text:
Template talk:Softredirect

Link
The words "Soft redirect" should link to Soft redirect instead of a Wikipedia-specific page. Thanks, Jafeluv 20:12, 24 May 2010 (UTC)

 * Done. --Abd 16:26, 13 June 2010 (UTC)

unnamed parameters
Hi! cc: @Abd Many of the clone templates are improuved some while ago using:
 *  |

This will allow to use different font families, font sizes, but mainly also BiDirectional commands to indicate the hierarhical structure of urls. Beside this LANG="foo", class="nowrap", id's etc might be used inside. Best regards Gangleri aka
 * ·לערי ריינהארט·T·m:[//meta.wikimedia.org/wiki/user_talk:%D7%9C%D7%A2%D7%A8%D7%99_%D7%A8%D7%99%D7%99%D7%A0%D7%94%D7%90%D7%A8%D7%98?action=history Th]·T·email me· 22:04, 13 October 2015 (UTC)

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

authors: לערי ריינהארט

title: Template talk:Softredirect


text: User:Jafeluv

title: User:Jafeluv


text: User talk:Jafeluv

title: User talk:Jafeluv


text:
User talk:NiwokiBit

 Hello NiwokiBit, 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) 20:42, 24 May 2010 (UTC)

title: User talk:NiwokiBit


text:
User talk:Moshah

 Hello Moshah, 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) 20:42, 24 May 2010 (UTC)

title: User talk:Moshah


text:
User talk:Thekaas

 Hello Thekaas, 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) 20:42, 24 May 2010 (UTC)

title: User talk:Thekaas


text:
User talk:Sillybillypiggy

 Hello Sillybillypiggy, 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) 20:42, 24 May 2010 (UTC)

title: User talk:Sillybillypiggy


text:
Chemical Equilibrium

Chemical equilibrium occurs when the concentrations of the products and the reactants in a reaction do not change, because the forward and reverse reactions occur at the same rate. An analogy would be a boater on a river who maintains a constant position. The speed upstream of the boat equals the speed of the river itself. A satellite in space would see no apparent change; however, up close one hears the motor running the sees the current flowing. This dynamic equilibrium is achieved when there is a lack of change in a system as inputs and outputs remain in balance. In a dynamic chemical equilibrium, products and reactants interconvert rapidly at the molecular scale, while their concentrations remain constant on the macroscopic scale.

Equilibrium Law
The equilibrium (law of mass action) law states that the concentrations of the products multiplied together and divided by the concentrations of the reactants equals the equilibrium constant ($$K$$). The equilibrium constant is a unitless number which depends on the reaction itself and the temperature of the mixture when equilibrium is attained.

The letter $$K$$ is reserved as the symbol for the equilibrium constant. A specific type of the equilibrium constant can be notated with a subscript:
 * $$K_c$$ = concentration is in molarities
 * $$K_p$$ = partial pressures of gases represent reactant and product amounts
 * $$K_{sp}$$ = solubility product
 * $$K_a$$ = acid ionization constant
 * $$K_b$$ = base ionization constant
 * $$K_f$$ = formation constant
 * $$K_w$$ = dissociation constant for water

The specific equilibrium law depends on the equilibrium reaction under study. A general equilibrium reaction can be written as:

 * $$ \alpha A + \beta B \rightleftharpoons \sigma S + \tau T$$

The general equilibrium law for the above reaction is written in its simplified form as (technically activities are used):

 * $$K=\frac{[S]^\sigma [T]^\tau } {[A]^\alpha [B]^\beta}$$

Compounds in a liquid or solid state do not appear in the equilibrium law because they have a constant concentration (technically they have unit activity). For example for the reaction:

 * $$ CH_4(g) + 2O_2(g) \rightleftharpoons CO_2(g) + 2H_2O(l)$$

The equilibrium law is:

 * $$K_c=\frac{[CO_2] } {[CH_4] [O_2]^2 }$$

Aqueous solutions and gases are included in the equilibrium law. For the below reaction:

 * $$ NH_3(g) + H_2O(l) \rightleftharpoons NH_4^+(aq) + OH^-(aq)$$

The equilibrium law is:

 * $$K_c=\frac{[NH_4^+] [OH^-] } {[NH_3] }$$

Finding the Value of the Equilibrium Constant
In the equation:

 * $$ H_2(g) + Cl_2(g) \rightleftharpoons 2HCl(g)$$

The equilibrium law is:

 * $$K_p=\frac{P_{HCl}^2} {P_{H_2} P_{Cl_2} }$$

The most direct method for finding the value of the equilibrium constant $$K_p$$ is by measuring the concentration of each of the reactants and products, and plugging in their values in the equilibrium law. For example, if the concentration at equilibrium for the above reaction are determined as $$P_{H_2} = 1.0 \times 10^{-8} bar$$, $$P_{Cl_2} = 3.4 \times 10^{-6} bar$$ , and $$P_{HCl} = 0.802 bar$$, they can be substituted into the equilibrium law to solve for $$K_p$$:

 * $$K_p=\frac{P_{HCl}^2} {P_{H_2} P_{Cl_2} }$$

becomes

 * $$K_p=\frac{0.802^2 } {(1.0 \times 10^{-8})(3.4 \times 10^{-6}) }$$

After substituting in the concentrations, the appropriate arithmetic is performed to find the value of $$K_p$$. In this case $$K_p = 1.89*10^{13}$$.

Uses of the Equilibrium Law
The value of the equilibrium constant connotes the extent to which, in a chemical reaction, reactants are converted into products. Thus, from the equilibrium constant $$K$$, one can infer the composition of an equilibrium mixture. If the equilibrium constant is very large (i.e. above $$10^{10}$$), the amount of products present at equilibrium is greater than the amount of reactants, which means that the reaction goes to completion. If $$K$$ equals 1, the amount of products present at equilibrium is the same as the amount of reactants. When $$K$$ is very small (i.e. below $$10^{-10}$$), the amount of products formed is extremely small; no visible reaction takes place.

Spontaneous Reactions
A spontaneous reaction is a reaction that will proceed without any outside energy or driving force. A spontaneous reaction has an equilibrium constant greater than 1. A reaction will be nonspontaneous if the equilibrium constant is less than 1.

The Reaction Quotient
The reaction quotient ($$Q$$) is a value that can be obtained by substituting in the values of the given concentrations into the equilibrium law. The equilibrium constant is the value $$K$$ when the reaction is at equilibrium. If the chemicals in the reaction are not at equilibrium, then the value obtained by the equilibrium law is called the reaction quotient. $$Q$$ has the same form as the equilibrium law, except $$K_c$$ is replaced by Q. Four properties may be derived from this definition of the reaction quotient, Q:
 * If $$Q=K_c$$, the reaction is at equilibrium.
 * If $$Q$$ does not change with respect to time, the reaction is at equilibrium and thus, $$Q=K_c$$.
 * If $$QK_c$$, the reaction will move to the left (the reverse direction) in order to reach equilibrium.

title: Chemical Equilibrium


text:
Overlapping and cross cutting differences

OVERLAPPING

1. When some social difference overlaps other social difference it is called overlapping social difference.

2. Overlapping differences is the mixture of one or more differences caused by one main difference. Situations of this kind produce social divisions, when one kind of social difference becomes more important than the other and people start feeling that they belong to different communities.racial or linguistic differences may lead to economic differences. It is not easy to accommodate and even created deep social divisions and tensions.

