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Learning from conflict and incivility/Jade Knight

''This is my own particular take on conflict and incivility at Wikiversity. I have not been involved at all (save one neutral comment on the talk page) at the "ethics project", but I have been involved in situations of conflict and incivility at Wikiversity. I will put here the problems I have seen and my reflection. The Jade Knight 07:00, 12 September 2008 (UTC)''

Conflict and Incivility at Wikiversity: Nexus
I have noticed that conflict tends to come to certain users at Wikiversity more than others. I shall list here the "main players" I see in situations of conflict at Wikiversity, roughly in order of conflict I see them attracting; this is not meant to impugn any of these individuals of generating conflict at this stage, but simply to list the nexus of conflict which I have noticed, that these may be used as case studies. If you are aware of others which I am missing, please to add them (with an appropriate link to conflict) to my talk page, and I'll take a look.

The Nexus:

 * JWSchmidt
 * Moulton
 * Salmon of Doubt
 * McCormack
 * Jade Knight (indeed, myself)

Inexperience
The first question I ask myself is: what leads these users to conflict and incivility? It is possible in the cases of Moulton and Salmon of Doubt that ignorance of what is appropriate behavior and learning on Wikiversity is to blame. Given Salmon of Doubt's confessions here (and what seems to be an improvement in his contributions), I believe this may have been so in his case, and very possibly this was true of User:Moulton, as well. That said, their conflict (over the ethics project) needs to be addressed in some form or another, to try to prevent or shorten such a reoccurance in the future. Additionally, there may have been motivations behind the "ethics project" which made it prone to conflict; these should also be discussed.

Experience
This leaves JWSchmidt, McCormack, and myself. All three of us are Wikimedia, and indeed Wikiversity veterans. JWSchmidt was with Wikiversity at founding, and was among the very first appointed to be Custodians. McCormack joined in April 2007, and was appointed a Custodian almost immediately after. I joined in October 2006 (not long after Wikiversity showed up in its own right), and am not a Custodian. All three of us are very familiar with Wikiversity. All three of us are involved in other Wikimedia projects as well; I have been contributing to Wikipedia for about 4 years, and am an admin on the Norman Wikipedia. I expect JWSchmidt and McCormack have similar contribution histories. We cannot use ignorance as an excuse, unless it be clearly willful ignorance.

I believe that all three of us have been working hard to try to improve Wikiversity into the ideal model that we see it as. In the simplest terms, conflict has arisen because of misunderstandings or conflicting viewpoints about what the best Wikiversity should look like. Different people have different ideas about what Wikiversity should become. How should these conflicts be resolved?

The Crux of the Matter
I truly believe that the root of conflict centered around McCormack, JWSchmidt, and myself, is that we have different ideas of what Wikiversity should be, and we are all fighting in different ways to turn the Project into our Wikiversity. When we cross paths (which is frequently; JWSchmidt in particular is everywhere on Wikiversity, and my own Watchlist has over 700 pages), conflict erupts, and sometimes incivility. I will explore each of these three in more detail, and endeavor to profile them. If anyone (including these users) feel that the profiles are inaccurate, I would appreciate hearing their view on the talk page.

A note on Tools: When engaged in conflict, different users at Wikiversity will employ various "tools" in defense of their positions; these "tools" represent the various activities they engage in in defense of their position.

Three Profiles

 * If you have specific examples at hand of any of the following items (particularly those in bold), please post them on the talk page; this will save me some work in finding them myself.

In Brief

 * Status: Custodian
 * Location: Southwestern USA

Concept of Wikiversity

 * JWSchmidt believes that one of the most important aspects of Wikiversity is that it be welcoming. JWSchmidt believes that cooperation is good, but not essential at Wikiversity, and that forking should be encouraged.
 * Welcoming: For JWSchmidt, "welcoming" means deleting or merging as little content as possible.  JWSchmidt believes that deleting and merging content is rude and shows hostility to newcomers and their "seedling" projects.  This is very important to JWSchmidt.

Tools in Conflict
…
 * JWSchmidt is willing to talk (usually); create learning projects; revert, employ straw men and sockpuppets against, call names at and intellectually challenge those he feels threaten his concept of Wikiversity. JWSchmidt is willing to take unilateral action on potentially controversial issues to ensure that his concept of Wikiversity is successful.
 * Create learning projects: JWSchmidt uses what he calls "learning projects" to defend his concept of Wikiversity; these projects are designed to lead the comer into adopting his own concept of Wikiversity, and feel negatively towards those who do not. JWSchmidt has twice circumvented the Deletion requests process by turning pages for deletion into such "learning projects".  Examples:  Albanian sea port history, Student union.
 * JWSchmidt believes that his "learning projects" (which defend his concept of Wikiversiy) are more important than consensus, as shown by the revert war which followed his project at the Student union.
 * JWSchmidt also employs "alternative learning projects" (see below).
 * Straw men: JWSchmidt believes that defending his concept of Wikiversity is more important than accurately portraying the viewpoints of those who oppose his concept of Wikiversity. Here is one example of JWSchmidt changing the words of someone who disagreed with him to make them look stupid, ridiculous, and/or cruel.
 * Sockpuppets: JWSchmidt once created a sockpuppet (Trout of Doubt) to antagonize a new Wikiversitarian (Salmon of Doubt).  JWSchmidt calls this a learning project (see above).
 * Call names: JWSchmidt has referred to those who disagree with his concept of Wikiversity as both "pagans" and "barbarians".
 * Intellectually challenge: JWSchmidt endeavors to challenge those who conflict with his concept of Wikiversity in as public a matter as possible (including on templates and pages linked from the main page); frequently this involves learning projects and straw men (see above).  Some people consider this "hostile".
 * Unilateral action: JWSchmidt believes that his concept of Wikiversity is more important than other people's.  To this end, JWSchmidt feels it is sometimes necessary to change or remove templates, mark proposed policies as existing policies, and revert, some of which he will do without or against consensus.

In Brief

 * Status: Custodian
 * Location: Britain (?)

Concept of Wikiversity

 * McCormack believes that empty or stub projects which are obscure, controversial, or unlikely to be successful may be culled to provide a better experience for newcomers, and otherwise clean Wikiversity up for everyone. McCormack believes that consensus is important at Wikiversity.  McCormack believes that intellectually bullying users in main project space is very hurtful for Wikiversity.  McCormack values community highly.
 * Culled: McCormack believes that there is little point in keeping certain pages which show minimal effort and which are unhelpful for visitors; in such cases, McCormack supports deleting, merging, or redirecting the content/pages.  However, McCormack supports keeping many pages which otherwise have little or no content, in the hope that they will eventually be expanded.  He developed the Welcome and expand template to this end.
 * Consensus: McCormack considers community to be very important, and will sometimes be less assertive than he feels might be necessary when he considers that consensus or community will be reduced or harmed by his assertion.  On the inverse, McCormack will ocassionally be very assertive when he feels his concept of Wikiversity community and the value of consensus are being threatened.
 * Intellectually bullying: McCormack believes that users should feel welcome at Wikiversity, and that hostility towards them harms what he feels Wikiversity should be.  For this reason he opposes public intellectual challenges which appear hostile (see above).
 * Community: See consensus, above.

Tools in Conflict
…
 * McCormack is willing to talk; request censorship, revert once, and call names against those he feels threaten his concept of Wikiversity. McCormack does not like to remain in conflict unless he feels consensus strongly supports his views.
 * Request censorship: When other users place materials in a major project which specifically name a user, and ridicule (see intellectually bullying, above) that user's decisions, McCormack will ask that such materials be removed, regardless of the existence (or non-existence) of any learning content such materials contain; this relates to McCormack's concepts of community (see above).
 * Call names: McCormack once referred to someone who opposed his concept of Wikiversity as "the troll" in the Wikiversity IRC room.

In Brief

 * Status: User
 * Location: Western USA

Concept of Wikiversity

 * Jade Knight believes that Wikiversity needs to be able to efficiently coordinate participants in order to be successful. To this end, Jade Knight believes that new participants should be directed to projects where they are most likely to get involved, learn, and produce.  Jade Knight believes that, to this end, it is helpful to merge similar projects, to delete empty, and abandonned stub projects.  Jade Knight believes that all users should be treated with civility and encouragement, no matter their views, though some kinds of behavior (ie, incivility) are unacceptable at Wikiversity.  Jade Knight believes that consensus is very important at Wikiversity.
 * Efficiently coordinate participants: Jade Knight believes that most users come to Wikiversity looking for something to learn; he also believes that those who do find something to learn are more likely to contribute.  To this end, an important part of his concept of Wikiversity is getting new users to learning projects in active development.
 * Part of Jade Knight's strategy for this is the removal and merging of projects which are not in active development and which appear to have little educational value.
 * Another part of Jade Knight's strategy for this is encouraging similar projects to work together to increase productivity (see produce below).
 * There are other parts to this as well, such as correct categorization, but most of these are uncontroversial.
 * Produce: Jade Knight believes users at Wikiversity create more content when they work together.  Jade Knight tries to encourage users to spend more time on projects with others at them in order to further this.  Jade Knight believes that when more is produced, there will be more to attract new producers to Wikiversity.
 * Merge similar projects: See efficiently coordinate participants and produce, above.
 * Delete empty, and abandonned stub projects: See efficiently coordinate participants, above.
 * Civility and encouragement: Being civil and encouraging is a very important part of Jade Knight's concept of Wikiversity; Jade Knight believes this attracts more producers (see above).  Jade Knight will engage in conflict against those who feels threaten this aspect of his concept of Wikiversity.  Jade Knight believes that this is critical for efficiently coordinating participants.
 * Consensus: Jade Knight believes that consensus is a very important part of civility and encouragement (above).

