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User:Kczwa1/Evaluate an Article

Evaluate an article
This is where you will complete your article evaluation. Please use the template below to evaluate your selected article.

 * Little Red Riding Hood (1997 film)
 * Chose this article because I have actually read and discussed this movie. I think that the article could use more work in being an objective summary.

Lead

 * Guiding questions

 * Does the Lead include an introductory sentence that concisely and clearly describes the article's topic?
 * Yes, it describes the essentials about the film.
 * Does the Lead include a brief description of the article's major sections?
 * The lead basically includes all of the information that is in the article, just reworded.
 * Does the Lead include information that is not present in the article?
 * Yes, the lead mentions that the film bears similarities to another source but doesn't mention it again in the actual article.
 * Is the Lead concise or is it overly detailed?
 * The first sentence was good but not the second one.

Content

 * Guiding questions

 * Is the article's content relevant to the topic?
 * Is the content up-to-date?
 * Is there content that is missing or content that does not belong?

Tone and Balance

 * Guiding questions

 * Is the article neutral?
 * Are there any claims that appear heavily biased toward a particular position?
 * Are there viewpoints that are overrepresented, or underrepresented?
 * Does the article attempt to persuade the reader in favor of one position or away from another?

Sources and References

 * Guiding questions

 * Are all facts in the article backed up by a reliable secondary source of information?
 * Are the sources thorough - i.e. Do they reflect the available literature on the topic?
 * Are the sources current?
 * Check a few links. Do they work?

Organization

 * Guiding questions

 * Is the article well-written - i.e. Is it concise, clear, and easy to read?
 * Does the article have any grammatical or spelling errors?
 * Is the article well-organized - i.e. broken down into sections that reflect the major points of the topic?

Images and Media

 * Guiding questions

 * Does the article include images that enhance understanding of the topic?
 * Are images well-captioned?
 * Do all images adhere to Wikipedia's copyright regulations?
 * Are the images laid out in a visually appealing way?

Checking the talk page

 * Guiding questions

 * What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
 * How is the article rated? Is it a part of any WikiProjects?
 * How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?

Overall impressions

 * Guiding questions

 * What is the article's overall status?
 * What are the article's strengths?
 * How can the article be improved?
 * How would you assess the article's completeness - i.e. Is the article well-developed? Is it underdeveloped or poorly developed?

Optional activity

 * Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback

with four tildes — ~

 * Link to feedback:

title: User:Kczwa1/Evaluate an Article


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Kristina Sue

Kristina Sue (born 13 March 1987) is a New Zealand rugby union, rugby league and touch rugby player.

Biography
Sue has represented New Zealand in all forms of rugby at a national level and is considered a quadruple rugby international. She represented New Zealand at the 2007 and 2011 Touch Football World Cup's.

In 2008, she was selected for the Kiwi Ferns squad to the Rugby League World Cup in Australia. She represented the Kiwi Ferns at the 2016 NRL Auckland Nines.

Sue was selected in the 28-player squad that played the Wallaroos in a two-test series in October 2016. She made her international debut for the Black Ferns on 22 October 2016 against Australia in Eden Park.

Sue was selected in the Black Ferns squad for the 2017 Rugby World Cup in Ireland.

source: wikimedia

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

title: Kristina Sue


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Borthwood Manor

Borthwood Manor (also Bourdourde, 11th century; Bordewode, 14th century) is a manor house in the parish of Brading on the Isle of Wight.

History
Borthwood, a small holding on the borders of Newchurch and Brading, was originally a wooded tract of far greater extent, and termed a forest. It appears among the lands of William son of Azor in Domesday, being held with Branston and Lessland. Borthwood seems frequently to have been granted with the lordship of the Island, and belonged to Piers Gaveston in 1309, and to the Earl of Chester in 1316. In 1415 it was granted with the lordship to Philippa, Duchess of York, and in 1507 paid a fee-farm rent of 66s. 8d. to the Crown. Borthwood afterwards seems to have become annexed to the manor of Thorley, for in 1587–8 'the farm of the manor of Brodewood parcel of the manor of Thorley with Brodewood' was leased for twenty-one years to Thomas Keys. (fn. 162) In 1780 Robert Worsley paid the Crown a rent for tithes in Borthwood. Borthwood in 1820 was owned by Sir W. G. Stirling, who acquired it probably by his marriage with Susannah daughter of George T. Goodenough of Borthwood, and in 1912 it was held by Mr. W. G. Stirling.

title: Borthwood Manor


text:
Karin Bubaš

Karin Bubaš (born 1976 in Vancouver, British Columbia) is a contemporary Canadian artist known for her work in various media including photography, painting, and drawing.

Early life
Bubaš grew up in North Vancouver and graduated from Emily Carr University of Art and Design.

Artwork
Karin Bubaš began exhibiting her photographic artwork in 1997. Her work was included in several group shows including after photography curated by Vancouver photographer Roy Arden. Bubaš' first solo exhibition, Happy Friday Night, was held at Vancouver's Artspeak Gallery in 1999. Her next major series of work, Leon's Palace, was completed in 2001 and depicts images from a Vancouver crack house. Works from Leon's Palace are owned by the Vancouver Art Gallery as well as noted Canadian writer and artist Douglas Coupland, who included images from the series in his 2002 book Souvenir of Canada.

From 2003 to the present, Bubaš' most widely recognized bodies of photographic work include Ivy House, featuring images from the interior of a Victorian English row house shortly after the owner had died; Studies in Landscape and Wardrobe, a long-running series featuring costumed and staged female figures in park-like settings; and Colour Field, a series that includes both photographs and paintings and explores the relationship between the two mediums.

Works from Ivy House and Studies in Landscape and Wardrobe were included in Bubaš major solo exhibition A short history of subjects and objects, curated by Catherine Bedard and held at the Canadian Cultural Centre in Paris in 2008. In 2013, photographs by Bubaš were installed at a Vancouver SkyTrain station as part of Capture Photography Festival.

The Hills
In 2009 Bubaš created a series of pastel drawings entitled With Friends Like These... depicting characters from the MTV reality series The Hills including Lauren Conrad, Whitney Port, Heidi Montag, and others. The series was originally inspired by pastel works by Paul Cesar Helleu that depicted attractive and famous women in the high ranks of Paris society during the late 1800s. Images from With Friends Like These... were widely published and appeared in The New York Times, In Touch Weekly, Magenta Magazine, The Vancouver Sun, and on numerous blogs and websites. The works from this series were presented in a solo exhibition at the Charles H. Scott Gallery at Emily Carr University of Art and Design in 2009.

Collections

 * Vancouver Art Gallery
 * Glenbow Museum
 * Morris and Helen Belkin Art Gallery

Select exhibitions

 * Pictures from Here, Vancouver Art Gallery (2017)
 * Art School High, Gordon Smith Gallery, North Vancouver (2017)
 * The Poetics of Space, Vancouver Art Gallery (2015)
 * Scenes from the Paper Forest (solo), Evergreen Cultural Centre, Coquitlam (2014)
 * Emily Carr and the Theatre of Transcendence, Vancouver Art Gallery (2012)
 * With Friends Like These… (solo), Charles H. Scott Gallery, Vancouver (2009)
 * The Tree: From the Sublime to the Social, curated and organized by the Vancouver Art Gallery (2008), and touring to the Evergreen Cultural Centre, Coquitlam (2009), Kamloops Art Gallery (2009), and Kelowna Art Gallery (2010)
 * Home Theatre, SFU Galleries, Burnaby (2006)
 * Happy Friday Night, (solo), Artspeak, Vancouver (1999)

title: Karin Bubaš


text:
Talk:David Tarka

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title: Talk:David Tarka


text:
High School Mathematics Extensions/Mathematical Proofs

 * "It is by logic that we prove, but by intuition that we discover."

Introduction
Mathematicians have been, for the past five hundred years or so, obsessed with proofs. They want to prove everything, and in the process proved that they can't prove everything (see this). This chapter will introduce the axiomatic approach to mathematics, and several types of proofs.

Direct proof
The direct proof is relatively simple — by logically applying previous knowledge, we directly prove what is required.

Example 1

Prove that the sum of any two even integers $$x$$ and $$y$$ is even.

Solution 1

We know that since $$x$$ and $$y$$ are even, they must have 2 as a factor. Then, we can write the following:
 * Let $$x=2a$$, $$y=2b$$ , for some integers $$a,b$$

Then:
 * $$\begin{matrix}x+y&=&2a+2b\\&=&2(a+b)\end{matrix}$$

by the distributive property of integers

The number $$2(a+b)$$ clearly has 2 as a factor, which implies it is even. Therefore, $$x+y$$ is even.

Example 2

Prove the following statement for non-zero integers $$a,b,c$$:

If $$a$$ divides $$b$$ and $$b$$ divides $$c$$, then $$a$$ divides $$c$$.

Solution 2

If an integer $$x$$ divides an integer $$y$$, then we can write $$y=qx$$ , for some non-zero integer $$q$$. So let's say that $$b=qa$$ and $$c=rb$$, for some non-zero integers $$q$$ and $$r$$. Then:
 * $$\begin{matrix}c&=&rb\\&=&r(qa)\\&=&(rq)a\end{matrix}$$

by the associative property of integer multiplication.

But since $$q$$ and $$r$$ are integers, their product $$qr$$ must also be an integer. Therefore, $$c$$ is the product of some integer multiplied by $$a$$, so we get that $$a$$ divides $$c$$.

Mathematical induction
Deductive reasoning is the process of reaching a conclusion that is guaranteed to follow. For example, if we know then we can conclude:
 * All ravens are black birds, and
 * For every action, there is an equal and opposite reaction
 * This bird is a raven, therefore it is black.
 * This billiard ball will move when struck with a cue.

Induction is the opposite of deduction. To induce, we observe how things behave in specific cases and from that we draw conclusions as to how things behave in the general case.

Suppose we want to show that a statement (let us call it $$S$$ for easier notation) is true for all natural numbers. This is how induction a proof by induction works:
 * 1) First, we show that $$S$$ is true for the natural number 1. This is usually called the basis or the base case.
 * 2) Then, we show that $$S$$ is true for natural number $$n+1$$ whenever it is true for natural number $$n$$.
 * 3) By mathematical induction, $$S$$ is true for all natural numbers.

To understand how the last step works, notice the following
 * $$S$$ is true for 1 (due to step 1)
 * $$S$$ is true for 2 because it is true for 1 (due to step 2)
 * $$S$$ is true for 3 because it is true for 2 (due to previous)
 * $$S$$ is true for 4 because it is true for 3 (due to previous)
 * $$S$$ is true for 5 because it is true for 4 (due to previous)
 * and so on...

Example 1 Show that the identity
 * $$1+2+\dots+n=\frac{n(n+1)}{2}$$

holds for all positive integers.

Solution Firstly, we show that it holds for 1
 * $$1 = \frac{(1 + 1)1}{2} = \frac{2}{2} = 1 $$

Suppose the identity holds for some natural number k:
 * $$1 + 2 + 3 + ... + k = \frac{1}{2}(k + 1)k $$

This supposition is known as the induction hypothesis. We assume it is true, and aim to show that,
 * $$1 + 2 + 3 + ... + k + (k + 1) = \frac{1}{2}(k + 2)(k + 1) $$

is also true.