3. Example:- a) racial difference between dark complexion and fairer complexion also referred as the [African-Americans]in the US becomes a social division because the darker complexion tend to stay unemployed due to their color and tend to be poor & homeless, and often face injustice & discrimination. Their complexion leads them to poverty. b) In India Dalit(lower caste) have constantly been ignored by the upper castes and they tend to be poor & landless and often face injustice & discrimination.

4. Overlapping differences create possibilities of deep social divisions and tensions.

CROSS-CUTTING

1.If social differences cross-cut one another,it is difficult to pit one group of people against other.

2. It means that a group that share a common interest on one issue are likely to be on different sides on a different issue. In here, it is easy to accommodate and no tensions.

3. Example -Northern Ireland and Netherlands both are predominantly Christians but divided between Catholics & Protestants. In Northern Ireland the Protestants have stayed richer than the Catholics here class & religion overlap each other, Catholics have been poor & have suffered discrimination where as in Netherlands, class & religion tend to cross-cut each other and both are equally likely to be rich or poor.Social discrimination in Netherlands is not overlapped by economic issues  both the christian communities have equal number of rich and poor. It means they have conflict in Northern Ireland and it is not so in Netherlands.

4. Cross-cut social differences are easier to accommodate. 5. GM


text:
User talk:Tia724

 Hello Tia724, 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. --Mu301Bot 07:17, 25 May 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 25 May 2010 (UTC)

title: User talk:Tia724


text: University students

title: University students


text: Category:Time management

title: Category:Time management


text: Category:University student satisfaction


text:
University student academic performance

Many studies have investigated the extent to which university students' academic performance can be at least partially explained by student and university variables. Balduf (2009), for example, documented three major contributors to the underachievement of college students:
 * 1) lack of preparation
 * 2) issues with self-discipline and motivation
 * 3) problems with time management.

title: University student academic performance


text:
User:Philosophe~enwikiversity

A very clever man indeed!

title: User:Philosophe~enwikiversity


text:
Finding and using free content

10 min. show and discuss about Finding and using free content for Moodle.

UC pays $225,000 per year to the Copyright Agency Limited (CAL) for use of copyrighted material. An alternative is to use free materials. This presentation provided information and examples of using free content in Moodle sites:
 * 1) Open Academia (Blog)
 * 2) Examples of embedded content in a Moodle site
 * 3) Find and use free content (using Creative Commons Search)

title: Finding and using free content


text:
Time management/References

This page lists some references to peer-reviewed literature about the psychology of time management.

title: Time management/References


text:
Time management/Questionnaires

One indicator of the increase in interest in time management is the emergence of self-report instruments designed to measure the amount of respondent use of time management skills and behaviours (Mudrack, 1997).

Questionnaires
Several self-report instruments have been designed in order to measure the different aspects of individual human time management.

Three questionnaires have been most used:
 * 1) the four or three-factor Time Management Behavior Scale (TMBS: Macan, Shahani, Dipboye and Phillips, 1990)
 * 2) the five-factor Time Structure Questionnaire (TSQ: Bond & Feather, 1988)
 * 3) the three or two-factor Time Management Questionnaire (TMQ: Britton & Tesser, 1991).

Also of interest may be:
 * 1) Adolescence Time Management Disposition Inventory (Xiting & Zhijie, 2001)
 * 2) Time Management for Exercise Scale (Hellsten & Rogers, 2009)
 * 3) University Student Satisfaction and Time Management Scale (Neill, 2016)

Time Management Behavior Scale
The Time Management Behaviour Scale (TMBS) was developed by Macan, Shahani, Dipboye & Phillips (1990). The TMBS identified and described factors within time management, such as establishing objectives, prioritizing for tasks, setting goals, perceived time control (Garcia-Ros, Perez-Gonzalez & Hinojosa, 2004).

The TMBS originally had 33 items and four factors: goals and priorities; mechanics; preference for organisation, and perceived control of time. The four factor structure of the TMBS has been confirmed by Adams and Jex (1997) via confirmatory factor analysis.

Esters and Castellanos (1998) found the TMBS predicted university student stress.

Time Structure Questionnaire
The Time Structure Questionnaire (TSQ) was developed by Bond and Feather (1988).

Time Structure Questionnaire (pdf)

Time Management Questionnaire
The Time Management Questionnaire (TMQ) was developed by Britton and Tesser (1991).

The TMQ contains items on attitudes and planning. Three factors accounted for 36 percent of variance: short-range planning; long-range planning, and attitudes. Two factors were retained in subsequent studies (Barling, Kelloway & Cheung, 1996; Trueman & Hartley, 1996).

The items can be found in the article by Britton and Tesser (1991): (see Table 1)

University Student Satisfaction and Time Management Questionnaire
The University Student Satisfaction and Time Management Questionnaire was developed at the University of Canberra.

Future development
The average number of factors in the reviewed time management instruments is four. Internal consistencies range from 0.5 to 0.9 (Claessens et al., 2005). No one instrument is ideal, and they can all be improved.

title: Time management/Questionnaires


text:
User talk:Edschmitt

 Hello Edschmitt, 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) 19:42, 25 May 2010 (UTC)

title: User talk:Edschmitt


text:
Qualitative research methods

Qualitative methods in sociological research refer to distinctive types of research activities: participant observation, intensive interviewing, and focus groups. The three qualitative designs differ but also share many similar characteristics that distinguish them from quantitative methods of research. Qualitative researchers begin their research with an exploratory research question (for many times there isn't sufficient data to formulate a structured and specific goal). And once started they make sure to pay attention to the social context in which social phenomena occur, human subjectivity and how they themselves can influence any situation.

Participant observation
Participant observation is a method for gathering data that involves developing a relationship with people while they go about their daily, normal activities. It is a means for seeing the social world as the research subjects see it, in its totality, and for understanding subjects' interpretations of that world (Wolcott, 1995:66).

For more information, see Participant observation (Wikipedia)

Intensive Interviewing
is a method in which the researcher seeks in-dept information from their interviewee's feelings, experiences, and perceptions.

Focus Groups
is a method in where the researcher seeks to encourage discussion among participants about a certain topic of interest.

title: Qualitative research methods


text:
User talk:Edified

 Hello Edified, 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) 21:22, 25 May 2010 (UTC)

title: User talk:Edified


text:
Talk:Wikinews/How to write a Wikinews article

Taken from http://en.wikinews.org/wiki/User:Diego_Grez/adopt/Matthewedwards, under CC-BY. It was written by me. --Diego Grez 01:10, 26 May 2010 (UTC)


text:
Wikinews/How to write a Wikinews article

Well, the first thing you have to think, is "Is my article really news?". Please check too if it hasn't been created yet.