Tools in Conflict
…
 * Jade Knight is willing to talk; revert and argue with those he feels threaten his concept of Wikiversity. He is sometimes willing to respond in kind to those he feels threaten his concept of Wikiversity.
 * Argue: Jade Knight is passionate about defending his concept of Wikiversity, and, unless discouraged by consensus (see above), Jade Knight will vocalize (sometimes very strongly) his opposition to those who threaten his concept of Wikiversity.  At times, Jade Knight may slip into incivility when he argues, but he tries not to.
 * Jade Knight does not like to argue when consensus is against him, or when consensus is against arguing.
 * Respond in kind: When Jade Knight is engaged in a conflict, and he sees someone who threatens his concept of Wikiversity using a tool in conflict which Jade Knight does not normally use, he will sometimes use the same tool against them, though usually to a lesser extent.
 * Jade Knight tries to clearly label when he responds in kind to illustrate what his opponent is doing, and to show that he normally would not do so himself.

Personal Reflections
What can be done when users have different ideas of what Wikiversity is, and those ideas conflict? While working on this project, I came to the realization that this was at the center of the conflicts JWSchmidt, McCormack, and I were involved with—a common element. To an extent, it is easy and simple enough to draw lines: "This is your Wikiversity, you sit there. This is my Wikiversity, I sit here.  You're not allowed to come over to my side, and I'm not allowed to come over to yours." (Yes, a hyperbolic example.) But this clearly does not work with some things: what if two users arrive at the same project, and want to be involved, but see different things for Wikiversity? Should they battle? Fork? Get offended and leave? What about when it comes to Wikiversity: namespace pages, or policies? You can't really fork a policy or WV namespace page into two identical projects using two different ideologies. So what can be done? Consensus is critical here, because what must happen (unless I am missing something, which is possible) is that a view must be chosen, even if that view is to compromise, and those who refuse to accept that view must be either "sent to their room" (see "draw lines", above), or be blocked. For personal projects, forking is fine, but, at times:

Consensus is critical.

Questions for Discussion

 * How do we handle conflicts caused by differing concepts of Wikiversity?
 * What tools are acceptable at Wikiversity? Which are not?
 * Are some tools permitted, but discouraged?


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User:Eas4200c.f08.aeris.caceres

Shear Flow in a Single and Multi-Cell Section
There are different scenarios that can be analyzed to obtain a better understanding of shear flow in sections. The scenarios are divided into Single-Cell sections and Multi-Cell sections. In a Single-Cell section, two more scenarios can be analyzed. One without stringers and another with stringers. This can also be done for Multi-Cell sections.

The following plan was used to abbreviate and guide the analysis of shear flow through each different scenario:

S) Single-Cell sections S1) Single-Cell section without stringers (most basic analysis) S2) Single-Cell section with stringers

M) Multi-Cell sections

M1) Multi-Cell section without stringers M2) Multi-Cell section with stringers

To analyze S1, the cell is looked at as a thin-walled cross-section. The shear flow through the section must be found.

To analyze the shear flow in S2, the problem is divided into two parts using the superposition principal. The first part is to obtain the shear flow in a cell without stringers. The second part is to analyze a cell with stringers and applying a cut in one of its shear paths. The shear flows from each part is then added together to obtain the shear flow in S2.

The shear flow within each section, between stringers, are not equal to each other but are constant.

Therefore shear flow of S2 is also constant.

To conclude the analysis, solve for the shear flow in the second part and take the moment about a point selected on the plane of the section.

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

title: User:Eas4200c.f08.aeris.caceres


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User:Eas4200c.f08.WIKI.E

=Mechanics of Aircraft Structures=

This wiki page is dedicated to the course EAS4200C: Mechanics of Aircraft Structures taught at the University of Florida. Class notes and homework problems will be posted for students of the class and world.

=Team Wiki Members=

Christopher Pergola

Christopher Fontana

Jeff Huenink

Braden Barnes

Eric Viale

Michale Rolle

=Homework=

/hw1

/hw2

/extra

/hw3

/hw4

/hw5

/hw6

/extra2

/hw7

/hw7 other days

/extra3

title: User:Eas4200c.f08.WIKI.E


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Learning from conflict and incivility/Sxeptomaniac

While I was primarily a lurker during the recent conflict, I now have a fairly long history with Moulton and his conflict with several Wikipedia editors.

History
I'm of the opinion that a person can't understand the present, nor understand the direction things are going, without knowing something of the past.

I first came into contact with Moulton at his request for comment on en.WP. I was able to engage him in dialogue on his talk page for a while, in the hopes of helping him out, as it seemed he did have some legitimate issues with the Rosalind Picard article.

I then eventually came in contact with him again at the Wikipedia Review forum, which I had previously joined, though was mostly inactive. At that time, I decided it was time to attempt to make some needed changes to the Rosalind Picard article, and was partially successful, after a small edit war. Later on, other editors decided to attempt to finish what I had started at the Picard article, and a major edit war erupted, at which time I and several others came to be accused of "meatpuppetry" on behalf of Moulton.

Honestly, I still have issues with some of the same editors Moulton was in conflict with there, but for my own reasons.

Current conflict
My main contribution during the recent conflict was simply an attempt to help Moulton cool off a little and rethink some of his more disruptive actions. I also made one or two responses to Salmon of Doubt, also encouraging him to avoid unhelpful behavior.

During a current conflict on Wikiversity, Moulton responded to one of the editors he has been in past conflict with using what I can only assume to be her real first name. She removed one of the edits, and Moulton returned it. I am attempting to discuss with Moulton why I feel the behavior is inappropriate, and ended up removing her name from the edits. I strongly dislike editing another's comments, but I felt my history with Moulton made me the best person to do so. This is not yet resolved, so I hope he'll be able to understand where I'm coming from.

Personal opinion
Whatever the intent, I believe those in conflict with Moulton only antagonized him by not approaching him directly, calmly, and civilly. Moulton himself has told me that he frequently tends to charge ahead at full speed in situations where he feels something isn't right.

Unfortunately, both sides have mostly escalated the conflict, tending to portray themselves as innocent victims and the other side as vicious aggressors. Overall, I must admit I usually find I am a bit more sympathetic to Moulton's situation (I think mostly because he has been more open to dialogue, in my experience), but I also believe many of his actions have been inappropriate as well, and he has played a role in escalating the various conflicts as well.


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User:Eml4500.f08.echo.sell.cm/HW1

How to Create a Matrix
The following are ways to assign data to matrices in MATLAB: i.e. entering "A = [1 1 1; 2 2 2; 3 3 3]" or entering " A = [             1 1 1             2 2 2             3 3 3 ]" into MATLAB are both proper ways to create a matrix named A where each row contains three number "1's", "2's" and "3's" respectively and each column contains the numbers 1 through 3.
 * Data is entered through an explicit list of elements

Users may also enter/change a specific data point by entering the matrix name followed by (row, column) i.e. If we wanted to modify matrix A from above so that the data in row 1 column 3 (the top right hand corner) to contain the number 4, we would enter "A(1,3) = 4;"

i.e. MATLAB function "rand(m,n)" creates a matrix size m x n, where the data is randomly generated numbers uniformly distributed between the numbers 0 and 1 MATLAB function "magic(n)" creates a matrix size n x n, where the data is a magic square(rows, columns, and diagonals have a common sum) MATLAB function "eye(n)" creates an identity matrix size of n x n
 * Data is generated by-built in MATLAB statements and functions
 * Data is loaded into a matrix using a diskfile (.m file)
 * Data is loaded into a matrix using and external data file

Strings
In MATLAB a string is stored in a single row matrix with a separate column for each character in the string. Strings are entered into MATLAB by simply surrounding your string of characters with apostrophes as shown below.

>> strFirst = 'This is String 1';

So the words "This is String 1" is now stored in matrix "strFirst".

If one needs to determine the number of characters in a string, for example strFirst, simply type in the following:

>> size(strFirst)

And MATLAB should return:

ans = 1  16

You can also turn a string of characters into their corresponding ascii codes using the double command and turn a single row in a matrix to it's ascii character equivalent. The following is an example of how to convert strFirst to its ascii code and then back to a string.

Enter: >> strSec = double(strFirst)

Returns: strSec = 84  104   105   115    32   105   115    32    83   116   114   105   110   103    32    49

Enter: >> strThir = char(strSec)

Returns: strThir = This is String 1

One final note on strings, if there is ever a need for an apostrophe in a string use 2 sing apostrophes at the space where it's needed.

title: User:Eml4500.f08.echo.sell.cm/HW1


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Learning from conflict and incivility/Jtneill

User:Jtneill I like groups, diversity, and enjoy the potential of "conflict" for learning and growth. Mostly though, being a somewhat newish custodian, I'm also watching, learning, listening, occasionally doing relatively trivial/neutral edits (e.g., adding categories, copyediting, welcoming users).

I also tend to view behavioural events as largely situationally-determined, and dynamic (e.g., Lewinian "force field" stuff), so tend to find dispositional arguments (e.g., that based on X's behaviours A, B, and C, it is possible to deduce that he/she is dispositionally "good", "evil", etc.) somewhat unconvincing (and to often reveal more about those making the claims than about those about whom such comments might be made).

It's also more interesting entertainment than TV to see storms in teacups. But also, within every teacup is the answer to the universe :)

A sense of humour also wouldn't go astray. (Cormaggio pointed out to me that humour has been used somewhat as a tool of aggression (my word; not his, but I wanted to link to the developing page on aggression) at times during this "period" in Wikiversity. Yes, #1 lesson in humour I learnt to is to make fun of oneself. Much funnier!.

And I have mentioned on the Colloquium about assuming that everyone is "irrational" (Mackay, 2000) as a way to get along (and thereby being pleasantly surprised at rationality), rather than the perpetual disappointment involved in expecting others to behave in ways that suit our own comfort zones.

