconds before it goes to http://en.wikiversity.org/wiki/M, which in turn, is redirected to this URL, http://en.wikiversity.org/wiki/Mobile

--Planotse (talk) 20:56, 18 July 2012 (UTC)

Wikiversity Defect Report 2012-07-19 by User:Planotse
[Wikiversity Defect Report 2012-07-19 by User:Planotse] Part 1: m.wikiversity.org should not display the page name on more than one line. Part 2: m.wikiversity.org should not use large font for page name. Part 3: m.wikiversity.org takes up 1/3 to 1/2 of the screen real-estate on a mobile device for page name, which is not too productive or smart for a smartphone user. ATTACHED Image File:Wikiversity Defect Report 20120719 by User!Planotse.jpg.

--Planotse (talk) 14:16, 19 July 2012 (UTC)

Wikiversity Defect Report 2012-07-19B: do not display cell border when table border=0
[Wikiversity Defect Report 2012-07-19B by User:Planotse] Part 4: m.wikiversity.org should not display a tiny gray border around every table cell when a teacher does not declare border=1 for the table. If border=0, do not display any border, period.

--Planotse (talk) 14:23, 19 July 2012 (UTC)

Wikiversity Defect Report 2012-07-19C - Immediate Redirect Rather Than Error Page for mobile users while driving
[Wikiversity Defect Report 2012-07-19C by User:Planotse] Part 5: wikiversity.org/badurl should immediately redirect the user to wikiversity.org/wiki/badurl the same way as how #REDIRECT works. When the user wants to know more info, they can click on the (Redirected from badurl) to find out what happened. It is more productive for most users to get the expected result rather than the useless error message, especially for mobile users while driving. This is a safety issue in a way. Why read while driving? USE CASE: a student driver reads the teacher's driving direction on Wikiversity Mobile!

--Planotse (talk) 14:30, 19 July 2012 (UTC)

Help decide about more than $10 million of Wikimedia donations in the coming year
(Apologies if this message isn't in your language. Please consider translating it)

Hi,

As many of you are aware, the Wikimedia Board of Trustees recently initiated important changes in the way that money is being distributed within the Wikimedia movement. As part of this, a new community-led "Funds Dissemination Committee" (FDC) is currently being set up. Already in 2012-13, its recommendations will guide the decisions about the distribution of over 10 million US dollars among the Foundation, chapters and other eligible entities.

Now, seven capable, knowledgeable and trustworthy community members are sought to volunteer on the initial Funds Dissemination Committee. It is expected to take up its work in September. In addition, a community member is sought to be the Ombudsperson for the FDC process. If you are interested in joining the committee, read the call for volunteers. Nominations are planned to close on August 15.

--Anasuya Sengupta, Director of Global Learning and Grantmaking, Wikimedia Foundation 20:00, 19 July 2012 (UTC)

Distributed via Global message delivery. (Wrong page? Fix here.)

Organization of the School of Computer Science
Hello, sorry for starting this topic here but I'm not sure where to ask this. I have been building up some courses in Computer Science and have found the main page to be confusing at best. Nobody has participated in the page discussion in about a year, and I'm not sure of how one goes about organizing a root level page like this. Could someone who knows the procedure give me a hand?

--Azotochtli (talk) 21:36, 30 July 2012 (UTC)


text: File:Struct.1.A.Configuration.20120806.pdf


text: Template:Metrics 2012-13

title: Template:Metrics 2012-13


text: British Empire/Tudor Origins/Metrics

title: British Empire/Tudor Origins/Metrics


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User talk:Denny (usurped)~enwikiversity