Some steps to follow
Create the article. This tool will be helpful for your proposes.

Leave the {{date thing that way. It'll put the date automatically. Under that, you can start writing your article. There are also infoboxes for certain things, like {{ Chile}}, {{ Politics and conflicts}}, etc. They are put over {{ date}}, which categorizes your article with the date of publish.

Your article should look like this:

 Pichilemu Pichilemu stories

...More articles here Location of Pichilemu in the O'Higgins Region
 * 21 May 2010: New earthquake hits Chile
 * 20 May 2010: Surf's up in Chile; championship competition in Pichilemu
 * 15 May 2010: Colegio Preciosa Sangre, Pichilemu, amidst other Chilean schools celebrate Student's Day
 * 15 May 2010: VI Congress of Mayors and Councilors of the O'Higgins Region takes place in Pichilemu, Chile
 * 5 May 2010: Heavy rains start in central and southern Chile while aftershock takes place

{{center top}}Pichilemu Portal{{center bottom}} {{center top}} {{center bottom}}   {{#time:l, F j, Y|May 19, 2010}} Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat. Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent luptatum zzril delenit augue duis dolore te feugait nulla facilisi. Nam liber tempor cum soluta nobis eleifend option congue nihil imperdiet doming id quod mazim placerat facer possim assum. Typi non habent claritatem insitam; est usus legentis in iis qui facit eorum claritatem. Investigationes demonstraverunt lectores legere me lius quod ii legunt saepius. Claritas est etiam processus dynamicus, qui sequitur mutationem consuetudium lectorum. Mirum est notare quam littera gothica, quam nunc putamus parum claram, anteposuerit litterarum formas humanitatis per seacula quarta decima et quinta decima. Eodem modo typi, qui nunc nobis videntur parum clari, fiant sollemnes in futurum.


text:
Template:Es

( (Spanish) )

title: Template:Es


text:
Design and Analysis of Algorithms

Donald Knuth lists, in the preface of The Art of Computer Programming Vol 3, the following as the important questions of design and analysis of algorithms :
 * How are good algorithms discovered?
 * How can given algorithms and programs be improved?
 * How can the efficiency of algorithms be analyzed mathematically?
 * How can a person chose rationally between different algorithms for the same task?
 * In what senses can algorithms be proved "best possible"?
 * How does the theory of computing interact with practical considerations?
 * How can external memories like tapes, drums, or disks be used efficiently with large databases?

Introduction

 * IIT Video: Introduction to the Design and Analysis of Algorithms
 * MIT Video: Introduction to Algorithms, Insertion Sort, Mergesort
 * Lesson 1: Introduction to algorithms
 * Lesson 2: Insertion sort

Mathematical Foundations

 * Asymptotic Notation - Recurrences-Substitution-Master-Method (Video)
 * Asymptotic Notation - Recurrences - Substitution, Master Method (PDF)
 * IIT Video: Algorithm Analysis Framework 1
 * IIT Video: Algorithm Analysis Framework 2
 * IIT Video: Asymptotic Notations
 * Lesson 1: Solving Recurrence Relations

Sorting

 * MIT Video: Quicksort, Randomized Algorithms
 * IIT Video: Average case Analysis of Quicksort
 * MIT Video: Linear-time Sorting: Lower Bounds, Counting Sort, Radix Sort
 * IIT Video: Lower Bounds for Sorting

Divide and Conquer Methods

 * IIT Video: Algorithm Design Techniques : Basics [46:23.]
 * MIT Video: Divide-and-Conquer: Strassen, Fibonacci, Polynomial Multiplication
 * IIT Video: Divide and Conquer 1
 * IIT Video: Divide and Conquer 2 - Median Finding
 * IIT Video: Divide and Conquer 3 - Surfing Lower Bounds
 * IIT Video: Divide and Conquer 4 - Closest Pair of Points

Greedy Methods

 * MIT Video: Greedy Algorithms, Minimum Spanning Trees
 * IIT Video: Greedy Algorithms 1
 * IIT Video: Greedy Algorithms 2
 * IIT Video: Greedy Algorithms 3
 * IIT Video: Greedy Algorithms 4

Pattern Matching

 * IIT Video: Pattern Matching 1
 * IIT Video: Pattern Matching 2

Backtracking

 * IIT Video: Backtracking 1
 * IIT Video: Backtracking 2

Graph Algorithms

 * ADUni Video: Graph Algorithms 1 - Topological Sorting, Prim's Algorithm
 * ADUni Video: Graph Algorithms 2 - DFS, BFS, Kruskal's Algorithm, Union Find Data Structure
 * ADUni Video: Graph Algorithms 3: Shortest Path
 * IIT Video: Shortest Paths 1: Properties, Dijkstra's Algorithm, Breadth-first Search
 * IIT Video: Shortest Paths 2: Bellman-Ford, Linear Programming, Difference Constrain
 * IIT Video: 	Shortest Paths 3: All-pairs Shortest Paths, Matrix Multiplication, Floyd-Warshall, Johnson

Dynamic Programming

 * IIT Video: Introduction to Dynamic Programming
 * IIT Video: Longest Common Subsequence
 * IIT Video: Matrix Chain Multiplication
 * IIT Video: Scheduling with Startup and Holding Costs
 * MIT Video: Dynamic Programming, Longest Common Subsequence

NP-Completeness

 * IIT Video: NP-Completeness 1 - Motivation
 * IIT Video: NP-Completeness 2
 * IIT Video: NP-Completeness 3
 * IIT Video: NP-Completeness 4
 * IIT Video: NP-Completeness 5
 * IIT Video: NP-Completeness 6

Approximation algorithms

 * IIT Video: Approximation Algorithms 1
 * IIT Video: Approximation Algorithms 2
 * IIT Video: Approximation Algorithms 3 - NP-Complete Problems
 * ADUni Video: Approximation Algorithms Algorithms

Maximum Bipartite Matching

 * IIT Video: Maximum Bipartite Matching

Problems Sets
solve the recurrence equuation for t(n)=2t(n-1)+n2^n+n^2

Textbooks
Free textbooks:
 * Algorithms by S. Dasgupta, C.H. Papadimitriou, and U.V. Vazirani

Supplementary Materials

 * Extra lecture videos:
 * http://www.cs.sunysb.edu/~algorith/video-lectures/
 * http://www.cise.ufl.edu/~sahni/cop3530/
 * http://www.srcf.ucam.org/algorithms/videos.html
 * Full algorithms course materials by Jeff Erickson
 * Art of Programming Contest by Ahmed Shamsul Arefin
 * A full course on Algorithmic Problem Solving
 * Problems on Algorithms by Ian Parberry
 * Books related to algorithms and computer science in general

title: Design and Analysis of Algorithms


text: Category:Wikinews

title: Category:Wikinews


text:
User:Tempodivalse

I'm most active at Wikinews, although might dabble here sometimes.

title: User:Tempodivalse


text:
Mapudungun language

Kümey tamün akun tüfachi kimmapudunguael chillka mew!