We proceed

\begin{matrix} 1 + 2 + 3 + ... + k & & =& \frac{1}{2}(k + 1)k\\ \\ 1 + 2 + 3 + ... + k &+ (k + 1) &=& \frac{1}{2}(k + 1)k + (k + 1)\\ \\ & & = & (k + 1)(\frac{k}{2} + 1)\\ \\ & & = & \frac{1}{2}(k + 1)(k + 2) \end{matrix} $$ which is what we have set out to show. Since the identity holds for 3, it also holds for 4, and since it holds for 4 it also holds for 5, and 6, and 7, and so on.

There are two types of mathematical induction: strong and weak. In weak induction, you assume the identity holds for certain value k, and prove it for k+1. In strong induction, the identity must be true for any value lesser or equal to k, and then prove it for k+1.

Example 2 Show that n! > 2n for n ≥ 4.

Solution The claim is true for n = 4. As 4! > 24, i.e. 24 > 16. Now suppose it's true for n = k, k ≥ 4, i.e.
 * k! > 2k

it follows that
 * (k+1)k! > (k+1)2k > 2k+1
 * (k+1)! > 2k+1

We have shown that if for n = k then it's also true for n = k + 1. Since it's true for n = 4, it's true for n = 5, 6, 7, 8 and so on for all n.

Example 3 Show that
 * $$1^3 + 2^3 + ...+ n^3 = \frac {(n+1)^2n^2}{4} $$

Solution Suppose it's true for n = k, i.e.
 * $$1^3 + 2^3 + ...+ k^3 = \frac {(k+1)^2k^2}{4} $$

it follows that

\begin{matrix} 1^3 + 2^3 + ...+ k^3 + (k+1)^3 & = &\frac {(k+1)^2k^2}{4} + (k+1)^3\\ & = & (k+1)^2 (\frac{k^2}{4} + (k+1))\\ & = & \frac {1}{4}(k+1)^2 (k^2 + 4k + 4)\\ & = & \frac {1}{4}(k+1)^2 (k + 2)^2 \end{matrix} $$ We have shown that if it's true for n = k then it's also true for n = k + 1. Now it's true for n = 1 (clear). Therefore it's true for all integers.

Exercises
1. Prove that $$1^2 + 2^2 + ... + n^2 = \frac{ n(2n^2 + 3n +1)}{6} $$

2. Prove that for n ≥ 1,
 * $$ (1 + \sqrt{5})^n = x_n + y_n\sqrt{5}$$

where xn and yn are integers.

3. Note that
 * $$\sum_{i=1}^n[i^k - (i-1)^k] = n^k$$

Prove that there exists an explicit formula for
 * $$\sum_{i=1}^ni^m$$ for all integer m. E.g.

$$1^3 + 2^3 + ... + n^3 = \frac{n^2(n+1)^2}{4}$$

4. The sum of all of the interior angles of a triangle is $$180^\circ$$; the sum of all the angles of a rectangle is $$360^\circ$$. Prove that the sum of all the angles of a polygon with n sides, is $$(n - 2)\cdot 180^\circ$$.

Proof by contradiction

 * "When you have eliminated the impossible, what ever remains, however improbable must be the truth." Sir Arthur Conan Doyle

The idea of a proof by contradiction is to:
 * 1) First, we assume that the opposite of what we wish to prove is true.
 * 2) Then, we show that the logical consequences of the assumption include a contradiction.
 * 3) Finally, we conclude that the assumption must have been false.

√2 is irrational
As an example, we shall prove that $$\sqrt{2}$$ is not a rational number. Recall that a rational number is a number which can be expressed in the form of p/q, where p and q are integers and q does not equal 0 (see the 'categorizing numbers' section here).

First, assume that $$\sqrt{2}$$ is rational:

\sqrt{2} = \frac{a}{b} $$ where a and b are coprime (i.e. integers with no common factors, with greatest common divisor 1). If a and b are not coprime, we remove all common factors. In other words, a/b is in simplest form. Now, continuing:

\begin{matrix} \sqrt{2} &=& a/b \\ 2 &=& a^2/b^2 \\ 2b^2 &=& a^2 \end{matrix} $$

We have now found that a2 is some integer multiplied by 2. Therefore, a2 must be divisible by two. If a2 is even, then a must also be even, for an odd number squared yields an odd number. Therefore we can write a = 2c, where c is another integer.

\begin{matrix} 2b^2 &=& a^2 \\ 2b^2 &=& (2c)^2 \\ 2b^2 &=& 4c^2 \\ b^2 &=& 2c^2 \end{matrix} $$

We have discovered that b2 is also an integer multiplied by two. It follows that b must be even. We have a contradiction! Both a and b are even integers. In other words, both have the common factor of 2. But we already said that a/b is in simplest form, with no common factors. Since such a contradiction has been established, we must conclude that our original assumption was false. Therefore, √2 is irrational.

Contrapositive
Some propositions that take the form of if xxx then yyy can be hard to prove. It is sometimes useful to consider the contrapositive of the statement. Before I explain what contrapositive is let us see an example
 * "If x2 is odd then x is also odd"

is harder to prove than
 * "if x is even then x2 is also even"

although they mean the same thing. So instead of proving the first proposition directly, we prove the second proposition instead.

If A and B are two propositions, and we aim to prove
 * If A is true then B is true

we may prove the equivalent statement
 * If B is false then A is false

instead. This technique is called proof by contrapositive.

To see why those two statements are equivalent, we show the following boolean algebra expressions is true (see Logic)
 * $$p \Rightarrow q \equiv q' \Rightarrow p' \!$$

(to be done by the reader).

Exercises
1. Prove that there is no perfect square number for 11,111,1111,11111......

2. Prove that there are infinitely number of k's such that, 4k + 3, is prime. (Hint: consider N = p1p2...pm + 3)

Reading higher mathematics
This is some basic information to help with reading other higher mathematical literature. ... to be expanded

Quantifiers
Sometimes we need propositions that involve some description of rough quantity, e.g. "For all odd integers x, x2 is also odd". The word all is a description of quantity. The word "some" is also used to describe quantity.

Two special symbols are used to describe the quanties "all" and "some"
 * $$\forall$$ means "for all" or "for any"
 * $$\exists$$ means "there are some" or "there exists"

Example 1 The proposition:
 * For all even integers x, x2 is also even.

can be expressed symbolically as:
 * $$(\forall x)(x\mbox{ is even} \Rightarrow x^2\mbox{ is even}) $$

Example 2 The proposition:
 * There are some odd integers x, such that x2 is even.

can be expressed symbolically as:
 * $$(\exist x)(x\mbox{ is odd} \Rightarrow x^2\mbox{ is even}) $$

This proposition is false.

Example 3 Consider the proposition concerning (z = x'y' + xy):
 * For any value of x, there exist a value for y, such that z = 1.

can be expressed symbolically as:
 * $$(\forall x)(\exist y)(z = 1) $$

This proposition is true. Note that the order of the quantifiers is important. While the above statement is true, the statement
 * $$(\exist y)(\forall x)(z = 1) $$

is false. It asserts that there is one value of y which is the same for all x for which z=1. The first statement only asserts that there is a y for each x, but different values of x may have different values of y.

Negation
Negation is just a fancy word for the opposite, e.g. The negation of "All named Britney can sing" is "Some named Britney can't sing". What this says is that to disprove that all people named Britney can sing, we only need to find one named Britney who can't sing. To express symbolically:
 * Let p represent a person named Britney
 * $$[(\forall p)(p\mbox{ can sing})]' = (\exists p)(p\mbox{ cannot sing})$$

Similarly, to disprove
 * $$(\forall x)(x\mbox{ is odd} \Rightarrow x^2\mbox{ is even}) $$

we only need to find one odd number that doesn't satisfy the condition. Three is odd, but 3×3 = 9 is also odd, therefore the proposition is FALSE and
 * $$(\exists x)(x\mbox{ is odd} \Rightarrow x^2\mbox{ is odd}) $$

is TRUE

In summary, to obtain the negation of a proposition involving a quantifier, you replace the quantifier by its opposite (e.g. $$\forall$$ with $$\exist$$) and the quantified proposition (e.g. "x is even") by its negation (e.g. "x is odd").

Example 1
 * $$(\forall x)(\exists y)(x(x + 1)(x + 2)(x + 3) + 1 = y^2) $$

is a true statement. Its negation is
 * $$(\exists x)(\forall y)(x(x + 1)(x + 2)(x + 3) + 1 \ne y^2) $$

Axioms and Inference
If today's mathematicians were to describe the greatest achievement in mathematics in the 20th century in one word, that word will be abstraction. True to its name, abstraction is a very abstract concept (see Abstraction).

In this chapter we shall discuss the essence of some of the number systems we are familiar with. For example, the real numbers and the rational numbers. We look at the most fundamental properties that, in some sense, define those number systems.

We begin our discussion by looking at some of the more obscure results we were told to be true Most people simply accept that they are true (and they are), but the two results above are simple consequences of what we believe to be true in a number system like the real numbers!
 * 0 times any number gives you 0
 * a negative number multiplied by a negative number gives you a positive number

To understand this we introduce the idea of axiomatic mathematics (mathematics with simple assumptions). An axiom is a statement about a number system that we assume to be true. Each number system has a few axioms, from these axioms we can draw conclusions (inferences).

Let's consider the Real numbers, it has axioms Let a, b and c be real numbers
 * For a, b, and c taken from the real numbers
 * A1: a+b is a real number also (closure)
 * A2: There exist 0, such that 0 + a = a for all a (existence of zero - an identity)
 * A3: For every a, there exist b (written -a), such that a + b = 0 (existence of an additive inverse)
 * A4: (a + b) + c = a + (b + c) (associativity of addition)
 * A5: a + b = b + a (commutativity of addition)

 * For a, b, and c taken from the real numbers excluding zero
 * M1: ab is a real number also (closure)
 * M2: There exist an element, 1, such that 1a = a for all a (existence of one - an identity)
 * M3: For every a there exists a b such that ab = 1
 * M4: (ab)c = a(bc) (associativity of multiplication)
 * M5: ab = ba (commutativity of multiplication)

 * D1: a(b + c) = ab + ac (distributivity)

These are the minimums we assume to be true in this system. These are minimum in the sense that everything else that is true about this number system can be derived from those axioms!