Oh, and one other observation: the playing of "games". I see it all as a game, a "serious" game. What games are we each playing? Here, I am thinking of Robert S. DeRopp's conceptualisation in his book, "The Master Game". The games he describes are summarised here: http://www.livereal.com/spiritual_arena/spiritual_members/master_game.htm and are divided into:
 * 1) The Low Games
 * 2) The Neutral Game
 * 3) The High Games

What game am I playing? Mostly a neutral game (as are most others), although I am trying to tinker "positively" around the edges. As our collective consciousness evolves, we can reach more into the high games.

User:Jtneill - "lurker"/onlooker


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User:Mk~enwikiversity

research interests

 * the role of gender in school

 * teachers’ professionalism

 * web 2.0 technologies in schools and universities

 * LdL (learning by teaching) cf. Lernen durch Lehren (LdL)

job
research assistant at the Catholic University of Eichstätt-Ingolstadt, Germany (since 2008/02)

projects

 * IPC

Weblinks

 * my Blog: kratky.wordpress.com or michaelkratky.de
 * Internet- und Projektkompetenz (IPK) (course at the Catholic University of Eichstätt, Bavaria, in which students are trained in competences and skills in order to carry out projects and publish their results via Websites)
 * Lernen durch Lehren (LdL) (learning by teaching)
 * http://de.wikipedia.org/wiki/Benutzer:Michaelk (my German Wikipedia User Site)
 * online tutorial for composing open educational resources

Publications

 * Michael Kratky (2008) "Lernen und Lehren im neuen Paradigma auf der Basis der LdL-Theorie" In: Guido Oebel (Hrsg.)(2008) LdL (Lernen durch Lehren) goes global: Paradigmenwechsel in der Fremdsprachendidaktik unter Berücksichtigung kulturspezifischer Lerntraditionen. Hamburg: Verlag Dr. Kovac, 94-114 (im Druck)

 * Michael Kratky (2007) Ein neues Paradigma: Wissenskonstruktion und -management im Leistungskurs. München: Grin Verlag.

title: User:Mk~enwikiversity


text:
User talk:Mk~enwikiversity

 Hello Mk, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 08:48, 12 September 2008 (UTC)

 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

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 Mk. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mk~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 23:43, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Mk~enwikiversity


text:
Talk:Learning from conflict and incivility/Jade Knight

Thanks for this - what seems to be a pretty hefty work in progress. :-) I appreciate your observations - though I am particularly looking forward to your own reflections. The profiles idea could be interesting - especially in the context of the observation: "I truly believe that the root of conflict centered around McCormack, JWSchmidt, and myself, is that we have different ideas of what Wikiversity should be, and we are all fighting in different ways to turn the Project into our Wikiversity." It seems like you're trying to make a study of people's overall intentions for Wikiversity, in order to inform an understanding of why and how these intentions come into conflict. I wonder if this should involve the other two (for example, in a discussion/interview), or are you going to be constructing this study on the basis of what you can find around Wikiversity? Cormaggio talk 09:26, 12 September 2008 (UTC)
 * I've already sent both of them invitations to discuss what I've posted here; I intend for this to be my reflection and observation, but I'm very interested in giving them a chance to flesh out what I've put here (as observers), and provide alternate viewpoints. I am not opposed to expanding my own perspective by talking to people a little.  The Jade Knight 09:36, 12 September 2008 (UTC)
 * While starting on this page, the thought came to me that all three of us are not trying to conflict with eachother, we are simply trying to "defend" what we think of Wikiversity, and we're willing to use different tools in that defense. It was a startling realization, and I'd like to explore it further.  The Jade Knight 09:46, 12 September 2008 (UTC)
 * That's an interesting observation - particularly that you (and many others) use the image of "defence" in relation to developing areas of Wikiversity that are close to your heart. It's clear that people will defend a project that they spend much time on (ie Wikipedia, Wikiversity), but I've always wondered if there's something particular about education that adds an extra dimension to this fervour (if you'll pardon the strength of my language)? There probably is - though to what extent is another question. In any case, this was always going to be one of the challenges that Wikiversity faces - to incorporate different (often divergent) views on education, and somehow reflect them appropriately in the creation of a complex, scholarly project. Sometimes it's been appropriate to develop different resources (and even policies) that reflect different ideologies; sometimes it's been more appropriate to find a consensus by working in the same space. Both models have their benefits and limitations. I'd also like to explore this further. :-) Cormaggio talk 10:52, 12 September 2008 (UTC)

First Draft
I think I've finished my first draft. At least for now. Comments welcome. The Jade Knight 12:55, 12 September 2008 (UTC)
 * I think I could add Emesee to the mix, but I'm currently disinclined to expand this. The Jade Knight (d'viser) 17:17, 25 November 2008 (UTC)


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User:Eas4200c.f08.wiki.f

/9- -08

/9-19-08

/9-22-08

/10-6-08

/10-31-08

/11-3-08

/11-7-08

/11-24-08

title: User:Eas4200c.f08.wiki.f


text:
Wikiversity:Student union/Page2/Involvement

If you feel that you're ready to help out feel free to sign-up and register with us, registeration isn't required but it'll mean that any contributions you've made will be logged by your username and not the IP address:

 * Maintenance
 * Community projects


text:
Wikiversity:Student union/About Wikiversity

For information about Wikiversity, please view the following:

 * Introduction
 * What is Wikiversity?
 * Presentations about Wikiversity
 * FAQ
 * culture
 * Research guidelines
 * Research community
 * History of Wikiversity
 * Policies


text: Category:Learning from conflict and incivility


text:
User talk:Eas4200c.f08.wiki.f

 Hello Eas4200c.f08.wiki.f, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 12:23, 12 September 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Eas4200c.f08.wiki.f


text:
User talk:Eas4200c.f08.WIKI.E

 Hello Eas4200c.f08.WIKI.E, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 12:29, 12 September 2008 (UTC)

deletion templates
Greetings! You can mark pages to delete inserting (copy-paste) templates in th following form:   or   , not the content of these template pages... (examlpe) So I assume the pages you maked could be deleted? --Gbaor 17:07, 30 September 2008 (UTC)

title: User talk:Eas4200c.f08.WIKI.E


text:
User talk:Eas4200c.f08.aeris.caceres

 Hello Eas4200c.f08.aeris.caceres, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 12:32, 12 September 2008 (UTC)

upload an existing image in commons
Don't upload in the wikiversity an existing image in the Wikimedia Commons. The images in Wikimedia Commons can be use in the wikiversity as they are in it. Crochet.david 07:46, 21 November 2008 (UTC)

title: User talk:Eas4200c.f08.aeris.caceres


text:
Wikiversity talk:Student union/Archive/September 2008

Archive of deletion proposal
''This page was proposed for deletion and discussed for a period of about 8 months. The discussion has been moved here as it contains suggestions about the future development of this page.'' --McCormack 07:00, 5 September 2008 (UTC)

 * This page is an ancient relic from a time when it looked like a good idea. It's unlikely this page will ever be developed, and it might encourage silliness. Short of deleting it, we might also tag it as "historical". --McCormack 09:38, 8 January 2008 (UTC)
 * "might encourage silliness" <-- I have a strong conviction that play is an important part of how humans learn. I do not accept that "might encourage silliness" is a valid reason to delete something from Wikiversity. In any case, the page was created for a serious purpose. At many places of learning, students get together to share strategies for learning. It is constructive to have a place where students can take note of their learning needs and take action to help each other. In a wiki, this kind of behavior is widely distributed, but eventually there will be a Portal:Students that functions as a directory for Wikiversity pages that are of particular interest to students. Creating needed portal pages is one of the things I do, and I request that this page not be marked "historical" until I have the chance to start Portal:Students. --JWS 15:05, 22 January 2008 (UTC)
 * It's probably unlikely that this page would have been developed if it hadn't annoyed someone, who then brought it to wider attention ;-), so I both thank McCormack, and agree with JWS's proposal to turn it into something useful like a Students' Portal. However, I think a students' union is not just pages which would be of interest to students, but also would be a way for students to socialise and discuss goals, interests, experiences etc. Does that correspond with your vision for Portal:Students? Cormaggio talk 19:03, 24 January 2008 (UTC)
 * When we originally identified students, teachers, and researchers as types of people who we would try to make feel welcome at Wikiversity, even before the launch of Wikiversity, I started making pages for these kinds of participants. While I like the idea of trying to blur the lines between conventional categories such as "student" and "learner" and "teacher" at Wikiversity, I think there will always be participants who come here and identify themselves as students. I hope such participants find many ways to socialize and discuss their goals, interests, experiences. I originally wanted a central location for coordination of such activities. Now that we have the portal namespace, I think it makes sense to have portal page play this role. I got around to making Portal:Research relatively early because we were tasked with establishing research policy. --JWSchmidt 21:27, 24 January 2008 (UTC)
 * Keep - I think this could potentially be developed further. --Remi 02:25, 18 February 2008 (UTC)
 * merge with Portal:Participants - seems to be a duplication and if we consolidate this material it is less confusing for newcomers about where to participate. Having too many pages that attempt the same thing dilutes efforts to develop these pages.  --mikeu talk 17:46, 4 April 2008 (UTC)
 * Keep - some students need a certain page still like an anchor - especially when they are not used to wiki. Is there no other page/learning resource devoted so far to this "group" ? It could be linked now or later always from the Portal:Participants. Erkan Yilmaz uses the Chat (try) 17:04, 1 September 2008 (UTC)
 * Keep Give it time, already user's have begun editing and altering the article - we could even have it as a portal linking to some of the important articles or directories which some students may find helpful or interesting. DarkMage  17:30, 1 September 2008 (UTC)