Let's learn Mapudungun! Welcome to the class of Mapudungun for English speakers. You'll learn an advanced level of the language, with some lessons with dialogues, grammatical explanations, vocabularies and sound files whenever it's possible. If you have any doubts, ask on the talk page. If you wanna help with the course, you're more than welcome! If this course is useful for you, tell other people so that they can also learn Mapudungun, the Mapuche language.

Index

 * Introduction
 * History
 * Pronunciation and writing
 * Alfabeto Unificado
 * Alfabeto de Erize
 * Grafemario Raguileo
 * Grafemario Azümchefe

 * Accentuation

Lessons

 * Lesson 1: Mari mari
 * Lesson 2: Chumül akuymi?
 * Lesson 3: Ta Tüfey
 * Lesson 4: Chew müley...?
 * Lesson 5: Deu Ileymi?
 * Usual phrases

Grammar

 * Noun
 * Pronoun
 * Verb
 * Modes and tenses
 * Negation
 * Agent and patient
 * Mapudungun/Verb/Suffixes order
 * Userful verbs
 * Creation of sentences

Wordbook / Vocabulary

 * Society
 * Colours
 * Numbers
 * Family
 * Body parts
 * Home

title: Mapudungun language


text:
Biblical Studies (NT)/The Epistles of John: God Is Love

 NEW TESTAMENT

 Lesson 12

 THE EPISTLES OF JOHN   God Is Love

The Author
The first epistle of John does not name its author, but the apostle John has been given credit for it since the earliest days of the church. The similarity in style with the Gospel of John is easily recognizable, even in translation. The early church writers Polycarp, Papias, Irenaeus, Tertullian, Origen, and Eusebius all testify to the epistle’s authorship and authenticity.

The second and third epistles of John were written by one who introduced himself only as “the Elder,” but these epistles have traditionally been attributed to the apostle John also. There are unmistakable similarities in style with the first epistle and the Gospel of John. Some modern scholars have suggested that 2 John and 3 John may have been written by different authors, but there is, as yet, no conclusive evidence of this.

With regard to the date of authorship, John’s works are the latest of the New Testament writings. They were probably written in the latter part of the first century, after 80 AD. By this time, John would have been an old man and probably the only one of the original apostles still alive.

The Addressees
According to the early church historian Irenaeus, John lived in Ephesus in the latter part of the first century, where he presided over the Ephesian church and the churches of the neighboring areas. Although 1 John does not say to whom it was addressed, it was probably a circular letter to the churches under John’s leadership. These included the seven churches of “Asia” (a region in what is now western Turkey) listed in Revelation, i.e. Ephesus, Smyrna, Pergamos, Thyatira, Sardis, Philadelphia and Laodicea.

John opens his second epistle with this greeting: “The Elder, to the elect lady and her children, whom I love in truth, and not only I, but also all those who have known the truth” (2 Jn 1). There are several possible interpretations of this greeting. Some believe the "elect lady and her children" to represent a particular church and its members. Others feel that the elect lady is not the church itself, but a woman in a leadership position within the church. Finally, she may simply be a private individual and her family. The personal tone of the letter suggests that the elect lady is a particular individual. For example, John writes, “And now I plead with you, lady” (2 Jn 5) which, it must be admitted, would be a unusual way to address a church. The woman's identity remains a mystery, however. While the term “elect” can, in a theological sense, be applied to any Christian, it seems that in this case, John is using it as a term of respect, perhaps even giving her a compliment. The impression is that she is a person of high standing in the church whom is both loved and respected.

John’s third epistle is addressed to an individual named Gaius. Gaius was a common name and there are several mentioned in the New Testament, but there is no evidence to connect this Gaius with any of the others. Other than the very limited information which this letter supplies, we do not know anything about him. He clearly was a Christian who exhibited his faith in his treatment of others, for John writes, “Beloved, you do faithfully whatever you do for the brethren and for strangers, who have borne witness of your love before the church” (3 Jn 5-6).

John clearly had great affection for Gaius, for in his greeting, he says, “To the beloved Gaius, whom I love in truth” (3 Jn 1). Then, in the course of this short letter, he addresses him several times as “beloved.” John also says, in reference to Gaius, “I have no greater joy than to hear that my children walk in the truth” (3 Jn 4). This is often interpreted to mean that Gaius was a convert of John’s, though it is conceivable that John would refer to all of the Christians under his leadership as his children, especially given John’s great age at the time of writing. It is said that Gaius was appointed by John to lead the church at Pergamos, although there are no surviving written references to it earlier than the fourth century.

An Eyewitness of Christ
John opens his first letter by setting the stage for his main theme, that of teachers within the church who were promoting doctrines contrary to the Gospel. These people denied the deity of Jesus and the need to follow biblical teachings. John, like Peter, was able to speak as one who had been a witness of the ministry of Christ. He had not seen Jesus as an onlooker from a distance, but was among his closest disciples, one of his inner circle. With the knowledge and authority afforded him by these circumstances, he reassured the believers concerning Christ and the scriptures. In his opening statement, he says, “That which we have seen and heard, we declare to you” (1 Jn 1:1,3).

The Rise of Gnosticism
From the time of the epistles of Peter and Jude, more than twenty years would pass before the epistles of John would be written. Nero was long dead, his insanity having eventually led him to take his own life in 68 AD. Unfortunately, we know almost nothing about this period in the church’s history. It is clear from 1 John, however, that the challenge to church doctrine which Peter and Jude had struggled with earlier were still a problem, perhaps even more so. This challenge, in John’s time, came from a rising sect known as the Gnostics – a term derived from the Greek word for knowledge, because they claimed to have a special understanding of truth.

The chief proponent of Gnosticism at the end of the first century was Cerinthus, a teacher who, like John, lived in Ephesus. According to the early church writer Polycarp (c. 69-155 AD), John once left a bathhouse in disgust when he found out that Cerinthus was also bathing there. Nevertheless, Gnostic teachings gained a foothold and continued to have adherents throughout the second century.

It is hard to give a precise definition of Gnosticism, for there were various forms of it. Fundamental to Gnosticism, however, is a belief in a form of dualism. Gnostics taught that spirit is inherently good and matter is inherently evil, and the two can have nothing to do with each other. This led to doctrines regarding God, Jesus, and human spirituality which were very different from those of the Bible. Gnostics taught that the universe was not made by God, but by a lesser being acting independently of God, for God can have nothing to do with matter because of its base nature. For the same reason, God could not be incarnated in a physical body. The Son of God, therefore, did not really have a human form, but his appearance as a man was like a phantom or a vision and had no physical substance. Another strain of Gnosticism allowed for a physical body, but separated the physical Jesus from the spiritual Christ. They said that Christ entered the body of Jesus at the time of his baptism, but departed again before he was crucified.

On a more personal level, many Gnostics taught that the separation between matter and spirit meant that whatever was done in the body had no effect on the spirit. Any kind of indulgence, however excessive or immoral, is spiritually harmless. John’s response to this was clear and direct: “He who says, ‘I know him,’ and does not keep his commandments, is a liar, and the truth is not in him” (1 Jn 2:4).

