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User:Remi/Archives/Recommendations to Wikiversity

In the following we are presenting five recommendations for the Wikiversity community, building them from the bases of free and liberal education's tradition.

Wikiversity should have clear "study offering". In the spirit of the free education the "study offering" should be fully designed and defined by the community members. The study offering should reflect the needs of the community, and the members of the community should have a right to propose "study projects". To have study offering, all the study projects offered by the Wikiversity should meet some minimum requirement of structure. Each of them should provide teachers/leaders, schedule, registration, syllabus, objectives, means of evaluation and feedback. This would require also some general scheduling for the Wikiversity, such as semesters and fixed starting and finishing dates. Even if education is free and liberal it requires a certain level of commitment from the participants. People must be committed to spend their time and to commit to the objectives of the "study projects".

Wikiversity community should be active in recognizing groups that would most benefit of it and encourage them to utilize Wikiversity. Wikiversity should be proactive in this by promoting itself among groups with low socio-cultural-economical and political freedoms in local and global context. In tradition of free and liberal education the focus has been on those who have less favorable combination of circumstances in the life and in the society. Free and liberal eduction considers itself as a mean for people to reach better social, cultural, and economical position. Similar way as free and liberal education has served the social change in the 20 century's national states, such as in Nordic countries, Wikiversity could server the social change in the 21 century's globalized world. Wikiversity should aim to find solutions to the challenges of its time, similar way as the free and liberal education was part of the solution to build more equal, fear and free societies.

Wikiversity should have an organization that is serving the study offering. It could mean some new roles, which the community members should be free to take depending on what they are doing in the different study programs offered on Wikiversity. One should be able to be a student, teacher, researcher or administrator in different situations. One should be able to have multiple roles in different activities taking place in the Wikiversity: be a teacher in one study program, student in another one and administrator in a third. Democracy and flexibility are some of the core ideas behind the free and liberal education. In free schools each student, teacher and parent have an equal right to speak in the school meetings. If there are competing proposals for decisions each will also have one vote. Flexibility in free and liberal education means that teacher is open to see himself as a learner, too. Students may also take a role of being a teacher. To enrich the learning experience a free school may also use some of the parents as teachers in some situations.

Wikiversity should focus on people and less on content. As pointed out earlier, probably the most fundamental change for the wiki-community. with the strong vision and commitment on content production – is that in the Wikiversity the focus should be more on people and communication, and less on content and wiki-site. From the wiki-platform it would require more advanced communication tools. Wiki discussion pages and IRC are good, but not enough. Integration of free/libre VoIP online conference tools to the wiki-platform would open it for such a group work we people are "hard-coded." The VoIP online conference tool could also result as much higher level of belonging and group cohesion. In free and liberal education one of the most common form of learning is a "study circle". Study circle is a form of learning where a small group of people meet to discuss about topics they are interested in to learn about. The focus in a study circle is to explore and inquiry the topics, not simply socializing. Often study circles are using some reference materials, such as a text book or audio/visual material, to simulate the discussion. The aim of the study circle is to improve the participants understanding of the topics discusses.

Wikiversity's main library should be the content found from the other Wiki-project sites. The change of focus from the content to people would also clear up the relationship of Wikiversity with the other projects of the Foundation. In the Wikiversity's study projects the "neutral education content" found from the Wikibooks, Wikipedia and Wikispecies would be the primary learning materials. The other Foundation projects would in practice be the "library" of the Wikiversity. In some more advantaged studies in the Wikiversity, student could also contribute their study results to other projects of the Foundation. An important part of free and liberal education ecosystem is free press/media and libraries offering access to different kind of reference materials. People involved in free and liberal adult education are often also the heavy users of public libraries. Some free and liberal education institutions also maintain their own libraries and have publications to support their study offering.

Source
http://en.wikiversity.org/wiki/Wikiversity:Free_education_and_free_school%3F


text:
BCP/Lysimachia quadrifolia

Lysimachia quadrifolia

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

title: BCP/Lysimachia quadrifolia


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BCP/Lysimachia quadrifolia/Logs

2007 Logs

 * --Jomegat 01:10, 30 July 2007 (UTC)

2008 Logs

 * Jomegat 23:38, 15 June 2008 (UTC)
 * Jomegat 21:27, 21 June 2008 (UTC)
 * Jomegat 23:14, 1 July 2008 (UTC)
 * Jomegat 18:23, 5 July 2008 (UTC)
 * Jomegat 18:42, 12 July 2008 (UTC)
 * Jomegat 13:03, 21 July 2008 (UTC)
 * Jomegat 19:46, 26 July 2008 (UTC)

2009 Logs

 * Jomegat 14 June 2009 (from photos)
 * Jomegat 21:48, 27 June 2009 (UTC)
 * Jomegat 00:47, 15 July 2009 (UTC)
 * Jomegat 23:39, 18 July 2009 (UTC)
 * Jomegat 15:48, 26 July 2009 (UTC)
 * Jomegat 03:50, 2 August 2009 (UTC)

Recent Logs

 * Jomegat 23:48, 4 June 2010 (UTC)

title: BCP/Lysimachia quadrifolia/Logs


text:
Filmmaking Basics/3D Storyboard/FrameForge:Completed storyboards

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" High quality storyboards with FrameForge 3D Studio free demo version
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Finished storyboard frames

 * Below are tiny pictures.

 * When you click on these pictures, you get a much larger picture.

 * Then you must look for the message to get the full size image.

 * Then you can download and edit the full sized images into an animatic.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" You need to record the dialog next.
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next lesson

 * Hopefully, by now you know everything about storyboarding with FrameForge 3D Studio FREE demo version. Complete your storyboard and submit it.

 * If you have not done so already, go to the lesson on camera lenses.

 * Then go to the lesson for recording the dialog for the animatic.

 * }


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User:ReneeHobbs2007

Renee Hobbs is one of the nation’s leading authorities on media literacy education. She is a Professor of Communication at Temple University’s School of Communication and Theater, where she founded the Media Education Lab, a center for research and community service in media literacy. She has created numerous award-winning multimedia curriculum materials for K-12 English language arts educators and students. Her new book, Teaching the Media: Media Literacy in High School English (2007, Teachers College Press) provides the first large-scale empirical evidence of the impact of media literacy education on adolescents’ reading comprehension and critical analysis skills. She teaches a graduate course in the theory and practice of media literacy education, and her students have developed a wikiversity site that captures some of the key ideas from the course.

title: User:ReneeHobbs2007


text:
User talk:ReneeHobbs2007

Hello ReneeHobbs2007, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 05:17, 26 August 2007 (UTC)

Appreciation
Hi Renee. I just wanted to thank you for your contributions in the Media Literacy area. You should know that Why is Media Literacy Important appears on this tool that mikeu has put in place. I'm glad you're here. -- CQ 14:21, 6 September 2009 (UTC)

title: User talk:ReneeHobbs2007


text:
User talk:Kv2

Hello Kv2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 07:08, 26 August 2007 (UTC)

 * Please have a look here. Erkan Yilmaz (evaluate me!, discussion ) 08:42, 26 August 2007 (UTC)

title: User talk:Kv2


text:
User:Ling.Nut

Nothing to see here. Move along.

title: User:Ling.Nut


text:
User talk:Ling.Nut

Hello Ling.Nut, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 09:45, 26 August 2007 (UTC)

BTW: interesting user page of yours :-)

title: User talk:Ling.Nut


text: Category:Bloom Clock Keys/CTPA

title: Category:Bloom Clock Keys/CTPA


text:
Bloom Clock/Keys/Central Pennsylvania/August/All/DPL

This list is used to create a visual key.

 category=BCP/CTPA/8 order=descending ordermethod=lastedit


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Bloom Clock/Keys/Central Pennsylvania/August/All

The plants pictured below have been recorded as blooming during the month of August in Central Pennsylvania.

last updated 08:11, 14 October 2007 (UTC) with 30 plants


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Bloom Clock/Keys/Central Pennsylvania

The pages linked below are "keys" for flowers that have been logged as blooming Central Pennsylvania during a particular month.

title: Bloom Clock/Keys/Central Pennsylvania


text:
Bloom Clock/Graphical Keys for Southwest Oregon

The pages linked below are "keys" for flowers that have been logged as blooming Southwest Oregon during a particular month.

