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Digitization Project: Cleveland-Cliffs Iron Mining Company

The Cleveland-Cliffs Iron Mining Company Digitization project, funded by the National Historical Publications and Records Commission, will focus on three record series from the Cleveland-Cliffs Iron Mining Company collection. The three series include over 70,000 historical documents contained in lumber, land, and mining annual reports and over 235 maps dated 1893-1960. The final project will also included a blog documenting the progress of the project; photographs pertaining to or contained within the collection; a website constructed to maintain all digitized documents for public access and use; and lesson plans utilizing the source materials to meet Michigan educational standards.

The Central Upper Peninsula and Northern Michigan University Archives
The Central Upper Peninsula and Northern Michigan University Archives is located on the campus of Northern Michigan University in Marquette, Michigan. Northern Michigan University is a public, four-year liberal arts institution. The Archives houses the historical records of Northern Michigan University and the five-county region of the central Upper Peninsula including: Alger, Delta, Dickinson, Marquette, Menominee and Schoolcraft counties. Consisting of approximately eight-thousand square feet of University records and manuscript collections, the Archives offers a comprehensive research facility for on and off-campus communities and “seeks to identify, collect, preserve, and encourage the use of records that tell the story of Michigan's North Country.”

History of Iron Ore Mining
In 1844, a surveyor for the United States, William A. Burt, embarked on assessing the vast wilderness of Michigan’s Upper Peninsula. When his compass began malfunctioning, Burt investigated and found the source of the disturbance to be immense iron deposits. Thus set in motion the beginning of the iron industry on the Lake Superior Iron Region. The Lake Superior region includes three separate iron ranges: the Marquette, the Menominee, and the Gogebic.

After 1844, companies formed en mass to mine and sell the ore located in the Upper Peninsula. In 1861 there were only three active mines; by 1873, when production on the Marquette range exceeded one million tons, there were forty. Among those companies was Cleveland Iron Company, founded by eleven men from Cleveland, Ohio in 1847.

The iron industry in America has been marked by economic turmoil. In 1873, a national depression caused small companies to merge into powerful conglomerates. The partnered companies “formed subsidiaries; built short-line railroads, massive loading facilities, and charcoal-fired iron smelters; and operated fleets on Great Lakes ore carriers.” In fact, as the production of mines increased so did the number and size of lake vessels providing service to iron companies. Many also purchased lumber companies to supply their mining operations in housing, timber, and charcoal operations. During the 1920’s, the Cleveland Iron Mining Company alone “produced over 22 million board feet of lumber,” which increased to over 75 million after World War II.

The laborers on the Lake Superior region consisted mainly of immigrants of Cornish, Irish, Canadian, Swedish, and Finnish descent. Employment in the region peaked in 1917 with over 18,000 employees. Employee relationships with companies in the mining industry were marked by corporate paternalism policies. As one mining executive described, “Whatever is a benefits to the mining industry, is a benefit to the community, and all the things which tend to the advancement and improvement of the mining town are bound to result in good to… the mining business.” Many companies developed, built, and operated company towns where employees lived and utilized company hospitals, schools, and stores. Because of the economic climate and the industry’s vulnerability to fluctuations companies often developed “iron money,” which could be used in company towns just like traditional currency.

Another aspect of corporate paternalism was safety regulation. Cleveland Iron started one of the industry’s first safety departments. Despite safety regulations, mining was and is a dangerous profession. The main causes of fatalities were premature blasts, collapses, materials dropped, and defective equipment. Many of these accidents were attributed to immigrant workers' misunderstanding and carelessness. Paternalism efforts and policies were successful in reducing labor unrest, at least until the 1890’s. Even when labor strikes occurred the issues at hand were usually related to higher wages and wages due.

Technological innovation is another defining factor in the American mining industry. When companies began mining iron deposits the open-pit method was utilized. The open pit method had four main steps: removing overburden, drilling shot holes, blasting, and loading. The next phase in mining was underground. With underground mining came the first lasting impacts of scientific and technological influence. The introduction of electricity had a significant impact through the use of fans and water for ventilation in underground shafts. Mather Mine was the last operational underground for Cleveland-Cliffs; by the time of its closure Mather Mine alone had produced over 56 million tons of ore.

The third major technological transformation in the processing of iron ore was pelletization. Low-grade taconites found in iron deposits were once considered an “uneconomic resource” because of difficulty to mine and low iron content. When higher grade ores were in immediate danger of being completely diminished, companies began to research ways to convert the low-grade taconites into useable iron ore. Finally, a three stage pelletization process was developed: grinding, concentrating, and pelletizing. Difficulties arose when transferring research from laboratories to use for large scale production, “enormous multi-million-dollar equipment,” and “new skills and practices” were essential to complete pelletization. In the 1950’s at the Humbolt Mine, Cleveland-Cliffs opened its first successful pellet plant. Not soon after companies preferred the pellets because they allowed for easier production in blast furnaces, producing about 50% more, with no clogging versus iron in its natural, large state. In 1997 [and possibly today], three tons of crude ore makes one ton of pellets which can be used to make 0.7 tons of steel and every mine has a custom “flow-sheet” prepared based on its ore body.

The American iron industry has been clearly marked by the influences of economic rise and fall, corporate paternalism, and technological advancement. At the forefront of the industry are companies that were able to adapt to the economic and technological hurdles inherent in iron-ore production. The Cleveland-Cliffs Iron Company has been a leader in the industry for most of its existence, in large part, for its ability to adapt. The collection being digitized for this project includes information on all of these major points regarding the iron industry, as well as valuable information about geology, wildlife, culture, and transportation.

Grant Application Process
This digitization project is funded by the National Historical Publications and Records Commission (NHPRC) though their Digitizing Historical Records grant. The application process is detailed, specific and takes over six months to complete. The process begins with writing a project proposal and gathering all related documents. Requirements for the grant proposal, as well as others, and all related documents are explained in great detail on the NHPRC website, http://www.archives.gov/nhprc/.

After the first application draft is completed, it can be submitted for review. The applicant then has the opportunity to make the recommended corrections and clarifications and resubmit by the final deadline. Next, the final application may be reviewed by any corresponding state boards to ensure its applicability to state plans. It is then sent to be evaluated by five to seven peer reviewers.

The applicant then has the opportunity again to respond to peer review concerns, usually in letter-form, before the Commission staff makes its final decisions for recommendation to the Commission itself. “After reviewing proposals, the comments of peer reviewers, the applicants' responses to the reviews, and evaluations by the Commission staff, Commission members deliberate on proposals and make funding recommendations to the Archivist of the United States who” makes the final decision regarding award recipients.

Project Staff
The project had specific staffing requirements. A project archivist, Rachael Bussert, was hired to oversee the completion of the project; Bussert has a B.A. in History from Ohio State University and a M.A. in History, with a specialization in Public History, from Wright State University. Three grant assistants were also hired to assist in completing the project: Christopher Kern, an art history major experienced in large scale digitization projects; Miranda Revere, a former archives employee experienced in digitization procedure and file management; and Megan Warnos, a digital cinema major experienced in Adobe software and digitized materials. The Archives Digital Resources and Technology Coordinator, Olivia Ernst, is also worked on the project developing and updating the website containing the final project materials.

As a component of the grant, a project advisory committee was formed. The function of the advisory committee is to “advise the director on technical and content issues during Phase I and conduct evaluation and assessment during Phase III.”  The committee is composed of the following individuals:  Marcus Robyns, C.A., Northern Michigan University Archivist; Krista E. Clumpner, M.A.L.S., supervisor for the Technical Services & Systems unit of Olson Library, Northern Michigan University ; and Dr. John Anderton, Northern Michigan University Geography Department.

Digitization Process
Volumes

 * To complete the digitization of the annual reports a multi-step process was used. First, the books needed to be prepared for digitization.  Volumes were not all compiled in the same way and required several preparation methods with various levels of difficulty.  A majority of volumes were held together with brass fasteners; a few were held together by means of a threaded screw; and for bound volumes a utility knife was used to separate pages from the binding.  Fasteners, screws, and bindings were removed to allow for more accurate, single page scanning.

 * After the volumes were separated, each page from every volume was scanned using two Plustek OpticPro A320 scanners and Adobe Photoshop for editing. Most pages within the volumes were able to be scanned using only one scan; others, such as large maps and financial documents, had to be scanned in sections and pieced together in layers with Adobe Photoshop.

 * Scanned in groups of about twenty-five to thirty pages at a time, pages were then subject to quality control including cropping out blank space and edges, ensuring color quality and readability, and the inclusion of all pages within that volume.