The Spirit of Antichrist
At the beginning of his first epistle, John speaks of his own qualifications as an eyewitness of Jesus’ ministry. At the end, he speaks of the infallible witness of the Father, the Son, and the Holy Spirit. He says that these are one, and their testimony is “that God has given us eternal life, and this life is in his Son” (1 Jn 5:11).

John says that if somebody denies the deity of Jesus, then that person has in effect called God a liar, because he or she has not believed the testimony that God has given concerning his Son. This denial of the Son of God is a mark of the spirit of antichrist: “He is antichrist who denies the Father and the Son” (1 Jn 2:22). He says that even at that time, many antichrists were in the world, seeking to lead the believers astray.

Like Peter and Jude before him, John urges believers to hold fast to the Gospel and reject those who would undermine its teachings. He tells the believers, “Let that abide in you which you have heard from the beginning. If what you have heard from the beginning abides in you, you also will abide in the Son and in the Father. And this is the promise that he has promised us - eternal life. These things I have written to you concerning those who try to deceive you” (1 Jn 2:24-26).

John wanted the believers to learn to discern between genuine teachers and hypocrites, or others who had been led astray or whose understanding was weak. He echoes the advice of Paul, who says in his first letter to the Thessalonians, “Test all things, hold fast what is good” (1 Thess 5:21). In a similar spirit, John writes, “Beloved, do not believe every spirit, but test the spirits, whether they are of God; because many false prophets have gone out into the world” (1 Jn 4:1). Some years earlier, Peter had urged believers to evaluate teachers in the light of the scriptures, for no scriptural prophecy “is of any private interpretation; for prophecy never came by the will of man, but holy men of God spoke as they were moved by the Holy Spirit” (2 Pet 1:20-21).

God is Love
In Chapter 4 of his first epistle, in words of tremendous power and beauty, John speaks of love. He says, “There is no fear in love, but perfect love casts out fear” (1 Jn 4:18). Furthermore, "He who does not love his brother, whom he has seen, how can he love God whom he has not seen?” (1 Jn 4:20). This love is not a romantic love, but a spiritual love which reveals itself in devotion to God and caring for our fellow creatures.

In his second epistle, John speaks of this love again and defines it in practical terms, saying, “This is love: that we walk according to his commandments” (2 Jn 5-6). True love is to do the will of God, and his will is that we love one another and obey his commandments.

Diotrephes and Demetrius
John’s second and third epistles are good examples of the type of communication which likely had been ongoing between leaders and members of the church in the first century. There are words of endearment, warnings against false teachers, and exhortations to walk in the truth. In the case of these two brief letters, John’s main purpose seems to have been to let the recipients know of his intention to visit them in the near future.

Apparently, John had made himself unpopular in certain circles, for in his third epistle, addressed to Gaius, he refers to a certain individual in the church called Diotrephes. He says, “I wrote to the church, but Diotrephes, who loves to have the preeminence among them, does not receive us. Therefore, if I come, I will call to mind his deeds which he does, prating against us with malicious words. And not content with that, he himself does not receive the brethren, and forbids those who wish to, putting them out of the church” (3 Jn 9-10). Diotrephes seems to have been a leader in the local Christian community where he and Gaius lived, for he had the authority to expel people from the church. He is described as a self-seeking, inhospitable gossip. Unfortunately, we do not know if John actually visited the church in question or what the outcome was.

John continues with a contrasting description of a loved and respected disciple named Demetrius. He says, “Demetrius has a good testimony from all, and from the truth itself. And we also bear witness, and you know that our testimony is true” (3 Jn 12). Some have suggested that Demetrius might have been the carrier of this letter to Gaius. Unfortunately, outside of what the letter tells us, nothing is known of him. John’s statement that he has a good testimony “from the truth itself” suggests that there may have been a prophetic utterance concerning him.

With these men as examples, John exhorts the believers, saying, “Beloved, do not follow what is evil, but what is good. He who does good is of God, but he who does evil has not seen God” (3 Jn 11).

Test Your Knowledge
{The epistles of John have traditionally been accredited to: -John the Baptist +John the Apostle -Joseph of Arimathea -All of the above
 * type=""}

{When were John’s epistles probably written? - Around 30 AD when John was a young man -Around 55 AD when John was middle-aged +After 80 AD when John was old -All of the above
 * type=""}

{To whom were John’s three epistles addressed? -The churches under his leadership -The elect lady and her children -Gaius +All of the above
 * type=""}

{ What is the main theme of John’s epistles? +To beware of leaders whose doctrines contradict the Gospel -That rich people should share with the poor -That Peter’s and Paul’s epistles contained false teachings -That the elect lady was not to be trusted
 * type=""}

{What are some of the beliefs of the Gnostics? -That God cannot have anything to do with the physical universe because of its base nature. -That Christ may have entered Jesus for time, but the physical Jesus and the spiritual Christ were quite separate. -That the separation between spirit and matter means that physical indulgence has no spiritual effect. +All of the above.
 * type=""}

{ What are the characteristics of the spirit of antichrist? - Denial of the deity of Jesus - Teaching doctrines which are contrary to the scriptures - Questioning the apostles’ qualifications as teachers of the Gospel +a and b
 * type=""}

{ What does John say about love? -God is love -There is nothing more beautiful than two people falling in love - If we love God, we will also love our fellow human beings +a and c
 * type=""}

{ Which two individuals are examples of good and bad leaders in John’s third epistle? -Peter and Paul -Barnabas and Mark +Demetrius and Diotrephes -None of the above
 * type=""}

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User:Barbelle~enwikiversity

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title: User:Barbelle~enwikiversity


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Data Structures and Algorithms/Sorting Data/Bucket Sort in C

/* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *  *   This is a demo program to show how good BucketSort can be. * *                                                                        * * - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - * *   Copyright (C) 2010 by Ingenieurbüro Henning, Kiel, Germany            * * - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - * *                                                                        * *   This program is free software; you can redistribute it and/or modify  * *  it under the terms of the GNU General Public License as published     * *  by the Free Software Foundation. * *                                                                        * *   This program is distributed in the hope that it will be useful,       * *  but WITHOUT ANY WARRANTY; without even the implied warranty of        * *  MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the        * *  GNU General Public License for more details. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * */

 * 1) include

 * 1) define MAXKEYS   100000   // max. number of data records
 * 2) define MAXWLNG       25   // max. length of the words in the data record
 * 3) define MAXBUCKETS    20   // max. number of buckets

struct FiAd      // register of buckets with the star-points in linked lists { int  StartIndex;// element in linked list where the bucket starts int LastIndex; // last element of the bucket (to find it fast) int NumInFifo; // number of references in the fifo };

struct FiFo      // structure of the linked lists used as bucket { int  PosIndex;  // where in the table can this element be found int Next;      // pointer to next element in this bucket };

struct DataRec   // the structure of the test data { char   TheChar; short TheShint; int   TheInt; float TheFloat; double TheDouble; int   ThePos; int   TheLength; char  TheKey[MAXWLNG + 1]; };