Lists for August

 * ../Flowers seen in August in Southwest Oregon/


text:
User talk:Plbidis

Hello Plbidis, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 12:41, 26 August 2007 (UTC)

P.S. Have fun with our Greek materials.
 * It would be nice, if you could put new created pages in a category, e.g. . One advantage: content can be found easier, see yourself: Category:Greek. Erkan Yilmaz (evaluate me!, discussion ) 14:03, 26 August 2007 (UTC)
 * OK, other categories are also fine :-) Erkan Yilmaz (evaluate me!, discussion ) 14:04, 26 August 2007 (UTC)

title: User talk:Plbidis


text:
Greek Language/Two-letter Vowels

Apart from the simple vowels of Greek alphabet depicted by one letter, there are also combinations of two vowels pronounced like one sound that is identical to the sound of some of the simple ones. These combinations are called “two-letter vowels” (Greek: δίψηφα φωνήεντα) and have their origin in ancient Greek, when they were pronounced as diphthongs (long vowels with different parts, each of which has different value) but as the language evolved, they were flattened to simple sounds. Diphthongs still exist in modern Greek. The combinations of vowels that are pronounced as diphthongs can be distinguished from those that are pronounced as a single sound.

Apart from the two-letter vowels listed above, there are also two more structures consisting of two vowels that are called "αυ and ευ combinations" (Greek: συνδυασμοί αυ και ευ). These combinations are pronounced [av] and [ev] respectively, when followed by a vowel or a voiced consonant (e.g. ευανάγνωστος, αύριο) and [af] and [ef] respectively, when followed by an unvoiced consonant (e.g. αυτοκίνητο, κατεύθυνση).

letter

title: Greek Language/Two-letter Vowels


text:
Markerless Tracking/Select

This page is devoted to the question how selecting the correct data-set could be realized in the context of Markerless Tracking.

The Problem
After generating a whole bunch of virtual data-sets it is necessary to decide which one matches the captured input data best. The match will likely not be 100% because we only generate a discrete number of data-sets and have a non-perfect data generator. Also optimization algorithms need good hints about where new promising samples should be generated. Therefore the comparison must result in a smooth and low frequency similarity function with their top at the perfect match.

Comparing Images
When do two images mostly look alike? Of course if they are the same. In this case their pixel colors will exactly match at all pixel positions. With most images also a small offset or missing part in one image will result in a high match of equal or mostly equal pixels. Therefore it's best to compute the mean distance of all pixels in color space:

$$ \mbox{distance} = \frac{ \sum_{i,j}^{image\ size} \left | \mbox{rendering}(i,j) - \mbox{capturing}(i,j) \right | }{       \#\mbox{pixels} } $$ (example source code)

This formula won't be good to compare non-realistic images like a one pixel black line on a white background. But in the camera tracking context we are dealing with areas of color.

Ignoring Unknown Pixels
In practical setups it is not possible and/or desirable to generate the whole real environment. Often it is sufficient to track an object on arbitrary background. We have come up with a trick in the image comparison for this case:

Only the object is rendered and all other pixels are marked invalid (with a special color or an alpha of zero). The comparison can now be carried out between valid generated pixels and the real image.

Other Algorithms
Most other popular image processing techniques (e.g. Edge-Detectors, SIFT-Features, ...) are not a good choice because they try to be independent about certain variables (rotation, color, scaling, ...). This will easily result in wrong similarity evidence. Maybe it is possible to find a way to read out the rotation an scaling info of the SIFT-matches and feed them back into the next round of data generation. This would be tricky to integrate with an optimization algorithm.

title: Markerless Tracking/Select


text:
User talk:Jeanettert

Hello Jeanettert, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 14:46, 26 August 2007 (UTC)

P.S. I am wondering why you reverted your edits again ? - please use the preview button, this does not cause load/hd space then on the servers.

title: User talk:Jeanettert


text:
User:Destarnus

Destarnus

title: User:Destarnus


text:
User talk:Destarnus

Merhaba Destarnus ve welcome to Wikiversity!''' If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 16:41, 26 August 2007 (UTC)

title: User talk:Destarnus


text:
User:Leightwing

Hi, I'm currently enrolled in a Masters of Education in Mathematics program (K-8), and wish to help out with books related to that area. The Primary School Mathematics course has caught my eye.

title: User:Leightwing


text:
User:ZaDiak

cs:Uživatel:ZaDiak de:Benutzer:ZaDiak el:Χρήστης:ZaDiak es:Usuario:ZaDiak fi:Käyttäjä:ZaDiak fr:Utilisateur:ZaDiak it:Utente:ZaDiak ja:利用者:ZaDiak pt:Utilizador:ZaDiak

title: User:ZaDiak


text:
Nonlinear finite elements/Kinematics - motion and displacement

Continuum Mechanics
To understand the updated Lagrangian formulation and nonlinear finite elements of solids, we have to know continuum mechanics. A brief introduction to continuum mechanics is given in the following. If you find this handout difficult to follow, please read Chapter 2 from Belytschko's book and Chapter 9 from Reddy's book. You should also read an introductory text on continuum mechanics such as Nonlinear continuum mechanics for finite element analysis by Bonet and Wood.

Motion
Let the undeformed (or reference) configuration of the body be $$\Omega_0$$ and let the undeformed boundary be $$\Gamma_0$$. Let the deformed (or current) configuration be $$\Omega$$ with boundary $$\Gamma$$. Let $$\boldsymbol{\varphi}(\mathbf{X},t)$$ be the motion that takes the body from the reference to the current configuration (see Figure 1).

We write

\mathbf{x} = \boldsymbol{\varphi}(\boldsymbol{X}, t) $$ where $$\mathbf{x}$$ is the position of material point $$\boldsymbol{X}$$ at time $$t$$.

In index notation,

x_i = \varphi_i(X_j, t)~, \qquad i,j=1,2,3. $$

Displacement
The displacement of a material point is given by

\mathbf{u}(\boldsymbol{X},t) = \boldsymbol{\varphi}(\boldsymbol{X},t) - \boldsymbol{\varphi}(\boldsymbol{X},0) = \boldsymbol{\varphi}(\boldsymbol{X},t) - \boldsymbol{X}= \mathbf{x} - \boldsymbol{X}~. $$ In index notation,

u_i = \varphi_i(X_j, t) - X_j {\delta}_{ij}= x_i - X_j {\delta}_{ij} ~. $$ where $${\delta}_{ij}$$ is the Kronecker delta.

Velocity
The velocity is the  material time derivative of the motion (i.e., the time derivative with $$\mathbf{X}$$ held constant). This type of derivative is also called the  total derivative.