Further thoughts
Since tagging this with delete about six months back, I've had a portal project in the back of my head for about 3 or 4 months now. The idea was to beef up this page into a proper portal with a lot of useful content instead, as per the above suggestions. However I never had time to do this - so much other editing. As of 1st September 2008, User:JWSchmidt has posted a lot of material on the page about me (not on the talk page; on the page itself) which is probably intended to be offensive and provocative. I would appreciate it if any custodian or non-custodian would undo User:JWSchmidt's edits. Many thanks in advance to whomever does this. --McCormack 17:36, 1 September 2008 (UTC)
 * I agree that things written at begin were too personalizing. I have edited it to make it less personal. Is this ok for you already ? If not, how about writing to the user's talk page, so there is no excuse of not seeing your comment here. Another way would be to add a second project of the month (the topic could be perhaps the actual "Student Study Project of the Month"). There are more ways, I hope that both editors soon realize what is important. Erkan Yilmaz uses the Chat (try) 18:38, 1 September 2008 (UTC)

Closing the discussion
The consensus has long been overwhelmingly for "keep" as per User:Cormaggio, User:Remi, User:Mu301 and others. As Cormaggio pointed out a long time ago, it was precisely by listing the page here that ideas grew about what to do with the page. It is a shame that User:JWSchmidt personalised the issue, devalued the page with his edits and then linked the page directly from the main page (while still tagged for deletion) just to highlight his personal attacks. The page needs to be wound back to an earlier version, the deletion tag removed as per consensus, and then some sensible edits added. Two users suggested merging with Portal:Participants. Perhaps temporarily redirect there. --McCormack 20:38, 1 September 2008 (UTC)
 * Sure, a redirect for now would be just fine. If someone can do with this page what was done at Participants (ie, turn it into something somewhat useful), it would be nice.  The Jade Knight 07:54, 5 September 2008 (UTC)
 * The proposal that this page be replace by Portal:Participants is absurd. Why not also propose that Wikiversity teachers redirect to Portal:Participants? McCormack and Jade Knight do not want to invite students to participate at Wikiversity. Fine. They can go edit other Wikiversity pages. Leave this page to people who do want students to participate. --JWSchmidt 13:30, 5 September 2008 (UTC)
 * JWSchmidt appears to be too busy driving current participants away from Wikiversity to be interested in inviting students to participate. (The previous comment was intended to be rhetorically effective, just as your own was, and to give you a sense of what you're saying.)  Seriously, though, JW, I recommend you step away from this page for a little while and cool down.  You're being really hostile here.  If you have something constructive to contribute, do it.  Not these thinly-veiled personal attacks.  The Jade Knight 15:02, 5 September 2008 (UTC)
 * You try to destroy the work of another editor and you call me hostile? That's sad. --JWSchmidt 16:53, 5 September 2008 (UTC)
 * It's a wiki. People edit pages to make them better. You can't take ownership of a page as high profile as this one. You'll have to work with others to get them to agree that your added change is a good thing. I don't think constantly calling other editors of this encyclopedia sad and attributing motives to their actions that they don't have is going to get you there. Try another tactic. Salmon of Doubt 16:57, 5 September 2008 (UTC)
 * I'm suggesting that you try editing constructively before you try to destroy the work of others. Since when is editing and developing a page "taking ownership"? "calling other editors of this encyclopedia" <-- I suppose you have only been here for a few weeks and only made a few hundred edits so you may not have noticed that this is not an encyclopedia. If I make a mistake in my attempts to understand other editors, correct me. --JWSchmidt 18:52, 5 September 2008 (UTC)

Using this page to effectively convince people to participate here
My edit to this page (http://en.wikiversity.org/w/index.php?title=Wikiversity:Student_union&diff=317304&oldid=317302) removed all of the meta-discussion about this page from this page. If this page is to be successful, and it should be, it needs to be clear and not confusing. Throwing new student users of the encyclopedia in the middle of deletion discussions and internal project arguments is counter productive to the goal of encouraging student participation. Salmon of Doubt 13:40, 5 September 2008 (UTC)
 * True, but elimination of the page is even more counter productive. Apparently, students are going to have to fight for the right to participate at Wikiversity. They should be informed about this state of affairs right at the start. --JWSchmidt 14:40, 5 September 2008 (UTC)
 * The page is not being eliminated. There is no current proposal to eliminate the page. I agree with McCormack above - "It is a shame that User:JWSchmidt personalised the issue, devalued the page with his edits and then linked the page directly from the main page to highlight his personal attacks." Perhaps you should consider reverting the page to a useful version rather than one that engages in action research and special learning excersises (these both appear to be codewords for "abnormally disruptive behavior," but what do I know? Salmon of Doubt 14:47, 5 September 2008 (UTC)
 * Earlier today (see earlier edits on this page) it was suggested that it would be a good idea to redirect this page to the participants portal page. That is a proposal for eliminating this page. Earlier, a call was made for the page to be expanded, so I have worked to expand the page. I think an introductory learning project about how students are treated at Wikiversity is useful content for this page. --JWSchmidt 14:56, 5 September 2008 (UTC)
 * Expand the page with useful content, not hostility. The only example of how students at Wikiversity are treated is the example of how you are being hostile to McCormack.  You are creating an environment of shame here.  The Jade Knight 15:03, 5 September 2008 (UTC)
 * In what sense is creating a learning exercise about attempts to delete the student portal page "hostile"? --JWSchmidt 16:22, 5 September 2008 (UTC)
 * The same way your "Trout of Doubt" learning exercise and associated songs are hostile. You don't make mainspace projects about other contributors to the university. It's just rude. Try to think about how things look to the audience, not the writer. Salmon of Doubt 16:32, 5 September 2008 (UTC)
 * Please explain in detail what you find to be "rude". --JWSchmidt 17:01, 5 September 2008 (UTC)

Is there anyone other than you who finds your version of this page to provide more value than the consensus version? Right now three users of this project are telling you to stop talking about deletionism in the Student Union, but you keep doing so. How can we get you to stop reverting this page to your preferred version and instead discuss whatever changes you would like to make and reach consensus on them on the talk page? Salmon of Doubt 16:51, 5 September 2008 (UTC)

 * Consensus means everyone agrees and no one disagrees. At least two of us disagree, so there is no consensus.  Please do not assert consensus where no such unanimous consent exists.  —Moulton 20:13, 5 September 2008 (UTC)

 * I'm editing so as to develop the page. All evidence indicates that you three just want to either, 1) prevent students from participating at Wikiversity 2) prevent students from knowing that they are not welcome or 3) prevent students from exploring the question of why some Wikiversity participants favor deletionism and censorship. This page is the main portal for students, and these attitudes (1-3) are of critical importance to student participants at Wikiversity. Can you suggest something else that is more important to put on the page? If so, please add it in to the page. --JWSchmidt 17:01, 5 September 2008 (UTC)
 * Ah, so it's one great conspiracy? The wikiversity community is out to undermine Wikiversity?  No one here is fooled by your pretense of adding content here, JWSchmidt.  What you are doing is being hostile to other Wikiversity users.  75% of the users here think so, at least, and if one was to remove the 2 main participants in this issue (you and McCormack), then 100% of what's left (all two of us) thinks you're acting uncivily.  We all think students should participate in Wikipedia; that's why we're recommending they go to Portal:Participants.  The key word here is participant.  Why are you so opposed to having students participate?  The Jade Knight 17:13, 5 September 2008 (UTC)
 * For clarification, I have no problems with directing students to the Student Union as long as it does not have the meta-section about deletionism which would serve to do little more than confuse. Salmon of Doubt 17:19, 5 September 2008 (UTC)
 * I have no problems with directing students to the Student Union as long as a) it does not have the section with McCormack = Deletionism, and b) it has content about student involvement. The Jade Knight 17:22, 5 September 2008 (UTC)
 * The "see also" section of the page has a link to Portal:Participants. If you want more of a pointer to that page, then create a new page section where you discuss the idea that Wikiversity participants who self-identify as "students" are "Wikiversity participants". Assume Good Faith. Please explain the basis for your false assumption that I'm opposed to having students participate. --JWSchmidt 17:23, 5 September 2008 (UTC)

 * Confusion is the first step toward Enlightenment. —Moulton 17:24, 5 September 2008 (UTC)
 * You've assumed bad faith on the part of me, Salmon, and McCormack. You refuse to accept consensus.  You are acting antagonistically towards a Wikiversity user.  And you dare to tell us to assume good faith?  You've already illustrated your assuming of bad faith by:
 * Assuming bad faith on our parts
 * Refusing to listen to consensus
 * Acting hostily towards other participants
 * Pretending like you're not doing anything antagonistic (this is called "deception" or "denial")
 * Insisting that only your view encourages students to participate on Wikiversity, and that ours discourage them.
 * Misconstruing our edits.
 * Have I left anything off? The Jade Knight 17:49, 5 September 2008 (UTC)
 * "Have I left anything off?" <-- I don't know. It looks like you are playing the tired old game of throwing everything you can imagine against the wall in the hope that one item might stick. I've asked for clarification of your "charges" on the Colloquium. --JWSchmidt 18:57, 5 September 2008 (UTC)

Unsubstantiated Theories of Mind
Jade, I am interested in learning how you form theories of mind of your adversaries. In the above, you have presented interesting theories of the beliefs ("assumptions"), desires, intentions, and pretensions of knowledge of JWS. I personally find it difficult to construct an accurate theory of mind of my own adversaries, so I am curious to learn how one does this. Would you be kind enough to unpack for me your evidence and reasoning to support your remarkable theory of mind regarding the cognitive-emotive state of JWS? —Moulton 18:29, 5 September 2008 (UTC)
 * FYI: this is the sort of thing you ask an individual user, not post on a general talk page.  The Jade Knight 21:00, 5 September 2008 (UTC)

Edit by McCormack
I'm failing to see how this edit improves anything. What am I missing? The Jade Knight 15:06, 5 September 2008 (UTC)

 * It dosen't mater. JWS has reverted to his preferred version with the entire page consisting mainly of meta discussion that the rest of the contributors here have deemed counterproductive. Is this how the english wikiversity is run? Salmon of Doubt 15:20, 5 September 2008 (UTC)