// local subroutines void BuckSortInt (struct DataRec* Source, struct FiFo* InFif, int Start,                int NumLines, int NumBuckets, int* NewPosis, int* NewPosNr); void WriteText  (char * TextName);

struct DataRec DataRecs  [MAXKEYS];          // the input list (unsorted) struct DataRec SortedRecs [MAXKEYS];         // the sorted output list int   NumRecs;                               // number of data records

// the input and output files; you have to adapt them to your needs char In_ListN_1 [40] = "/home/user/EinList.bin"; char OutTextT_2 [40] = "/home/user/BucketSort.txt";

int main(int argc, char *argv[]) { struct FiFo Positions  [MAXKEYS];           // the sequence of records int        NewPosis   [MAXKEYS];           // where it is now int        RecLng = sizeof(struct DataRec);// size of one data record int        PosNr  = 0;                     // position to store result int        I, LastInt, NoBuckets; FILE       *fp;

NumRecs  = 100000;                         // number of records to sort NoBuckets = 7;                             // number of recursion levels

// we get the input data which we want to sort fp = fopen(In_ListN_1, "rb"); if(fp != NULL) {   fread(DataRecs, NumRecs * sizeof(struct DataRec), 1, fp); fclose(fp); }  else {   printf("something is wrong with the file\n"); return; };

// we set up a linked list with references to all records for(I = 0; I < NumRecs; I++)               // filling linked list {   Positions[I].PosIndex = I;                // record x is at position x    Positions[I].Next     = I + 1;            // pointer to the next element }; Positions[I - 1].Next   = -1;               // end of the linked list

// we indirectly sort the data records; correct sequence will be in NumRecs BuckSortInt(DataRecs, Positions, 0, NumRecs, NoBuckets, NewPosis, &PosNr);

// we copy the records in correct order to the array SortedRecs for(I = 0; I < NumRecs; I++) {   memmove(&SortedRecs[I], &DataRecs[NewPosis[I]], RecLng); };

// and we check for correct sorting LastInt = 0x80000000; for(I = 0; I < NumRecs; I++) {   if(SortedRecs[I].TheInt < LastInt) {     printf("sorting not correct\n"); return; };   LastInt = SortedRecs[I].TheInt; };

printf("sorting correct\n"); WriteText(OutTextT_2); }

void BuckSortInt(struct DataRec* Source, struct FiFo* InFif, int Start,                 int NumLines, int NumBuckets, int* NewPosis, int* NewPosNr) { int I, K, Index, LastLast, FirstFree, Next; int StepSize, MinVal, MaxVal, ActVal; long long Interval; int BuckBorder[MAXBUCKETS];                // border values between buckets struct FiAd* FifoAdmin;                    // the fifo administration struct FiFo* Fifo;                         // the left fifo

if(NumBuckets > MAXBUCKETS) return;

// we reserve space for the chained lists, depending on length of table FifoAdmin = (struct FiAd*) malloc(NumBuckets * sizeof(struct FiAd)); Fifo     = (struct FiFo*) malloc(NumLines   * sizeof(struct FiFo));

for(K = 0; K < NumBuckets; K++) {   FifoAdmin[K].StartIndex = FifoAdmin[K].LastIndex  = -1; FifoAdmin[K].NumInFifo = 0; };

FirstFree = 0;                             // first free element

// now we find the smallest and biggest element for the actual bucket MinVal = 0x7FFFFFFF;                       // min. value to biggest value MaxVal = 0x80000000;                       // max. value to smallest value Next  = Start;                             // this is the next element while(Next >= 0)                           // while bucket is not empty ... {   Index = InFif[Next].PosIndex;             // next record of this bucket ActVal = Source[Index].TheInt;           // the key value of the record if(ActVal < MinVal) MinVal = ActVal;     // key smaller => swap value if(ActVal > MaxVal) MaxVal = ActVal;     // key bigger  => swap value Next = InFif[Next].Next;                 // ponter to next element };

// only identical key values => the record numbers go directly to the result if(MinVal == MaxVal)                       // all keys identical ? {   Next   = Start;                           // this is the next element while(Next >= 0)                         // while bucket is not empty ... {     NewPosis[NewPosNr[0]] = InFif[Next].PosIndex;// final position of record NewPosNr[0]++;                         // we point to free element Next = InFif[Next].Next;               // next element of linked list };   };

// now we make the border-array ready Interval = (long long) MaxVal - (long long) MinVal; // we get the domain StepSize = Interval / NumBuckets;          // makes chunks of this size for(I = NumBuckets - 1; I > 0; I--)        // loop over the buckets {   BuckBorder[I] = MaxVal - StepSize;        // lower border of the bucket MaxVal = MaxVal - StepSize;              // lower border for next bucket }; BuckBorder[I] = MinVal;                     // this way is save

//now we distribute the records of the input bucket to the new sub-buckets Next  = Start;                             // this is the next element while(Next >= 0)                           // while bucket is not empty ... {   Index = InFif[Next].PosIndex;             // next record of this bucket ActVal = Source[Index].TheInt;           // key value of the record for(I = NumBuckets - 1; I >= 0; I--) {      if(ActVal >= BuckBorder[I])            // pointing to corrrect bucket? {        if(FifoAdmin[I].StartIndex < 0)      // already entries? {          // this bucket is used the first time; we start the new linked list FifoAdmin[I].StartIndex = FirstFree; // start and end FifoAdmin[I].LastIndex  = FirstFree; // are identical FifoAdmin[I].NumInFifo  = 1;      // one element in Fifo Fifo[FirstFree].PosIndex = Index; // number of record to list Fifo[FirstFree].Next    = -1;     // no further elements in list FirstFree++; }         else {          // this bucket was already used; we add the reference LastLast                = FifoAdmin[I].LastIndex; // last entry FifoAdmin[I].NumInFifo++;         // one element more in fifo FifoAdmin[I].LastIndex  = FirstFree; // new last element Fifo[LastLast].Next     = FirstFree; // linking ex-last element Fifo[FirstFree].PosIndex = Index; // the record number Fifo[FirstFree].Next    = -1;     // the linked list ends here FirstFree++; };        break;                               // record distributed };      };    Next = InFif[Next].Next;                  // next record of actual bucket };

// we make the recursion and call this function for any subbucket for(I = 0; I < NumBuckets; I++) {   if(FifoAdmin[I].NumInFifo > 1) BuckSortInt(Source, Fifo, FifoAdmin[I].StartIndex,                  FifoAdmin[I].NumInFifo, NumBuckets, NewPosis, NewPosNr); else if(FifoAdmin[I].NumInFifo == 1) {       NewPosis[NewPosNr[0]] = Fifo[FifoAdmin[I].StartIndex].PosIndex; NewPosNr[0]++; }   };