\mathbf{v}(\boldsymbol{X}, t) = \frac{\partial }{\partial t}\left[\boldsymbol{\varphi}(\boldsymbol{X}, t)\right] ~. $$ Now,

\mathbf{u}(\boldsymbol{X},t) = \boldsymbol{\varphi}(\boldsymbol{X},t) - \boldsymbol{X} ~. $$ Therefore, the material time derivative of $$\mathbf{u}$$ is

\dot{\mathbf{u}} = \frac{\partial }{\partial t}\left[\mathbf{u}(\boldsymbol{X},t)\right] = \frac{\partial }{\partial t}\left[\boldsymbol{\varphi}(\boldsymbol{X},t) - \boldsymbol{X}\right] = \frac{\partial }{\partial t}\left[\boldsymbol{\varphi}(\boldsymbol{X},t)\right] = \mathbf{v}(\boldsymbol{X}, t) ~. $$ Alternatively, we could have expressed the velocity in terms of the  spatial coordinates $$\mathbf{x}$$. Let

\mathbf{u}(\mathbf{x}, t) = \mathbf{u}(\boldsymbol{\varphi}(\boldsymbol{X},t), t) ~. $$ Then the material time derivative of $$\mathbf{u}(\mathbf{x},t)$$ is

\cfrac{D}{Dt}\left[\mathbf{u}(\mathbf{x}, t)\right] = \frac{\partial \mathbf{u}}{\partial t} + \frac{\partial \mathbf{u}}{\partial \mathbf{x}}\frac{\partial \mathbf{x}}{\partial t} = \frac{\partial \mathbf{u}}{\partial t} + \frac{\partial \mathbf{u}}{\partial \mathbf{x}}\frac{\partial }{\partial t} \left[\boldsymbol{\varphi}(\boldsymbol{X},t)\right] = \mathbf{v}(\mathbf{x},t) + \frac{\partial \mathbf{u}}{\partial \mathbf{x}}\mathbf{v}(\boldsymbol{X},t) ~. $$

Acceleration
The acceleration is the material time derivative of the velocity of a material point.

\mathbf{a}(\boldsymbol{X}, t) = \frac{\partial }{\partial t}\left[\mathbf{v}(\boldsymbol{X}, t)\right] = \dot{\mathbf{v}} = \frac{\partial^2 }{\partial t^2}\left[\mathbf{u}(\boldsymbol{X},t)\right] = \ddot{\mathbf{u}} ~. $$


text: File:Motion.png

title: File:Motion.png


text:
User talk:ZaDiak

Hello ZaDiak, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 20:43, 26 August 2007 (UTC)

 * Do not forget my visit to R. :-) Erkan Yilmaz ( evaluate me!, discussion ) 19:08, 5 September 2007 (UTC)

BTW: I saw you like languages, how about you also look here ? Category:Greek

learn modern greek
I like the idea that Wikiversity participants can "learn by doing". Maybe there are some activities that would allow Wikiversity participants to learn Greek by using it. --JWSchmidt 20:50, 26 August 2007 (UTC)

Greek entry on main portal
Hi, ZaDiak. I've submitted a new version of the portal to meta, which will probably go live later today. When it does, please check that I got the Greek right. --McCormack 10:14, 13 January 2008 (UTC)

Japanese wikiversity
Thanks for your message. I'll be waiting! --McCormack 16:58, 11 March 2008 (UTC)

French Mentoring
Salut, ZaDiak. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:55, 22 November 2008 (UTC)

title: User talk:ZaDiak


text:
Nonlinear finite elements/Kinematics - polar decomposition

Polar decomposition
The Polar decomposition theorem states that any second order tensor whose determinant is positive can be decomposed  uniquely into a symmetric part and an orthogonal part.

In continuum mechanics, the deformation gradient $$\boldsymbol{F}$$ is such a tensor because $$\det(\mathbf{F}) > 0$$. Therefore we can write

\boldsymbol{F} = \boldsymbol{R}\cdot\boldsymbol{U} = \boldsymbol{V}\cdot\boldsymbol{R} $$ where $$\boldsymbol{R}$$ is an orthogonal tensor ($$\boldsymbol{R}\cdot\boldsymbol{R}^T = \boldsymbol{\mathit{1}}$$) and $$\boldsymbol{U}, \boldsymbol{V}$$ are symmetric tensors ($$\boldsymbol{U} = \boldsymbol{U}^T$$ and $$\boldsymbol{V} = \boldsymbol{V}^T$$) called the  right stretch tensor and the  left stretch tensor, respectively. This decomposition is called the polar decomposition of $$\boldsymbol{F}$$.

Recall that the  right Cauchy-Green deformation tensor is defined as

\boldsymbol{C} = \boldsymbol{F}^T\cdot\boldsymbol{F} $$ Clearly this is a symmetric tensor. From the polar decomposition of $$\boldsymbol{F}$$ we have

\boldsymbol{C} = \boldsymbol{U}^T\cdot\boldsymbol{R}^T\cdot\boldsymbol{R}\cdot\boldsymbol{U} = \boldsymbol{U}\cdot\boldsymbol{U} = \boldsymbol{U}^2 $$ If you know $$\boldsymbol{C}$$ then you can calculate $$\boldsymbol{U}$$ and hence $$\boldsymbol{R}$$ using $$\boldsymbol{R} = \boldsymbol{F}\cdot\boldsymbol{U}^{-1}$$.

How do you find the square root of a tensor?
If you want to find $$\boldsymbol{U}$$ given $$\boldsymbol{C}$$ you will need to take the square root of $$\boldsymbol{C}$$. How does one do that?

We use what is called the  spectral decomposition or  eigenprojection of $$\boldsymbol{C}$$. The spectral decomposition involves expressing $$\boldsymbol{C}$$ in terms of its eigenvalues and eigenvectors. The tensor product of the eigenvectors acts as a basis while the eigenvalues give the magnitude of the projection.

Thus,

\boldsymbol{C} = \sum_{i=1}^3 \lambda_i^2~ \boldsymbol{N}_i\otimes\boldsymbol{N}_i $$ where $$\lambda_i^2$$ are the principal values (eigenvalues) of $$\boldsymbol{C}$$ and $$\boldsymbol{N}_i$$ are the principal directions (eigenvectors) of $$\boldsymbol{C}$$.

Therefore,

\boldsymbol{U}^2 = \sum_{i=1}^3 \lambda_i^2~ \boldsymbol{N}_i\otimes\boldsymbol{N}_i $$ Since the basis does not change, we then have

\boldsymbol{U} = \sum_{i=1}^3 \lambda_i~ \boldsymbol{N}_i\otimes\boldsymbol{N}_i $$ Therefore the $$\lambda_i$$ can be interpreted as principal stretches and the vectors $$\boldsymbol{N}_i$$ are the directions of the principal stretches.

Exercise:
If

\boldsymbol{U} = \sum_{i=1}^3 \lambda_i~ \boldsymbol{N}_i\otimes\boldsymbol{N}_i $$ show that

\boldsymbol{U}^2 = \boldsymbol{U}\cdot\boldsymbol{U} = \sum_{i=1}^3 \lambda_i^2~ \boldsymbol{N}_i\otimes\boldsymbol{N}_i ~. $$

Example of polar decomposition
Let us assume that the motion is given by

\begin{align} x_1 &= \cfrac{1}{4} \left[4~X_1 + (9 - 3~X_1 - 5~X_2 - X_1~X_2)~t\right] \\ x_2 &= X_2 + (4 + 2~X_1)~t \end{align} $$ The adjacent figure shows how a unit square subjected to this motion evolves over time.

Deformation gradient
The deformation gradient is given by

\boldsymbol{F} = \frac{\partial \mathbf{x}}{\partial \boldsymbol{X}} \quad \implies \quad F_{ij} = \frac{\partial x_i}{\partial X_j} $$ Therefore

\begin{align} F_{11} &= \frac{\partial x_1}{\partial X_1} = \cfrac{1}{4}\left[4 + (- 3 - X_2)~t\right] \\ F_{12} &= \frac{\partial x_1}{\partial X_2} = \cfrac{1}{4}\left[(- 5 - X_1)~t\right] \\ F_{21} &= \frac{\partial x_2}{\partial X_1} = 2~t \\ F_{22} &= \frac{\partial x_2}{\partial X_2} = 1 \end{align} $$ At $$t = 1$$ at the position $$\boldsymbol{X} = (0,0)$$ we have

\mathbf{F} = \begin{bmatrix} \frac{\partial x_1}{\partial X_1} & \frac{\partial x_1}{\partial X_2} \\ \frac{\partial x_2}{\partial X_1} & \frac{\partial x_2}{\partial X_2} \end{bmatrix} = \cfrac{1}{4} \begin{bmatrix} 1 & -5 \\ 8 & 4        \end{bmatrix} $$ You can calculate the deformation gradient at other points in a similar manner.