 * The scans were then saved as TIFF files within a file management system designed specifically for this digitization project. A hierarchy of file folders was designated separating each type of annual report (mining, lumber, or land); the volumes within that type; and the sections within that volume.  Filenames of each scan included the type of annual report, the series call number, the volume number, the corresponding year, and a number representing the original page’s place within the volume.  The following is an example of a file name:
 * Annual Report_Mining_MS86100_2024_1953_01.tif

 * After all files within a section were scanned, quality controlled, and saved they were then converted to multi-page PDF documents using Adobe Bridge's “Output” function. The completed PDF’s are the final products placed on the website for public access.

 * The digitization for these 70,000 plus documents took almost eight months at varying levels of activity.

Maps

 * The process of digitizing the 235 maps involved an extensive amount of conservation and preservation compared to the volume preparation. Because of the nature of the primary materials in combination with the hardware used to complete the digitization, maps had to be carefully handled and all tears and folds addressed prior to scanning.  Additionally, each map was labeled with its location in pencil on the back.  The purchase of a large format scanner was impractical for budgetary constraints.  In order to assist in the digitization of the maps, a Xerox 510 Wide Format map scanner was located at another Northern Michigan University office; a Color Enhancement Key module was purchased to ensure quality of map digitization.

 * Maps were sent directly to an attached computer with Adobe Photoshop as they were scanned. A grant assistant then performed quality control, similar to that required for the volumes, and saved the files as TIFFs according to their location within the Archive’s holdings.

 * Following scanning and quality control, it was found that many of the maps were too large in file size to post on the website for public access. Each map was reduced by pixel size (usually by about two-thirds) and saved as a JPEG file.

 * The map digitization process was completed in its entirety in approximately three months, with varying levels of activity.

 * Maps that were too damaged or too large to be scanned using the large format scanner were identified within the finding aid and were set aside to digitize using a high quality digital camera. These maps underwent the same preparation procedures as those completed with the large format scanner.  After being repaired, the maps were photographed by Melinda Stamp, Graphic Artist, at the WNMU television studio.  The studio was used for photographing the maps because it provided the most even lighting to capture the large maps.  The camera used was a 12 megapixel Digital SLR camera, with interchangeable lenses that was stabilized with a tripod. Digitization was completed by three people in two hours; the digitized images files were saved as JPEGs.

 * All map JPEG files were given a watermark for the “Archives of Michigan.”

Photographs

 * Many of the volumes that were digitized included photographs of laborers, mineral deposits and other various activities performed by the Cleveland-Cliffs Iron Mining Company.

 * All photographs were cropped from the original scanned TIFF files of the annual reports, and saved individually in a new file folder as TIFFs with a linear enumeration.

 * An excel sheet, too, was developed to maintain data related to the photographs. Each TIFF file was listed with its corresponding Annual Report TIFF file name, e.g. Annual Report_Mining_ MS86100_2024_1953_01.tif, and any descriptive information contained on the photograph or in the annual report.

 * Each photograph will be posted to Flickr with Dublin Core metadata created by the project team. Metadata includes: title, creator, publisher, contributor, description, type, source, date, format, identifier, repository, rights, and rights holder.

Other Project Components
Lesson Plans

 * Four social studies lesson plans have been developed utilizing materials from the digitized collection. All of the lesson plans were developed according to Michigan Department of Education Social Studies Standards.  Three of the lesson plans focus on 4th grade curriculum and the fourth focuses on high school students.

Marketing

 * A marketing plan was constructed to promote the project. The plan includes a poster series that will be posted around Northern Michigan University’s campus and the local community; a brochure containing more detailed information about the collection and its importance that will also be distributed on NMU’s campus and the local community; a blog detailing the progress of the project and procedures employed; and a Facebook page detailing the project, procedures and the collection.

Conference Presentations

 * Rachael Bussert, Project Archivist, will be presenting at the 2011 Michigan Archival Association Annual Meeting in June along with Marcus Robyns, University Archivist. Ms. Bussert was also a featured presenter for the session, "Archivists' Show and Tell: An Open Mic Session," at the 2011 Midwest Archives Conference Annual Meeting in St. Paul, MN in April. Both presentations are a summarization of the collections, its importance, the digitization procedure, and other details of the project.


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User:DudaMaximo

Sex Slaves

The game is based on a book called Sex Slaves, and two films Angels of The Sun and Desert of Happiness, all tell stories of girls who are given away by their parents that belive they will have a better life away from their villages. These girls end up being abused and sold as prostitutes to strange men for drugs, money and survivor. All these girls fight for the freedom during the whole saga of the story, which is what the game is about.

The game consist of collecting cards, money and clients to complete the scenario card that tells you exactly what you have to achieve to win the game and win your freedom, die, marry a client or even become a madam. The players have to go around the board and figure out the best strategy to get the cards they need and to go to the right places where they can get more money, more clients, but they need to be careful to the risk level not to be too high, because if it is , even if they have all the cards they cannot win the game.

In the beginning we made the game based on the game monopoly, where they would have to go around the board and role the dice to get their cards, but it was much of a luck game than strategy. After reflecting we decided to make the game based on clue, where the players would have to go around the board to different locations such as nightclub, hotels, shops, brothels and even the streets to collect the cards and money necessary to complete the scenario that are given to the in the start of the game. Also was based on the war on terror game, as you have to go to as many places as possible and we have the ‘ handcuff card’ which prevents the player to play for a whole round, inspired on the evil mask from war on terror.

The games mechanics are Area Movement, Auction/Bidding, Simulation, Point to Point Movement and Role and Move. You have to whole the dice to make your movement from point to point, and it is a simulation of the reality of many young women and children.

The playing-test helped us on seeing that the game did not fill the purpose the teacher asked us, that would be strategy. We then changed the game to something similar to clue and war on terror, although our game for being based on a real situation such a child prostitution, could not be strictly strategic, because the game would have to be played by real personal decisions on how and what you would have to do to win the game. I believe with our changes, it fits for both purposes.

Bibliography

‘Angels of the sun’- Brazil, 2006-Rudi Lagemann

‘Happy Desert’- Brazil/Germany, 2007-Paulo Caldas

BROWN,Louise;Sex Slaves: The Trafficking of Women in Asia.London.Vigaro Press.2000

Reflective Analysis Log
Game of War The first game I played on the week 2 was the game of war. The board and pieces fit the purpose to make us seeing how the mechanic of a real war is, but I tough it was very confusing the fact some of the pieces were the same color so you could not discern who we belonged to. I believe the players would have a better vision if the pieces were divided and had different colors. The rules are very clear, even thought in the beginning it was a bit difficult for me to understand some of the mechanics of the game. After the first moves the rules are easier to get and follow. This was my least favorite game of all, it was not so enjoyable for me, but i think the rest of the class thought it was a very good game; it really brings up the competitive side of all of us. It is an enjoyable game, but i do not think it is very social, for me it is one of those games that are supposed to be played by two people. The game was developed after a revolution, to show people how to act and protect them from possible threatens. The fact you cannot get out of connection with other pieces or your power of defense gets weaker, is very realistic. The realistic side is the fact you cannot get out of connection or your power of movement and defense gets weaker and the attack is bigger than usual. The abstract side is that in the real war, those pieces do not really have the power that are applied for them in the game, other factors help in the war, the strategy, more than the power of each piece. It shows that every movement that you make have a consequence, the other person will expect you move so they can think about their, in a way to win. Like in the economic theory of Game Theory, that the individual success is making choices depends on the other person choice, so he can make the right move. The political lesson is that you have to think about the situation before making a final decision; you need to see all the factors and possible consequences before you make a move. The game is very realistic in this point, especially because there are rules to be followed also in reality. I would change the color of the pieces in the first place, would make the rules a bit more direct and put the number of defense and force under the pieces, so would be easier to identify what is possible to do with each piece.

1776

I do not believe the board and pieces really fit the whole purpose of the game. The board is very big, because there is more than one scenario during the game. There are too many small pieces which make it very easy to lose and get confused. The rules are sometimes very complicated, but after you play a few rounds you know what moves to make and it gets easier to follow the rules of the game. The game is sociable, especially because we played in teams so we had to agree on the decisions, but the game is very long. We did not play the 4 scenarios, we did not have enough time, this is a very negative point in this game, is how long the game takes to be fully played. The game shows the area where the revolution was happening, the most important cities to be occupied in the US and Canada territories, also show the difficulties of moving around because of natural obstacles such as mountains. I do not think this game was realistic in any aspect, only in the movement, the natural obstacles and fire power of the sides. The game was supposed to be realistic about the American Revolution and it did not appear in any time at the game. The game only shows that you have to make the right decision, especially if you are on the American side, because your fire power is weaker than the British fire power, so you have to make the right movement before they occupy all the most important spaces. It does not translate any political lessons to me, because it did not make the feel like we were playing a game about the American Revolution, not even for a second, none of the aspects of the game translate this subject. I would change lots of aspects of the game, first of all the pieces, there are too many and they are very small, I would make them a bit bigger and small numbers. The board, i would make only one board and fewer scenarios, only 2, that way the game could be played in less time what would make it more enjoyable. I would make it more political, with the real fact from the revolution, and would make every fact to be a round of the game, not necessarily a scenario.