// we must free the memory we got from the operating system free(Fifo); free(FifoAdmin); };

void WriteText(char * TextName) { FILE *fp; int I; char   TChar; short TShint; int   TInt; float TFloat; double TDouble; int   TPos; int   TLength;

fp = fopen(TextName, "wb"); if(fp != NULL) {   for(I = 0; I < NumRecs; I++) {     TChar   = SortedRecs[I].TheChar; TShint = SortedRecs[I].TheShint; TInt   = SortedRecs[I].TheInt; TFloat = SortedRecs[I].TheFloat; TDouble = SortedRecs[I].TheDouble; TPos   = SortedRecs[I].ThePos; TLength = SortedRecs[I].TheLength; fprintf(fp, "%6d %6d  %12d  %14e  %14e  %6d   %4d  %s\n", TChar,       TShint, TInt, TFloat, TDouble, TPos, TLength, SortedRecs[I].TheKey); };   fclose(fp); }  else {   printf("Ausgabedatei %s kann nicht angelegt werden\n", TextName); return; }; };


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User talk:CondoRental

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User talk:Bred85

 Hello Bred85, 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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 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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title: User talk:Bred85


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User talk:Cwmclaury

 Hello Cwmclaury, 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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title: User talk:Cwmclaury


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User talk:Gbc1981

 Hello Gbc1981, 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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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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 * 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) 23:02, 26 May 2010 (UTC)

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We do not host pages like Sadaq Sheikh at Wikiversity. Sorry. Ottava Rima (talk) 23:02, 26 May 2010 (UTC)

title: User talk:Gbc1981


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User talk:Daystar~enwikiversity

 Hello Daystar, 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) 23:03, 26 May 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 Daystar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Daystar~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 23:30, 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) 06:05, 19 April 2015 (UTC)

title: User talk:Daystar~enwikiversity


text:
Mapudungun language/Introduction

Welcome to the class of Mapudungun for English speakers. You'll learn an advanced level of the language, with some lessons with dialogues, grammatical explanations, vocabularies and sound files whenever it's possible. If you have any doubts, ask on the talk page. If you wanna help with the course, you're more than welcome! If this course is useful for you, tell other people so that they can also learn Mapudungun, the Mapuche language.

title: Mapudungun language/Introduction


text: Category:Mapudungun

title: Category:Mapudungun


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Impedance

The impedance of a circuit refers to the total resistance of a circuit. This is different from the standard resistance, as it also includes the reactance - the imaginary part of the resistance. Impedance is indicated with a "Z". Note that the $$j$$ refers to the
 * The Impedance of a Resistor is $$R$$.
 * The Impedance of an Inductor is $$jwL$$.
 * The Impedance of a capacitor is $$1/jwc$$

Where $$j$$ is $$sqrt(-1)$$. The reason $$i$$ isn't used is so we don't mix it up with current.

The rules for combining impedance are the same for combining normal resistors. (That you add Impedance in series, and you use the same method you normally use by parallel.) However extra caution should be taken regarding the $$j$$'s.

title: Impedance


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User talk:Maslen

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Matrix Algebra for Electrical Engineers

Introduction - Linear Equations
Let us illustrate through examples what linear equations are. We will also be introducing new notation wherever appropriate.

For example:

 * $$ 3 x - y = 14 $$
 * $$ 2 x + y = 11 $$

You could solve for $$x$$ or $$y$$ in one equation and substitute it into the other. But what if you had three variables, and three equations, such as:

 * $$ 12 x + 2 y + 15 z = 25 $$
 * $$ 23 x + 12 y + 45 z = 46 $$
 * $$ 32 x + 68 y + 10 z = 8 $$

Substitution is still viable, but it would take a while, and you have many opportunities to make a mistake. In this page, we will talk about turning linear equations into a matrix, and then using properties of matrices to solve them. Note that we're skipping most of the theory involved, and are solely focusing on their practical usage.

Now let's examine those first two problems. The first thing we need to do is turn the systems of equations into matrices. To do that, we make each row correspond to an equation, and each column (vertical) correspond to a single variable. So for the first equation:

 * $$ 3 x - y = 14 $$
 * $$ 2 x + y = 11 $$

So we have:

 * $$\left[\begin{array}{ccc}

3 & -1 & 14\\ 2 & 1 & 11\end{array}\right]$$

Where the first row is the first equation, and the second row is the second. The first column corresponds to $$x$$, the second to $$y$$, and the third to $$z$$.

Let's try doing that to the second one now too:

 * $$\left[\begin{array}{cccc}

12 & 2 & 15 & 25\\ 23 & 12 & 45 & 46\\ 32 & 68 & 10 & 8\end{array}\right]$$

Matrices
Suppose that you have a linear system of equations

\begin{align} a_{11} x_1 + a_{12} x_2 + a_{13} x_3 + a_{14} x_4 &= b_1 \\ a_{21} x_1 + a_{22} x_2 + a_{23} x_3 + a_{24} x_4 &= b_2 \\ a_{31} x_1 + a_{32} x_2 + a_{33} x_3 + a_{34} x_4 &= b_3 \\ a_{41} x_1 + a_{42} x_2 + a_{43} x_3 + a_{44} x_4 &= b_4 \end{align} ~. $$

Matrices provide a simple way of expressing these equations. Thus, we can instead write

\begin{bmatrix} a_{11} & a_{12} & a_{13} & a_{14} \\ a_{21} & a_{22} & a_{23} & a_{24} \\ a_{31} & a_{32} & a_{33} & a_{34} \\ a_{41} & a_{42} & a_{43} & a_{44} \end{bmatrix} \begin{bmatrix} x_1 \\ x_2 \\ x_3 \\ x_4 \end{bmatrix} =    \begin{bmatrix} b_1 \\ b_2 \\ b_3 \\ b_4 \end{bmatrix} ~. $$

Here $$\mathbf{A}$$ is a $$4\times 4$$ matrix while $$\mathbf{x}$$ and $$\mathbf{b}$$ are $$4\times 1$$ matrices. In general, an $$m \times n$$ matrix $$\mathbf{A}$$ is a set of numbers arranged in $$m$$ rows and $$n$$ columns.

\mathbf{A} = \begin{bmatrix} a_{11} & a_{12} & a_{13} & \dots & a_{1n} \\ a_{21} & a_{22} & a_{23} & \dots & a_{2n} \\ \vdots & \vdots & \vdots & \ddots & \vdots \\ a_{m1} & a_{m2} & a_{m3} & \dots & a_{mn} \end{bmatrix}~. $$

Determinant of a matrix
The next thing we will discuss is the meaning of the  determinant of a matrix. Note that a determinant is only defined for square matrices.