Let's consider the following true identity
 * (x + y)z = xz + yz

which is not included in the axioms, but we can prove it using the axioms. We proceed:

\begin{matrix} (x + y)z & = & z(x + y) \ \mbox{by M5}\\ & = & zx + zy \ \mbox{by D1}\\ & = & xz + yz \ \mbox{by M5}\\ \end{matrix} $$

Before we proceed any further, you will have notice that the real numbers are not the only numbers that satisfies those axioms! For example the rational numbers also satisfy all the axioms. This leads to the abstract concept of a field. In simple terms, a field is a number system that satisfies all those axiom. Let's define a field more carefully:

 A number system, F, is a field if it supports + and × operations such that:
 * For a, b, and c taken from F
 * A1: a + b is in F also (closure)
 * A2: There exist 0, such that 0 + a = a for all a (existence of zero - an identity)
 * A3: For every a, there exist b (written -a), such that a + b = 0 (existence of an additive inverse)
 * A4: (a + b) + c = a + (b + c) (associativity of addition)
 * A5: a + b = b + a (commutativity of addition)

 * For a, b, and c taken from F with the zero removed (sometimes written F*)
 * M1: ab is in F (closure)
 * M2: There exist an element, 1, such that 1a = a for all a (existence of one - the identity)
 * M3: For every a there exists a b such that ab = 1 (inverses)
 * M4: (ab)c = a(bc) (associativity of multiplication)
 * M5: ab = ba (commutativity of multiplication)

 * D1: a(b + c) = ab + ac (distributivity)

Now, for M3, we do not let b be zero, since 1/0 has no meaning. However for the M axioms, we have excluded zero anyway.

For interested students, the requirements of closure, identity, having inverses and associativity on an operation and a set are known as a group. If F is a group with addition and F* is a group with multiplication, plus the distributivity requirement, F is a field. The above axioms merely state this fact in full.

Note that the natural numbers are not a field, as M3 is generally not satisfied, i.e. not every natural number has an inverse that is also a natural number.

Please note also that (-a) denotes the additive inverse of a, it doesn't say that (-a) = (-1)(a), although we can prove that they are equivalent.

Example 1

Prove using only the axioms that 0 = -0, where -0 is the additive inverse of 0.

Solution 1
 * 0 = 0 + (-0) by A3: existence of inverse
 * 0 = (-0) by A2: 0 + a = a

Example 2

Let F be a field and a an element of F. Prove using nothing more than the axioms that 0a = 0 for all a.

Solution
 * 0 = 0a + (-0a) by A3 existence of inverse
 * 0 = (0 + 0)a + (-0a) by Example 1
 * 0 = (0a + 0a) + (-0a) by distributivity and commutativity of multiplication
 * 0 = 0a + (0a + (-0a)) by associativity of addition
 * 0 = 0a + 0 by A3
 * 0 = 0a by A2.

Example 3

Prove that (-a) = (-1)a.

Solution 3
 * (-a) = (-a) + 0
 * (-a) = (-a) + 0a by Example 2
 * (-a) = (-a) + (1 + (-1))a
 * (-a) = (-a) + (1a + (-1)a)
 * (-a) = (-a) + (a + (-1)a)
 * (-a) = ((-a) + a) + (-1)a
 * (-a) = 0 + (-1)a
 * (-a) = (-1)a

One wonders why we need to prove such obvious things (obvious since primary school). But the idea is not to prove that they are true, but to practise inferencing, how to logically join up arguments to prove a point. That is a vital skill in mathematics.

Exercises
1. Describe a field in which 1 = 0

2. Prove using only the axioms if u + v = u + w then v = w (subtracting u from both sides is not accepted as a solution)

3. Prove that if xy = 0 then either x = 0 or y = 0

4. In F-, the operation + is defined to be the difference of two numbers and the × operation is defined to be the ratio of two numbers. E.g. 1 + 2 = -1, 5 + 3 = 2 and 9×3 = 3, 5×2; = 2.5. Is F- a field?

5. Explain why Z6 (modular arithmetic modular 6) is not a field.

Problem Set
1. Prove

\frac{1}{\sqrt 1} + \frac{1}{\sqrt 2} + ... + \frac{1}{\sqrt n }\ge \sqrt n $$ for $$n\ge 1$$

2. Prove by induction that $$2n^3 - 3n^2 + n + 31 \ge 0 $$

3. Prove by induction
 * $$ {n \choose 0} + {n\choose 1} + {n\choose 2} + ... + {n\choose n} = 2^n$$

where
 * $${n \choose m} = \frac{n!}{m!(n-m)!} $$ and $$n! = n\cdot (n-1)\cdot (n-2)\cdot ... \cdot 2\cdot 1$$
 * and 0! = 1 by definition.

4. Prove by induction $$ {n \choose 0} + 2{n\choose 1} + 2^2{n\choose 2} + ... + 2^n{n\choose n} = 3^n$$

5. Prove that if x and y are integers and n an odd integer then $$\frac{x^n + y^n}{x + y} $$ is an integer.

6. Prove that (n~m) = n!/((n-m)!m!) is an integer. Where n! = n(n-1)(n-2)...1. E.g. 3! = 3×2×1 = 6, and (5~3) = (5!/3!)/2! = 10.

''Many questions in other chapters require you to prove things. Be sure to try the techniques discussed in this chapter.''


text:
John Duttine

John Arthur Duttine (born 15 March 1949) is an English actor noted for his roles on stage, films and television. He is well known for his role as Sgt George Miller in Heartbeat and also Bill Masen in the TV series The Day of the Triffids.

Early life
Duttine was born on 15 March 1949 in Barnsley, West Riding of Yorkshire.

He attended Buttershaw Secondary School; Stephen Petcher from his school would also appear in Heartbeat. He grew up in Buttershaw, in south-west Bradford. He trained at the Drama Centre London in north London. In London he shared a flat with Bradford actor Ken Kitson.

Career
In 1973, Duttine starred opposite Francesca Annis in the BBC adaptation of A Pin to See the Peep Show by F. Tennyson Jesse. This was followed in 1974 by a small role in the TV adaptation of the Lord Peter Wimsey story The Nine Tailors. His first big break came when he played John the Apostle in the 1977 television mini-series Jesus of Nazareth. This was followed almost immediately by his portrayal of Keith Nicholson, husband of football pools winner, Vivian Nicholson in John Goldschmidt's Spend, Spend, Spend (a Play for Today). He went on to star in the 1978 historical drama series The Devil's Crown, as the future King John.

Duttine then played leading roles in major BBC adaptations such as Wuthering Heights (as Earnshaw) in 1978. He became a household name for his lead performance in To Serve Them All My Days in 1980, for which he won the TV Times Best Actor award. He appeared to great acclaim in The Day of the Triffids (1981). In 1983 he starred in The Outsider as well as in the Tales of the Unexpected episode Hit And Run in which he played Doctor Roger Ashburn, a doctor who co-conceives an elaborate insurance fraud involving the staged disappearance and death of his wife (Susan Penhaligon), the sitcom Lame Ducks in 1984, and Ain't Misbehavin' from 1994 to 1995 as well as DI Eric Temple in all twelve episodes of Out of the Blue. He played opposite Sir Laurence Olivier in the play Saturday, Sunday, Monday, part of the Laurence Olivier Presents anthology series.

His film roles include Who Dares Wins (1982) and The Hawk (1993). More recent TV credits include: Doc Martin, Touching Evil, Taggart, Dangerfield, Midsomer Murders, Peak Practice, The Bill, Casualty, EastEnders, Dalziel and Pascoe and Jane Hall.

Duttine has played two characters in the UK television series Heartbeat. His first appearance was as Paul Methorn, an MP and peace activist, in episode 7 of the first series: Face Value. He then played the role of Sgt. George Miller, the character making his first appearance in episode 16 of series 14: Golf Papa One Zero.

In 2007, he guest starred in the Doctor Who audio drama Exotron & Urban Myths. In 2011 he guest-starred in Vera, playing a lieutenant colonel. More recently (November 2013) Duttine appeared in BBC TV's The Paradise.

In 2015, he appeared as Douglas Taylor in Series 3 of the BBC series ''WPC 56.

In 2016, he appeared as George Hammond in the BBC series Father Brown episode 4.3 "The Hangman's Demise". In 2016, he also appeared in the ITV/Netflix series Paranoid.

Personal life
Duttine has a son from a former partner (now deceased) in Tarleton, West Lancashire. In 1998 he married actress Mel Martin, with whom he lived in Cornwall until 2011. The two have appeared on screen together in Talking to Strange Men, Casualty and EastEnders. Though Mel Martin appeared in Heartbeat when John Duttine played Sergeant Miller, they never appeared in scenes together. His nephew is fellow actor Joe Duttine, who currently plays Tim Metcalfe in ITV soap opera Coronation Street. Joe's father, Geoffrey, is John's brother.

title: John Duttine


text:
User:Seankelleypegg/skewedvisions

Skewed Visions is an arts company which produces site-specific performances and other multimedia works. The group gained notoriety in 2004 for The Car, a performance that took place in cars driven by actors with the audience as passengers. Skewed Visions was formed in 1996 by the artists Charles Campbell, Gülgün Kayim and Sean Kelley-Pegg. The group is headquartered in Minneapolis, Minnesota.

title: User:Seankelleypegg/skewedvisions


text:
Wikiversity talk:Network naming conventions

Votes

 * Reswik 17:34, 21 August 2006 (UTC)

Comments
There are two issues to consider in the current naming proposal: structural and linguistic. I think that this naming system is simpler than the structural aspects of the naming convention proposal and that the language used in the network proposal could invite more creativity in study areas and networking amongst them. In practice, it seems the structural proposal (divisions/subdivision/departments/etc) brings focus onto presenting extra unnecessary departmental structural elements which will detract from focusing quickly on developing learning resources and projects. A networking approach and language could invite a less territorial approach and more collaborative atmosphere to co-creating content. See discussion here for more points:. Reswik 17:39, 21 August 2006 (UTC)

 * The School>Division>Departmentt>Learning Project hierarchy is just an organizational tool that grew from the needs of the Wikiversity community. During the first few days of Wikiversity, different people were using contradictory categorizations of conventional academic subjects, leading to conflicts. People who are familiar with traditional academic disciplines are going be arriving at Wikiversity in search of pages related to a particular topic of study that they are interested in. They will be able to make use of an easy to navigate hierarchical system that can lead them to the relevant Wikiversity pages. I agree that we want to free Wikiversity participants from the restrictions of conventional categorizations. We are free to create new portals in the "Portal:" namespace. Learning materials can be arranged into any imaginable categories. Groups of related pages in a category can be called an "area", a "faculty", a "college", an "institute", a "program" or anything that you want. Right now we only have a few portals such as Portal:Learning Projects. Each category for an "area", a "faculty", a "college", an "institute" or a "program" can have its own portal. --JWSchmidt 18:41, 21 August 2006 (UTC)


text:
Sedum dasyphyllum

Sedum dasyphyllum, also named Sedum burnatii and commonly known as Corsican stonecrop or thick-leaved stonecrop, is a low-growing succulent flowering plant of the genus Sedum in the family Crassulaceae.

Description
It is a small perennial plant with green/turquoise or gray/green opposite leaves and a creeping stem forming shrubs. Its flowers are white and small with little black dots on the petals and green ovaries. The Sedum dasyphyllum, typical of the Mediterranean region, usually grows among the rocks, especially among the tuff walls of rural areas.