Right Cauchy-Green deformation tensor
We have

\boldsymbol{C} = \boldsymbol{F}^T\cdot\boldsymbol{F} $$ Therefore,

\mathbf{C} = \mathbf{F}^T~\mathbf{F} = \cfrac{1}{16} \begin{bmatrix} 65 & 27 \\ 27 & 41 \end{bmatrix} $$ To compute $$\boldsymbol{U}$$ we have to find the eigenvalues and eigenvectors of $$\boldsymbol{C}$$. The eigenvalue problem is

(\mathbf{C} - \lambda^2~\mathbf{I})\mathbf{N} = \mathbf{0} $$ where

\mathbf{I} = \begin{bmatrix} 1 & 0 \\ 0 & 1 \end{bmatrix} $$ To find the eigenvalues we solve the characteristic equation

\det(\mathbf{C} - \lambda^2~\mathbf{I}) = 0 $$ Plugging in the numbers, we get

\det\begin{bmatrix} \cfrac{65}{16} - \lambda^2 & \cfrac{27}{16} \\ \cfrac{27}{16} & \cfrac{41}{16} - \lambda^2 \end{bmatrix} = 0 $$ or

\lambda^4 - \cfrac{53}{8}~\lambda^2 + \cfrac{121}{16} = 0 $$ This equation has two solutions

\begin{align} \lambda_1^2 & = \cfrac{53}{16} + \cfrac{3}{16}~\sqrt{97} = 5.159 \\ \lambda_2^2 & = \cfrac{53}{16} - \cfrac{3}{16}~\sqrt{97} = 1.466 \end{align} $$ Taking the square roots we get the values of the principal stretches

\lambda_1 = 2.2714 \qquad \lambda_2 = 1.2107 $$ To compute the eigenvectors we plug into the eigenvalues into the eigenvalue problem to get

\left\{ \begin{bmatrix} 65 & 27 \\ 27 & 41  \end{bmatrix} - \lambda^2_1 ~ \begin{bmatrix} 1 & 0 \\ 0 & 1 \end{bmatrix} \right\}~\begin{bmatrix} N_1^{(1)} \\ N_2^{(1)} \end{bmatrix} = \begin{bmatrix} 0 \\ 0 \end{bmatrix} $$ Because this system of equations is not linearly independent, we need another equation to solve this system of equations for $$N^{(1)}_1$$ and $$N^{(1)}_2$$. This problem is eliminated by using the following equation (which implies that $$\mathbf{N}$$ is a unit vector)

N^{(1)}_2 = \sqrt{1 - (N^{(1)}_1)^2} $$ Solving, we get

\mathbf{N}_1 = \begin{bmatrix} N_1^{(1)} \\ N_2^{(1)} \end{bmatrix} = \begin{bmatrix} 0.8385 \\ 0.5449 \end{bmatrix} $$ We can do the same thing for the other eigenvector $$\mathbf{N}_2$$ to get

\mathbf{N}_2 = \begin{bmatrix} N_1^{(2)} \\ N_2^{(2)} \end{bmatrix} = \begin{bmatrix} -0.5449 \\0.8385 \end{bmatrix} $$ Therefore,

\boldsymbol{N}_1\otimes\boldsymbol{N}_1 = \mathbf{N}_1~\mathbf{N}_1^T = \begin{bmatrix} 0.8385 \\ 0.5449 \end{bmatrix} \begin{bmatrix} 0.8385 & 0.5449 \end{bmatrix} = \begin{bmatrix} 0.7031 & 0.4569 \\ 0.4569 & 0.2969 \end{bmatrix} $$ and

\boldsymbol{N}_2\otimes\boldsymbol{N}_2 = \mathbf{N}_2~\mathbf{N}_2^T = \begin{bmatrix} -0.5449 \\0.8385 \end{bmatrix} \begin{bmatrix} -0.5449 & 0.8385 \end{bmatrix} = \begin{bmatrix} 0.2969 & -0.4569 \\ -0.4569 & 0.7031 \end{bmatrix} $$ Therefore,

\boldsymbol{C} = \lambda_1^2~\boldsymbol{N}_1\otimes\boldsymbol{N}_1 + \lambda_2^2~\boldsymbol{N}_2\otimes\boldsymbol{N}_2 \quad \implies \quad \mathbf{C} = 5.159~ \begin{bmatrix} 0.7031 & 0.4569 \\ 0.4569 & 0.2969 \end{bmatrix} + 1.466~      \begin{bmatrix} 0.2969 & -0.4569 \\ -0.4569 & 0.7031 \end{bmatrix} $$ We usually don't see any problem to calculate $$\boldsymbol{C}$$ at this point and go straight to the right stretch tensor.

Right stretch
The right stretch tensor $$\boldsymbol{U}$$ is given by

\boldsymbol{U} = \lambda_1~\boldsymbol{N}_1\otimes\boldsymbol{N}_1 + \lambda_2~\boldsymbol{N}_2\otimes\boldsymbol{N}_2 \quad \implies \quad \mathbf{U} = 2.2714~ \begin{bmatrix} 0.7031 & 0.4569 \\ 0.4569 & 0.2969 \end{bmatrix} + 1.2107~      \begin{bmatrix} 0.2969 & -0.4569 \\ -0.4569 & 0.7031 \end{bmatrix} $$ or

\mathbf{U} = \begin{bmatrix} 1.9565 & 0.4846 \\ 0.4846 & 1.5256 \end{bmatrix} $$ We can invert this matrix to get

\mathbf{U}^{-1} = \begin{bmatrix} 0.5548 & -0.1762 \\ -0.1762 & 0.7114 \end{bmatrix} $$

Rotation
We can now find the rotation matrix by using th relation

\boldsymbol{R} = \boldsymbol{F}\cdot\boldsymbol{U}^{-1} $$ In matrix form,

\mathbf{R} = \cfrac{1}{4} \begin{bmatrix} 1 & -5 \\ 8 & 4 \end{bmatrix} \begin{bmatrix} 0.5548 & -0.1762 \\ -0.1762 & 0.7114 \end{bmatrix} = \begin{bmatrix} 0.3590 & -0.9334 \\ 0.9334 & 0.3590 \end{bmatrix} $$

You can check whether this matrix is orthogonal by seeing whether $$\mathbf{R}~\mathbf{R}^T = \mathbf{R}^T~\mathbf{R} = \mathbf{I}$$.

You thus get the polar decomposition of $$\boldsymbol{F}$$. In an actual calculation you have to be careful about floating point errors. Otherwise you might not get a matrix that is orthogonal.


text: File:MotionExample.png

title: File:MotionExample.png


text:
User:Sifukurt

About Me
I'm a perl hacker, network security geek, and lifelong martial artist. More later...

title: User:Sifukurt


text:
Critique of Elenanor Fox's working paper on local protectionism and the anti-monopoly law

This is a draft....

Critique of Elenanor Fox's paper on Anti-Monopoly Law

In thinking about the paper, I was struck at how complex the subject of local protectionism is and how it creates the interaction of various forms of law.

In particular discussions of local protectionism bring into focus two types of law that are not usually combined. In particular it sits at the intersection of commercial law and the law of governmental administration, which includes constitutional law in the case of national bodies, and public international law in the case of international organizations. Constitutional law becomes of extreme importance in discussions of local protectionism because the issue of local protectionism brings with it the question of how governmental bodies of different levels interact with each other as well as the question of how powers ought to be divided among different local organizations.