 * Evidently it's how JWSchmidt thinks Wikiversity is to be run. JWSchmidt, please accept consensus and stop posting hostile material.  The Jade Knight 15:35, 5 September 2008 (UTC)
 * Please explain how the learning exercise you are so eager to delete is "hostile material". Isn't your attempt to delete the work of others what is actually hostile? --JWSchmidt 16:29, 5 September 2008 (UTC)

 * Removing hostile material is not hostile, it's helpful. Adding hostile material is hostile. Salmon of Doubt 16:34, 5 September 2008 (UTC)

 * Would you be kind enough to supply us with your definition of 'hostile'? —Moulton 16:37, 5 September 2008 (UTC)

 * Moulton, you'll want to tread very lightly, lest an uninvolved party determine that you are wikistalking me. I don't think anyone would want that to happen. And: "no." Salmon of Doubt 16:38, 5 September 2008 (UTC)

 * I was under the impression that you had committed to "presenting a balanced, objective, accurate, and informative account of all relevant scholarly evidence, facts, analysis, and ideas within all scholarly topics of study in the interest of full disclosure and honesty." Was I laboring under a misconception?  Do you not intend to keep your sincere voluntary commitment to the precepts of Scholarly Ethics?  —Moulton 16:49, 5 September 2008 (UTC)

 * I'll be kind enough to give you M-W's definition of hostile:
 * 1 a: of or relating to an enemy b: marked by malevolence c: openly opposed or resisting d (1): not hospitable  (2): having an intimidating, antagonistic, or offensive nature
 * It is definitions 1b and 1d which may be applicable here, particularly 1d. The Jade Knight 16:47, 5 September 2008 (UTC)

 * I don't yet have any evidence that Salmon of Doubt's concept of 'hostile' concords with that of Merriam-Webster. —Moulton 17:37, 5 September 2008 (UTC)
 * It seems self-evident to me. But then, you and Salmon aren't known for seeing eye-to-eye, from what I gather.  That said, would you please stop antagonizing him?  I don't mind you being here with your pretense of academic research, but could you stop the teasing?  The Jade Knight 17:56, 5 September 2008 (UTC)

 * Jade Knight, I think I understand your "reasoning". The attempt to delete the main student portal of Wikiversity is constructive editing, but when JWSchmidt develops the student portal page, his work towards development of a Wikiversity learning resource for student participants is "hostile". I'm afraid you have your thinking reversed. --JWSchmidt 17:07, 5 September 2008 (UTC)
 * Actually, the main student portal of Wikiversity is Portal:Participants. Compare that one to this and it's obvious which is more useful as a student portal.  Secondly, you're not developing this page as a resource for students.  Instead you're turning it into an object lesson of "don't mess with JWSchmidt while he god-modes with Wikiversity".  By removing your comments we are trying to reduce or prevent a culture of antagonism on Wikiversity.  It is fine to create a project on deletionism vs. inclusionism at Wikiversity.  That would be great.  But this is neither the place nor the method for doing that.  The Jade Knight 17:17, 5 September 2008 (UTC)

 * I am interested in studying JWSchmidt's comments on this kerfuffle. Please do not summarily redact his comments.  Doing so deprives me of the subject matter that I am studying.  —Moulton 17:37, 5 September 2008 (UTC)
 * That's what page histories are for, Moulton. The Jade Knight 17:51, 5 September 2008 (UTC)

 * Am I to understand that this present discussion is not contemplating deletion of the Student Union altogether? —Moulton 19:31, 5 September 2008 (UTC)

 * I'm not, and last time I talked to McCormack about it, he wasn't either. So, AFAIAA, no, it's not.  The Jade Knight 21:01, 5 September 2008 (UTC)

 * "the main student portal of Wikiversity is Portal:Participants" <-- That's your view. In my view, new arrivals at Wikiversity who self-identify as "student" should be able to go to a page that was designed for students. The "Student union" page has always played that role. As far as I can tell, Portal:Participants does not even include the word "student". As far as I know, the Portal:Participants page was never developed with students in mind and it was not developed with the intention of linking to it from the main page for use when students arrive at Wikiversity for the first time. "you're not developing this page as a resource for students" <-- that's not true. "don't mess with JWSchmidt while he god-modes with Wikiversity" <-- I don't know what you are trying to say. What does "god-modes with Wikiversity" mean? "we are trying to reduce or prevent a culture of antagonism on Wikiversity" <-- my suggestion is that everyone stop trying to destroy the work of other editors...that will greatly reduce the risks of creating antagonism. Try creating something rather than trying to destroy what other people have already created. "create a project on deletionism vs. inclusionism at Wikiversity" <-- This sounds like a good idea, why not get it started? My learning exercise on this page can be a case study. --JWSchmidt 19:13, 5 September 2008 (UTC)
 * Finally we agree in purpose, I think. Again, you're choosing to disagree with the particulars, fine, let's move past that unless you're really stuck on them.  I think your little experiment would make a great case study, and now it has an appropriate home (you've already gotten it started.  That said, we should probably create an introductory content page for the Inclusonism/Deletionism issue).  Concerning the student Union, I feel that currently, Portal:Participants is a better introduction to student life at Wikiversity, and it is worlds better than the divisive content you posted here.  That said, I think making the Student Union a welcoming-point for Students where they can get appropriate learning resources and explanation is a great idea.  Why don't we discuss what kind of content we'd like to see on the page (I'll make a new section)?  The Jade Knight 21:38, 5 September 2008 (UTC)

Request to study the evolution of Wikiversity from early days to present
Greetings,

I am a researcher who specializes in Learning Theory and Online Educational Systems.

I am interested in studying how modern and progressive Learning Organizations evolve from their initial concept and implementation through evolutionary phases of organization and development to their current culture, values, and operational practices.

I would like to learn from the episode being argued on the project page here how Wikiversity evolved from its early history, so that I can better appreciate how the concept, culture, values, and operational practices of Wikiversity have evolved from the early days to the present epoch. May I be allowed to study that, please, with access to historic documents of the earlier epochs?

Thank you for your consideration in permitting me to study the historic record of this remarkable Learning Organization.

Moulton 16:01, 5 September 2008 (UTC)

 * Here is a good starting point for historical investigations: History of Wikiversity. --JWSchmidt 16:32, 5 September 2008 (UTC)

 * Hrmmm... That's a good resource, but it doesn't seem to be fully up to date. I was unable to find any mention of the role of the Wikiversity Student Union in that account.  Perhaps this would be an opportunity to document the historical role of the Wikiversity Student Union before the bulldozers raze it.  —Moulton 16:42, 5 September 2008 (UTC)

 * If it gets turned into a redirect, there will always be the page history. The Jade Knight 16:48, 5 September 2008 (UTC)

 * I've included some of the history of the Student Union on the Student Union page. Since the deletionists do not want anyone to see it, I made a copy at User:JWSchmidt/Student Union. --JWSchmidt 17:16, 5 September 2008 (UTC)

 * It would be helpful if there were a small note on the current Student Union page saying that the Student Union has evolved substantially from its initial conception and inception, along with a link to the archival history for study purposes. Those of us who study the evolutionary dynamics of Learning Communities and Learning Cultures would be most grateful for an unobtrusive pointer to the historical archives.  —Moulton 17:51, 5 September 2008 (UTC)

 * Why don't you make a learning project on Evolutionary dynamics of Learning Communities and Learning Cultures, then? Go nuts.  Just don't do any character assassination.  The Jade Knight 17:53, 5 September 2008 (UTC)

 * Please see the Google Knol article, Experiences with Civility and the Role of a Social Contract in Virtual Communities.

 * See also the Overture to Bildungsroman in the Age of Character Assassination from the comic opera, The Ring of the Neener Bomb.

 * Moulton 22:07, 5 September 2008 (UTC)


text:
Wikiversity talk:Student union/Archive

2008

 * September 2008

title: Wikiversity talk:Student union/Archive


text:
User talk:Eml4500.f08.team.allen.oca

 Hello Eml4500.f08.team.allen.oca, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 13:43, 12 September 2008 (UTC)

title: User talk:Eml4500.f08.team.allen.oca


text:
User:Eml4500.f08.wiki1.aguilar/Syllabus

EML 4500 Finite Element Analysis and Design (FEAD), Fall 2008, Dr. L. Vu-Quoc
Course description: Fundamentals of the finite element (FE) method and applications to structural, solid, and bio-mechanics. Principle of vitual work. Derivation of the stiffness matrices for truss, beam, and solid elements. Coordinate transformation for structural elements in 3-D. Direct stiffness method. Static analysis of FE systems with a matrix linear algebra approach, internal structure of a FE code, coding and plotting. Linear stability analysis of truss and beam structures. Applications to aerospace structures and biomechanics. Other topics such as axisymmetric solid elements, dynamic analysis, substructuring analysis, etc. could be taught, depending on the class and the instructor.

Course objective: This course is intended to be the first Finite Element Method (FEM) course for all engineering students. Its objective is to develop a basic understanding of the fundamentals of the FEM through careful derivation of the stiffness matrix from first principles. Fundamental concepts of linear algebra are taught, e.g., inversion and transpose of matrix product, matrix partitioning and solution by static condensation, determinant, eigenvalue problems, etc. For trusses and beams, coordinate transformation of the degrees of freedom from local to global coordinates and the direct stiffness method to assemble element matrices into global matrix is emphasized. The 3-D aspect is emphasized for all truss and beam elements. Euler-Bernoulli beam theory with shear correction, in 3-D, is taught in detail. The connection of linear algebra to the FEM is emphasized, e.g., rigid-body modes and the singularity of the element stiffness matrix. For solid elements, an introduction to the principle of minimum potential energy and the principle of virtual work taught. Commercial codes can be used to train students on practical aspects of FE analysis. Some aspects of buckling analysis and dynamic analysis, and their connection to linear algebra, are addressed.