War on Terror

This was my favorite game out of all we played during this semester. I think there are too many small pieces, but the board is absolutely amazing. Really fits the purpose of the game, shows all the continents and relevant countries to be occupied during the game. The rules are very easy to follow. After a few rounds it is even easier to make your movement and see the strategy of each player. It is a very enjoyable game and very sociable, everybody starts with the best of intentions. Until you notice someone got more countries than you, more oil than you and more money. That is when the fun begins, because alliances start to appear and people fighting against each other to get more powerful. Terrorists appear, and the thirst for power gets stronger and stronger inside each player. The evil mask was absolutely the best idea on the game, but the fact was a bit too tight for my own safety. I think it is realistic in the aspect that you can play against someone that you think it is a threat for you or someone who is more powerful and make an alliance with other players with the same goal and the fear of being attracted by the terrorist. But it is abstract on the oil division, because it is random, not how it exactly works in the reality. It makes you think who you should set and alliance and who you should go against, the whole fear of becoming a target of the country that have an alliance of terrorists, or simply the terrorists. It is a very political game, in the fact that it goes against what Bush did in his time as president. And to be careful with the terrorists that ask for money every round not to attack you, with can make you absolutely skint. Every round is a new possibility of changing the strategy on the game to make sure you don’t lose and you are not attacked by other players and the terrorists. Also shows how rich the terrorists really are in the end. I would make it with less cards, and less pieces or make them a bit bigger. Other than that I think it is a brilliant game and that i would like to play more than 10 times.

London

I think the mechanic of the game is very good, although there are too many pieces in the game and too many cards and some of the cards annoyed me, because you could only use once and it is really a card game, the board is just to show what exactly are we buying and how much would it coast, how many cards we would get and poverty. The game was very complicated and the rules are hard to get, only after you play for a while you understand exactly what the game wants from you. You would have to divide the cards in at least 7 different spaces, so there were so many cards and details to remember and moves every round. In my opinion it was sociable, but not enjoyable. Sociable because you can play in pairs, or against each other. But not enjoyable, because it is very hard to understand and there are too many moves you have to make and decisions to be taken. And you could make some decisions, but not actually the moves every round. The game is about building London, and as we all know every time you build some place poverty will appear, so I think that was very realistic, and the loans you could take and how you would have to make the payment. But the division of importance and price of the places around London i did not think it was very realistic. In this game was very important that you would put down the right cards, especially because some of them you could only use it once. You would have to take fewer loans as possible or even none. Would also have to make sure you had enough space to lose poverty. I do not believe this game give us the feeling that we are actually building London, you have to make sure you make the right decisions, you don’t get many loans, that you control poverty and that you build only what is necessary, but it goes from player to player, some can become greedy and try to build big monuments and end up with no money at all.

I would change the fact that you can only use some cards once; we should be able to pick any card we wanted from the discard pile and would make it only a card game, no board. By the end of the game we all get confused if the game is either a board game or a card game.

Modern Society

It is a card game; the cards are real good, because they explain what exactly they do on them, the rules are also easy to follow and to understand. The real problem is that no one is really sure who wins, because it is hard to work out the victory point’s aspect. The board in the middle was very confusing also; I was not very sure what that represented and the purpose of that. The rules are very easy, and the cards are self explanatory which helped on the understanding of the game. But it was hard to work out the point you would get and the movements on the small board. I found the game very enjoyable, but not very sociable. Most of the players got really bored before the game even really started. Most because was very confusing and every card we would play, would have a different influence on the movement of the pieces on the board. The game really showed the modern society. We had little time to play it, so we were running against the time, because we wanted to get as many victory points as possible. Our decisions were based on the other players’ cards. I think the game was very abstract in every single aspect, because you couldn’t really show your ideology on the game, you had to play to win, based on the other players moves and to make sure you would get enough points to win. Like I said, it is very abstract, so the decision was based on the cards you had in your hands and on the other players movements. Honestly, i did not learn any lessons from this game, was only very enjoyable to play. Because it does not gives us a real perspective of political aspects. I would change the fact you cannot chose one way to go, green, blue, red, you should be able to chose a side and play against the others to be sure your ideals would be respect. I also would take the board in the middle off the game; it is absolutely unnecessary and just makes the games more complicated, I believe that way the victory points would become easier to count.

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

title: User:DudaMaximo


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Position paper for game

 * FIGHT FOR LIBYA Position Paper

Fight For Libya is an Avalon Hill-inspired war game that models the 2011 Libyan Uprising. Players take the side of either Muammar Gaddafi’s Libyan Army or the rebel forces of the Libyan People’s Army. Players fight & gain control of the Libyan government. The game includes ground troops of two different kinds, simulated air strikes, and conditions that simulate the imposition of a NATO no-fly zone over Libya. This game is most inspired by the Avalon Hill war game 1776. Fight For Libya is our attempt to bring the revolutionary war aspects of 1776 into a modern context through a simulation of a more recent conflict, as well as an attempt to improve some of the its noted flaws – namely, to make Fight For Libya a simulation that is specific to the Libyan uprising and not just a set of game mechanics that could be applied to any martial conflict. The two games utilize many of the same game mechanics, including dice rolling with combat results tables, hex-and-counter movement, and variable player powers. The hex-and-counter game board was chosen because it allows players to move in almost every direction at the same speed. Whereas a board with square markers only allows pieces to move equally in four different directions – or unequally in eight directions if diagonal movement is allowed, since pieces move faster when traveling on a diagonal than they do while moving in rank and file – the hex grid allows pieces to move at equal speeds in six of the eight possible directions. While still not perfect, this provides a compromise between the equal four directions and unequal eight directions of a square grid board. The use of dice to determine the outcomes of battles and other situations in the game was chosen to provide an element of chance and randomness into the game. By adding combat results tables to the use of dice, more powerful players are provided with a statistical advantage over weaker players, while still allowing for a certain amount of chance. Finally, variable player powers were chosen to provide differentiation between the two armies in the game. Gaddafi’s army is much more powerful, with loyal, trained regular army troops and the ability to perform air strikes. However the less loyal and relatively untrained militia members of his army can defect quite easily to the rebel army, giving the rebels a much larger but much weaker and less trained fighting force. The most helpful things that came out of play-testing Fight For Libya were improved differentiation between the two different armies and clearer, streamlined rules. In the first design of the game, each arm contained three different kinds of pieces – infantry, artillery and planes. After playing through this version of the game several times, it was decided that the two armies were too similar to each other and did not accurately reflect the differences between the two armies in the conflict that was being simulated. It was at this time that the decision was made to have only two types of troops – trained and untrained – as well as the inclusion of a mechanism for troops to defect to the other side. Play testing also helped to streamline and improve the mechanisms for air strikes and the imposition of the NATO no-fly zone.

title: Position paper for game


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Talk:Complex socio-ecological systems/Critique of resilience

Jerneck and Olsson. The key message of this paper is "an urgent need to strengthen adaptation in the intl climate change regime," the critique of Resilience is in that context. I see 4 central critiques, only 1 of which I find reasonable:

I do not see why he links resilience to promoting "incremental change" (i.e. insurance schemes). If the central point of resilience is to be aware of tipping points and non-linear discontinuities, that does not lead to managing incrementally.

The other statement in the conclusion is that resilience "refers to systems where levels and domains are not addressed" -- but his paragraph related to transition thinking on page 176 starting with "These three levels" is almost a literal presentation of panarchy thinking.

Resilience has an implicit normative assumption of preservation of the system and resistance to change (p. 175 top). I have seen explicit statements in the resilience literature to the contrary.

Resilience scientists seek to prioritize maintaining ecosystem services over and above analysis and concern for the social subsystem. I think this is a fair critique.

Davidson.  Davidson seems to have the idea that Resilience thinking believes that complexity increases as systems grow and that there is a deterministic link between increasing complexity and loss of resilience ... I'm not sure Resilience thinking really says that???? Based on this premise, she critiques resilience on the basis of (1) agency, which we have previously discussed as the main social argument against a supposed deterministic tendency of the adaptive cycle, and (2) the idea that it's power relations rather than complexity that leads to collapse.

She goes on to say we can't predict "critical conditions or thresholds precipitating societal collapse" -- thus resilience thinking does not apply. BUT the whole point of resilience thinking is that we can't predict those thresholds in ecological subsystems either.

She gives examples of how some general observations about ecological resilience may not apply to social resilience. For example, global scale may be fast, not slow. (Billy Turner made this same observation at the Resilience conference.) Memory may come from below, rather than above as in Holling's formulation.Rbusch 18:44, 7 April 2011 (UTC)

There is a sentiment amongst some of us in our estimable crowd that we have generally been too hard on socio-ecological resilience. For some, it seems not only are we beating a dead horse, but that we’re now braiding it’s mane and scrubbing its gums long after rigor mortis.