The issue of local protectionism also introduces with it questions of politics and economics which are not normally covered as part of law. Local protectionism introduces more complex interactions than most anti-trust laws. In most anti-trust situations, you have public actors acting on private actors. While private actors can attempt to influence the political and judicial process, the impact they have is indirect. By contrast with the issue of local protectionism one has different public actors influencing each other and this makes the political context much more complicated.

The issue of local protectionism also has more influence on economic structures than most other issues because of the interaction of public actors. In most pure anti-trust cases, the economic issues have been decided, and the political process has created a legal framework to implement economic issues that have been decided.

In essence you have in most anti-trust cases you have.

economic consensus -> political consensus -> implementation

However, because local protectionism involves the granting or withhold of powers to state actors, you have two way feedbacks, which make the actual situation look like this.

the economy <-> the political process <-> implementation of law

What this does is change the nature of the question a bit. In standard anti-trust law, one can get by with "thin conceptions" of the law because it is assumed that


text:
Ocean engineering

Part of the Wikiversity Department of Ocean engineering and naval architecture

Content summary
Herein we first explore the oceans from an oceanographic perspective, focusing on the physical characteristics and the natural processes. Further, we examine the physics of the oceans and the atmosphere, with the intent to predict the behavior of ocean systems. Finally we apply these studies to the engineering of devices within the ocean environment.

Goals
To further knowledge of the ocean as an engineering environment and to enable the practitioner to effectively design within the parameters of such.

Texts

 * Introduction to Oceanography; Wikibooks, the open-content textbooks collection
 * Marine Hydrodynamics; Wikibooks, the open-content textbooks collection

Ocean Engineering Lessons

 * Physical properties of the oceans
 * 1) Temperature
 * 2) Density
 * 3) Salinity
 * 4) Chemistry
 * Ocean wave mechanics
 * 1) Periodicity
 * 2) Wave force
 * 3) Ocean currents
 * 4) Tides
 * 5) Vortices and other phenomena
 * Ocean engineering design
 * 1) Models & Scaling
 * 2) Resistance
 * 3) Propulsion
 * 4) Corrosion
 * 5) Galvanic Protection
 * 6) Arctic Engineering

Activities:

 * Physical Properties of the Oceans

Readings:

 * Physical Properties of the Oceans
 * 1) Peruse the appropriate sections of Introduction to Oceanography

Study guide:

 * Physical Properties of the Oceans
 * 1) Wikipedia article:Temperature
 * 2) Wikipedia article:Density
 * 3) Wikipedia article:Salinity
 * 4) Wikipedia article:Chemistry
 * 5) Wikipedia article:Marine geology
 * 6) Wikipedia article:Oceanography
 * 7) Wikipedia article:Chemical oceanography
 * 8) Wikipedia article:Physical oceanography

Resources

 * Society of Naval Architects and Marine Engineers (SNAME)
 * The Ocean Project

Active participants
Please sign up!! Active participants in this Learning Group

title: Ocean engineering


text:
Naval architecture

Wikiversity Department of Marine Engineering

Content summary
We discuss primarily the ship as a system, and as a link in the transportation system. Introduce the participant to the complexities in the marine environment and the mechanisms involved in the ship system. The participant is also introduced to the various terms used in naval architecture.
 * Mechanics of Floating Bodies
 * Ship Resistance
 * Ship Propulsion
 * Ship Strength
 * Vibration in Structures
 * Seakeeping
 * Manouvreing
 * Marine Engineering
 * Ship Design
 * Design of High Speed Craft
 * Ship Construction
 * Production Planning

Goals
To introduce the terms commonly used in naval architecture and introduce the ship as a system.

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!

You should also read about the Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

Texts

 * Principles of Naval Architecture (2nd Rev.); Lewis, E.V, 1989, SNAME New York
 * Basic Ship Theory (5th Edition); K.J.Rawson and E.C.Tupper, 2001, Butterworth-Heinemann

Naval Architecture Lessons

 * Hull Design
 * 1) Curves of form
 * 2) Coefficients of form
 * Stability
 * 1) Buoyancy
 * 2) Righting arm moments
 * Hydrodynamics
 * 1) Resistance
 * 2) Propulsion
 * Loading
 * Behavior
 * 1) Slamming
 * 2) Hogging
 * Box Girder Theory
 * Vessel Design
 * 1) Models & Scaling

Readings
Each activity has a suggested associated background reading selection.
 * Wikipedia article: Naval architecture
 * Wikibooks: Marine engineering

Active participants
Please join in and post your designs!! Active participants in this Learning Group

title: Naval architecture


text: Category:Naval architecture

title: Category:Naval architecture


text: Category:Ocean engineering

title: Category:Ocean engineering


text: File:TBOL3 Joy.ogg

title: File:TBOL3 Joy.ogg


text:
User:BADobson

You can find me on the English Wikipedia by going to my user page located at:

Thank you.

title: User:BADobson


text: File:TBOL3 QuickSteps.ogg

title: File:TBOL3 QuickSteps.ogg


text: File:TBOL3 Battle.ogg

title: File:TBOL3 Battle.ogg


text: File:TBOL3 Hyper.ogg

title: File:TBOL3 Hyper.ogg


text:
User talk:Capnquackenbush

Hello, cruel world.

title: User talk:Capnquackenbush


text:
User:Capnquackenbush

Not too much to say at the moment.

title: User:Capnquackenbush


text:
User:Sisakat

Hello! I'm Sisakat. I'm new to this whole wikiversity thing. Please let me know if I do something stupid. I have been reading articles on wikipedia for ages whenever I get curious about a subject and usually end up with twenty tabs open to articles that looked interesting. I hope to learn Japanese, about computers, and anything else that strikes my fancy.

title: User:Sisakat


text:
User talk:Sisakat

Hello Sisakat,

have read your info on the user page - well you could have a look at: Category:Japanese or Category:Computer if you find something you like. Besides this, please also the following welcome message to get you introduced into Wikiversity. Erkan Yilmaz (evaluate me!, discussion ) 06:40, 27 August 2007 (UTC)

Hello Sisakat, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 06:40, 27 August 2007 (UTC)

title: User talk:Sisakat


text:
User talk:Sylvie~enwikiversity

Hello Sylvie, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 06:48, 27 August 2007 (UTC)

P.S. if you want you can also use the signature (see above):.

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Sylvie~enwikiversity


text:
User:Kölscher Pitter

I do not like to be anonymous. For any communication come to German user account.

Expand/Collapse-Feature
This feature does not work on German Wikiversity. Who can help?--Kölscher Pitter 09:16, 2 September 2007 (UTC)

de:Benutzer:Kölscher Pitter

title: User:Kölscher Pitter


text:
User:SBJ/CUN

Checkuser discussions
Hi. If you can spare the time, your opinion would be greatly appreciated in the discussion currently going on about getting local Checkuser permissions here on Wikiversity. As an active user here, you're probably familiar with the "quiet, behind the scenes" way that we introduce new Custodians, but requesting Checkuser actually requires a "show of support" for the foundation stewards to give us this tool.

If you're not familiar with Checkuser, it's a tool we can use to find the source IP address (and/or alternate accounts) of vandals and others who mean harm to the project. This allows us to both "stop the problem at the source", or in some cases lets us know we can't stop something at the source if an IP is shared by one or more constructive contributors.

title: User:SBJ/CUN


text:
User:Xionbox

Hi there! Welcome to my Wikiversity page.

I am currently a student at ESIEE ( wiki ), a good electronic engineering school in France.

I am also registered on English Wikipedia and the French Wikipedia.