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 Denny (usurped). To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Denny (usurped)~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) 06:06, 19 April 2015 (UTC)

title: User talk:Denny (usurped)~enwikiversity


text:
User:Ans/กฎหมายแพ่ง

สัญญาซื้อขาย
 * 1) ผิดสัญญา อายุความ 10 ปี เช่น ส่งสินค้าผิดรุ่น (ม.193/30)
 * 2) ชำรุดบกพร่องอันเป็นเหตุให้เสื่อมราคาหรือเสื่อมความเหมาะสมแก่ประโยชน์อันมุ่งจะใช้เป็นปกติ อายุความ 1 ปี นับแต่รู้ความบกพร่อง (ม.474) (บกพร่องในสาระสำคัญใหญ่ๆ ของสินค้า?)
 * 3) สำคัญผิดใน{ลักษณะของนิติกรรม, ตัวคู่กรณี(ที่ไม่ใช่เฉพาะคุณสมบัติ), หรือ ทรัพย์สิน(ทั้งชิ้น ที่ไม่ใช่เพียงคุณสมบัติ)ที่เป็นวัตถุแห่งนิติกรรม} เป็นโมฆะ (ไม่จำเป็นต้องเป็นสาระสำคัญ?  คำว่าสาระสำคัญนิยามโดยทั้ง 3 สิ่งข้างต้นอยู่แล้ว?) (ม.156), การคืนทรัพย์ให้ใช้หลักของลาภมิควรได้ (ม.172)
 * 4) สำคัญผิดใน{คุณสมบัติของบุคคล(เป็นบุคคลที่ไม่ใช่คู่กรณีก็ได้?) หรือ (คุณสมบัติของ?)ทรัพย์สิน(เป็นทรัพย์สินที่ไม่ใช่วัตถุแห่งนิติกรรมก็ได้?)} ซึ่งตามปกติถือว่าเป็นสาระสำคัญ(นิยามคำว่าสาระสำคัญว่า "ซึ่งหากมิได้มีความสำคัญผิดดังกล่าว การอันเป็นโมฆียะนั้นคงจะมิได้กระทำขึ้น"?  บทความ อ.กิตติศักดิ์ หน้า 19-20 แปลคำว่า "ซึ่ง" เป็น "และ" คือ ไม่ใช่การนิยาม แต่เป็นเงื่อนไขแยกอีกอัน) เป็นโมฆียะ (ม.157) บอกล้าง(เพื่อให้ถือเป็นโมฆะ)ได้ภายใน 1 ปี นับแต่เวลาที่อาจให้สัตยาบันได้ แต่ไม่เกิน 10 ปีหลังจากทำนิติกรรม (ม.181), การคืนสถานะเดิม มีอายุความ 1 ปีนับแต่วันบอกล้าง (ม.176 ใช้คำว่า "วัน" แทนที่จะเป็น "เวลา")
 * 5) * ชำรุดบกพร่องมักจะไม่ใช่ความสำคัญผิด เนื่องจากทั้งผู้ซื้อและผู้ขายมักเข้าใจตรงกันในตัวสินค้าว่าไม่ควรจะชำรุด? ไม่ใช่สิ, เข้าใจตรงกันก็เป็นการสำคัญผิดได้
 * 6) ** ถ้าเตรียมใจว่าสินค้ามีโอกาสชำรุดบกพร่องได้, ก็ไม่ใช่ความสำคัญผิดของฝ่ายที่เตรียมใจ
 * 7) * การหลอกลวงไม่ใช่สำคัญผิด เนื่องจาก อีกฝ่ายจะต้องเข้าใจคนละอย่างกับที่อีกฝ่ายจะสื่อ หรือ ไม่มีเจตนาหลอก, นอกจากนี้ยัง มีบทบัญญัติเกี่ยวกับการแสดงเจตนาอันเกิดจากถูกฉ้อฉลแยกต่างหาก?
 * 8) สินค้าไม่ตรงตามตัวอย่างหรือคำพรรณนา อายุความ 1 ปี นับแต่เวลาส่งมอบ (ม.504)
 * 9) * ชำรุดบกพร่องในส่วนที่ไม่ได้พรรณนา จะไม่เข้า ม. นี้, แต่เข้ากรณีผิดสัญญาหรือไม่?
 * 10) * ชำรุดบกพร่องในส่วนที่ไม่ได้พรรณนา แต่เป็นส่วนสำคัญต่อการใช้ประโยชน์ จะเข้ากรณีชำรุดบกพร่อง