Perhaps this is the case, but I think that these critiques strengthen certain concepts within resilience thinking, not weaken it (I do agree with Davidson that terming resilience frameworks as theory may not be the best course forward, but she’s not the first to voice that).

Jerneck & Olsson’s critique of resilience is grounded in the development and climate change context, so their qualms with resilience are more focused. While I fully agree that SES may represent conflicts between the ecological and social components (Davidson terms this agency), which are difficult to capture with Panarchy as expressed in Gunderson & Holling’s work and Resilience Alliance types more generally, I don’t believe that this critique falls upon deaf ears. Indeed, throughout the conference the issue of multiscalar feedbacks between social and ecological systems for varying degrees of conflict between elements in the “basin of attraction” was discussed, and I believe that the realization by even the strictest of ecological thinkers is, indeed, that the scale needs to be understood both longitudinally and account for sudden changes (not simply incremental ones). Jerneck & Olsson, and Davidson more so, are quick to accost resilience thinkers for veiling everything under the tapestry of “complexity” (I want one in my living room), but there have been fairly elegant descriptions for the mechanisms necessary to address this kind of complexity (Don Nelson’s work in anthro comes to mind). These don’t seem to be acknowledged by this week’s collection of authors.

Davidson presents a pretty good synthesis of the social science gripes, both in terms of what we heard at the conference and what we’ve discussed within our own little brain trust. Yes, feedbacks, critical thresholds, and perhaps most importantly, agency, need to be more fully integrated into the resilience frameworks for those who carry the mantle, especially if they are to have any deeper meaning. But I take issue with the idea that resilience thinking always trends towards complexity as answer to every problem, or even that the ecologically minded don’t leave any room in their research for those who wish to look at agency. Indeed, even in the clunky Panarchy model the K phase is all about foresight, something Brian Walker and others talked about in Tempe and is alluded to in various res references. True, this does not address the inherent divide between collective and individual agency, as Davidson notes, but it would if you account for how most resilience thinkers define scale: The argument would be that you can’t look at individual agency and combine it with, say, landscape degradation, but if you matched the appropriate scalar dimensions (geospatially and temporarily weighted, etc.) you could approach it.

Obviously this is another topic for another day—scale is the death trap of all interdisciplinary endeavors.

In reviewing Davidson I even wanted to bring in the lessons learned from collective animal behavior, highlighted by this week’s talk by Princeton’s Iain Couzin over in Biology. I didn’t attend his presentation, but Couzin is using models of fish assemblages to talk about individual vs. group level behavior, and extrapolating his findings even to things like American voting patterns. This fits in with the collective vs. individual/passive vs. active debate Davidson mentions, in that it connects to our earlier discussions of complex adaptive systems and the role of the superorganism. In other words, maybe these phenomena can be explained using socio-ecological frameworks, but the systems language is perhaps not sufficient to do so, no matter how hard the Santa Fe Institute would like to change that fact.

Both Davidson’s point about critical thresholds and Jerneck & Olsson’s reflections on incremental vs. sudden change are striking, however, because they do appear to come up again and again in the discussions of why many social scientists are adverse to using these frameworks. I think Scheffer really tried to address this in his plenary, specifically in his discussion of autocorrelation emerging prior to a regime shift (a deviant of the “edge of chaos” concept), but this still doesn’t translate perfectly.

Ultimately I think we have more room for synthesis and theory testing, not less, after reading these critiques. I’d be interested in seeing what others think, but I believe we have before us a formidable pack animal of a framework, a mule; certainly not a thoroughbred. But at least it’s breathing. ~ Sam


text: Wikiversity:List of banned users

title: Wikiversity:List of banned users


text:
User:Tmazumdar

About Myself:

Age: 22 (Generation Y/Millennial) Electrical Engineering student at University of Waterloo Currently residing in Waterloo, ON

Goals:

Try to make education free! Make everything that should be public knowledge, free and open-source! I want to rid the world of traditional education systems that no longer work and are demotivating the youth of this world and turning them away from class rooms.

Lets make education interesting and not challenging. Lets allow young people to use their curiosity to learn at their own convenience rather than providing small windows of opportunity to capture all the knowledge through classrooms taught by boring teachers with poor communication skills.

title: User:Tmazumdar


text:
Impact of Information Technology

Impact of Information Technology on the Millennial Generation

The Millennial Generation have arrived. This week we will look at the impact that this new generation is having on society now and is likely to have in the future. First we’ll define the characteristics of recent generations, then we’ll consider the Millennial generation (or Generation Y). Their impact at work will be investigated and we will look at the implications for universities.

Generations of the 20th Century

Generations of the 20th century are typically divided into six categories. The Lost Generation is the people who fought in World War I. The Greatest Generation is the people who fought in World War II (born between 1901 and 1924). Those born between 1925 and 1945 are known as the Silent Generation, who grew up during the Great Depression.

The Baby Boom Generation was born between 1946 and 1964 and were a “population bulge”. They are usually thought to be ‘work centric’, hardworking people who will often criticise other generations for their lack of work ethic. They tend to be independent minded and self confident, often believing that they can change the world. They are goal oriented and welcome exciting, challenging projects. Competitive and clever, they strive to win. They may have difficulty with remote working which they see as showing insufficient commitment to work.

Generation X was born between 1964 and 1979. They tend to be more individualistic, independent, resourceful and self sufficient – usually both of their parents were working as they grew up. They are usually technologically adept and were the first generation to grow up with computers. They tend to be flexible – they had workaholic parents who they often saw commit themselves to one employer and suffer as a result. Because of this, they are less committed to one employer, adapt well to change and are quite tolerant. They value a work / life balance, working to live rather than living to work.

The Millennial Generation

Generation Y were born between 1980 and 2001. They are thought to be tech – savvy, having grown up with technology and seem to be always connected to the internet. They are family centric and willing to trade high pay for fewer work hours. Achievement oriented they were nurtured by their boomer parents. They are confident, ambitious and not afraid to question authority. Team oriented, many participated in team sports, they value teamwork and seek affirmation, want to be kept in the loop and seek praise and reassurance.

The following video is a spoof about the Millennial Generation and may be entertaining:

Opinions on Generation Y are divided, so much so that Mark Bauerlein has written a book accusing them of being the dumbest generation:

The Boston Globe lists eight reasons that Bauerlein gives.

The Pew Research Centre undertakes research on the Millennium Generation.

The Pew US based research shows a number of interesting differences between Millennials and previous generations. They are less likely to get married between the ages of 18 and 28, they live in more racially diverse communities, have higher levels of education, are less likely to be in the labour force, are much less likely to have served in the military and are less likely to live in a rural community than generations aged 18 – 28 that came before them. The Pew report is available here.

The Millennials and Work

As the Baby Boomers age and retire, organisations are looking to the Millennial generation as a source of new blood and the generational differences are explored particularly closely in relation to the world of work.

Compared to previous generations, Generation Y’ers place a higher value on leisure. There is a perception that they have a sense of entitlement that is separated from the work that they do. They expect rapid promotion and frequent rewards. Contrary to some reports Twenge et al argue that the Millennials have altruistic values that are similar to previous generations. They appear less concerned about the intrinsic value of work – the value gained from the work itself and they appear less concerned about the social rewards of work – gaining value from their interaction with others at work is less important to them.

The Millennials and University Education

This generation is also considered in terms of their impact on universities with some arguing that universities need to change to keep pace with this new world:

Jason Frand provides a list of the factors that he believes need to be taken into account about Generation Y and education:

• Computers aren’t technology

• The internet is better than TV

• Reality is no longer real

• Doing is more important than knowing

• Learning more closely resembles Nintendo than logic

• Multitasking is a way of life

• Typing is preferred to handwriting

• Staying connected is essential

• There is zero tolerance for delays

• Consumer and creator are blurring

Michael Wesch of Kansas State University has prepared this video on the future of education:

title: Impact of Information Technology


text:
University of Canberra/Faculty of Health strategic plan submission

A page for individuals to coordinate submission towards a strategic plan being compiled in the Faculty of Health, University of Camberra.

Existing work suggested for inclusion
If you have work out there that you'd like to see incorporated into this submission, please list it as a link below:

 * Open education and research at the University of Canberra
 * Open academia in practice
 * A crisis for institutions, opportunities for teachers
 * Open academic practices within Excellence in Research Australia?
 * Proposed policy on intellectual property
 * UCIP
 * OpenUC
 * Open academia: Principles and practices
 * Wikis for research


text:
Introduction to Routing

Course outline:

Chapter 1 Intro to Inter-Networking

Chapter 2 OSI Reference Model

Chapter 3 LAN Expansion: Segmentation and Bottle Necking

Chapter 4 Routing and Switching Architecture

Chapter 5 Router Basics

Chapter 6 Router Configuration: Cisco IOS

Chapter 7 TCP/IP

Chapter 8 Novell IPX/SPX

Chapter 9 Basic Routing

Chapter 10 Dynamic Routing

Chapter 11 RIP, EIGRP and OSPF

Chapter 12 Dedicated WAN Services

Chapter 13 PSTN Based WAN Services

Chapter 14 Network Security

title: Introduction to Routing


text:
User:Evicos

His Knowledge

I seek knowledge, i took environmental science with biology minor, Master lvl.