I'll see you around!

title: User:Xionbox


text:
User:Cometstyles

Hello, I'am Cometstyles from the English Wikipedia. I'am also part of Simple Wikipedia and Meta Wiki

title: User:Cometstyles


text:
User talk:Cometstyles

Hello Cometstyles, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! SB_Johnny | PA! 14:02, 27 August 2007 (UTC)

(Nice to see a Wikibookian vandal fighter showing up!) --SB_Johnny | PA!

Hi, a good site!
Hi, could you place to the talk pages of the IP vandal adding "Hi. Good site!" the test template, please?--Juandev 06:10, 6 January 2009 (UTC)
 * uhm, No, its not actually a vandal but a bot, so no use warning it since it is programmed to do it anyways. The best thing is to block anonymously for a month...--Cometstyles 22:06, 6 January 2009 (UTC)

Custodian?
Since you're doing a lot of the patrolling (and blocking!) lately anyway, shouldn't we just make that official? --SB_Johnny talk 22:32, 7 January 2009 (UTC)
 * Thanks, but I would probably fail the requirements anyways :) ..--Cometstyles 21:05, 8 January 2009 (UTC)
 * It doesn't seem like so on my end. Perhaps I am missing something? Ottava Rima (talk) 21:13, 8 January 2009 (UTC)
 * Our requirements are pretty lax, tbh. I'd just rather that you go through the process if you're going to be using sysop tools, and obviously your assistance has come in handy. I'll mentor you if you like. --SB_Johnny talk 14:02, 9 January 2009 (UTC)

title: User talk:Cometstyles


text:
User talk:Bradn87~enwikiversity

Hello Bradn87, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 14:09, 27 August 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Bradn87. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bradn87~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Bradn87~enwikiversity


text:
User talk:Xionbox

Hello Xionbox, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 16:09, 27 August 2007 (UTC)

P.S. I hope you have fun with our French topics.

French Mentoring
Salut, Xionbox. You are listed at the French stream as being a native French speaker interested in teaching French. The French Mentoring project has recently been launched, and if you would be willing to add your name to that list, I will make sure you are put in contact with appropriate students who would like to learn from you. The Jade Knight (d'viser) 09:50, 4 November 2008 (UTC)
 * Thanks for responding so quickly! You'll find more about the Mentoring project on its project page.  What we need is for you to place yourself on the list along with your Time Zone, and any other information you think is relevant.  The Jade Knight (d'viser) 10:14, 4 November 2008 (UTC)

Salut, voudras-tu m'aider à améliorer un peu mon français ? Je l'étudiais depuis sept ans (par intérmittence) à l'université et je pense que je me débrouille assez bien, mais j'essaie toujours de me mettre à point.

Je sais que je ne serai jamais parfait, et il est vrai que je fais beaucoup de petites fautes bêtes. Je profite bien de la dicto et du forum sur WordReference mais je confonds toujours les adjectfs avec les adverbes, je suis un peu maladroit avec le subjonctif, j'échange souvent le passé composé avec l'imparfait, et je ne suis pas très sûr de comment employer correctement le "ne" aux cas où il n'est pas joint à "pas". En voilà quelques soucis pour commencer, au moins ! Bien à toi, KirbyPuckettFan 01:25, 5 November 2008 (UTC)

title: User talk:Xionbox


text:
User talk:Cormaggio/Archive 5

Reply To "Photoshop, Inkscape"
Hola Cormaggio, I'm not exactly sure what you mean, if you meant you'd like to see tutorials on how to use Inkscape, then i'm afraid I won't be of much help (I'm strictly photoshop and illustrator). If you meant just general "tutorials" that explain good design of graphics, then i MIGHT be able to help. I have very little experience in this area. I guess im just looking for a bit of a clarification. I'm all for helping out where I can, I especially like making informational graphics, signage, and I fancy myself as a good logo designer. You can look at my stuff on My DeviantArt Profile for a better idea. PLEASE message me back, I'd love to help out. :) Murakumon 04:39, 30 April 2007 (UTC)

User: 129.96.142.10
Hi Cormaggio. I noticed you diligently reworked some of my removals of 129.96.142.10's work. Somewhat curious. Did you really check out the entire contribution history of the person in question? It involved sarcastic comments thrown around unrelated articles in a short space of time, and the one you reworked was actually blanked. I appreciate your charitable sentiments ("assume good faith"), but are you sure if you hadn't looked at the big picture, good faith would have looked a little unlikely? On the other hand, if you really did look at all the contributions, perhaps I need to make my sentiments a bit more charitable - ? Not sure which of us was better informed... but not too concerned. Not a big issue. McCormack 18:06, 30 April 2007 (UTC)

 * This IP and a couple of related ones were used for some simultaneous nonsense early this morning - looked like a bunch of kids in a computer room having a brief spree. I blocked 129.96.142.10 for a couple of hours when he started running through random pages in quick succession with mild vandalism on each. I just reverted the other two IP users in the gang and left them unblocked - they went away by themselves without repeating. What do you think? McCormack 07:27, 7 May 2007 (UTC)

Slogan of the Wikiversity
Hi,

I am a custodian on the French Wikiversity and I wonder what we should do of the slogan Set learning free. Are we supposed to translate it in French by ourselves and use it or should we ask for a translation on beta or meta ? Thanks for your help.
 * Thanks for your answer. We will try to find a good translation. If we don't find one, we will ask on beta what the commmunity thinks. Julien1311 talk 13:59, 4 May 2007 (UTC)

Serious vandalism
Hi Cormaggio. I take it you've noticed the vandal known as Molag Bal, Stinky Sock, Ling Ting Tong, Seymour Cox/Dix & El Pene? The biggest problem is our reaction times, and there have been 3 episodes in the last 3 days. I don't want to start publishing too much info about this one where people can see it. Might it be an idea for active custodians to have a chat on IRC about this one at some agreed time? What do you think? McCormack 07:33, 7 May 2007 (UTC)

 * I'll be on IRC at about 11.40 BST. McCormack 10:21, 8 May 2007 (UTC)

Trentcosta
Cormaggio -- agreed -- let me try to make the page more accessible for others to understand the case. It should be a good product -- helpful to all when done. Tbbooher 13:13, 10 May 2007 (UTC)

Making sense of the Wikiversity namespace
I think some of the stuff in the Wikiversity namespace needs a bit of organisation. Do you think the Template:wvdev template is helpful? One could redesign or reword it... McCormack 14:58, 10 May 2007 (UTC)
 * Yes - merging or archiving would be great, but I think one needs a slightly longer memory and a more powerful overview of Wikiversity than I have for that (subtle hint). But the template and the Category:Wikiversity development may help start sorting things out. McCormack 15:56, 10 May 2007 (UTC)

Sorry, but can you explain me the stream namespace? i read about it on naming conventions but i just don't get what it means. maybe it's because where i live there's no such major and minor things at U (you just enroll for a program and get the courses/disciplines you need to graduate).capi talk 13:56, 20 July 2007 (UTC)

From Decheron
Thank you for welcoming me to Wikiversity. I have no skills in blogging or programming, nor do I have a blogsite yet; this is a very recent interest and I know nothing of the subject yet.

At the moment, Wikiversity feels just like the first day at school. You don't know where the classrooms are, what the lessons are all about or who anyone is and it all looks hugely imposing. I can't imagine ever being a seasoned student, let alone a contributing participant (arrgh, I want my mommy).

Sorry Cormaggio
I'm sorry I forgot to leave my name on my last comment. If you have an unsigned talk message, it's probably mine.Decheron 16:53, 10 May 2007 (UTC)

Zombies
User:Andyhawkz returned from the dead and edited a page (which I then deleted) 1 day after being infinitely blocked. I tried to reblock, but the system said he was blocked already. But he definitely managed to perform an edit (on his user talk page). The blocking system must be at least partly working, because the IP autoblock system kicked in and prevented him doing something else during the last 24 hours. What do you think? McCormack 08:43, 11 May 2007 (UTC)

Learning material
Hi, Cormaggio! You left a welcome message on my talk page, and you wrote: "thanks for the great page on War and Iran - that could prove to be a most worthwhile resource. (Question: I wonder how you turn a discussion like that into learning material, and keep it current?)"