Subspecies and varieties

 * Sedum dasyphyllum subsp. dasyphyllum
 * Sedum dasyphyllum subsp. glanduliferum
 * Sedum dasyphyllum subsp. granatense
 * Sedum dasyphyllum var. microphyllum

title: Sedum dasyphyllum


text:
General Biology/Cells/Sexual Reproduction

Sexual

 * Exclusively eukaryotes
 * Fusion of two haploid genomes
 * Fertilization (= syngamy)
 * Forms new individuals in multicellular organisms as result of fusion of egg and sperm
 * Plants
 * Animals
 * Meiosis yields haploid genomes at some point in life cycle

Sexual life cycle
Typical animal life cycle
 * Meiosis occurs in germ line cells in gonads producing haploid gametes
 * All other cells are somatic cells
 * Alternation of generations
 * Sexual intercourse

Meiosis

 * Gives rise to genetic variation
 * Reduction division: 2n to n
 * Preceded by one round of DNA (chromosome) replication
 * Two rounds of nuclear (& usually cell) division
 * Meiosis I
 * Synapsis of homologs
 * Segregation of homologs
 * Reduction division, 2n to n
 * Meiosis II
 * No chromosome replication
 * Segregation of sister chromatids
 * Formation of 4 haploid (n) cells
 * Two nuclear divisions, usually 2 cell divisions, only one round of replication
 * Meiosis I
 * Prophase: synapsis and crossing over
 * Metaphase
 * Anaphase: chromosome segregation
 * Telophase
 * Meiosis II (mitosis-like)
 * Prophase
 * Metaphase
 * Anaphase: sister chromosome segregation
 * Telophase

Prophase I: synapsis

 * Complete alignment of replicated homologs
 * Synapsis occurs throughout the entire length of a pair of homologs
 * Key to chromosome segregation
 * Synapsis, crossing over
 * Subdivided into 5 continuous stages

Crossing over

 * Reciprocal, physical exchange between nonsister chromatids
 * Type of recombination; mixes maternal and paternal genes
 * Visual evidence: chiasmata

Microtubules and anaphase I

 * During prophase microtubules attach to kinetochores on one side of centromere
 * The metaphase checkpoint insures proper attachment
 * A phosphorylation event initiates motor activity and anaphase

Meiosis II

 * Cytologically similar to mitosis
 * No preceding DNA replication
 * Chromatids segregate and move to opposite poles as chromosomes
 * 4 haploid cells produced
 * In animals, these cells differentiate into gametes
 * In plants and many other organisms, these cells divide by mitosis, followed some time later by gamete formation

Evolution of sex

 * Asexual reproduction: all offspring genetically identical to parent
 * Sex: recombination destroys advantageous combinations
 * So why sex?
 * Many hypotheses
 * Effect repair of genetic damage?
 * Much pachytene repair as well as gene conversion
 * Some protists form diploid cells in response to stress
 * Recombination breaks up combinations of genes favoring parasites, thus reducing parasitism?

Consequences of sex

 * Recombination: generates genetic diversity
 * Crossing over
 * Independent assortment
 * Random fertilization
 * Qualities of gamete usually do NOT reflect qualities of genes enclosed in gamete


text:
User:Rayuma/sandbox/Raya Rayuma

Raya Rayuma - ራያ ራዩማ

Raya Rayuma ( Rayigna: ራያ ራዩማ) is one of the well known society placed at northern part of Ethiopia/South Tigray, North Amhara and some parts of Afar regional states/. This people/Rayetay/ is a multilingual which owns wonderful and unique culture. The administrative center of this people is Maychew. Other cities in Raya Rayuma include Maichew, Chercher, Alamata, Korem, adi shiho, Neqsege and Bora.

History
Near Maychew, on March 31, 1936, the conclusive battle of the Italian invasion of Ethiopia was fought. By means of more sophisticated and powerful weaponry and superior numbers, along with modern training, the Italians routed the Ethiopian forces, and six weeks later marched unopposed into the capital, Addis Ababa. The battle of Maychew was despairing for the emperor.

Language
Multilingual Rayigna, Tigrigna, Amharic, Afan Oromo, Agew

Religion
Christian/Orthodox,Catholic, Protestants Islam/Muslim

Society and culture
Gumaye, Gildim

Contemporary era
Human rights issues ...

Political organizations ...

Notable people
Tilahun Gizaw

Mengesha Redae

title: User:Rayuma/sandbox/Raya Rayuma


text:
User:Salarhusyn512

C# Ui Academy
What Does This Group Do? They Create Different Applications With The C# Language and Makes Custom user interfaces, They Teach Thousands of People how to do this on there YouTube Channel.

C# Ui Academy was founded and managed by Cyber Developers of Karakoram International University Gilgit Pakistan. The aim of this academy is to provide free open source user friendly desktop apps to users so that they can learn how to develop an interactive desktop, web or mobile app using C# .Net technologies for free. C# Ui Academy also let users to learn how to design custom controls in c# and much more.

title: User:Salarhusyn512


text:
User:St. Jimmy Jammy/Saxual Healing

Saxual Healing (also known as the Saxual Healing Quartet) is an English street music cover quartet formed in Cambridge, England in 2012. They play pop and jazz music as well as Disney soundtracks and are available to hire for private parties, weddings and more.

Current members

 * Romilly Whiteley - soprano saxophone (2012-present)
 * Judith Swinhoe-Standen - alto saxophone (2012-present)
 * Simon Warder - tenor saxophone (2016?-present)
 * Karys Orman - baritone saxophone (2012-present)
 * Dave Burgoyne - drums (2016?-present)

Former members

 * Sarah Ling - tenor saxophone (2012-2016?)

About each member
Taken from the Saxual Healing about us page

Romilly Whiteley

Romilly started playing saxophone aged 8, and to quote Andy Scott when he met the 10-year-old Romilly, she had a “tenor saxophone nearly down to her ankles and played so musically and with a ‘big’ sound!” Indeed she delights in playing all of the various saxophone sizes, from baritone right up to sopranino. She is also a keen composer and arranger and regularly contributes arrangements for the band. When she’s not being saxy, Romilly enjoys long-distance running; perhaps this stamina is what allows her to power through so many key changes. Having graduated from Cambridge a couple of years ago, Romilly now works in London.

Judith Swinhoe-Standen

Judith studied music at university but is now establishing herself on the London legal scene. She started the saxophone at the age of 12 and arranges much of the music for Saxual Healing, contributing significantly towards the abundance of key changes in the band's repertoire. In her spare time, Judith enjoys cycling and she recently cycled the length of Britain.

Sarah Ling

Karys Orman

Providing the noisiest basslines you could ever wish for, Karys has been honking away on her bari (named Gary) for 5 years now. She studied music at university, and now works for a music charity based in London. In her spare time she runs a 1920s dixieland band called The Dixie Six (in which she plays clarinet), enjoys baking healthy (and unhealthy) treats, likes skiing and is learning the didgeridoo.

Simon Warder

Simon, the newest Saxual Healing recruit, studied physics at university, where he first joined up with the band. He's now a PhD student in London, but finds plenty of time for music in his spare time. Whilst he occasionally dabbles in alto and soprano saxes, Simon's first love (aged 11) was his tenor!

Dave Burgoyne

More about Dave coming soon....

YouTube performances
Taken from their official YouTube channel as well as YouTube channel "singlereed"
 * Call Me Maybe (2012)
 * Playdays Themetune (2012)
 * What Makes You Beautiful (2013)
 * Barbie Girl (2013)

title: User:St. Jimmy Jammy/Saxual Healing


text:
Talk:Computer-aided design/Basics

Dear reader,

I just started CAD/CAE/CAM course.

English is not my mother tongue and I know that inevitably I will make mistakes and my text will be clumsy. But I hope that others will correct it. BTW isn't it wiki spirit and strength? So, if you can help, please do so.

General idea is to start with basics and common topics.

Then we should create be step by step lessons. Here is the problem. There are many CAD programs. Universities usually has multi licenses, from different sources. AutoCAD, SolidWorks, Catia, I-DEAS, Pro/E, just to name a few. CAD tend to be pretty expensive, even for students. Open source CADs have not yet reached the quality and scope of commercial ones. Trial versions usually are too limited, either in trial period or functionality. The same is true in the case of CAE, CAM or mathematical software.

So student's access to software tools varies widely. We just cannot say “Let's use OpenOffice.”, knowing that in MS Office it will be more or less the same.

IMHO the best way out will be to create lessons for several major CADs, ideally using the same examples.

This daunting task cannot be reasonably achieved by one person, so I hope that somebody (yes, maybe you) will join.

--Vrecion 21:25, 19 October 2006 (UTC)

I would be glad to help in what I can in this course. I've been a professional in this field for over 10 years, and hope my expertise can be useful.

I've added a few things on engineering drawings & tolerancing, hopefully I'll be able to expand on those later.

Omega 15:05, 17 June 2007 (UTC)

title: Talk:Computer-aided design/Basics


text:
Wikipedia:Reference desk/Archives/Mathematics/February 2015

= February 1 = Reference_desk/Archives/Mathematics/2015 February 1

 * 1) "For all vertices... but at most $gamma n$ of them"
 * 2) Fitting cylinders inside a tube

= February 2 = Reference_desk/Archives/Mathematics/2015 February 2

 * 1) Quiz Question
 * 2) Probability of cashing in
 * 3) Pólya Problem to Prove (Part I Chap 19)
 * 4) percentage

= February 3 = Reference_desk/Archives/Mathematics/2015 February 3

 * 1) MATHEMATICS

= February 4 = Reference_desk/Archives/Mathematics/2015 February 4

 * 1) Cubes of the form 3 x2 ± x y + 5 y2 with x, y coprime
 * 2) Characteristic polynomial without determinant

= February 5 = Reference_desk/Archives/Mathematics/2015 February 5

 * 1) Identifying a vertex that is in every maximum matching of a bipartite graph
 * 2) Name of the shape in between three circles?

= February 6 = Reference_desk/Archives/Mathematics/2015 February 6

 * 1) Game/puzzle with smallest game-tree complexity
 * 2) Rearranging equation with integer division

= February 7 = Reference_desk/Archives/Mathematics/2015 February 7

 * 1) Animation of anchored rotating cube
 * 2) zeros of zeta function

= February 8 = Reference_desk/Archives/Mathematics/2015 February 8

 * 1) Euclidean distance
 * 2) Is there a 1:1 equivalence between algebra and geometry?