 * http://www.law.kyushu-u.ac.jp/~prokati/defliabt.pdf : บทความโดย กิตติศักดิ์ ปรกติ

title: User:Ans/กฎหมายแพ่ง


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User:Tiger10

de: Ich, in der deutschen Wikipedia, en: I, in the german wikipedia

title: User:Tiger10


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Computer science/Help

Management Office for the Construction Area
This office is responsible for management and coordination of all construction activities for the School of Computer Science at Wikiversity. Below is a list of pages that need your help. When helping to make this a better school, we all should adhere to our own set construction rules as listed below:

Thanks for helping out
This resource is just getting off the ground, and every little bit helps.

Due to the limited amount of contributors editing pages, most courses have been abandoned. If you have a particular interest or knowledge base to draw from, you might want to look at our Course Listing and see if there is a relevant lesson in need of some TLC. If it does not exist, feel free to create it.

Pages in Critical Condition
These pages are stubs, possibly in danger of deletion. Any sort of help is beneficial:
 * User Interfaces
 * Computer engineering
 * Cryptography
 * Software Freedom
 * Compilers and Language Theory

Pages in Need of a Makeover
These pages are poorly formatted, and need some organization of the material already created:
 * Computer Architecture
 * Software Engineering
 * Information Theory

Tasks Around the Department

 * Computer science courses not already included should be added to the course listing.
 * The main page is in need of some better formatting and cleaning up.
 * Courses should be categorized with template boxes to improve searchability.
 * There needs to be a unification between School:Computer_Science and Computer_science_program.
 * Courses on the main course listing should be given in-line tags for completion, see this example.
 * All of the courses and lessons should link back to the department and/or main course page. See this example.
 * The department should address the points outlined in the quality survey.

title: Computer science/Help


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User:Numiri/KinderCalculus/fractions

Guidelines
Fraction arithmetic should be taught in preparation for solving Linear Systems.

Here is an outline for teaching fractions. We focus on addition because that is the hardest to teach:  Define prime number & prime factorization into a prime string Define Lowest Common Denominator as the mnemonic CoPS (Covering Prime String). "Covering" means that the prime string is has enough primes to span its factors. I find that this terminology captures the LCD algorithm better than the traditional term LCD. The diagram below shows that if you line up the factors vertically, COPS prime string does cast a "shadow" that "covers" all relevant primes. find the COPS for 6, 8, 20

cops = 2 * 2 * 2 * 3 * 5

==|
|  |   |   |   | 6    =  |   |   2 * 3   | 8    =  2 * 2 * 2       | 20   =      2 * 2 *     5 introduce your favorite mnemonic for negative arithmetic, or use the DSL-SAK algorithm below. algorithm & mnemonic for fraction addition - this mnemonic is admittedly lame right now, so if there's a better one, please feel free to add it: (1) COPS (2) find missing child primes and (3)merge them with their "family???". Finding missing child primes refers to completing the input fractions as to a full cops string. Merging refers to multiplying out the tops & bottoms, then adding the tops together.

DSL-SAK pronounced diesel-sak (lame). This is an algorithm for negative number arithmetic.

Flopposites
Flopposites is the effect of a sign change of an exponent. The name is a contraction to help kids remember the 2 steps: the fraction flip (vertical movement across the fraction bar) and opposite sign change in exponent.

Flottom
Flottom is the unraveling of a nested fraction. The term stands for "flip the bottom". For example 1/(b/c) = 1/1 * c/b

We use it to help students remember how to divide fraction, eg. (2/3) / (4/5) = 2/3 * 5/4

Exercises
remember to keep the numbers small. The purpose is to become familiar with the algorithm, not fluency in large number arithmetic. At this point, students may reference their multiplication tables for factorization and multiplication. They do not need to memorize it.

title: User:Numiri/KinderCalculus/fractions