I also wonder how to turn a discussion into learning material. But, then again, I wonder what is learning material. I don't know for sure how to define it. Discussions can teach us a lot, but also do books, encyclopedias, dictionaries, etc. It is somewhat agreed upon by everyone what an article should look like, and what a book should look like, and what a discussion should look like. Wikiversity, however, seems to aim something that is none of those, but has qualities of all of them. I wonder what are your opinions on Wikiversity, and what you think about how the learning material that is to be built here would look like. a.z. 01:02, 12 May 2007 (UTC)

Wikimania workshop
Hi Doug, I just added my plans for a workshop for this year's Wikimania - I saw you on Recentchanges, and thought you might be interested. Thanks again for all your work on the Motto contest. :-) Cormaggio talk 15:35, 12 May 2007 (UTC)

 * OK, I'll take a look this weekend. :) --Reswik 16:28, 12 May 2007 (UTC)

 * Hi again, the workshop raises interesting topics for discussion. Couple of thoughts as a first impression: I'm not sure if 20 min is enough time for discussion. On topic 1, I think any of the foci could be enough to discuss, e.g., only discuss "learning activity". Finally, I wonder if most people attending will have a grasp of these issues.
 * I wonder if doing actual learning activities together for 1/2 the period (on workstations in small groups) and then having a feedback summary from those groups and then having a round robind discussion might be another type of workshop format that could work?
 * Given time limits, I wonder if considering how WV interfaces with other Wikimedia projects might be something to approach in another session. --Reswik 01:33, 14 May 2007 (UTC)

Greetings
Thanks for your zombie eyes *chuckles*. Yes, i m new here. Not so in Wikipedia where it often get put right as to its real context of intent. Here i hope i can be original and successful in delivering substance suitable to its purpose. My initial focus will be to render a full end to end Open Source ERP course - from knowing what it is to quickly be an exponent of it in the new world. Well, here goes anyhing :D
 * Highest Regards! - Red1 11:54, 13 May 2007 (UTC)

uncat
When I first categorized the image I was a little confused about the way the wiki software was working. See the discussion at Request_custodian_action. I'm not sure it is apropriate to tag commons images here, rather than just let wiki import the description on the fly. Comments?--mikeu 18:26, 13 May 2007 (UTC)

Username change and custodian status
Would you please change the custodian status from User:Remi0o to User:Remi? Thanks. --Remi 20:34, 13 May 2007 (UTC) & --Remi 20:34, 13 May 2007 (UTC)

Welcome Template
You mentioned working on the welcome template. I am going to copy the main template over to Template:Welcome/Unstable in order to make sure it is the most up to date version, and then I will start changing it as seems appropriate. I just wanted to let you know. --Remi 00:07, 16 May 2007 (UTC)

Hi Cormaggio!
I just signed up to Wikiversity. I am writting my research paper for my master's in development degree in local and regional development. I guess I really liked your idea of having a participatory wiki for the development of your phD. I just recently came up with the idea of using the same thing but with blogger (I have no domain name yet, still a student:) ).

In responce to the Russia thingy (Russia)
um... do you agree about that the Russia page should become a portal?
 * Update at Russia

Checking in...
Just dropping by to say hello, of course :-) --HappyCamper 21:19, 18 May 2007 (UTC)

About the welcome...
Thanks for the welcome. No one needs to tell me how to use a wiki anyway, because I participate in Wikipedia, Meta Wikimedia, Wikimedia Commons, Wiktionary, and LyricWiki. ςεąη gסЯтεЯ(ßeta? 11:36, 21 May 2007 (UTC) P.S. See, I even know how to format my own signature without anyone telling me!

Utilizing Wikiversity for an Actual Online Course
I just wanted to share that I have "finished" creating a full (if not short) online course using Wikiversity combined with a Wikibook. The project is "Teaching with Applied Academics" and I'd love to get your feedback about it. --Jacob Walker 23:54, 21 May 2007 (UTC)

one month period for probationary custodians
User:McCormack and User:HappyCamper are past the required one month period for probationary custodianship. You can place them in nomination for full custodianship. --JWSchmidt 16:11, 5 June 2007 (UTC)
 * You can close custodian discussions after 5 days. --JWSchmidt 05:16, 14 June 2007 (UTC)

Paper for Wikikmania
Hi Cormaggio sorry for the late reply not been around for a while. Feel free to use any extracts from my contributions to Wikiversity for your paper. Mystictim 13:38, 9 June 2007 (UTC)

Musicology
Good lordy... sorry for all of the edits. I was trying to add a thread and deleted someone else's. Anyway, I fixed it and here I am. haha

I just wanted to thank you for your comments on the musicology topic in the music department. I always appreciate people who can point out things that most people overlook. (ie. "the size of the internet") Anyway, thanks again. Look forward to seeing more of your comments.

Similar research interests
Hi there Cormaggio thank you for your comment on my page, it seems our research interests are very close indeed! It will be good to keep in touch. Open Research 07:43, 12 June 2007 (UTC)

Me too. In my PhD, I studied the use of meetings, media and technologies by people who were collaborating to create internet products, but this was just before Wiki, I believe (although I am not to clear on the history of wiki yet) the Developing Wikiversity through action research page is interesting.. both of my projects have implications for 'increasing participation'. Do other people find it difficult to shake off the 'permission' mindset? As someone who is html fluent, but new to the wiki format, I'm becoming aware of just how much my own perceptions of what is possible and appropriate have been shaped by the technical structure of the medium. Its wierd, because my PhD theoretical framework can happily explain this, and yet it still feels quite shocking.Open Research 21:29, 12 June 2007 (UTC)

Bureaucratship
An open question at Bureaucratship is: "Does Wikiversity need more than two bureaucrats?""final comment period"...."Nominations should be advertised on announcement pages" <-- I have like the idea of doing this at Announcements for both custodians and bureaucrats. Maybe we should set up a period for comments similar to what Sebmol did for himself, covering both custodiaship and bureaucratship. --JWSchmidt 13:09, 14 June 2007 (UTC)

Action Research
Hi Cormaggio - I am creating a list of departments within the School:Public Engagement and Civic Innovation. So I have linked to Action Research. Open Research 18:27, 14 June 2007 (UTC)

To subst or not to subst
If your page fails to display a new thread, you may purge it. 20070615093323
 * Comment: Hillgentleman, I find the revert you did on Anynobody's edits to the Welcome template a bit strange - it hasn't been around for a "long time", and think we should be completely open to a few bold edits. However, I can't say I fully understand the edits, so maybe you were justified. Thanks. (Not sure if I'm using this "comments" format right either - I have to say, it's a bit intimidating.) Cormaggio talk 09:33, 15 June 2007 (UTC)

--Cormaggio talk 09:33, 15 June 2007 (UTC)
 * reply[]

What links here

Release 0.9.3 of mobile phone quiz client (Occleve)
Hi! Release 0.9.3 of Occleve (a mobile phone quiz program) is now talking to the wikiversity wiki. Please see Quiz/Mobile phone software for details... and please let me know what you think. --Joe Gittings 08:06, 17 June 2007 (UTC)

 * Cheers for your very encouraging comments - I've replied over at my talk page. --Joe Gittings 13:11, 19 June 2007 (UTC)

 * I've replied there again... --Joe Gittings 14:05, 20 June 2007 (UTC)

 * and again... --Joe Gittings 16:22, 21 June 2007 (UTC)

later!
I was obliged to explain the comment system. Now truly I go. :-) Hillgentleman|Talk 10:58, 20 June 2007 (UTC)

vandalism
There are still two images that need to be deleted: Image:Welcome.jpg and Image:Blaat.jpg --mikeu 14:08, 26 June 2007 (UTC)

communication beta
i didn't copy from anywhere else, though the resource is based on mattelart's "histoire des theories de communication", and wikipedia's communication, communication theories and list of topics. and, of course, the communication resource. capi talk 04:23, 20 July 2007 (UTC)

title: User talk:Cormaggio/Archive 5


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User:CQ/2007/W35/1

27 August 2007 - OK. Here I am typing to you from Delgado Community College.

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User:CQ/2007/W35

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spelling error
I assume the version from: 14:35, 15 September 2006 contains a spelling error. The y-axis has as description "Dificuty" - shouldn't it be "Difficulty" ? Erkan Yilmaz (evaluate me!, discussion ) 16:35, 27 August 2007 (UTC)

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User:CQ/2007/W34

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Blender/In Class 2

Lecture:

So far the models assigned have should have been simple. Now that you know about the specials, and have looked up, or figured out basic modifiers like "mirror" the work will begin to get more complex. It would still be possible to do the work requiring more detail without these tools, but the time it would take would be much longer.