For a $$2 \times 2$$ matrix $$\mathbf{A}$$, we have

\mathbf{A} = \begin{bmatrix} a_{11} & a_{12} \\ a_{21} & a_{22} \end{bmatrix} \implies \det(\mathbf{A}) = \begin{vmatrix} a_{11} & a_{12} \\ a_{21} & a_{22}\end{vmatrix} = a_{11} a_{22} - a_{12} a_{21} ~. $$

For a $$n \times n$$ matrix, the determinant is calculated by expanding into  minors as
 * $$\begin{align}

&\det(\mathbf{A}) = \begin{vmatrix} a_{11} & a_{12} & a_{13} & \dots & a_{1n} \\ a_{21} & a_{22} & a_{23} & \dots & a_{2n} \\ a_{31} & a_{32} & a_{33} & \dots & a_{3n} \\ \vdots & \vdots & \vdots & \ddots & \vdots \\ a_{n1} & a_{n2} & a_{n3} & \dots & a_{nn} \end{vmatrix} \\ &= a_{11} \begin{vmatrix} a_{22} & a_{23} & \dots & a_{2n} \\ a_{32} & a_{33} & \dots & a_{3n} \\ \vdots & \vdots & \ddots & \vdots \\ a_{n2} & a_{n3} & \dots & a_{nn} \end{vmatrix} - a_{12} \begin{vmatrix} a_{21} & a_{23} & \dots & a_{2n} \\ a_{31} & a_{33} & \dots & a_{3n} \\ \vdots & \vdots & \ddots & \vdots \\ a_{n1} & a_{n3} & \dots & a_{nn} \end{vmatrix} + \dots \pm a_{1n} \begin{vmatrix} a_{21} & a_{23} & \dots & a_{2(n-1)} \\ a_{31} & a_{33} & \dots & a_{3(n-1)} \\ \vdots & \vdots & \ddots & \vdots \\ a_{n1} & a_{n3} & \dots & a_{n(n-1)} \end{vmatrix} \end{align}$$ In short, the determinant of a matrix $$\mathbf{A}$$ has the value

{   \det(\mathbf{A}) = \sum^n_{i=1} (-1)^{i+j} a_{ij} M_{ij} } $$ where $$M_{ij}$$ is the determinant of the submatrix of $$\mathbf{A}$$ formed by eliminating row $$i$$ and column $$j$$ from $$\mathbf{A}$$.

Cramers Rule
Now we're going to unify our (basic) knowledge of turning a set of linear equations into a matrix, and calculating their determinant, as a method for solving linear equations.

Cramer's rule is an elegant formula for the solutions of a system of linear equations. A typical linear system (also known as a set of "simultaneous linear equations") is a set of N linear equations in N variables (or "unknowns".)

For N=3, it might look like this:

 * $$A x + B y + C z = P\,$$
 * $$D x + E y + F z = Q\,$$
 * $$G x + H y + I z = R\,$$

The numbers A...I (the "coefficient matrix") are given, as are the numbers P, Q, R (the "right-hand-sides".) The values of x, y, z (the "unknowns") are to be found. A system of N linear equations in N unknowns has a uniquely determined solution except in unusual circumstances (the coefficient matrix having determinant zero, as will be shown below.)

If the number of equations were greater than the number of unknowns, there would be no solutions except in unusual circumstances. If the number of equations were less than the number of unknowns, there would be infinitely many solutions. Neither of those cases is covered by Cramer's rule.

Cramer's rule gives the solution in terms of the determinants of the coefficient matrix and the coefficient matrix with individual columns replaced. It says that the value of the nth unknown is the quotient of the determinant of the coefficient matrix with its nth column replaced by the right-hand-side numbers, divided by the determinant of the unmodified coefficient matrix.

For the 3-equation example given above:
 * $$x = \frac{\begin{vmatrix} \color{Red}P & B & C \\ \color{Red}Q & E & F \\ \color{Red}R & H & I\end{vmatrix}}{\begin{vmatrix} A & B & C \\ D & E & F \\ G & H & I\end{vmatrix}}\ \ \ \ y = \frac{\begin{vmatrix} A & \color{Red}P & C \\ D & \color{Red}Q & F \\ G & \color{Red}R & I\end{vmatrix}}{\begin{vmatrix} A & B & C \\ D & E & F \\ G & H & I\end{vmatrix}}\ \ \ \ z = \frac{\begin{vmatrix} A & B & \color{Red}P \\ D & E & \color{Red}Q \\ G & H & \color{Red}R\end{vmatrix}}{\begin{vmatrix} A & B & C \\ D & E & F \\ G & H & I\end{vmatrix}}$$

This works for any number of equations.

Basic examples
Now, let's try that with our previous two examples:
 * Let's do the simpler one first:

 * $$\left[\begin{array}{ccc}

3 & -1 & 14\\ 2 & 1 & 11\end{array}\right]$$

 * The Coefficient matrix is given as:
 * $$\left[\begin{array}{ccc}

3 & -1\\ 2 & 1\end{array}\right]$$

As per Cramer's Rule, the variable of the nth column can be solved by taking the determinant of the matrix with the nth column replaced with the solution, and dividing it by the coefficient matrix. Let's do that. Lets first write out the matrix for calculating the first columns variable, $$x$$. Substituting the solutions (14 and 11) into the first column gives us the matrix:
 * $$\left[\begin{array}{ccc}

14 & -1\\ 11 & 1\end{array}\right]$$

Now, we need to divide the matrix with the substitution by the original matrix:

 * $$\frac{\left[\begin{array}{cc}

14 & -1\\ 11 & 1\end{array}\right]}{\left[\begin{array}{cc} 3 & -1\\ 2 & 1\end{array}\right]}=\frac{14*1-(-1*11)}{3*1-(-1*2)}=\frac{25}{5}=5$$

 * From this we can see that the value of the variable in the first column, $$x$$ is equal to 5.

Now let's do the same for the second column. Replacing the -1 and 1 with the 14 and 11, and dividing the determinants:
 * $$\frac{\left[\begin{array}{cc}

3 & 14\\ 2 & 11\end{array}\right]}{\left[\begin{array}{cc} 3 & -1\\ 2 & 1\end{array}\right]}=\frac{3*11-(14*2)}{3*1-(-1*2)}=\frac{5}{5}=1$$
 * From this we can see that the value of the variable in the second column, $$y$$ is equal to 1.

title: Matrix Algebra for Electrical Engineers


text:
User talk:Dabbler~enwikiversity

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title: User talk:Dabbler~enwikiversity


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User:Dabbler~enwikiversity

Hello

title: User:Dabbler~enwikiversity


text:
User:Jr.duboc

Hi there ! I'm a computer scientist specialised in learning technologies. I'm also a designer, musician, writer and visual artist, you can check out my blog about all this on Duboc.me. I created a website to share my love of the french language and french culture at The-French-Experience.net. I's basically a place to share tips and tricks about my native language and my country, and also a space for experimentation with learning technology and webdesign for french teaching purposes. I am available to answer questions about:
 * French and France
 * Computer science: php, Asp, semantic web technologies, HTML/CSS/javascript
 * Design and webdesign

See you around !

title: User:Jr.duboc


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User talk:Camila Sinensis

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User talk:A F K When Needed

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 * Thanks, but I've ~15,000 edits to my name on various Wikis.
 * I take it you're "Ottava" from the English Wikipedia IRC Channel? :-) A F K When Needed 13:09, 28 May 2010 (UTC)

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