= February 9 = Reference_desk/Archives/Mathematics/2015 February 9

 * 1) Approximation of hidden markov model by probability distribution

= February 10 = Reference_desk/Archives/Mathematics/2015 February 10

 * 1) Is it an anomaly that the month of February 2015 contains four occurrences of each day of the week?
 * 2) Queuing theory: number of servers needed to meet QoS target
 * 3) Exponent of monster group F1?
 * 4) A "meta-Pólya" conjecture?
 * 5) A 'random' sequence where the previous value influences the next

= February 11 = Reference_desk/Archives/Mathematics/2015 February 11

 * 1) Name of a group
 * 2) Operators in Finite Groups

= February 12 = Reference_desk/Archives/Mathematics/2015 February 12

 * 1) Diffusion of innovations: logit or probit?
 * 2) peculiar integer factorization

= February 13 = Reference_desk/Archives/Mathematics/2015 February 13

 * 1) Massey-Omura cryptosystem

= February 14 = Reference_desk/Archives/Mathematics/2015 February 14

 * 1) Polygon with 1,000,000 sides
 * 2) zeros of zeta function

= February 16 = Reference_desk/Archives/Mathematics/2015 February 16

 * 1) zeta function

= February 17 = Reference_desk/Archives/Mathematics/2015 February 17

 * 1) Slicing a cube
 * 2) Set Theory
 * 3) Is it an anomaly that the month of February 2015 contains four occurrences of each day of the week?   (February 10)

= February 19 = Reference_desk/Archives/Mathematics/2015 February 19

 * 1) Logarithms

= February 20 = Reference_desk/Archives/Mathematics/2015 February 20

 * 1) Topic on consecutiveness

= February 21 = Reference_desk/Archives/Mathematics/2015 February 21

 * 1) Does quantum mechanics influence the model of ZFC we must use?
 * 2) arithametic sequence
 * 3) Bailey–Borwein–Plouffe formula not working for me

= February 23 = Reference_desk/Archives/Mathematics/2015 February 23

 * 1) Liquid flow
 * 2) Random walk

= February 24 = Reference_desk/Archives/Mathematics/2015 February 24

 * 1) Reference Formula Policy for Exoplanets
 * 2) Moving sofa problem
 * 3) Statistics percentile question
 * 4) Rubik's Cube Cycle for FRT?

= February 25 = Reference_desk/Archives/Mathematics/2015 February 25

 * 1) Help me to understand some mathematical picture?

= February 26 = Reference_desk/Archives/Mathematics/2015 February 26

 * 1) Sample size and confidence levels
 * 2) Calculation method help

= February 27 = Reference_desk/Archives/Mathematics/2015 February 27

 * 1) Box Plot

= February 28 = Reference_desk/Archives/Mathematics/2015 February 28

 * 1) Median
 * 2) Identify partial differential equation
 * 3) Regression with a graph (machine learning)
 * 4) Statistical tests for normality


text:
User:Amoei milad/Books/Infantry fighting vehicle

Armoured personnel carrier

 * Armoured personnel carrier
 * Lists of armoured fighting vehicles
 * Amphibious vehicle
 * Continuous track
 * Armoured warfare
 * BMP development
 * Improvised fighting vehicle
 * Mechanized infantry
 * Tank desant
 * Armored car (military)
 * List of Sd.Kfz. designations
 * List of armoured fighting vehicles by country
 * Armoured fighting vehicle

 * chapter 1_ 4*4
 * Four-wheel drive
 * ABC-79M
 * Otokar Akrep
 * Otokar Akrep IIe
 * Nexter Aravis
 * Avibrás AV-VB4 RE Guará
 * ACMAT Bastion
 * BOV (APC)
 * BDX (APC)
 * BPM-97
 * BTR-40
 * Buffel
 * Unicorn APC
 * Bullet TCV
 * Burraq MRAP vehicle
 * Bushmaster Protected Mobility Vehicle
 * Cashuat
 * Casspir
 * Mahindra Mine Protected Vehicle
 * Bravia Chaimite
 * Cheetah MMPV
 * Otokar Cobra
 * Otokar Cobra II
 * Cadillac Gage Commando
 * Condor (APC)
 * Cougar (vehicle)
 * Crocodile Armoured Personnel Carrier
 * Didgori-1
 * Didgori-2
 * ATF Dingo
 * Dragoon 300
 * AMZ Dzik
 * Fahd (armored personnel carrier)
 * First Win
 * Gazelle FRV
 * Golan Armored Vehicle
 * Grizzly APC
 * GFF4
 * Hippo APC
 * Hunter TR-12
 * Igirigi APC
 * Iraqi Light Armored Vehicle
 * Otokar Kaya
 * BMC Kirpi
 * Pindad Komodo
 * Kozak (armored personnel carrier)
 * LOV-1
 * Panhard M3
 * M1117 Armored Security Vehicle
 * Oshkosh M-ATV
 * Mamba APC
 * MAP45 Armoured Personnel Carrier
 * MAP75 Armoured Personnel Carrier
 * Marauder (vehicle)
 * Matador (mine protected vehicle)
 * Maverick (armoured vehicle)
 * International MaxxPro
 * Mohafiz (vehicle)
 * Mine Protected Combat Vehicle
 * Mowag MR 8
 * International MXT-MV
 * Nimer-1
 * Nimr
 * Okapi MPV
 * Sulu PNP Armoured vehicle
 * Iveco LMV
 * Puma (AFV)
 * PUMA M26-15
 * Rakhsh APC
 * Cadillac Gage Ranger
 * RCV-9
 * RG-12
 * RG-19
 * RG-31 Nyala
 * RG-32 Scout
 * RG Outrider
 * RG-33
 * RG-34
 * Reva APC
 * MOWAG Roland
 * Saxon (vehicle)
 * Shorland S600
 * GKN Simba
 * Sonder Kfz-1
 * Fiat 6614
 * Textron Tactical Armoured Patrol Vehicle
 * TM-170
 * AMZ Tur
 * Thyssen Henschel UR-416
 * Unibuffel
 * Véhicule de l'Avant Blindé
 * VN-4
 * Berliet VXB-170
 * Wolf Armoured Vehicle
 * Walid (armored personnel carrier)
 * Wer’wolf MKII

 * Chapter2_6*6
 * Six-wheel drive
 * Al-Faris 8-400
 * Anoa (armoured personnel carrier)
 * BTR-152
 * Bull (armored personnel carrier)
 * SBA-60K2 Bulat
 * BAE Caiman
 * Didgori-3
 * EBRC Jaguar
 * EE-11 Urutu
 * Nurol Ejder
 * TPz Fuchs
 * AVGP
 * Mbombe
 * Pandur I
 * Panhard VCR
 * Patria Pasi
 * XA-180 (EST)
 * Pegaso BMR
 * Protolab Misu
 * Mowag Puma
 * Ratel IFV
 * RG-35
 * RN-94
 * Alvis Saracen
 * Sarir APC
 * Nimda Shoet
 * SIBMAS
 * Tatrapan
 * Kamaz Typhoon
 * WZ-523
 * WZ-551
 * Valuk
 * VBTP-MR Guarani
 * VBMR Griffon

 * Chapter3_8*8
 * Eight-wheel drive
 * Al-Fahd
 * ATOM (IFV)
 * DefTech AV8
 * Patria AMV
 * Otokar Arma
 * Armoured Multirole Carrier
 * ASLAV
 * Bison (armoured personnel carrier)
 * Boxer (armoured fighting vehicle)
 * BTR-3
 * BTR-4
 * BTR-7
 * BTR-60
 * BTR-70
 * BTR-80
 * BTR-90
 * BTR-94
 * VPK-7829 Bumerang
 * CM-32 Armoured Vehicle
 * Eitan AFV
 * Enigma APC
 * Freccia IFV
 * K808 Armored Personnel Carrier
 * TATA Kestrel
 * LAV-25
 * LAV III
 * Lazar armored vehicle
 * Lazar BVT
 * Marine Personnel Carrier
 * OT-64 SKOT
 * KTO Ryś
 * Pandur II
 * FNSS Pars
 * Mowag Piranha
 * RG41
 * KTO Rosomak
 * Saur 1
 * MOWAG Shark
 * Stryker
 * Iveco SuperAV
 * TAB-63
 * Terrex ICV
 * Type 96 Armored Personnel Carrier
 * Véhicule blindé de combat d'infanterie
 * Wisent (vehicle)
 * DAF YP-408
 * Type 08
 * Type 16 Maneuver Combat Vehicle
 * Rooikat
 * M1128 Mobile Gun System
 * AMOS
 * Patria NEMO
 * Light-weight Combat Vehicle System
 * LAV-600
 * AMX-10 RC
 * B1 Centauro
 * Coyote Reconnaissance Vehicle
 * Panhard EBR
 * Spähpanzer Luchs
 * M1127 Reconnaissance Vehicle
 * Ten-wheel drive


text:
User:Connie kimm

My name is Connie and I am currently a sophomore in college studying elementary education. Some of my hobbies include taking pictures, hiking, water activities, and napping. I love dogs, giraffes, and am not a big fan of cats. My favorite foods include steak and fruit.

title: User:Connie kimm


text:
benone

Etymology
From the jocular suffixation to with the augmentative suffix, that normally cannot be attached to adverbs; compare also , , , etc.

Adverb

 * 1)  ; very well

Usage notes

 * Often used as an interjection.

title: benone


text:
saniainen

Etymology
, after its use in. Taken into wide use through 's Flora Fennica (1860), but. through a toponym (place name).

Noun

 * 1)  fern

title: saniainen


text:
Cookbook talk:Chickpea Curry (Masaledaar Chole)

Page history from Masaledaar chole

* (cur) (last). . 06:18, 5 Aug 2003. . <IP_ADDRESS>   * (cur) (last). . 06:17, 5 Aug 2003. . <IP_ADDRESS>   * (cur) (last). . 06:17, 5 Aug 2003. . <IP_ADDRESS>   * (cur) (last). . M 07:51, 25 Feb 2002. . Conversion script (Automated conversion) * (cur) (last). . 03:56, 18 Dec 2001. . 193.120.205.xxx * (cur) (last). . 03:55, 18 Dec 2001. . 193.120.205.xxx


text:
Physics Study Guide/Linear motion

Kinematics is the description of motion. The motion of a point particle is fully described using three terms - position, velocity, and acceleration. For real objects (which are not mathematical points), translational kinematics describes the motion of an object's center of mass through space, while angular kinematics describes how an object rotates about its centre of mass. In this section, we focus only on translational kinematics. Position, displacement, velocity, and acceleration are defined as follows.

Position
"Position" is a relative term that describes the location of an object RELATIVE to some chosen stationary point that is usually described as the "origin".

A vector is a quantity that has both magnitude and direction, typically written as a column of scalars. That is, a number that has a direction assigned to it.

In physics, a vector often describes the motion of an object. For example, Warty the Woodchuck goes 10 meters towards a hole in the ground.

We can divide vectors into parts called "components", of which the vector is a sum. For example, a two-dimensional vector is divided into x and y components.

Displacement
Displacement answers the question, "Has the object moved?"

Note the $$\equiv$$ symbol. This symbol is a sort of "super equals" symbol, indicating that not only does $$\vec x_f- \vec x_i$$ EQUAL the displacement $$\Delta\vec{x}$$, but more importantly displacement is operationally defined by $$\vec x_f- \vec x_i$$.

We say that $$\vec x_f- \vec x_i$$ operationally defines displacement, because $$\vec x_f- \vec x_i$$ gives a step by step procedure for determining displacement.

Namely:

 * 1) Measure where the object is initially.
 * 2) Measure where the object is at some later time.
 * 3) Determine the difference between these two position values.

Be sure to note that displacement is not the same as distance travelled.

For example, imagine travelling one time along the circumference of a circle. If you end where you started, your displacement is zero, even though you have clearly travelled some distance. In fact, displacement is an average distance travelled. On your trip along the circle, your north and south motion averaged out, as did your east and west motion.