Topics:

* 3-D truss, beam, and solid structures. Beams with shear correction. * Matrix algebra and its application to finite element solution. * Construction of a FE code, coding and plotting. * Linear stability (buckling) analysis of truss and beam structures. * Applications to mechanical and aerospace engineering, biomechanics, and other engineering    areas (e.g., circuit analysis, heat conduction, etc.) * Class projects: Students will "design" and solve open-ended problems that involve FE model    building and analysis of complex problems (e.g., prostheses, organs, airframes, automobiles,     off-shore platforms, etc.). * Other advanced topics: axisymmetric solid elements, dynamic analysis, nonlinear analysis,    substructuring analyis, etc. depending on mutual interest between the students and the     instructor.

Text and other resources: M. Asghar Bhatti, Finite Element Analysis With Mathematica and Matlab Computations and Practical Applications: Fundamental Concepts John Wiley & Sons (February 4, 2005) ISBN 0471648086 Fri, 07 Jul 2006.

Recommended: * J.S. Przemieniecki, Theory of Matrix Structural Analysis, Dover, 1985, (McGraw-Hill, 1968). ISBN 0-486-64948-2 (Paperback). Library call no. 624.171 P973t. * Y.W. Kwon and H. Bang, Finite Element Method using MATLAB, 2nd edition, CRC Press, 2000. ISBN 0-8493-9653-0. Library call no. TA347.F5 K86 1997 (first edition). * Matlab Guide to Finite Elements: An Interactive Approach, Peter Issa Kattan, Springer Verlag   (February 15, 2003), ISBN 3540438742.

Web pages of related courses: Fall 2006: EML 4500 Finite Element Analysis and Design. Fall 2003: EML 4500 Finite Element Analysis and Design. Spring 2000: EAS 4210C Finite Element for Engineering Mechanics Spring 1999: EAS 4210C Aerospace Structures 2

Grade determination: Tentatively, homework/project and class participation including bonuses (31%), exam1 (23%), exam2 (23%), exam3 (23%). Adjustments to the weights could be made at the end of the course.

Homework: There will be HW assignments, which are to be solved following Cooperative Learning Techniques. HW should be thought of as mini projects, which include "hand solution" with the help of Matlab and the use of the Matlab codes that come with the textbook. Students will also be asked to develop their own Matlab codes. For a tutorial on how to use Matlab, see [|Matlab] matters. See the [|course policy] for more details.

Course outcome: Upon a successful completion of this course, a student is expected to: The above outcomes are consistent with the Departmental and College of Engineering Educational Objectives and meet the following ABET criteria:
 * 1) Have an understanding of matrix linear algebra and its role in the solution of FE systems.
 * 2) Master the derivation of various structural elements in 3-D (truss, beam), and the associated transformation of the stiffness matrix from local coordinates to global coordinates by the Principle of Virtual Work.
 * 3) Know how to correct for shear deformation in Euler-Bernoulli beam.
 * 4) Have a notion of the derivation of the stiffness matrix of solid elements, and their use in a commercial FE code.
 * 5) Know that the concepts of the FEM are also applied to fields other than structural and solid mechanics, e.g., circuit analysis, heat conduction, fluid mechanics, electromagnetics, etc.
 * 6) Develop skills to tackle open-ended problems in FE analysis and design.
 * 7) Develop communication skills, presentation skills, report-writing skills, team work (cooperative learning).
 * 1) Ability to apply knowledge of mathematics, science, and engineering.
 * 2) Ability to identify, formulate, and solve engineering problems.
 * 3) Ability communicate effectively.
 * 4) Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

This page was last updated on: Tue, 12 Aug 2008, 17:56:54 EDT

title: User:Eml4500.f08.wiki1.aguilar/Syllabus


text:
User:Eml4500.f08.echo.mott/Echo.HW1

This Wikiversity user page contains Finite Element Analysis lecture notes and a MATLAB tutorial as required for the HW1 report.

General Information EML4500
Professor
 * Dr. Loc Vu-Quoc

Course Website
 * http://mae.ufl.edu/~vql

EXAM Dates:
 * 09/24
 * 10/22
 * 12/03

Grade Breakdown
 * Old approach:
 * Homework: 10%
 * Exam 1:  30%
 * Exam 2:  30%
 * Exam 3:  30%
 * New approach:
 * Homework: 31%
 * Exam 1:  23%
 * Exam 2:  23%
 * Exam 3:  23%

09/10/08 - Deadline for submitting team structure.

Each team (5 or 6 students) submit a paper containing the following team info:
 * Team Name: Minimum of 4 characters and Maximum of 6 characters
 * Member names and UF ID numbers
 * Wikipedia Usernames for this class

Vision for Wikiversity
Wikiversity
 * Means of sharing educational information
 * Similar to MIT's Open Course Web

Vision
 * Wikiversity members will be able to share ideas throughout the world
 * Provides means for a team to collaborate easily without having to meet in person
 * Examples: Teams in a class, professor and students in a class

Confidentiality
 * Wikiversity name-spaces are not the same as Wikipedia articles
 * Only other members who know a person's member name can access the page
 * Link can be given for others to access the page if desired

Finite Element Notation

The following conventions should be followed for all finite element truss problems. They are intended to assist in computation.

 * Global Nodes shall be labeled with a circle around the node number.
 * Local Nodes shall be labeled with a square around the node number.
 * Elements shall be labeled with a triangle around the node number.
 * Displacement notation shall include the element number in parenthesis in the upper-right corner. The lower-right corner shall include the internal force number of the element.
 * di(e), where e is the element number in parenthesis and i is the ith degree of freedom.
 * The degrees of freedom should be numbered starting in the x-direction, then the y-direction. This should be repeated for all nodes of the element.
 * Forces shall be labeled similar to displacements.
 * fi(e)
 * Reactions shall be labeled with the axis (x,y,ỹ,etc) in the upper-right corner and the node number n in the lower-right corner.
 * Rnx

Force-Displacement Relation
The following diagrams illustrate the force-displacement relation.

 * The first diagram shows a 1D Spring Element with 1 end fixed.

 * This shows a system with both ends free.

 * This equation shows the relation of the forces, displacements, and spring constant in the system. Matrix k represents the stiffness matrix.
 * $$\begin{Bmatrix} f_1 \\ f_2 \end{Bmatrix}=

\begin{bmatrix} k & -k \\ -k & k\end{bmatrix} \begin{Bmatrix} d_1 \\ d_2 \end{Bmatrix}$$

 * Case 1 - Observer sits on node 1.
 * $$f_2=k(d_2-d_1)$$

 * Case 2 - Observer sits on node 2. (Alternatively,  by equilibrium $$f_1+f_2=0$$)
 * $$f_1=-f_2=-k(d_2-d_1)=k(d_1-d_2)$$

Method/Recipe for Solving Truss Systems
Element truss systems can be solved by following a step-by-step process.

The first step is to draw a global diagram of the system. This diagram should show any external forces acting on the truss and any connection points (pinned, fixed, etc). The global node numbers and element numbers should be labeled.

 * Shown below is a sample global diagram. Global nodes 1 and 3 are constrained to center. The load P can be any direction.

 * A global free-body diagram (FBD) should also be drawn to include the forces at the reactions. The global node numbers shall be included in the diagram.

The next step of the process is to draw an individual diagram for each truss element. The individual diagram should be drawn similar to the global diagram by labeling both the displacement and force degrees of freedom. The nodes of each element can be numbered with a new convention or by using the global node numbers. Both the local and global node numbers should be drawn in the diagram.

 * Free Body Diagram of Element 1

 * Free Body Diagram of Element 2

 * Everything should be labeled according to the convention outlined in this section.

 * After all of the element diagrams have been drawn, an element force matrix  F  can be assembled in global coordinates. The stiffness matrix  K  can be found from the properties of the truss.

The global force-displacement (FD) relationship is shown below:

 *  K   d  =  F

The stiffness matrix  K  is non-singular (invertible) and therefore the displacement matrix  d  can be found:

 *  d  =  K -1  F

 * Now that the displacement matrix is known, the element forces can be found.
 * Once the element forces are found, the global reactions can be solved.

Example

Global Stiffness Matrix for Example

Introduction

 * Matlab comes from Matrix Laboratory and allows its users to make complicated calculations using matrices. The information presented in this tutorial is only a brief summary of MATLAB basics. For more information please reference the Primer or consult the MATLAB User Guide.

How to Create a Matrix
The following are ways to assign data to matrices in MATLAB: i.e. entering "A = [1 1 1; 2 2 2; 3 3 3]" or entering " A = [             1 1 1             2 2 2             3 3 3 ]" into MATLAB are both proper ways to create a matrix named A where each row contains three number "1's", "2's" and "3's" respectively and each column contains the numbers 1 through 3.
 * Data is entered through an explicit list of elements

Users may also enter/change a specific data point by entering the matrix name followed by (row, column) i.e. If we wanted to modify matrix A from above so that the data in row 1 column 3 (the top right hand corner) to contain the number 4, we would enter "A(1,3) = 4;"

i.e. MATLAB function "rand(m,n)" creates a matrix size m x n, where the data is randomly generated numbers uniformly distributed between the numbers 0 and 1 MATLAB function "magic(n)" creates a matrix size n x n, where the data is a magic square(rows, columns, and diagonals have a common sum) MATLAB function "eye(n)" creates an identity matrix size of n x n
 * Data is generated by-built in MATLAB statements and functions
 * Data is loaded into a matrix using a diskfile (.m file)
 * Data is loaded into a matrix using and external data file

Operations with Matrices and Arrays
MATLAB offers the following matrix operations (operations are in parentheses):

 * (+)	Addition
 * (-)	Subtraction
 * (*)	Multiplication
 * (/)	Right Division
 * (\)	Left Division
 * (^)	Power
 * (')	Conjugate Transpose

Using "A = [1 1 1; 2 2 2; 3 3 3]" and "B = [3 3 3; 2 2 2; 1 1 1]" as arrays: A + B = [4 4 4; 4 4 4; 4 4 4] A - B = [-2 -2 -2; 0 0 0; 2 2 2] A * B = [6 6 6; 12 12 12; 18 18 18] A ^ 2 = [6 6 6; 12 12 12; 18 18 18] A' = [1 2 3; 1 2 3; 1 2 3]

Using the matrix "C = [1 2 3]" and "D = [1; 2; 3], matrix division can now be performed         A / C = [0.4286; 0.8571; 1.2857]          A \ D = [0; 1; 0]

 * Matrix operations also apply to scalars, considered by MATLAB to be 1 by 1 matrices.
 * If Matrices are not the proper dimensions, an error message is generated by MATLAB.
 * By entering a period (.) before *, ^, /, or \, the matrix operations will be performed entry-wise.

