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Help:Practice Area

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TSR Wiki > About TSR > Editing Help > Practice Area

This page is a practice area that anyone can try out editing the wiki without having to worry about making errors in real articles. So, feel free to edit the page in any way you want (with in the rules of TSR). There is some text below to get you started with looking at existing wiki code - but don't be afraid to edit and change it.

For more help with editing have a look at our editing help guide.

The Practice Area

This is the practice area for you to try out all sorts of wiki editing. Edit anything you like.

University of York website and TSR's University of York guide.

Colleges

The University is currently arranged in to eight colleges. The colleges mix together student accommodation and academic departments and every new student, whether they live in university accommodation or off campus is assigned a college when they become a member of the University. Though rare, it is possible on occasion to change college during your time at the University.

In order of their creation, the eight colleges are:

Derwent
Langwith
Alcuin
Vanbrugh
Goodricke
Wentworth - graduate college since 2001.
James
Halifax

Facilities

Editing the wiki

I edit the wiki
you edit the wiki
he/she/it edits the wiki
wiki wiki. someday i will become a dj
wiki wiki wiki

Libraries

The main University Library is the J. B. Morrell library, located just north of University Road. The J. B. Morrell was the first major Library built at the University and houses the main collection of works. In 2003 a second Library was built adjacent to the J. b. Morrell Library.

IT and Computing

Computing at the university is run by the Computer Services department. Their office is located near Market Square, just south of University Road. The department is responsible for most of the computer workrooms and computer classrooms throughout the colleges and libraries. Most colleges have at least one computer room/classroom while many have two.

ONE
TWO
THREE
FOUR
FIVE
SEX

Email Example, [1]

[latex]x = 5[/latex]

blue text
red text
brown text
green text
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pink text

1 Minute Ago at 15:36

, Total

This is a test of what an edited PS on the wiki would look like.

Music Personal Statement

My interest in music was well established at the age of 5 when I won a National Composition Competition to compose a song for the Rainbow Guides. I began piano and recorder lessons shortly afterwards and was consequently able to perform with a renaissance ensemble, where I played a variety of renaissance recorders and crumhorns. Since then I have taken lessons on viola, singing and clarinet, also enjoying the challenge of teaching myself to play flute and guitar. Since the beginning of secondary school, when I was introduced to the concepts of musical history and analysis, I have thoroughly enjoyed studying the subject and thirst to further my study of these aspects of music

Being elected Deputy House Captain at school as well as taking part in the leadership of a Christian Union, Junior Church and Girl Guide Unit has given me the opportunity to develop skills in leadership and organisation working with a variety of age groups. I aspired to broaden my knowledge of current affairs and develop my teamwork and public speaking skills, which I have largely realised by such activities as gaining the Guide Association Basic Leadership Certificate and taking part in the European Youth Parliament. My confidence in public performance has been greatly enhanced by my role in a string quartet, employed by the Royal Liverpool Philharmonic Society to play at formal occasions

Throughout my seven years at **[School]** I have taken an active part in school life by participating in many extra-curricular activities including Chess Club, Handbell Ringing, Christian Union and a variety of House competitions. Being a member of the school Chamber Orchestra, Wind Band and **[Local]** Chamber Choir has enabled me to take part in the National Festival of Music for Youth, Llangollen International Eisteddfod, and Liverpool Festival. Outside of school I am also a member of **[County]** Schools' Concert Band, **[Region]** Youth Orchestra and **[County]** Youth Orchestra, with whom I have participated in a concert tour to Tuscany, Italy

In addition to musical activities, I have continued to extend my skills in other areas. Attending **[Local]** Trampolining Club enabled me to improve my fitness and gain the British Trampolining Federation Bronze award. Currently, I have regular Ice Skating lessons and have completed NISA Star Programme Silver Figure Skating. I have made use of my advanced IT skills in composing and arranging music, using Sibelius software, as well as designing websites using HTML. As a committed member of the Guide Association for 13 years, I have persevered with a variety of personal challenges to complete the Chief Guide's Challenge and Silver Duke of Edinburgh Award, which has been both exhilarating and rewarding and I am now working towards the Adult Leadership Certificate

I am a keen student who is looking forward to the challenges presented by higher education and university life. Having enjoyed participating in a wide range of extra-curricular activities during my time at school, I look forward to continuing these activities at university, where I can pursue my musical ambitions as well as taking an active role in wider academic life.

Comments

General Comments:

This statements is slightly shorter than what would normally be expected. There is rather a lack of dealing with academic musical issues here. By the middle of the second paragraph, the applicant is already talking about issues that simply wouldn’t interest academics in a music faculty. Whilst there are allusions to greater musicological issues in the opening paragraph, they are not expounded upon in nearly enough depth. For someone applying to music at a university, rather than a college, there is far too much focus on experience of practical musical experience, to the point of it becoming horribly list-like in the fourth paragraph. I think that the problematic attitude of this candidate is shown most clearly in her final sentence: “I can pursue my musical ambitions as well as taking an active role in wider academic life”, in which she suggests that there is some kind of dichotomy between her “musical ambitions” and her “wider academic life”. This is an issue that must be addressed to make this a first-class personal statement. There are also times at which the punctuation is a little careless.