Clearly we are losing some important information. The key to regaining this information is to use smaller displacement intervals. For example, instead of calculating your displacement for your trip along the circle in one large step, consider dividing the circle into 16 equal segments. Calculate the distance you travelled along each of these segments, and then add all your results together. Now your total travelled distance is not zero, but something approximating the circumference of the circle. Is your approximation good enough? Ultimately, that depends on the level of accuracy you need in a particular application, but luckily you can always use finer resolution. For example, we could break your trip into 32 equal segments for a better approximation.

Returning to your trip around the circle, you know the true distance is simply the circumference of the circle. The problem is that we often face a practical limitation for determining the true distance travelled. (The travelled path may have too many twists and turns, for example.) Luckily, we can always determine displacement, and by carefully choosing small enough displacement steps, we can use displacement to obtain a pretty good approximation for the true distance travelled. (The mathematics of calculus provides a formal methodology for estimating a "true value" through the use of successively better approximations.) In the rest of this discussion, I will replace $$\Delta$$ with $$\delta$$ to indicate that small enough displacement steps have been used to provide a good enough approximation for the true distance travelled.

Velocity
[Δ, delta, upper-case Greek D, is a prefix conventionally used to denote a difference.] Velocity answers the question "Is the object moving now, and if so - how quickly?"

Once again we have an operational definition: we are told what steps to follow to calculate velocity.

Note that this is a definition for average velocity. The displacement Δx is the vector sum of the smaller displacements which it contains, and some of these may subtract out. By contrast, the distance travelled is the scalar sum of the smaller distances, all of which are non-negative (they are the magnitudes of the displacements). Thus the distance travelled can be larger than the magnitude of the displacement, as in the example of travel on a circle, above. Consequently, the average velocity may be small (or zero, or negative) while the speed is positive.

If we are careful to use very small displacement steps, so that they come pretty close to approximating the true distance travelled, then we can write the definition for instantaneous velocity as

[δ is the lower-case delta.] Or with the idea of limits from calculus, we have:

[d, like Δ and δ, is merely a prefix; however, its use definitely specifies that this is a sufficiently small difference so that the error--due to stepping (instead of smoothly changing) the quantity--becomes negligible.]

Acceleration
Acceleration answers the question "Is the object's velocity changing, and if so - how quickly?"

Once again we have an operational definition. We are told what steps to follow to calculate acceleration.

Again, also note that technically we have a definition for average acceleration. As for displacement, if we are careful to use a series of small velocity changes, then we can write the definition for instantaneous acceleration as:

Or with the help of calculus, we have:

Vectors
Notice that the definitions given above for displacement, velocity and acceleration included little arrows over many of the terms. The little arrow reminds us that direction is an important part of displacement, velocity, and acceleration. These quantities are vectors. By convention, the little arrow always points right when placed over a letter. So for example, $$\vec v$$ just reminds us that velocity is a vector, and does not imply that this particular velocity is rightward.

Why do we need vectors? As a simple example, consider velocity. It is not enough to know how fast one is moving. We also need to know which direction we are moving. Less trivially, consider how many different ways an object could be experiencing an acceleration (a change in its velocity). Ultimately, there are three distinct ways an object could accelerate:

 * 1) The object could be speeding up.
 * 2) The object could be slowing down.
 * 3) The object could be traveling at constant speed, while changing its direction of motion.

More general accelerations are simply combinations of 1 and 3 or 2 and 3.

Importantly, a change in the direction of motion is just as much an acceleration as is speeding up or slowing down.

In classical mechanics, no direction is associated with time (you cannot point to next Tuesday). So the definition of $$\vec a_{av}$$ tells us that acceleration will point wherever the change in velocity $$\Delta\vec{v}$$ points.

Understanding that the direction of $$\Delta \vec{v}$$ determines the direction of $$\vec a$$ leads to three non-mathematical but very powerful rules of thumb:

 * 1) If the velocity and acceleration of an object point in the same direction, the object's speed is increasing.
 * 2) If the velocity and acceleration of an object point in opposite directions, the object's speed is decreasing.
 * 3) If the velocity and acceleration of an object are perpendicular to each other, the object's initial speed stays constant (in that initial direction), while the speed of the object in the direction of the acceleration increases. Think of a bullet fired horizontally in a vertical gravitational field. Since velocity in the one direction remains constant, and the velocity in the other direction increases, the overall velocity (absolute velocity) also increases.

Again, more general motion is simply a combination of 1 and 3 or 2 and 3.

Using these three simple rules will dramatically help your intuition of what is happening in a particular problem. In fact, much of the first semester of college physics is simply the application of these three rules in different formats.

= Equations of motion (constant acceleration) = A particle is said to move with constant acceleration if its velocity changes by equal amounts in equal intervals of time, no matter how small the intervals may be

Since acceleration is a vector, constant acceleration means that both direction and magnitude of this vector don't change during the motion. This means that average and instantaneous acceleration are equal. We can use that to derive an equation for velocity as a function of time by integrating the constant acceleration.

Giving the following equation for velocity as a function of time.

To derive the equation for position we simply integrate the equation for velocity.

Integrating again gives the equation for position.

The following are the equations of motion:

The following equations can be derived from the two equations above by combining them and eliminating variables.

Acceleration in One Dimension

Acceleration in Two Dimensions
(Needs content)

Acceleration in Three Dimensions
(Needs content)

What does force in motion mean?
Force means strength and power. Motion means movement. That’s why we need forces and motions in our life. We need calculation when we want to know how fast things go, travel and other things which have force and motion. ...

How do we calculate the speed?
If you want to calculate the average speed, distance travelled or time taken you need to use this formula and remember it: $$ {speed} = \frac{distance}{time\ taken} $$ This is an easy formula to use, you can find the distance travelled, time taken or average speed, you need at least 2 values to find the whole answer.

Is velocity the same thing as speed?
Velocity is a vector quantity that refers to "the rate at which an object changes its position", whereas speed is a scalar quantity, which cannot be negative. Imagine a kid moving rapidly, one step forward and one step back, always returning to the original starting position. While this might result in a frenzy activity, it would result in a zero velocity, because the kid always returns to the original position, the motion would never result in a change in position, in other words $$\Delta \vec x$$ would be zero.

Speed is measured in the same physical units of measurement as velocity, but does not contain an element of direction. Speed is thus the magnitude component of velocity. Velocity contains both the magnitude and direction components. You can think of velocity as the displacement/duration, whereas speed can be though as distance/duration.

Acceleration
When a car is speeding up we say that it is accelerating, when it slows down we say it is decelerating.

How do we calculate it?
When we want to calculate it, the method goes like that: A lorry driver brakes hard, and slows from 25 m/s to 5 m/s in 5 seconds. What was the vehicle's acceleration? $$ {acceleration} = \frac{change\ in\ velocity}{time\ taken} = \frac{5 - 25}{5} = \frac{-20}{5} = -4\ ms^{-2} $$ What is initial velocity and final velocity? Initial velocity is the beginning before motion starts or in the middle of the motion, final velocity is when the motion stops.

There is another way to calculate it and it is like that This equations which are written is the primary ones, which means that when you don’t have lets say final velocity, how will you calculate the equation? This is the way you are going to calculate.

Observing motion
When you want to know how fast an athletic person is running, what you need is a stopwatch in your hand, then when the person starts to run, you start the stopwatch and when the person who is sprinting stops at the end point, you stop the watch and see how fast he ran, and if you want to see if the athlete is wasting his energy, while he is running look at his movement, and you will know by that if he is wasting his energy or not.

This athletic person is running, and while he is running the scientist could know if he was wasting his energy if they want by the stop watch and looking at his momentum.

Measuring acceleration
Take a slope, a trolley, some tapes and a stop watch, then put the tapes on the slope and take the trolley on the slope, and the stopwatch in your hand, as soon as you release the trolley, start timing the trolley at how fast it will move, when the trolley stops at the end then stop the timing. After wards, after seeing the timing, record it, then you let the slope a little bit high, and you will see, how little by little it will decelerate.

= Newton =

Isaac Newton was an English physicist, mathematician (described in his own day as a "natural philosopher"), astronomer and alchemist. Newton is one of the most influential scientists of all time, and he is known, among other things, for contributing to development of classical mechanics and for inventing, independently from Gottfried Leibniz, calculus.

Newton's laws of motion
Newton is also known by his three laws of motion, which describe the relationship between a body and the forces acting upon it, and its motion in response to said forces.
 * 1) First Law (also known as the law of inertia) states that every body continues in its state of rest or state of uniform motion unless compelled to change that state by being subject to an external force. The moment of inertia is defined as the tendency of matter to resist any change in its state of motion or state of rest.
 * 2) Second Law The vector sum of the external forces $$F$$ on an object is equal to the mass $$m$$ of that object multiplied by the acceleration vector $$a$$ of the object, or algebraically $$F = ma$$.
 * 3) Third Law states that when one body exerts a force on a second body, the second body simultaneously exerts a force equal in magnitude and opposite in direction on the first body.

=Symbols=

Some useful symbols seen and that we will see:

Force
A force is any interaction that tends to change the motion of an object. In other words, a force can cause an object with mass to change its velocity. Force can also be described by intuitive concepts such as a push or a pull. A force has both magnitude and direction, making it a vector quantity. It is measured in the SI unit of newtons and represented by the symbol $$F$$.

How to calculate the force?
When we want to calculate the force, and we have the mass and acceleration, we can simply use the simple formula stated in the Newton's second law above, that is $$F = ma$$, where $$m$$ is the mass (or the amount of matter in a body), and $$a$$ is the acceleration. Note that the Newton’s second law is defined as a numerical measure of inertia.

What is inertia?
Inertia is the tendency of a body to maintain its state of rest or uniform motion, unless acted upon by an external force.

Robert Hooke
Robert Hooke was an English polymath who played an important role in the scientific revolution, through both experimental and theoretical work.