Example: A .* B = [3 3 3; 4 4 4; 3 3 3]

Common Functions
The following functions we suggested by Sigmon in the MATLAB Primer1.

eig  - used to find eigenvalues and eigenvectors chol - for Cholesky factorization svd  - this is used for singular value decomposition inv  - this will give the inverse of a specified matrix lu   - this is for LU factorization qr   - this is for QR factorization hess - this will give the hessenberg form shur - this will provide the shur decomposition rref - this will provide the reduced row echelon form of a matrix expm - this provides the matrix exponential sqrtm - this gives the square root of a matrix poly - this will give the characteristic polynomial det  - this will give the determinant of a matrix size - returns the size of a matrix norm - provides 1- norm, 2-norm, etc. to infinity cond - condition number rank - provides rank of a matrix

Saving the Workspace
A MATLAB workspace can be saved by clicking File...Save Workspace As... or by typing Ctrl+S on the keyboard
 * Saving the workspace will save all variables so that they can be used in a later session
 * The workspace can be opened by clicking File...Open or by typing Ctrl+O on the keyboard.

Expression Based Software
MATLAB interprets expressions inputted by the user. Expressions can be assigned to variables, i.e. d = 4 + 5, where d is the variable, and 4 + 5 is the expression. When assigning expressions an equals sign must be included. If the expression 4 + 5 were entered into MATLAB, it would be automatically assigned to the variable ans.

MATLAB evaluates statements by pressing Enter or Return. When entering in multiple statements, they can all be entered at the same time without having to evaluate each one individually by separating them with either a comma, or a semicolon. Placing a semicolon after a statement will signal MATLAB to evaluate the statement without showing the result in the workspace.

Variables in MATLAB are case specific, i.e. the variable GOgators would not be the same as goGATORS.

Loops
For loops can be used to evaluate a certain expression a specific number of times. For example:

y = []; for j = 1:m, y=[y, 4*j^3], end

This For loop will run the expression 4*j^3 m-times, entering the value into the matrix y.

While statements run as long as a certain statement remains true. For example:

j = 4; while 4+j > 0 j = j - 2; end

Once this statement became false, i.e. 4+j < 0, this statement would stop running.

If statements will only run if a certain condition is met, i.e. if j>2, j = 4*j. If that condition is not met then j = 4*j will not be evaluated.

Editing the Command Line
Editting a command line can be done by using the arrow keys, the delete button, or the backspace key. Using the up arrow will cycle you through the previously entered statements. Because of this functionality, you can easily bring back a statement that may not have run correctly and make any corrections needed. Also, you will be able to use the same statement to apply the same or similar expressions to multiple variables.

Colon Notation
Colon notation is a type of formatting that makes the creation of matrices simple. For example, if you want a matrix that goes from one to five, incremented by one, you could enter:

>>1:5    =[1 2 3 4 5]

Also, if you want to have a different increment or decrement you can use:

>>10:-2:0      =[10 8 6 4 2 0]

Another use of colon notation is accessing certain parts of matrices. Entering A(1,2:6) will return elements two through six in row one of matrix A. Variations on this notation can be used to access submatrices. For example A([3 4],:) will take rows three and four of matrix A.

Strings
In MATLAB a string is stored in a single row matrix with a separate column for each character in the string. Strings are entered into MATLAB by simply surrounding your string of characters with apostrophes as shown below.

>> strFirst = 'This is String 1';

So the words "This is String 1" is now stored in matrix "strFirst".

If one needs to determine the number of characters in a string, for example strFirst, simply type in the following:

>> size(strFirst)

And MATLAB should return:

ans = 1  16

You can also turn a string of characters into their corresponding ascii codes using the double command and turn a single row in a matrix to it's ascii character equivalent. The following is an example of how to convert strFirst to its ascii code and then back to a string.

Enter: >> strSec = double(strFirst)

Returns: strSec = 84  104   105   115    32   105   115    32    83   116   114   105   110   103    32    49

Enter: >> strThir = char(strSec)

Returns: strThir = This is String 1

One final note on strings, if there is ever a need for an apostrophe in a string use 2 single apostrophes at the space where it's needed.

Algorithm Efficiency
In MATLAB, one can see how quickly the software is able to compute an expression is given. This can be done easily with the following format:

tic, expression, toc

This will display a text line at the end of the result stating how much time it took for MATLAB to calculate the entire statement.

M-Files
M-Files are statements that are stored in files. They have the extension ".m". M-Files can be broken up into two main categories:

Script Files are files containing a normal sequence of MATLAB statements. These are programs that when called upon operate in the main window to completion. Script files use global variables, which means that any variables in the main window that are the same as variables in the script file will be replaced. Script files can be called upon by simply typing the name of the file and dropping the extension. For example, for filename.m, one would simply type filename on the command line to call on the program.

Function Files are used to create functions. Functions are sub-programs that operate within the main program. Function files are declared by typing the name of the function, input arguments, and output arguments on the first line of the M-File. Without typing this first line, the file would be a script file. Variables within the function file will have local scope, meaning they will not affect variables acting within the scope of the main program.

When writing function files different built in functions or commands can be used to help program more efficiently. Two such commands are nargin and nargout. nargin allows the user to control the number of arguments passed to the function. nargout allows the number of arguments passed from the function back to the main program to be specified.

All comments are denoted by using the "%" symbol.

Graphics
MATLAB has the ability to take any of the statements that you have entered into the program and plot them. The program is able to handle planar and three dimensional plots.

For planar plots, the command plot(a,b), where "a" and "b" are both vectors, will bring up a graph showing the "a" vector on the x-axis, and the "b" vector on the y-axis.

>> t=0:.001:2*pi; x=cos(3*t); y=sin(2*t); plot(x,y)

Another function of the plotting tool is the command fplot which would be used to plot ".m" files.

(in an m.file “expnormal”): function y = expnormal(x) y=exp(-x.^2);

>> fplot('expnormal',[-1.5,1.5])

MATLAB is also capable of plotting 3-dimensional graphics for 3 given functions. Using the command plot3 one could take three separate vectors and see what the three dimensional line would come out to look like. Along with plot3 are several other types of 3-dimensional plots including:

>> mesh(eye(10))
 * mesh - This function projects a mesh grid over the plot area giving depth to the z values over an x-y plot area.

>> surf(eye(10))
 * surf - This function is similar to mesh but does not project the grid over the plot area, instead using colors changes to indicate                 the z values.

As part of the graphics tool, one can add details, change the color, and the type of shading used. For example:

 * xlabel('Test') - This would assign the label "Test" to the x-axis of the graph. The same could be done for the y-axis using the command ylabel.
 * colormap(copper) - This command would give the graph a copper colored look. Other possibilities are pink, cool, gray, and bone.
 * shading faceted - This command would give the plot a more faceted look. Other types of shading include interpolated and flat.

>> colormap copper >> xx=-2:.2:2; yy=xx; [x,y]=meshgrid(-2:.2:2,-2:.2:2); z=exp(-x.^2-y.^2);surf(z)

MATLAB also has predefined 3-dimensional shapes such as cylinders and spheres which can be brought up using the commands cylinder and sphere, respectively.

Formatting Output
While all computations performed in MATLAB are done with double precision, it is possible to control the format output that is displayed. This can be done with a variety of functions. NOTE:Once the format is changed it remains until changed again.

Output formatting functions: format short  - formats the output to a fixed point with four decimal places format long   - formats the output to a fixed point with 14 decimal places format short e - formats the output to scientific notation with 4 decimal places format long e - formats the output to scientific notation with 14 decimal places format rat    - formats output to an approximation by ratio of small integers format hex    - formats the output to a hexidecimal character format bank   - formats the output to fixed dollars and cents format(+,-, ) - formats the output to either a plus, minus, or blank space.

When formatting the whole viewing window, it is possible to remove excess blank spaces. This can be done with the command format compact. The screen can be returned to the original format by typing format loose.

Sparse Matrices
MATLAB initially assumes that a matrix is sparse, or that the values in the matrix may be non-zero. If a matrix contains multiple zeros MATLAB can utilize a function to streamline it's processes, increasing efficiency.
 * MATLAB has two storage modes
 * Full
 * Sparse

Full is the default storage setting.

In Sparse storage mode a matrix is stored as a linear array of non-zero elements. It does this by using row and column indices.

To convert between Sparse and Full use the following functions: F=Sparse(F) (1) F=Full(s)  (2)

Function one converts the storage mode to sparse, while function 2 converts to Full mode.

To check which mode is currently being used. This can be done by using issparse(A) Where A is the name of the matrix.

It is possible to specify certain parts of a matrix to change into sparse storage. For example one may only wish to turn the diagonals into a sparse matrix. This can be done using spdiags. Below is a list of sparse conversions for different aspects of a matrix.

eye - speye zeros - sparse ones - spones randn - sprandn

A sparse matrix can also be created by listing the non-zero entries. This can be done by: sparse(i,j,s,m,n)

Where: i  - row index j  - column index s  - non-zero elements of sparse matrix m,n - intended size of matrix

Sparse operations Vs. Full

When using a sparse function on a full matrix the result is always in Full. This can be negated in a few ways, one being S.*F.