Comments on the statement:

My interest in music was well established at the age of 5 when I won a National Composition Competition to compose a song for the Rainbow Guides. This is a very clichéd approach to starting a personal statement, and one which I would advise against. In general tutors will not be interested in what you did when you were five, and will be more concerned that you are academically engaged now I began piano and recorder lessons shortly afterwards and was consequently able to perform with a renaissance ensemble, where I played a variety of renaissance recorders and crumhorns. This is a perfect opportunity to talk about contemporary musicological debates about period performance Since then I have taken lessons on viola, singing and clarinet, also enjoying the challenge of teaching myself to play flute and guitar. A list of instruments is not going to impress a tutor. Given that in the course of a music degree at a university. Given that you’ll only perform on one instrument at most, this is a waste of important space in a first paragraph Since the beginning of secondary school, when I was introduced to the concepts of musical history and analysis, I have thoroughly enjoyed studying the subject and thirst to further my study of these aspects of music. It is necessary to say which aspects of music history and analysis are of interest, and it would be useful to discuss any books that have been read, or any interesting concepts that have come up

Having had experience of assisting in musical direction and conducting some ensembles in school, I am very interested in developing my skills in this area in the future. My work experience placement at **[Guitar Shop]**, which involved helping and advising customers in person and over the telephone, gave me a valuable insight into the commercial aspects of music retail, and the practical issues of instrument repair. This paragraph is really problematic. The sentence about working in a shop doesn’t belong this early in a statement, and doesn’t relate at all to the first sentence. It would be more sensible to take the ideas from the first sentence further and move the rest of the paragraph to later on in the statement when you are talking about extra-curricular activities

Being elected Deputy House Captain at school as well as taking part in the leadership of a Christian Union, Junior Church, and Girl Guide Unit has given me the opportunity to develop skills in leadership and organisation working with a variety of age groups. I aspired to broaden my knowledge of current affairs and develop my teamwork and public speaking skills, which I have largely realised by such activities as gaining the Guide Association Basic Leadership Certificate and taking part in the European Youth Parliament. My confidence in public performance has been greatly enhanced by my role in a string quartet, delete comma here employed by the Royal Liverpool Philharmonic Society to play at formal occasions. This last sentence doesn’t make a lot of sense. One’s role in a string quartet is the same, but how it is carried out changes.

In addition to musical activities, I have continued to extend my skills in other areas. Attending **[Local]** Trampolining Club enabled me to improve my fitness and gain the British Trampolining Federation Bronze aAward. This makes it sound like achieving the award is a “skill” Currently, I have regular Ice Skating lessons and have completed NISA Star Programme Silver Figure Skating. I have made use of my advanced IT skills in composing and arranging music, using Sibelius software, as well as designing websites using HTML. As a committed member of the Guide Association for 13 years, I have persevered with a variety of personal challenges to complete the Chief Guide's Challenge and Silver Duke of Edinburgh Award, which hasve been both exhilarating and rewarding and I am now working towards the Adult Leadership Certificate.

I am a keen student who is looking forward to the challenges presented by higher education and university life. ~~Having enjoyed participating in a wide range of extra-curricular activities during my time at school, I look forward to continuing these activities at university,~~ The final paragraph would be stronger if it were to have a totally academic focus, particularly when so much of what has been said previously is about extra-curricular activities where I can pursue my musical ambitions as well as taking an active role in wider academic life. As previously stated, this final sentence is extremely problematic and needs resolving

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$\mathcal{aaaaa aaaaa}$

Test

$\text{3i.} \\ 3 \sqrt{10} \times \sqrt{2} \\ = 3 \sqrt{ 10 \times 2 } \\ = 3 \sqrt{20} \\ = 3 \sqrt{4 \times 5} \\ = 3 \sqrt{4} \sqrt{5} \\ = \left( 3 \times 2 \right) \sqrt{5} \\ = 6 \sqrt{5} \\$

[Unparseable or potentially dangerous latex formula. Error 5 : 1190x1540]

$(a+b)^n = ^n\mathrm{C}_0 a^n + ^n\mathrm{C}_1 a^{n-1}b + ^n\mathrm{C}_2 a^{n-2}b^2 + ... + ^n\mathrm{C}_n b^n$

x^2 - y^2 = (x-y)^3

test

The information on this page is based on a post or thread on TSR Forums created by Ana.

The information on this page is based on a thread on TSR Forums created by RK.

The information on this page is based on a post on TSR Forums created by Princess Ana.

[latex]x^2 - y^2 = (x-y)^3[/latex]

Number of pages on the Wiki

This wiki has 8,738 pages. 1,448 of these are proper articles. The main page is way off! iMacThere4iAm

Solution

OK, let us begin from the start (after deducing the iteration).