Hooke's law
Hooke's law is a principle of physics that states that the force $$F$$ needed to extend or compress a spring by some distance $$X$$ is proportional to that distance, or algebraically $$F = -kX$$, where $$k$$ is a constant factor characteristic of the spring, its stiffness.

title: Physics Study Guide/Linear motion


text:
User:DarkCrusader55/sandbox

Taurus "DJ Y3S5!R" Highsmith was born Feburary 14, 1991, in West Palm Beach, Florida. Military brat living in mulitple places, from NY to TX, even PR, his love for traveling is heavily misguided at times, seeing how he's made and lost friends along the way. At the age of 15 he found his first love on his grandmother's old turntable, "Scratching up her records really made her upset. Not that I knew anything about messing up records, I just knew that it was enjoyable to me", mentioned by Y3S5!R. The following year he received his first set of CD turntables, at that time he really didn't know what to do or how to do most of anything with them, Y3S5!R said, "I taught myself, I basically got my laptop, googled" what was BPMs, what was a crossfader, and different things like that. When people ask "Oh who's your mentor?", sometimes I feel bad when I say "myself", but then again I feel good I got first hand "I'm gonna do this first hand experience." In 2008, Y3S5!R created an online radio station that was one of the "Top Listened To Online Stations in Puerto Rico" according to him. The station was named "D0WN L0W RADi0" (now known as "i.G. Radi0"), the concept to him was "Indie artists, unknown rappers, bands, and musicians in general don't get the recognition they deserve

title: User:DarkCrusader55/sandbox


text:
Talk:David Puttnam

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title: Talk:David Puttnam


text:
2017–18 First League of the Federation of Bosnia and Herzegovina

The 2017–18 First League of the Federation of Bosnia and Herzegovina was the eighteenth season of the First League of the Federation of Bosnia and Herzegovina, the second tier football league of Bosnia and Herzegovina. It began on 5 August 2017 and ended on 2 June 2018. GOŠK Gabela were the last champions, having won their second championship title in the 2016–17 season and earning a promotion to Premier League of Bosnia and Herzegovina.


text:
Wikiversity talk:Introduction

Original source of this page at Wikipedia. some older comments from the test page

suggested sequence of tutorial pages
It is that the sequence of tutorial pages should be:page 1, "Explore" (state what Wikiversity is and how to find existing content) --> page 2, "edit this page" --> page 3, how to create a new page--JWSchmidt 12:33, 1 September 2006 (UTC)

Differences
Can any one that is there any guideline-article here related to the differece between Wikipedia and Wikiversity. If not it's better to add a guideline as Difference between Wikipedia and Wikiversity. - Vaikunda Raja 21:13, 25 November 2006 (UTC)
 * Wikipedia is for encyclopedia articles. Wikiversity is not for encyclopedia articles. Wikiversity has other types of learning resources. There are several Wikiversity pages about Wikipedia. You might start at Wikiversity and Wikipedia services. --JWSchmidt 17:16, 19 July 2007 (UTC)

Science and Psychology Hypothesis
Well lets say that a person has schizophrenia and they have delusions and visions or in their terms hallucinations. Now how much as been done to connect the delusions with a group of schizophrenias. When they hear something it is picked up on brain scans and from my observations using Natural Environmental Studies They seem to produce the same experiences and are and seemingly more inept to esp. How much of this has been observed I am Not for sure. So if any one has any concrete or a theory please let me no the supporting facts thank you
 * Are you asking to what extent it is possible to find patterns of brain activity that correlate with the experience of hallucinations? Take a look at "Cerebral activity associated with auditory verbal hallucinations: a functional magnetic resonance imaging case study" and Neural correlates of inner speech and auditory verbal hallucinations: a critical review and theoretical integration. --JWSchmidt 17:16, 19 July 2007 (UTC)

Is this page hostile to newcomers?
No doubt someone thought it was cute to build a template into the "leave this line alone" category so this page could have all the lovely html coloring and formatting. Unfortunately it obscures what is going on for newcomers. It might be better to use a plain jane page with obvious wiki syntax that is visible to the newcomers so they can see they are actually editing the page and it is displaying what they told it to edit along with the sections above they were requested to leave alone. I suspect this page confuses rather than enlightens newcomers and thus probably scares a few away who are already timid of programming and markup languages. Time enough for them to learn about templates and leaving them alone on complex pages when they need to edit a main page or a portal page. This should be covered in advanced editing, not the first introductory page a newcomer is asked to edit. Mirwin 07:39, 31 December 2007 (UTC)
 * "The line above is a template which substitutes in the text the community wishes to remain static or permanent on the top of this introductory page." <-- I'm not sure that this sentence will mean much to new visitors. As someone who has edited for five years, I had to read it three times before I could figure it out. I'm open to experimenting with new ways to encourage people to make their first edit. --JWS 15:12, 31 December 2007 (UTC)

Interlingual
This resource is great. I have imported it to beta. Does anybody (or Erkan, or Juan?) know how to find similar pages in other languages? --Hillgentleman|Talk 05:27, 20 September 2008 (UTC)

--Ddreview 02:16, 26 November 2008 (UTC)== 112508.ddreview - something basic ==

suffered a case of situational depression. Slowly I continue to recover and even slower at realizing a measurable return in faculties. Cognitive recall and memory - enough about explaining...

I am a professional land surveyor with a specific focus on inland and riparian boundary law.

I am submitting a narrative with respect to my capabilities and worth to an energy business.

I'm challenged in remembering or knowing the meaning of each and relative to each other and which is correct to use where and when.

knowledge, intellect, experience, understanding, intelligence, expertise, acumen, and wisdom

thank you for your patience

0=0 0*1=0*1 0/0*1=1 0/0=0

0/0=1
0=0 0*1=0*1 0/0*1=1 0/0=1

The one who wrote the previous equation should understand that mathematics never plays such jokes. First of all dividing by zero is not accepted in Mathematics unless the value is infinity. See the | Rational number definition for more understanding. Finally 0/0 is an illegal term in Maths regardless the rest of the mathematical expression, and that's why limits are used. For more information about these tricks visit this wikipedia page | Fallacies based on division by zero--Email4mobile 02:51, 5 June 2009 (UTC)

here I boldly edit
Is there a Wiki-Kidversity ??? ( Kids are generally alot smarter than most teachers realize, and if a simplified interface was made, kids could start to contribute an entire universe of content. )

One potential "Wiki-Growth Exponentiator" might be finding a way to better integrate online social networking to bring in a new breed of cyber netizen nerds. The people of www.szstuff.com are a good example of people who seek to teach and learn. Online social networking has an addictive element... The most effective learning is that which fully engages an array of one's senses.

Uni students love listening to and making music, right? Can't wikiversity have featured pages for wikibands to share musical knowledge whilst collaborating on other academic projects?

That's my two cents. Spend it wisely. ;)

 * Some good ideas with potential here. For some possible starting points, try:

-- Jtneill - Talk - c 00:00, 30 September 2009 (UTC)

bold editing not taken kindly to in these parts
gimme a break for editing the wrong way. it was my first edit.

anyway, i thought it fit better where it was than the comment that currently resides there. who says they can override my comment?

not cool wikiversidad

Protect this page?
I've just reverted page blanking practically twice in a row over here. It looks like too many people, intentionally or otherwise, are destroying the beautiful content we've put on this page. Perhaps the page needs a bit more protection than it's been given. For people who want to make their first edit, why don't we direct them to a blank page that we have open in a new window? --AFriedman 07:42, 25 October 2009 (UTC)
 * We could modify the page to send people to Sandbox for editing (which has a bot to tidy it) - or an empty-ish subpage? -- Jtneill - Talk - c 09:27, 28 October 2009 (UTC)

 * I think the intention was to send them to a sandbox page, for edits but navigating to a sandbox page is too advanced for most starting editors. Perhaps link the Edit button on the page to a sandbox page with a translocation of an explanation of what is different here.--Graeme E. Smith 14:30, 28 October 2009 (UTC)
 * Graeme, I like that idea. Or, protect the page and give readers a link to the sandbox (which would open in a new window) so readers don't change the original page?  Basically, something that is workable for new users and would stop the periodic destruction to the page.  --AFriedman 02:38, 29 October 2009 (UTC)
 * See what you think about these changes. I think we encourage sandbox editing and then there is one less place to monitor. -- Jtneill - Talk - c 05:46, 29 October 2009 (UTC)

Is there any way to have the link to the sandbox open in a new window or tab? Otherwise, I am concerned that going to the sandbox might get new users lost. --AFriedman 18:47, 29 October 2009 (UTC)
 * Had a quick play/search but couldn't get anything working here from mw:Manual:Opening external links in a new window. Whilst it may be short-term helpful, since this would not be normal navigation (opening a new window), it could actually be more confusing. So, at the moment I'm ambivalent about putting in non-normal navigation (opening a link in a new window/tab). -- Jtneill - Talk - c 21:59, 29 October 2009 (UTC)
 * Thanks for sharing the MediaWiki page. I was looking at the page and was wondering how you changed it to show the link to the sandbox?  Also, I accidentally blanked the page myself while I was experimenting.  It seems like this would be awfully easy to do even for users in good faith, and hard to revert for people who don't know what they're doing.  Do you think anything is lost if we protect the page?  Before you made the link to the sandbox, non-experimental edits hadn't happened there in a long time.  --AFriedman 01:03, 30 October 2009 (UTC)

Video "Wikiversity Special Report" learn the wiki way
I tried multiple versions of the file, only to find that most of them were garbled in one way or another. Most gave me a greyscreen, with shadows, started out very choppy, and I didn't recognize that they were playing music in the intro. The best version was QuickTime, but even it, made the womans voice virtually indecipherable. The main text was good however--Graeme E. Smith 16:12, 1 January 2010 (UTC)

Romanian Wikiversitate
Could anyone create a Romanian Wikiversitate portal? Thank you. Calusarul 22:18, 17 February 2010 (UTC)
 * Please see at beta wikiversity, Erkan Yilmaz uses the Chat 18:12, 14 January 2011 (UTC)

Introduce myself
'''My name is Kanadee, this name is a unique name in Thai language because it's a bit strange. it means 'Now Good' in Thai. However you can call me as my nickname 'Poy'. Now im 2nd year in MUIC. i attend many activities in my college like welcoming camp, as im p'group, and volunteer club. i love fashion n beauty. i always make my friends to get better styles. Hope tht now u will know me better.''' - '''My name is Dr. Bitetto. I am currently a science researcher in the field of robotics and control systems. My education starts with my Bachelor's of Science in Computer Systems Engineering from the State University of New York (1991) and continues through my Doctoral degree in Robotics from the Union Institute (1994). I have taught both at the graduate level in a university and also at the professional level at an adult continuing educational service. '''

'''I currently hold numerous patents and copyrights from both my undergraduate and doctoral level work. Presently, I am employed by the Institute of Cybernetics Research, Inc. (see my linkedin web-page for Dr. Marco Bitetto), where I am engaged as a science researcher doing research in the areas of feasibility analysis of designs for robots and control systems.''' --Robodoc (talk) 13:42, 20 August 2012 (UTC) -

My name is Aviwe I'm still in high school but I have special subject like cat, business studies,economics and mathematics lit ..but I want to be sport management Aviwe memeza (discuss • contribs) 07:56, 25 March 2021 (UTC)

bluetooth connectivity
which type of network or signals are being used in bluetooth? how bluetooth works?
 * Please use Help desk, Erkan Yilmaz uses the Chat 18:12, 14 January 2011 (UTC)

Introduction
Is it me, or is the intro thing entirely based around introducing the concept of a wiki rather than introducing specifically wikiversity? Because I'm kind of finding the intro and front page to be somewhat vague on the subject of what exactly wikiversity is and does. It doesn't really lend itself to immediate comprehension of how the community of "learning resources" works or how to jump in to one of those learning communities. Perhaps this could be elucidated? <IP_ADDRESS> 14:19, 9 May 2012 (UTC)

can any one tell the applications of harmonographs??
Harmonographs are the complex curves drawn with the help of two or more pendulum. Is their any proper application and use of those curves in general life expect for drawing complex curves for fun???--Gyandeeprkmv (talk) 19:03, 5 August 2012 (UTC)

Image sizes
Is it possible that there may be something wrong with this page? I am getting huge images on my screen and there is no text. something is out of whack. I need to read this before I fix anything :D Svrangerchrista (discuss • contribs) 05:02, 22 April 2017 (UTC)

 * Now corrected. Thanks for letting us know. -- Dave Braunschweig (discuss • contribs) 14:47, 22 April 2017 (UTC)

Phần mở đầu
Mở đầu XuanBach226700 (discuss • contribs) 13:51, 13 May 2020 (UTC)

Climate change
What is climate change? Zonkerh (discuss • contribs) 18:30, 26 June 2020 (UTC)

 * See Global warming. -- Dave Braunschweig (discuss • contribs) 20:25, 26 June 2020 (UTC)

title: Wikiversity talk:Introduction


text:
Kilijaro

Kilijaro (8 February 1976 – after 1990) was an Irish-bred Thoroughbred racehorse and broodmare. She was the best filly of her generation in Ireland at both two and three years of age, winning the Phoenix Stakes and finishing second in the Queen Mary Stakes, Cheveley Park Stakes, Prix de l'Abbaye and Prix de la Forêt. When transferred to France in 1980 she proved herself one of the best sprinter-milers of the year, with consecutive wins in the Prix de Meautry, Prix Quincey, Prix du Moulin and Prix de Seine-et-Oise before traveling to California to take the Yellow Ribbon Stakes. She remained in the United Stakes in 1981 and was one of the most successful female turf performers of 1981, winning the San Gorgonio Handicap, Monrovia Handicap, Gamely Handicap, Palomar Handicap, Autumn Days Handicap and Matriarch Stakes. After her retirement from racing she made little impact as a broodmare, but some of her descendants have won good races in Australia.