Not sure what else to write, just reading for now.

title: User:Evicos


text:
Complex socio-ecological systems/Review and closure

April 15th, Bob and Simone.

Discussion of Resilience Alliance Workbook for Practitioners.

Review, Evaluation and Closure.

Evaluation of the seminar: We asked participants to relfect and write about main learnings and aspects that could be improved in the way the seminar was organized and conducted.

Learnings:

- Resilience is a property of CAS, and it's just one additional tool or lens that we could use to understand or study a system.

- Broader vision on the feasibility of application of the resilience perspective in my work.

- An interesting tool to support the analysis of Ecosystem Services in a given system.

- The evolution of SES and resilience thinking.

- The tension that still exists between ecologists and social scientists in interdisciplinary work of this level.

- There are no shortcuts or easy answers to these questions.

- Importance of multidisciplinary team in understanding, discussing and acting upon a system.

- Concepts related to SES/CHANS and resilience.

- How perceptions of the world influences perceptions of SES and resilience.

- The epistemiologic nature of discussions of SES and resilience.

- Enhanced understanding of SES, CAS, etc. What are the issues, current debates/critiques and tools.

- Where to find resources on SES, CAS, etc (wikiversity).

- Challenges of semantics - the biophysical/social divide when trying to discuss/come to terms with SES, CHANS, Resilience, etc.

Could be improved:

- More on hands-on methods for operationalizing concepts;

- Pick-up a case study to follow through and develop throughout the semester;

- Have the seminar formalized so people woul attend it consistently keeping sequence;

- Overview and analyses of real-world case studies.

- Focus more on complex adaptive systems, of which resilience is part.

- Focus on our own research, on how to apply some of the concepts in our work, using breakout sessions or group exercises;

- Encourage/engage biophysical scientists dialoguing with social scientists, in a way that is valuable for both.

- Bring people to present work done under this approach (field experience).

THANKS TO ALL PARTICIPANTS FOR THEIR INSIGHTS, CONTRIBUTIONS, CRITIQUES AND COLLABORATION IN THE SEMINAR AND IN BUILDING THIS WIKIVERSITY SITE!


text:
Talk:Nonstandard physics/Gravitomagnetism

About Gravitomagnetism. The reason for the article was the next. In Wikipedia article Gravitomagnetism all the information is given from point of view of general relativity. But the same results take place on the base of Lorentz-invariant theory of gravitation (LITG), which was developed by Oliver Heaviside. This is also underlined in Maxwell-like gravitational equations. The Wikiversity article Gravitomagnetism has addition which is absent in Wikipedia. For example, here is section “The interaction between the electromagnetic and gravitational fields”, and in the section “Higher-order effects” I add information about some properties of gravitomagnetic (torsion) field. Fedosin 18:03, 8 April 2011 (UTC)

Other properties of gravitomagnetic field are presented in articles Gravitational induction and Selfconsistent gravitational constants. All the articles give information about gravitational fields in Minkowski space, for moving observers. As it is shown in Lorentz-invariant theory of gravitation, up to now in general relativity is absent generally accepted approach for low-field approximation of gravitational field. This leads to some problem with physical explanation of gravitational phenomena, that we try to overcome. Fedosin 14:49, 31 October 2011 (UTC)


text:
User:Egm6341.s11.team2.finalreportHW7

=Problem 7.0.1: Linear State Space Model =

Given: The Linear State Space Model (LSSM)
Where LSSM has the general form
 * {| style="width:100%" border="0"

$$ \displaystyle \mathbf{x_{k+1}}_{\color{red}(nx1)} = \mathbf{F}_{\color{red}(nxn)} \mathbf{x_{k}}_{\color{red}(nx1)} $$     (7.0.1)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

And $$ \displaystyle \mathbf{F}_{\color{red}(nxn)} $$ is defined as
 * {| style="width:100%" border="0"

$$ \displaystyle \mathbf{F}_{\color{red}(nxn)} = \mathbf{I}_{\color{red}(nxn)} + \Delta \mathbf{A}_{\color{red}(nxn)} $$     (7.0.2)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

If we choose $$ \displaystyle {\color{red} n=2} $$ and define the matrices in (2.2) as
 * {| style="width:100%" border="0"

$$ \displaystyle \mathbf{I}_{\color{red}(2x2)} = \left[ \begin{matrix} 1 & 0 \\   0 & 1  \\ \end{matrix} \right], \quad \mathbf{\Delta} = 0.02, \quad \mathbf{A}_{\color{red}(2x2)} = \left[ \begin{matrix} -0.2 & 1    \\   -1   & -0.2  \\ \end{matrix} \right] $$     (7.0.3)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

In addition we will consider the k-th step of the system $$ \displaystyle \mathbf{x_k} $$ and initial point $$ \displaystyle \mathbf{x_0} $$, in (7.0.1) as
 * {| style="width:100%" border="0"

$$ \displaystyle \mathbf{x_k}_{\color{red}(2x1)} = \left\{ \begin{matrix} x_k^ \\ x_k^ \\ \end{matrix} \right\} \quad and \quad
 * style="width:95%" |
 * style="width:95%" |

\mathbf{x_0}_{\color{red}(2x1)} = \left\{ \begin{matrix} x_k^ \\ x_k^ \\ \end{matrix} \right\} = \left\{ \begin{matrix} 3 \\   -2  \\ \end{matrix} \right\} $$     (7.0.4)
 *
 * }

1. Run LSSM With Cauchy Random Noise:
====a) Let $$ \displaystyle \mathbf{G} = \alpha \cdot \left\{ \begin{matrix}  1  \\   1  \\ \end{matrix} \right\}_{\color{red}2x1}  $$.====

Hint:
Find a Matlab command to generate $$ \displaystyle \{ \mathbf{\theta_{j}}, j=0,1,2,... \} $$ in single-slit diffraction experiment.

1. Run LSSM With Cauchy Random Noise:
====a) Let $$ \displaystyle \mathbf{G} = \alpha \cdot \left\{ \begin{matrix}  1  \\   1  \\ \end{matrix} \right\}_{\color{red}2x1}  $$.====

c) Using the Matlab command rand to generate $$ \displaystyle \{ \mathbf{w_{j}}, j=0,1,2,... \} $$.
Matlab Code:

d) Plot $$ \displaystyle \{ \mathbf{x_{j}}, j=0,1,2,... \} $$ for $$ \displaystyle \alpha=0.5,1,2 $$.
Shown Below is the Linear State Space Model With Cauchy Noise and $$ \displaystyle {\color{red}\alpha = 0.5} $$:
 * HW701cauchyNoiseAlpha_05.png

Shown Below is the Linear State Space Model With Cauchy Noise and $$ \displaystyle {\color{red}\alpha = 1} $$:
 * HW702cauchyNoiseAlpha_1.png

Shown Below is the Linear State Space Model With Cauchy Noise and $$ \displaystyle {\color{red}\alpha = 2} $$:
 * HW703cauchyNoiseAlpha_2.png

Hint:
Find a Matlab command to generate $$ \displaystyle \{ \mathbf{\theta_{j}}, j=0,1,2,... \} $$ in single-slit diffraction experiment.

=Problem 7.0.2: Mass-Spring-Damper with Gaussian noise and Cauchy noise=

Given: The Following Spring System
An ideal mass-spring-damper system with mass m, spring constant k and viscous damper of damping coefficient c is subject to an oscillatory force u. This can be illustrated in the following image.

Find:
1) Derive equations of motion in terms of d, c, k, m, u.

2) Let $$ {\mathbf{x}} = \left\{ {\begin{array}{ccccccccccccccc} d \\  {\dot d} \end{array}} \right\} = \left\{ {\begin{array}{ccccccccccccccc}   \\ \end{array}} \right\}$$. Find $$\left( {{\mathbf{F}},{\mathbf{G}}} \right) $$

3) Find $${c_{cr}}$$ in terms of k, m st. this system is critically damped.

4) Let k=1, m=1/2, $$ {{\mathbf{x}}_0} = {\left[ {0.8, - 0.4} \right]^T} $$

a) For u=0, plot $${{\mathbf{x}}_k}$$ for $$c = \frac{1}{2}{c_{cr}},{c_{cr}},\frac{3}{2}{c_{cr}}$$.

b) For u=0.5 Gaussian noise and $$c = \frac{3}{2}{c_{cr}}$$, plot $${{\mathbf{x}}_k}$$.

c) For u=0.5 Cauchy noise and $$c = \frac{3}{2}{c_{cr}}$$, plot $${{\mathbf{x}}_k}$$.