The error is recursively estimated:

$e_{r + 1} \approx - \frac{m - 1}{2 \sqrt[m]{N}} \left( e_{r} \right) ^{2}$ .

One thing to note at this point is that this implies that all errors are negative (as $e_{0}$ is negative [as $x_{0} > \sqrt[m]{N}$ ]).

Now, we use induction to deduce an approximation for $e_{k}$ .

$P(n) \implies e_{n} \approx - \left[ \frac{m - 1}{2 \sqrt[m]{N}} \right] ^{ \left( 2^{n} - 1 \right) } \left( e_{0} \right) ^{ \left( 2^{n} \right) }$ .

$P(1) \implies e_{1} \approx - \left[ \frac{m - 1}{2 \sqrt[m]{N}} \left( e_{0} \right) ^{2}$ .

Now, assume P(m) :

$e_{m} \approx - \left[ \frac{m - 1}{2 \sqrt[m]{N}} \right] ^{ \left( 2^{m} - 1 \right) } \left( e_{0} \right) ^{ \left( 2^{m} \right) }$ .

Now, apply the original recursion (mentioned at the start of the post):

$e_{m + 1} \approx - \left[ \frac{m - 1}{2 \sqrt[m]{N}} \right] \left[ - \left[ \frac{m - 1}{2 \sqrt[m]{N}} \right] ^{ \left( 2^{m} - 1 \right) } \left( e_{0} \right) ^{ \left( 2^{m} \right) } \right] ^{2}$ .

Hence:

$e_{m + 1} \approx - \left[ \frac{m - 1}{2 \sqrt[m]{N}} \right] ^{ 2 \left( 2^{m} - 1 \right) + 1 } \left( e_{0} \right) ^{ \left( 2^{m + 1} \right) }$ .

Hence:

$e_{m + 1} \approx - \left[ \frac{m - 1}{2 \sqrt[m]{N}} \right] ^{ \left( 2^{m + 1} - 1 \right) } \left( e_{0} \right) ^{ \left( 2^{m + 1} \right) }$ .

Hence:

$P(m) \implies P(m + 1)$

$P(1) \ is \ true$ .

Hence:

$P(n) \ is \ true \ \forall n \in \mathbb{N}, \ n \ge 1$ .

Now, consider that one is asked to show that after "k" iterations the error "should be less than $10^{-D}$ " where "k" is the expression given.

So, I now assume that "k" is approximately equal to the given expression (as through this assumption one can say "if "k" is the given value, then the error is less than the needed value".

So:

$k \approx \frac{1}{ \log{2}} \left[ \log{ \left( 1 + \frac{D}{ \log{ \left[ \frac{ 2x_{0}}{m - 1} \right] } } \right) } \right]$ .

Noting now that if one is to substitute into the expression obtained via induction then one needs to rid the result of powers of logarithms, so note that:

$k \ge \log _{2} \left[ 1 + \frac{D}{ \log{ \left( \frac{ 2x_{0}}{m - 1} \right) } } \right]$ .

Note that the modulus of the error is what is concerning (as one knows that all error is negative [so if the modulus is not meant then the question is trivialised as $10^{-D} > 0$ ]).

Now substitute this into the expression obtained via induction:

$\left| e_{k} \right| \approx \left[ \frac{m - 1}{ 2 \sqrt[m]{N} } \right] ^{ \left( 2^{k} - 1 \right) } \left( e_{0} \right) ^{ \left( 2^{k} \right) }$ .

Hence:

$\left| e_{k} \right| \le \left[ \frac{m - 1}{2 \sqrt[m]{N}} \right] ^{ \left[ \frac{D}{ \log{ \left( \frac{2x_{0}}{m - 1} \right) } \right] } \left( e_{0} \right) ^{ \left( 1 + \frac{D}{ \log{ \left( \frac{ 2x_{0}}{m - 1} \right) } } \right) }$ .

Hence:

$\log{ \left| e_{k} \right| } \le \left[ \frac{D}{ \log{ \left( \frac{2x_{0}}{ m - 1} \right) } } \right] \left[ \log{ \left[ \frac{m - 1}{2 \sqrt[m]{N} } \right] } + \log{ \left| e_{0} \right| } \right] + \log{ \left| e_{0} \right| }$ .

Hence:

$\log{ \left| e_{k} \right| } \le \left[ \frac{-D}{ \log{ \left( \frac{m - 1}{2x_{0}} \right) } } \right] \left[ \log{ \left[ \frac{m - 1}{2 \sqrt[m]{N} } \right] } + \log{ \left| e_{0} \right| } \right] + \log{ \left| e_{0} \right| }$ .

Hence:

$\log{ \left| e_{k} \right| } \le \left( - D \right) \left[ 1 + \frac{ \log{ \left| e_{0} \right| } }{ \left[ \log{ \left( \frac{m - 1}{2x_{0}} \right) } \right] } \right] + \log{ \left| e_{0} \right| }$ .