When using a sparse funtion on Eigen Vectors, eig(S), is full if the sparse matrix is symmetric. The Eigen vectors are however undefined if the matrix is unsymmetric.

Note: A matrix built of other matrices, or blocks, such as [E,F,G,H] is sparse if any of the matrices constituting the block are sparse.

title: User:Eml4500.f08.echo.mott/Echo.HW1


text:
User:Arjen Dijksman/QO

1. Blackbody radiation

Rayleigh’s way : Assumed that every spectral mode k of the electromagnetic field contributes to an average energy k_B.T. For higher k, there are more and more modes in which the field may oscillate --> enormous energy contents of the field for high k --> doesn’t fit for high k.

Planck’s way: Field is described in the same way but energy exchange can only occur in finite packets proportional to k (=hbar k.c). Population of successive energy levels are related by thermal Boltzmann factor.

Einstein’s way: The quanta of electromagnetic energy are particles. There may occur three processes: -	absorption -	spontaneous emission -	stimulated emission

Bose’s way: Gas of lightquanta

Ex 1 Average number of photons per mode for sunlight in the visible range

Ex 2 Ratio between stimulated emission and spontaneous emission

Ex 3 CMB

Ex 4 Heat capacity and Debye formula

title: User:Arjen Dijksman/QO


text:
User:Eml4500.f08.RAMROD.A/MyPartForHW1

Managing M Files
Matlab has a neat command to allow users to manage/create new files without the need to exit Matlab or losing active data.

This tool is the ! feature.

! feature
When any command that would require the system to exit is preceded with an "!", Matlab will be returned to automatically with all current data - after whatever file management is completed.

Example: !ed Shamrock.m  will allow the user to edit the m-file named Shamrock and then return to Matlab exactly as it was.

More File Management Features
command pwd returns the present working directory name

command cd is used to change the working directory

commands dir or ls will show all contents of the current working directory

command what shows the M-files in the current directory

command delete can delete a diskfile

command type will print an M-file to the screen (PrtSC)

command path shows the current directories list

Note: M-files need to be in a directory accessible to Matlab.

Efficiency of Matlab Algorithms: Commands: Flops, Tic and Toc
Flops or Floating Point Operations are one way to measure the efficiency of your Matlab algorithm.

The total duration of time is also a good measure of the efficiency.

Flops Command
Enter flops(0) prior to algorithm and flops after and Matlab will count the number of flops registered during the algorithm sequence.

Example: flops(0), x7+ey 2 =x3; flops

Tic and Toc
Similarly, if you precede the Algorithm with Tic and follow it with Toc and Matlab will post the time elapsed during calculations.

Example: tic, x7+ey 2 =x3; toc

Output Format Precision
Matlab computations will always be done in double precision but there are commands to format what is displayed.

Display Commands
format short - fixed point with 4 decimal places

format long - fixed point with 14 decimal places

format short e - scientific notation with 4 decimal places

format long e - scientific notation with 15 decimal places

format rat - approximation by ratio of small integers

format hex - hexadecimal format

format bank - fixed dollars and cents

format + - +, -, blank

Format Commands
format compact - eliminates blank lines compressing the page

format loose - returns to the original expanded format, similar to double space

Note: format commands remain in effect until changed

Hardcopy
A hardcopy of the information on the screen can be copied to a disk file with the command diary

diary filename - writes information to screen until diary off is entered

Graphics and 3D Graphing in Matlab
The most important commands are plot, plot3, mesh, and surf. The Demo command will give a brief into to each.

Plot
creates x-y plots of the linear form. The following examples will show how to plot vectors over an interval for x.

Example: x = -10:2:10; y=sin(x); plot(x,y)

Example: x = -1.5:0.1:1.5; y=exp(x.^3); plot(x,y)

Note: A period precedes the superscript for proper entry-wise operation

Fplot
Fplot works just the same as plot command and is used for plotting functions

Graph Commands
tittle - add a graph tittle

xlabel - label the x axis

ylabel - label the y axis

gtext - place text on the graph at desired location

text - position text by coordinates

Axis Commands
axis - set axis scaling to prescribed limits

axis(axis) - freezes scaling for subsequent graphs

axis auto - returns to auto-scaling

v = axis - returns vector v showing current scaling

axis square - same scale on both axes

axis equal - same scale and tic marks on both axes

axis off - turns off axis scaling and tic marks

axis on - turns on axis scaling and tic marks

Line-types, Marks and Colors
Line-types: solid (-), dashed (--), dotted, dashdot(-.)

Mark-types: point(.), plus(+), star(*), circle(o), x-mark(x)

Colors: yellow (y), magenta (m), cyan(c), red(r), green(g), blue(b), white(w), black(k)

Example: plot(x,y,'b:') will plot a blue dotted line

Plot3
Plot3 will produce a 3-Dimensional plot of vectors: x, y and z'

The vectors will usually be defined parametrically

Example: t = 0.05:0.01:10*pi; x = cos(2t); y = sin(0.5*t); z = t.^4; plot(x,y,z)

Title and axis commands are the same as for command Plot with the z axis included.

Mesh and Surf Commands
These commands will plot 3-Dimensional "mesh" graphs of matrices. Example: z = [3,9,1] mesh(z)

Surf creates surface plots

Advanced Example
Plot the graph of z = e-x 3+y2 over the square [-4,4] x [-4.4]

xx = -4:0.4:4; yy = xx; [x,y] = meshgrid(xx,yy); z = exp(-x.^3+y.^2); mesh(z)

Sparse Matrix Computations
The computing efficiency of large matrix based problems can be increased using the Sparse command.

The Command will force Matlab to only run computation on nonzero matrix elements - significantly increasing efficiency if said matrix is dense with zeroes.

Say we have Matrix A

To find the number of nonzero elements in A use command: nnz(A) to return the number.

Now we can convert it to a sparse matrix with S = sparse(A)

F = Full(S) will bring the matrix back to full

Reference
Sigmon, K. (1993). MATLAB Primer (Third Edition). Available Here Previously Accessed September, 12, 2008.

title: User:Eml4500.f08.RAMROD.A/MyPartForHW1


text:
User:Eml4500.f08.delta 6.castrillon/HW 1

Matrix Method
The matrix method provides basic steps that are use as a recipe while solving truss systems helping solve problems more efficiently. This is achieved because a common labeling system for the diagrams is used.

Notation

Consider a truss system with two elastic bars, meaning that they are deformable since no materials are perfectly rigid, and both supported ends fixed and constrained to zero displacement in the x and y, as well as the x̃ and ỹ directions. Additionally, a force P loads the truss at the vertex.

Notice the global picture of the above truss system. It is composed of two bar elements that are joined and fixed at both ends. This calls for the need to identify three global nodes, and their reactions; it has been chosen from this point forth to circle the global node numbers for easy notation. Developing a free-body diagram (fbd) will result in the analysis above for the whole truss system (global picture).

We will analyze this system by choosing to use the y-x coordinate system. This global fbd yields 4 unknowns and 3 equations, making this system statically indeterminate. However, we can separate each bar element and build its own fbd.

New notation had to be used to number the bar element number with numbers inside a triangle. The diagram above is, thus, for bar element number 1. Also, local notation for element nodes have also been identified with a square around its node number, each corresponding to a global node (circled). Forces and reactions at each node have also been shown. The x and y directions of the reactions at the supports have also been separated, These have been labeled with an R with a subscript and a superscript that reflect the degree of freedom and the element number, respectively. The labeling of these forces is governed by these rules, in order: The directions of displacement of each node can also be represented by the red arrows in the diagram above, and both represent the degrees of freedom of the element. To save time, it has been decided to also label these arrows as being the direction of movement, each serving a dual purpose. The distances are represented by a d with the labels being the same for its force counterpart. We have done the same for the second bar element as for element 1, shown in the figure below.
 * Follow the order of the global node number
 * For each global node number, label the x-direction reaction first, then the y-direction reaction.

Notice that the number in the triangle has been changed to 2 to represent the element number. Also, the rules described above to label nodes has been followed. Global node 2 (circled) is now local node 1 (in square) and the global node 3 is now the local node 2. There is also another choice of local node numbering, where global node 2 can be local node 2 and the global node 3 is the local node 1. Both modes of numbering will yield the same outcome once the problem is solved, and the second is illustrated below.

Force-Displacement Relation

Recall a 1-D spring:

The above model is for a 1-D spring element with one end fixed. The following force-displacement (FD) relationship for this element is described below.

 * $$f=k*d$$

Where $$f$$ is the force on the free end, $$d$$ the distance the spring is deformed because of the force, and $$k$$ the stiffness of the spring and it depends on the material the spring is made out of.

If we were to free the left end of the above spring then the spring would be affects by the FD relationship as seen below.

The FD relation for this element is more complex as the displacements depend on each other, and each depends on both forces. We model this relationship with the aid of matrices, where each term is represented by a matrix.

 * $$\begin{pmatrix}

f_1\\ f_2\end{pmatrix}$$ = $$\begin{bmatrix} k & -k\\ -k & k\end{bmatrix}$$ $$\begin{pmatrix} d_1\\ d_2\end{pmatrix}$$

The first is a 2x1 column matrix that represents the forces on the spring, the second is a 2x2 matrix that represents the stiffness of the spring, and the third is also a 2x1 column matrix that represents the displacements of both free ends or nodes. This matrix equation is product of two cases that superimpose, each representing the behavior of both nodes as the spring stretches or compresses.

 * Case 1: The observer sits on node 1 and watches how the spring stretches out, represented by:
 * $$f_2=k(d_2-d_1)$$

 * Case 2: The observer sits on node 2 and watches how the spring stretches out, represented by:
 * $$f_1=k(d_1-d_2)=-f_2=-k(d_2-d_1)$$


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