Solution:
1) Since the system is subject to an oscillatory force generated from the spring, we have this oscillatory force

and also a damping force from the damper:

Since we can use Newton's Second Law

Therefore we can derive equations of motion as following:

2) From Eq. 5.4.4, we can solve for $${\ddot d}$$ as following:

Therefore we can rewrite $${\dot x}$$ in matrix form

If we make a discretization as

and use forward Euler method

We can have

3) Since we can rewrite Eq. 5.4.4 as

where $$\omega_0 = \sqrt{ k \over m } $$, $$\zeta = { c \over 2 \sqrt{m k} }$$

When $$\zeta = 1$$, the system is said to be critically damped. A critically damped system converges to zero faster than any other and without oscillating. Therefore we have $${c_cr}$$ indicated in Eq. 5.4.12 and can look for damping for more explanations.

4) a) The following matlab codes are used to solve the problem without any noise, and the damping coefficients can be chose to create different cases with under-damping, critical damping or over-damping.

Comment:

Different c values cause different damping cases. From the figure above, we can find out a critically damped system converges to zero faster than any other and without oscillating.

b) The following matlab codes are used to solve the problem with the Gaussian Random Noise and over-damping case.

Comment:

When the system has Gaussian noise, the convergence can be archived, however the final result is not exactly zero since there is still noise all the time and the final result oscillated around zero.

c) The following matlab codes are used to solve the problem with the Cauchy Noise and over-damping case.

Comment:

When the system has Cauchy noise, the same result was generated as Gaussian noise. However the oscillation around the zero is much larger than the case with Gaussian noise.

=Problem 7.1.1: Solve the Logistic Growth ODE Analytically=

Given: The Verhulst Model for Logistic Population Growth
The Verhulst Model, as it pertains to logistic population growth, describes the following system dynamics.
 * LHS: The time derivative $$ \displaystyle \dot{x}(t)= \frac{dx}{dt} $$, is the rate that the population changes with respect to time.
 * RHS: Is directly proportionate to the following:
 * $$ \displaystyle x(t):= $$ the population size at time $$ \displaystyle t$$.
 * $$ \displaystyle \left(1-\frac{x(t)}{x_{max}} \right):= $$ the remaining available resources.
 * $$ \displaystyle x_{max}:= $$ the carrying capacity which is maximum number of inhabitants for an isolated system.
 * $$ \displaystyle r:= $$ the constant of proportionality which serves as the rate constant. We are considering the case of population growth where $$ \displaystyle r>1 $$.

Find: An Analytical Solution for the Population Size at Time $$ t $$

 * Obtain the analytical solution by solving the ODE shown in equation (7.1.1).
 * Use the initial condition $$ \displaystyle x_0 = 3 < \frac{1}{2}x_{max} $$.
 * Use the initial condition $$ \displaystyle x_0 = 9 < \frac{1}{2}x_{max} $$.

Step 1: Separation of Variables
Separating the independent and dependent variables in equation (7.1.1) results in the following expression that can then integrated.

Step 2: Partial Fraction Decomposition
Next we will consider the integrand and decompose its fractional form into two the sum of two elementary integrals.

Multiplying both the LHS and RHS by the denominator on the LHS results in the following, The final expression in (7.1.4) can be written in terms of its respective powers of $$ \displaystyle x $$, forming linear system of two equations with two unknowns. The unknowns we aim to obtain are $$ \displaystyle a $$ and $$ \displaystyle b $$. Since $$ \displaystyle a $$ is coefficient to $$ \displaystyle x^0=1 $$, we immediately obtain,

Next we observe the coefficients of order one $$ \displaystyle x $$ and using our solution from (7.1.5) $$ \displaystyle a=1 $$ to get,

Now that we have a solution to $$ \displaystyle a $$ and $$ \displaystyle b $$ we can substitute them into (7.1.3) to obtain an integrand that is integrable by elementary techniques.

Step 3: Direct Integration
Next we will simply evaluate the integral and perform the algebra necessary in obtaining and explicit expression for $$ \displaystyle x(t) $$ Which gives us the Verhulst Model for logistic population growth.

Step 4: Using the Data Set Parameters for $$ t \in [0,20] $$

 * Population carrying capacity $$ \displaystyle x_{max}=15 $$.
 * Population growth rate $$ \displaystyle r = 1.4 $$.
 * Initial condition $$ \displaystyle x_0^{(1)} = 3 < \frac{1}{2}x_{max} $$.

 * Population carrying capacity $$ \displaystyle x_{max}=15 $$.
 * Population growth rate $$ \displaystyle r = 1.4 $$.
 * Initial condition $$ \displaystyle x_0^{(2)} = 9 > \frac{1}{2}x_{max} $$.

= Problem 7.1.2: Use Hermite-Simpson Algorithm to Numerically Integrate the Verhulst Equation=

Given: The Verhulst Model for Logistic Population Growth
Verhulst(1838) equation

The Verhulst Model, as it pertains to logistic population growth, describes the following system dynamics.
 * LHS: The time derivative $$ \displaystyle \dot{x}(t)= \frac{dx}{dt} $$, is the rate that the population changes with respect to time.
 * RHS: Is directly proportionate to the following:
 * $$ \displaystyle x(t):= $$ the population size at time $$ \displaystyle t$$.
 * $$ \displaystyle \left(1-\frac{x(t)}{x_{max}} \right):= $$ the remaining available resources.
 * $$ \displaystyle x_{max}:= $$ the carrying capacity which is maximum number of inhabitants for an isolated system.
 * $$ \displaystyle r:= $$ the constant of proportionality which serves as the rate constant. We are considering the case of population growth where $$ \displaystyle r>1 $$.

2. Using the initial condition $$ \displaystyle x_0 = 9 > \frac{1}{2}x_{max} $$

 * Obtain the numerical solution by solving the ODE shown in equation (7.2.1.1) for the following parameters.
 * Given the population carrying capacity $$ \displaystyle x_{max}=15 $$.
 * Given the population growth rate $$ \displaystyle r = 1.4 $$.

Solution: Numerical Integration
The following Matlab codes are used to solve Eq. 7.1.2.1

1)$$ x_0 = 3$$

2)$$ x_0 = 9$$

3)comparison between the above cases

Comment
Form the above two cases, we find that these two cases, with different initial condition, can converge to the maximum value exactly. It's interesting that it seems that both cases achieve the maximum at the same time. However, the increase rate is different for they have various initial start point.

=Problem 7.1.3: FE and BE Algorithm Applied to the Integrations of the Logistic Growth Equation=

From the lecture slide Mtg 40

 This problem was solved with referring to S10 homework: S10 Team4's Problem 7.5

Given
The Verhulst Model as stated in the Problem 7.1.2,

Two cases of initial condition,

 * Case 1: initial condition $$ \displaystyle x_0 = 3 < \frac{1}{2}x_{max} $$.
 * Case 2: initial condition $$ \displaystyle x_0 = 9 < \frac{1}{2}x_{max} $$.

Find
Integrate the logistic equation with increasing step size $$\displaystyle h=\hat{h}\cdot {{2}^{k}}$$ by

(1) Forward Euler algorithm

(2) Backward Euler algorithm

Integrate using Backward Euler Algorithm
Do a scaling such that $$\displaystyle \bar{x}(t)=\frac{x(t)}$$, then the Verhulst Model turns into,

Then by Forward Euler Algorithm,

Case 1: $$\displaystyle {{x}_{0}}=3$$
Result using Forward Euler Algorithm when $$\displaystyle k=1$$

Result using Forward Euler Algorithm when $$\displaystyle k=4$$

Result using Forward Euler Algorithm when $$\displaystyle k=7$$

Case 2: $$\displaystyle {{x}_{0}}=9$$
Result using Forward Euler Algorithm when $$\displaystyle k=1$$

Result using Forward Euler Algorithm when $$\displaystyle k=4$$

Result using Forward Euler Algorithm when $$\displaystyle k=7$$

Integrate using Backward Euler Algorithm
From Eq 1.3.2 and Backward Euler Algorithm we have,

Case 1: $$\displaystyle {{x}_{0}}=3$$
Result using Forward Euler Algorithm when $$\displaystyle k=1$$

Result using Forward Euler Algorithm when $$\displaystyle k=7$$

Case 2: $$\displaystyle {{x}_{0}}=9$$
Result using Forward Euler Algorithm when $$\displaystyle k=4$$

Result using Forward Euler Algorithm when $$\displaystyle k=7$$

Comment
As we can see in the Foward Euler Algorithm the result become indented when $$\displaystyle k=7$$ reaches 7. This means the Foward Euler Algorithm's solution may become unstable with step size increasing. While the result by Backward Euler Algorithm still remain stable with $$\displaystyle k=7$$.