Background
Kilijaro was a bay mare with a white star and a white sock on her right front foot bred in Ireland by the Irish National Stud. She was sired by African Sky who won the Prix du Palais Royal, Prix Quincey and Prix de la Forêt as a three-year-old in 1973. As a breeding stallion, he also sired the King's Stand Stakes winner African Song. She was the second foal of her dam Manfilia, who had some success as a racemare, winning five races.

Sold as a yearling for 4,200 guineas, the filly was sent into training with Dermot Weld at the Curragh, County Kildare. She was ridden in most of her early races by Wally Swinburn.

1978: two-year-old season
Kilijaro began her racing career in five furlong maiden race in the spring of 1978, finishing unplaced at Phoenix Park Racecourse and third at Navan Racecourse before winning at Phoenix Park. In June she was sent to England to contest the Queen Mary Stakes at Royal Ascot. Starting at odds of 12/1 she produced a strong run along the rail to dispute the lead in the final furlong and finished second, beaten a head by Greenland Park, with Devon Ditty in third. After a break of almost two months the filly was matched against colts in the Group 2 Phoenix Stakes in which she was equipped with blinkers for the first time. Starting second favourite behind the English-trained Inshallah, she raced at the rear of the nine-runner field before moving up to take the lead a furlong from the finish. In the closing stages she drew away from her opponents to win by six lengths and half a length from Real Snug and Coalminer. In October Kilijaro was sent back to England for a rematch with Devon Ditty in the Cheveley Park Stakes in which she was moved up to six furlongs for the first time. She moved up to challenge Devon Ditty approaching the final furlong but after a prolonged struggle she was beat a neck by the 11/8 favourite.

1979: three-year-old season
Kilijaro failed to win in seven starts as a three-year-old but produced several good performances. After finishing sixth on her debut she started second favourite for the Irish 1000 Guineas over one mile at the Curragh, but finished eleventh of the twelve runners behind the Vincent O'Brien-trained Godetia. The filly was then brought back to sprint distances and finished fifth in her next appearance before producing her best performance of the year up to that point when she finished third to the colts Miami Springs and Golden Thatch in the Matt Gallagher Sprint Stakes in July at Phoenix Park.

After finishing unplaced in her next race, Kilijaro was offered for sale in October at the Arc de Triomphe sale. She was bought for ₣1,800,000 by representatives of Serge Fradkoff and transferred to the French stable of Olivier Douieb. Less than twenty-four hours after the sale, Kilijaro contested France's most prestigious sprint race, the Prix de l'Abbaye over 1000 metres at Longchamp Racecourse. Starting a 73/1 outsider she produced what was then a career-best performance, producing a sustained run over the last 400 metres to finish second by a head to the British four-year-old Double Form. Greenland Park was third, with the other beaten horses including King of Macedon, Thatching and Sigy. Three weeks later the filly was ridden by Henry Samani in the Group One Prix de la Forêt over 1400 metres at the same course and finished second of the fourteen runners behind Producer.

1980: four-year-old season
After winning a minor race over 1400 metres at Évry Racecourse in April, Kilijaro was beaten in her next five races: she finished sixth to Adraan when favourite for the Prix de Saint-Georges, second to Baptism in the Prix du Palais-Royal, fifth behind Rostov in the Prix du Chemin de Fer du Nord, fourth to Luck of the Draw in the Prix de la Porte Maillot and third behind Boitron and Moorestyle in the Prix Maurice de Gheest.

Despite having lost thirteen of her last fourteen races, Kilijaro was made 3/5 favourite for the Prix de Meautry over 1200 metres at Deauville Racecourse on 20 August. Ridden by Alain Lequeux, she recorded her first major win for more than two years as she won easily by five lengths from Northjet. Eight days later the same course, the filly started at odds of 11/1 for the Prix Quincey over 1600 metres. Ridden by Freddy Head, she won by three lengths from the favourite Tassmoun (winner of the Prix Messidor) with Boitron in fourth. On 7 September, Kilijaro was moved back up to Group One class for the Prix du Moulin over 1600 metres at Longchamp. She started the 6.1/1 fourth choice in the betting behind Northern Baby, Nadjar (Prix d'Ispahan, Prix Jacques Le Marois) and Final Straw (Champagne Stakes). Under a very hard ride from Head, she held off a strong challenge from Nadjar to prevail by a neck, with a gap of two lengths back to Katowice in third. Kilijaro attempted to win her fourth major race in less than five weeks when she started 3/5 favourite for the Prix de Seine-et-Oise at Maisons-Laffitte Racecourse on 22 September. Ridden by Lequeux, she won by one and a half lengths and a length from Boitron and Northjet. On her final European start, Kilijaro finished third behind Moorestyle and Crofter in the Group One Prix de la Forêt over 1400 metres on heavy ground at Longchamp on 26 October.

Following her defeat in the Foret, Kilijaro was sent to California to contest the Grade I Yellow Ribbon Stakes at Santa Anita Park on 9 November. Despite given little time to aclimatise to her new surroundings and racing over an unfamiliar distance of ten furlongs, Kilijaro accelerated away from her opponents in the closing stages to win by more than three lengths from Ack's Secret (Las Palmas Handicap) and Queen To Conquer (Ramona Handicap).

1981: five-year-old season
In 1981, Kilijaro was trained in the United States by Charles E. Whittingham and was ridden in most of her races by Marco Castaneda. She began her fourth season in the Grade II San Gorgonio Handicap over nine furlongs at Santa Anita on January 11 and won from Queen To Conquer before being switched to dirt on for the Santa Margarita Invitational Handicap on February 22 and finished sixth behind Princess Karenda. On her next appearance she was dropped back to sprint distances for the Monrovia Handicap on turf and won from Love You Dear and She Can't Miss. The mare was then sent to Hollywood Park Racetrack for the Gamely Handicap oven nine furlongs on April 24 and won again, beating Princess Karenda and Wishing Well (winner of the race in 1980). She was matched against male opposition in the Californian Stakes on dirt on May 25 and finished to behind Eleven Stitches and Temperence Hill, before finishing seventh behind Eleven Stitches in the Hollywood Gold Cup on June 14. In the Vanity Invitational Handicap on July 12 she finished fourth behind Track Robbery, Princess Karenda and Save Wild Life.

On August 8, Kilijaro returned to turf racing for the Grade II Palomar Handicap over one mile at Del Mar Racetrack and won from Lisawan and Satin Ribera. On August 30, Kilijaro contested the inaugural running of the Arlington Million, then the world's most valuable horse race, but finished unplaced behind John Henry The mare returned to California for her last three races. In the Autumn Day Handicap over six and a half furlongs on turf, she recorded her fifth success of the season, beating Ack's Secret and Miss Huntingdon. On November 1 she attempted to repeat her 1980 win in the Yellow Ribbon Stakes, but finished fourth behind Queen To Conquer, Star Pastured and Ack's Secret. On November 22, Kilijaro contested the inaugural running of the Matriarch Stakes over nine furlongs at Hollywood Park. Ridden by Laffit Pincay Jr., she ended her career with a victory as she won by two and a half lengths from the Canadian champion Glorious Song.

Assessment and awards
In the International Classification for 1978, Kilijaro was rated on 82, making her the sixth-best juvenile filly in Europe behind Sigy, Devon Ditty, Formulate, Greenland Park and Pitasia. She was the top-rated filly in the Irish Free Handicap, three pounds ahead of Godetia. The independent Timeform organisation gave her a rating of 121, eleven pounds behind Sigy. In the following year Timeform rated her on 124, nine pounds behind their best three-year-old filly Three Troikas. In the official Irish Handicap, she was rated level with Godetia as the best three-year-old filly. The International Classification rated her the eighth-best filly of her generation in Europe. Kilijaro received her best Timeform rating of 126 in 1980, placing her only two pounds behind the top-rated older female Three Troikas. In the International Classification she was rated the third-best older female in Europe behind Three Troikas and Dunette.

Breeding record
Kilijaro produced at least five foal and one winner between 1983 and 1990:

 * Face Nord, brown filly, foaled in 1983, sired by Northjet. Unraced.
 * Shamayil, grey filly, 1984, by Spectacular Bid. Failed to win in seven races, dam of The Thousand Guineas winner Shame.
 * Kahaley, colt, 1985, by Caro.Unraced.
 * Cossack Guard, brown colt, 1986 Nureyev. Won once from sixteen races.
 * Sky Safari Too, brown filly, 1990 Skywalker. Unraced.

title: Kilijaro


text:
Cog (software)

Cog is an open source audio player for macOS. The basic layout is a single-paned playlist interface with two retractable drawers, one for navigating the user's music folders and another for viewing audio file properties, like bitrate. Along with supporting most audio formats compatible with macOS's Core Audio API, Cog supports a wide array of other audio formats, along with their metadata, which are otherwise unsupported on macOS.

In April 2006, Cog joined other Mac OS X audio software Tag and Max in an effort by the respective authors to consolidate Mac OS X open source audio software on the internet. Subsequently, the Cog website was redesigned to Tag and Max's website design, and its forums were also moved to the Tag and Max Forums. In July 2007, Cog moved to its own separate forums shortly before the release of version 0.06. Last build been created in 2013.

As the original project appears to be abandoned, with the website last updated in 2008, there are now several forks of the project maintained by others. In 2013, Christopher Snowhill started a fork and continues to maintain and develop it as of 2020. In 2015, MacRumors user Vivo made a new audio player Phonix, which is based on original Cog code.

General

 * Last.fm support
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Playlist formats

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 * English
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Known Issues for Mac OS X v10.5 Leopard

 * Playlist issues including "invisible playlist"
 * Unattended cross-fade at random times

title: Cog (software)


text:
Talk:Orchard, Texas

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title: Talk:Orchard, Texas