Assignment:

Choose something with a fair amount of detail, that you can find side, front, top, etc... views for; and model that in Blender. (car, tree, etc...) Don't spend too much time on the details, it should not take more than an 30 minutes.

title: Blender/In Class 2


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User:CQ/2007/W36

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Art History/Reflections/Sona

August 27 2007,

I was unable to find the Diego Rivera Museum on the web so I reverted to the Rembrandt House, for my curatorial project, instead. Essentially, I currently seek an appropriate painting to advertise in my flyer, however, I discovered Rembrandt's reliance on biblical scenes for his artwork and shall draw a conclusion from this and more information of his background.

August 28, 2007

I finally found an appropriate painting for one of the museum's collections.

-the painting is called The Abduction of Europa (by Rembrandt, naturally) and it suits the museum's newly acquired collection of the 17th century Dutch paintings (during the Dutch Golden Age)

-the painting is currently on display in the Getty Center in Los Angeles

-I have commenced to create my poster, yet I do not believe that I can possibly finish by the end of the day, due to the time lost while starting over again twice

September 7, 2007

I presented my project on Wednesday and completed my self-evaluation (a rather difficult task) and started on the Richard Serra review, by reading his biography on pbs.org and the MOMA website. I'm attempting to collect more background information to the artist in order to gain a clearer perspective for myseslf and a more informative review.

September 12, 2007

In class we watched Richard Serra's sideo explaining his work and I found it highly intriguing. The video provided the viewer's perception while experiencing the work which drastically altered my opinion of the value of his work.

-He utilized intense mathematics to manipulate the viewer senses and create experiences unfamiliar to us in the our world of "right angles."

September 17, 2007

After finishing the Richard Serra review, we read two "reviews" which were distinctly different. One review posed as more of a bbiography of the work as the writer knew Serra personallyt, howerver, the other reviewer truly reviewd the work and explored the sacrifices Serra makes to the original intentions of the work in order to acquire publicity for his work (a valid point in my humble opinion

PODCAST REFLECTIONS

1. The first podcast I listened to featured and interview of the jazz pianist, composer, and teacher Orville Hammond. Intriguingly, Orville was born in Jamaica and later moved into Lexington, Kentucky to continue his work. Most of his work remains highly improvised, indicating that he plays original pieces yet tweaks the piece slightly every time he plays the work. Though, he has experienced, performed, and played among various different cultures, he states that the response to jazz throughout the world seems to be identical. The idea that the select jazz groups among the world view, respond (the same), and remain as highly educated geniunely appeals to me. The manner by which he speaks of his audiences and students indicates that jazz is understood throughout the world, despite any cultural, racial, and language barriers it may encounter. I view that as the true purpose and nature of what we name art.

2. The second podcast I listened to consisted of an interview of the independent film maker and porfoessor of fil maker, Aaron Greer. Growing up in Milwaukee, he was exposed to a myriad of independent films in a theater residing across from his street. Intriguingly, he stated that he "did not find inspiration in Disney movies" like most children, but short and seriuos independent films which seemed to adress and expose a problem, particular stiuation, or character. Instead of presenting a plot-filled scenario which we in American culture seem accustomed to, he wishes to utilize films to confront or display something of true purpose (bringing us to the art of film-making). Additionally, he deems it necessary for independent films to adress problems, sceanrios, and professions which generaaly fail to be acknowledged in the mainstream Hollywood (ish) movies, as importance must be placed upon them to maintain the public's self-esteem and inform those who remain unaware of these seemingly peculiar conditions.

September 24, 2007

Today we had the opporunity to meet Mr.Anderson and discuss his gallery, Thresholds, among him. Though I had previously appreciated Mr. Anderson's work, his insight on the background of the depicted scenes and his attempt to capture the expressions and emotions of the people about the situation geniunely touched me. I now comprehend his attempt to remind society of bitter times both previous and current, in a world where it seems easy to forget these issues, misread circumstances,and, perhaps, repeat these identical mistakes. His works, altough highly emotional, almost report events and times, though, amazingly, with a single picture. His inspiration from religion and deeply embedded humanitarianism affects the effectiveness of his works in a deeply positive manner. Although his picture of Ghetto Baby, March in Selma, Untitled, and numerous others thouroughly struck me, his picture of the social worker staring out of the window has hovered in my mind for the past few hours. The picture deems itself immensely symbolic as the altriustic social worker, though depicted in a rather shabby, and somewhat bleak apartment, gazes through the bright sun-filled window with a serene smile upon her face. Naturally, the symbolism lies in her outlook on life, and perhaps, the world itself, for though she lives in bleak and dark conditions, she possesses the capacity to look into the light(good) with a wonderful smile (the manner in which the light hits her face adds greatly to the effect). a virtue I rather wish for myself.....

October 11, 2007

We remain at the infant stages of creating our final art museum. Ouite frankly, I feel rather confident about progressing to this level gradually with the substantial amount of time given to develop and complete this project. Initially, me and Anna obtained five images of what we believed symbolism in art embodied. However, upon further discussion, we realized that we had selected trite, immensely common, and superficial images of what we, in America, viewed as symbolism. It was apalling. The following night we resolved to research and attempt to comprehend highly influential symbols of a variety of cultures and time periods. As a result, we both discovered intriguing pieces of art with innately significant figures contained inside of it (ancient Chinese, Christian, Egyptian, and Mayan art). Being raised in a bi-cultural family and always having been a history fan, I previously possesed knowledge of the symbolism of art in a multitude of other cultures, yet this project surprised me by teaching me a great deal more. By contraisting the art of different cultures together, instead of scrutinizing each separately, I gained knowledge of each individual culture and the emphasis or virtues prized or assesed by each respective society. For instance, one may derive that the Tang Dynasty Chinese society (sort of peak period for China) held virtues (courage, kindness, intelligence, honor,etc.) in the highest esteem, simply by evaluating the art of the period, with Christianity, holiness, with the Egyptians, power and wealth,and the Mayans, mathematics (calendrical studies, especially) and philosophical observation, etc. Essentially, the project seemed to be a rewarding and mind-opening experience.

October 19, 2007

On Thursday, me and Anna felt that we should chose a more specific theme for our museeum, Race, Class, and Gender. Though I mannaged to discover a few intriguing images relevant to our theme on ArtStor, I felt that it lacked greatly in material, especially in the subject of Class. Throughout this project, me and Anna shall attempt to delve into a variety of cultures and display the descrepancies and simiarities between the general view of Race, Class, and Gender within these cuktures. My foremost concern, however, lies with the grouping and organizing of the collections of images (by medium, culture, time period, occurences, or similarities).

title: Art History/Reflections/Sona