=Problem 7.2: Using Hermite-Simpson and Newton-Raphson Algorithm to Solve the Bunt Maneuver Problem=

Given
The given equations of motion for the aircraft are

 * {| style="width:100%" border="0" align="left"

\mathbf{\dot{z}} = \begin{Bmatrix} \dot{\gamma} \\ \dot{v} \\ \dot{x} \\ \dot{y} \end{Bmatrix} = \begin{Bmatrix} \frac{T-D}{mv}\sin\alpha + \frac{L}{mv}\cos\alpha - \frac{g}{v}\cos\gamma \\ \frac{T-D}{m}\cos\alpha + \frac{L}{m}\sin\alpha - g\sin\gamma \\ v\cos\gamma \\ v\sin\gamma \end{Bmatrix} = \begin{Bmatrix} f_{1}(\mathbf{z}) \\ f_{2}(\mathbf{z}) \\ f_{3}(\mathbf{z}) \\ f_{4}(\mathbf{z}) \end{Bmatrix} = \mathbf{f}(\mathbf{z}) $$ $$  Here, $$\displaystyle D$$ and $$\displaystyle L$$ are
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\begin{cases} D(y,v,\alpha) = \frac{1}{2}C_{d}\rho v^{2}S_{ref} \\ L(y,v,\alpha) = \frac{1}{2}C_{l}\rho v^{2}S_{ref} \end{cases} $$  where
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\begin{cases} C_{d}(\alpha) = A_{1}\alpha^2 + A_{2}\alpha + A_{3} \\ C_{l}(\alpha) = B_{1}\alpha + B_{2} \\ \rho(y) = C_{1}y^2 + C_{2}y + C_{3} \end{cases} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

All required parameters can be obtained from the Subchan and Zbikowski paper. (Subchan and Zbikowski, Optim. Control Appl. Meth. 2007; 28:311-353)
 * {| style="width:100%" border="0" align="left"

\begin{cases} m = 1005 \; kg \\ g = 9.81 \; m/s^2 \\ S_{ref} = 0.3376 \; m^2 \\ A_{1} = -1.9431 \\ A_{2} = -0.1499 \\ A_{3} = 0.2359 \\ B_{1} = 21.9 \\ B_{2} = 0 \\ C_{1} = 3.312 \times 10^{-9} \; kg/m^5 \\ C_{2} = -1.142 \times 10^{-4} \; kg/m^4 \\ C_{3} = 1.224 \; kg/m^3 \end{cases} $$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Find
Solve the equations of motion of aircraft when the below control inputs $$\displaystyle T(t)$$ and $$\displaystyle \alpha_1(t)$$ and $$\displaystyle \alpha_2(t)$$ are given.

 * {| style="width:100%" border="0" align="left"

T(t) = \begin{cases} 6000 \; N, & \mbox{for }0 \leq t < 27 \; \mbox{and} \; 33 \leq t \leq 40 \\ 1000 \; N, & \mbox{for }27 \leq t < 33 \end{cases} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

 * {| style="width:100%" border="0" align="left"

\alpha_1(t) = \begin{cases} 0.03 \; rad, & \mbox{for }0 \leq t < 21 \\ \frac{0.13-0.09}{27-21}(t-21) + 0.09 \; rad, & \mbox{for }21 \leq t < 27 \\ \frac{-0.2+0.13}{33-21}(t-27) - 0.13 \; rad, & \mbox{for }27 \leq t < 33 \\ \frac{-0.13+0.2}{40-33}(t-33) - 0.2\; rad, & \mbox{for }33 \leq t \leq 40 \end{cases} $$ $$
 * $$\displaystyle
 * $$\displaystyle
 *
$$\displaystyle
 * }
 * }

 * {| style="width:100%" border="0" align="left"

\alpha_2(t) = \begin{cases} 0.03 \; rad, & \mbox{for }0 \leq t < 21 \\ \frac{0.13-0.09}{27-21}(t-21) + 0.09 \; rad, & \mbox{for }21 \leq t < 27 \\ \frac{-0.2+0.13}{33-21}(t-27) - 0.13 \; rad, & \mbox{for }27 \leq t < 33 \\ - 0.2\; rad, & \mbox{for }33 \leq t \leq 40 \end{cases} $$ $$

 * $$\displaystyle
 * $$\displaystyle
 *
$$\displaystyle
 * }
 * }

The solution should be obtained using Hermite-Simpson (HS) algorithm and Newton-Raphson (NR) method.

Also find $$ J = \int\limits_{t = 0}^ {y(t)dt} $$ where $$ \displaystyle y({t_f}) = 0 $$ for $$ \displaystyle \alpha_1(t) $$ and $$ \displaystyle \alpha_2(t) $$.

Solution
The following code solves the equations of motion listed above for the given control profiles using the Hermite-Simpson with Newton-Raphson algorithm. It contains functions for the main file, dynamics, derivatives, function evaluation, and control profiles.

Figures 7.2.1 and 7.2.2 plot the control inputs to the equations of motion. The left plot in Figure 7.2.1 corresponds to the angle of attack profile specified in the s10 assignment, while the right plot specifies the angle of attack profile for s11. The same thrust profile was used in both cases.
 * HW7.2_Alpha1_Alpha2.png

 * HW7.2_Thrust.png

Figures 7.2.3 - 7.2.6 plot the solutions to the state trajectories found using the Hermite-Simpson and Newton-Raphson algorithm. Again, the left plots correspond to the input profiles from s10 and the right plots correspond to s11. The required integral J from the problem statement corresponds to the area under the curve of the plots in Figure 7.2.6. Figure 7.2.7 plots the horizontal distance versus the vertical distance that the aircraft has traveled (in other words, the spacial representation of the aircraft maneuver).
 * HW7_2(Gamma_t).png

 * HW7_2(V_t).png

 * HW7_2(X_t).png

 * HW7_2(Y_t).png

 * HW7_2(Y_X).png

The integral of y(t) was found for both cases using the code below. The integral for the first angle of attack profile, J1, was calculated to be 16860 m-s, while J2 was found to be 10825 m-s. Since the objective of this problem is to minimize the integral of y(t) over time, the second angle of attack profile (s11) is closer to the optimal solution. The Hermite-Simpson algorithm required 219+1 node points to reach the desired accuracy tolerances. The integrals were found using the the complex trapezoidal rule with values at all of the nodes used.

= Problem 7.3: Solving the Logistic Equation Using Inconsistent Trap-Simpson's rule & Newton-Raphson =

Given: Verhulst Function and Hermite-Simpson Analytical Solution
Refer to lecture slide 41-1 for problem statement

Verhulst's logistic function for population dynamics is given in S10 lecture slide 38-3,

 * {| style="width:100%" border="0"

$$\displaystyle
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\dot{x}(t) = f(x) = rx \left(1-\frac{x}{x_{max}}\right).

$$     (7.3.1)
 *

 * }

For S11, $$\displaystyle x_{max}=15;\ r = 1.4,\ $$ and $$\displaystyle t \in [0,20] $$

The analytical solution is given in S10 lecture slide 39-1,

 * {| style="width:100%" border="0"

$$\displaystyle
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x(t) = \frac{x_0x_{max}e^{rt}}{x_{max} + x_0(e^{rt}-1)}.

$$     (7.3.2)
 *

 * }

Find: Numerical Solution to Verhulst Eqn. Using Inconsistent Trap-Simpson's Rule
To solve logistic equation defined by Eq 7.8.1 for two initial conditions, $$\displaystyle x_0=3\ and\ x_0 = 9,\ $$ using Simpson's rule given by (1) in lecture slide 38-3,

 * {| style="width:100%" border="0"

$$\displaystyle
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z_{i+1} = z_{i} + \frac{h/2}{3} \left[f_i + 4f_{(i+1/2)} +f_{i+1}\right].

$$     (7.3.4)
 *

 * }

The Inconsistent Trap rule for finding $$z_{i+1/2}$$ is given by,

 * {| style="width:100%" border="0"

$$\displaystyle
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z_{i+1/2} = \frac{1}{2} [z_{i} + z_{i+1}].

$$     (7.3.5)
 *

 * }

Solution: Newton-Raphson Method, Solution and Error Plots and Matlab Code
Consider Eq 7.3.1 in which $$\displaystyle f_{(i+1/2)}$$ is a function of $$\displaystyle z_{i}$$ and $$\displaystyle z_{i+1}$$, where $$\displaystyle z_i, z_{i+1} $$ goes to values of $$\displaystyle x$$ at $$\displaystyle t = t_i$$ and $$\displaystyle t = t_{i+1}$$.

Because this is an initial value problem, $$\displaystyle z_i$$ is known. So, Eq 7.3.4 becomes a function of $$\displaystyle z_{i+1}$$ given by,

 * {| style="width:100%" border="0"

$$\displaystyle
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F(z_{i+1}) = 0

$$     (7.3.6)
 *

 * }

We find the root $$\displaystyle z_{i+1}$$ of Eq 7.3.6 using Newton-Raphson method in lecture 26-2,

 * {| style="width:100%" border="0"

$$\displaystyle
 * style="width:95%" |
 * style="width:95%" |

z_{i+1}^{(k+1)} = z_{i+1}^{(k)} - \left[\frac{dF(z_{i+1}^{(k)})}{dz}\right]^{-1} F(z_{i+1}^{(k)})

$$     (7.3.6)
 *

 * }

The Newton-Raphson iteration, starting with an initial guess as $$\displaystyle z_{i+1}^{0} = z_{i}$$, is stopped once the absolute tolerance

 * {| style="width:100%" border="0"

$$\displaystyle \begin{align} AbsTol &= ||z_{i+1}^{(k+1)} - z_{i+1}^{(k)}|| \\ &\le 10^{-6}\\ \end{align} $$     (7.3.7)
 * style="width:95%" |
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 *

 * }

is satisfied.

Inconsistent Trap-Simpson Plots
Below are the plots of the Inconsistent Trap-Simpson solution of the Verhulst Function and the error, initial population of 3, h=0.125.

Below are the plots of the Inconsistent Trap-Simpson solution of the Verhulst Function and the error, initial population of 9.

The code for the case with initial population of 9 is very similar to the code post above. The only difference is that "x0=9" instead of "x0=3."

Error Plots of Hermite Simpson Method
Below are the plots of the error of the Hermite Simpson solution compared to the analytical solution of the Verhulst Function.

The code for the case with initial population of 9 is very similar to the code post above. The only difference is that "x0=9" instead of "x0=3."

Conclusion
Comparing the graphs of the errors of the two methods (Inconsistent Trap-Simpson and Hermite Simpson) we see that the error in the Hermite Simpson method (order $$10^{-6}$$) is orders of magnitude less than that in the Inconsistent Trap-Simpson method (order $$10^{-3}$$). This is to be expected because the Hermite Simpson method is consistent in it's picking of the $$ z_{i+\frac{1}{2}} $$ term, whereas the Inconsistent Trap-Simpson is, as its name says, inconsistent.

=References=

=Contributing Members & Referenced Lecture=

title: User:Egm6341.s11.team2.finalreportHW7


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Psycholinguistics/Components of Speech/Learning Exercise Answer Key

Part 1
1. a) A minimal pair occurs if words differ on only one contrastive unit. b) Allophone are variations of the same phoneme that do not change the meaning of a word. 2.	Catch - Cash
 * These two words are a minimal pair and differ only the presence of the t͡ʃ in 'catch' vs. ʂ in 'cash'

3.	Persist - Missed
 * These two words are neither a minimal pair or an example of an allophone.

4.	Liege – Lease
 * These two words are a minimal pair and differ only /s/and /ʒ/. However the pronouciation of ‘liege’ can also be said as /lidʒ/ in which case this would not be an example of a minimal pair or an allophone.

5.	Messed – Confessed
 * These two words are neither a minimal pair or an example of an allophone.

6.	‘p’ – punctuate/compromised
 * These two forms are allophones in English. The ‘p’ in ‘puntuate’ is aspirated and the ‘p’ in ‘compromised’ is not, however this does not create a meaningful contrast in English and they are therefore allophones.

7.     Soot - Suit
 * These two words are a minimal pair and differ only on the phonemes /ʊ/ and /u/.

8.     /l/ – let/tell
 * These two forms are allophones in English. The /l/’ in ‘let’ is considered to be a clear /l/ and the /l/ in ‘tell’ is considered a velarised /l/, however these do not create meaningful contrast in English and are therefore allophones.

9.     Match - Attach
 * These two words are neither a minimal pair or an example of an allophone.

10.    Beige - Bays
 * These two words are a minimal pair and differ only /ʒ/ and /z/.

Part 2 - ASL
1.

2.

a) None of the above examples are an example of a minimal pair.

3.	Home – Yesterday
 * These two signs are a minimal pair that differ only on the hand configuration.

4.	Soon – Train
 * These two signs are a minimal pair that differ only on hand configuration.

5. ASL signs Know – Think
 * These two signs are a minimal pair that differ only on hand configuration.

For more American Sign Language (ASL) resources check out Lifeprint.com. All images belong to Lifeprint.com.


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User:Shnwilson23

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title: User:Shnwilson23


text:
Ecolectual

An Ecolectual is a person with a highly evolved level of tested and measured value placed upon ecological, economic, political and social factors and the subsequent, developed capacity to enact transformative change for sustainability. . The degree to which a person is deemed an ecolectual is established through the measurement of the ecolectual quotient (EcoQ) which represents a means of qualifying and quantifying, through testing and measuring, the potential for successful sustainable development outcomes to be generated through the implementation of transformative change for sustainability initiatives. One important component of the ecolectual quotient is an analysis of an individual’s capacity for transformative change for sustainability – this has been defined as a person’s Ecolect (EcoI). Ecolect is defined as a person’s tested and measured understanding of ecological, economic, social, and political factors, the interactions between these factors, and ensuing capacity for transformative change for sustainability.

Ecolect can be tested and measured by examining Ecolectual Quotient (EcoQ) – A score derived from standardized testing attempting to measure Ecolect (EcoI). EcoQ scores are shown to correlate with such factors: as water and energy saving, ecologically sustainable development, more sustainable decision-making, and a student’s or teacher’s developing EcoQ. These scores could be used in many contexts: as predictors of environmental attitude and action or special needs; by social scientists who could study the distribution of EcoQ scores in populations and the relationships between EcoQ score and other variables; and, as predictors for ecologically sustainable development and/or transformative change.

The Ecolect is eco-centric, not just ecological or anthropocentric focused. Ecolect is: • values-based; • transdisciplinary; • transformative; • participatory; • action-oriented; and, • quadruple bottom line focused.

A central tool of measurement for the Ecolectual Quotient (refer to the figure below) is the Ecolectual Change Quadrant (EcoCQ) which examines a person’s EcoI as being directly related to the value that they place on change, as well as their capacity to implement transformative change.

Transformative Capacity (TC) is defined as the level of relevant knowledge, skills, resources and opportunities that an individual possesses in relation to the ability to perform sustainable behaviours.

Transformative Value (TV) is defined as the degree to which an individual values change towards sustainability.

The Ecolectual Change Quadrant (EcoCQ) is explained through the following examples: 1) A low Chance of Transformative Change/low Transformative Value = A low chance for change; low chance the change will be successful/perpetual • Not likely an activity/action/system that will have success and perpetuity. • Look at ways to increase Transformative Value for stakeholders and chance of success

2) A high Chance of Transformative Change/Low Transformative Value = High chance for change; low chance the change will be successful/perpetual. • Look at ways to increase the value of the activity/action/system for the stakeholders so that the change will be successful/pertual.

3) A low Chance of Transformative Change/High Transformative Value = Low chance for change; High value placed on the change to occur. • Look at ways to increase the action/activity/systems chance for Transformative Change as its perceived Transfomative Value to stakeholders is high and warrants an attempt at success and perpetuity.

4) A high Chance of Transformative Change/High Transformative Value = High chance of successful/perpetual change • The activity/action/systems high level of percieved/actual Transformative Value and high level of percieved/actual Transformative Change will likely result in further actions/activities/systems that perpetuate Transformative Change for Sustainability.

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It is important to reflect upon the ‘futures perspective’ embedded within transformative change for sustainability. ‘The fundamental premise of futures thinking is that the future is not somewhere we are going, but something we are creating. And, that the creation of this future is grounded in the process of change that leads to more sustainable education systems and an inherent capacity to influence a range of possible futures. The Monitoring and Evaluation Framework’s potential to indicate a correlation of Transformative Capacity for Change (TC) to Transformative Value (TV) could be used as a predictor of the future success of EFS Programs, as a driver for selection of appropriate change strategies, and a tool to measure the perceived versus actual success of these strategies. Further research expanding upon the concept of Ecolect examines the degree to which this correlation predicts successful transformative change for sustainability and the development of key indicators that qualify and quantify this change. It is anticipated that, through further testing within the structure of a pilot project, the use of this framework may improve the depth of such processes and inform the development and refinement of future Education for Sustainability (EFS) programs.

In addition to equipping people to make informed choices about the implementation of EfS through the development of holistic and systematic understandings of EfS systems, inherent is the focus on developing an attitude of sustainability learning; engaging students with philosophical and tangible opportunities to expand awareness of the field of ecology; increasing levels of individual responsibility and accountability; and, encouraging openness to the rapidly advancing nature of social, political, economic, and environmental issues. ‘Our Capacity to become a sustainable society can only be achieved through education and education is the key to providing both awareness of the problem and, more importantly, the capacity to find solutions’.

title: Ecolectual


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