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User:Eml4500.f08.ateam.boggs.t/Lecture 4

Lecture 4 began with the announcement that the class would be using Wikiversity over Wikipedia. The discussion then quickly turned to topics related to Finite Element Analysis. The first topic was Trusses, Matrix Method found in chapter 4 of the book. To start this discussion Dr. Vu-Quoc drew for the class a Truss with two elastic bars. An elastic bar implies that the bar is deformable. In the diagram each beam is denoted with a number inside of a triangle, the element number. Each node is denoted with a global node number that is placed inside of a circle.

In the Global FBD each node number is placed inside of a circle, for the FBD of the individual bar elements the node number is distinguished by a local node number that is placed inside of a square. The number may or may not directly correspond to the Global node number that it is referencing. For example, with bar element one in figure 3 below the Global node number one is also the local node number one, but depending on the user's preference the local node number for global node one could be two and the local node number for two could be one. This is also apparent with bar element two in figure 4 below as Global node number two is local node number one and Global node number three is local node number two. For the forces shown in the FBD's of the two bar elements the correct nomenclature is a capital F with a superscript of the bar element number in parenthesis and a subscript degree of freedom. It is correct to start with the x-direction and then continue with the y-direction at each node when labeling the degree of freedom.

For bar elements one and two the displacements directly correspond to the forces and are to follow the same strategies listed above when labeling the diagram. Instead of a capital F being used, for the displacements a lower case d will occupy its space.

The next big step is determining the force displacement (FD) relationship.

Where F is the 2x1 column force matrix, K is the 2x2 stiffness matrix, and d is the 2x1 column displacement matrix.


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Talk:Albert Einstein

Proposal for this resource
I like to invite others to participate in collaborative research on Albert Einstein. This may be a bit different from the teacher-student roles you find on other pages. The idea started way-back, but since I've been involved with Wikiversity I've picked up on some ideas that might make this work and not overwhelm us. One being a way to develop a consensus on collaborative research or rhetoric dialog. Another is to try to keep the exercises stated in a way that where it can be simplified to yes or no type propositions. Based on the consensus from the propositions, it will help us discover material, categorize it, or simply improve the resource more. I only provided just one exercise for now to get started. Please feel free to add your research to the dialog sections. As the dialog is updated, participates should also feel free to change their answers in the consensus section. Dzonatas 07:13, 14 September 2008 (UTC)

Why do people care so much about the religious views of famous scientists?
This is an honest question, in no way intended to deflect anyone from the other questions. Is there any reason to suspect that Einstein had a particularly deep insight into the relationship between science and religion? Did he publish more than one short paper on the topic?

 * I did make a note his writings. See: Einstein 2006, p. 33-37: "Religion and Science"; p. 37-38 "The Religiousness of Science"; p. 38-39 "The Plight of Science" Dzonatas 16:58, 14 September 2008 (UTC)

I think the frequent conflict between religious and scientific thought is a big reason for that. Especially for interest in the beliefs of famous scientists that the average person has actually heard of. Einstein being one of the, if not the most recognized names. On that level it doesn't matter whether what they hear is legitimate or properly interpreted, simply that it is said to be the belief of a scientist. 68.210.104.133 09:51, 18 September 2008 (UTC)

Religion and Science are interdependant
I agree with both the statements that have been quoted here. Religion is not just a bunch of beliefs about life, afterlife, supernatural existence, etc. Religion is also religious practices. It is a set of rights and wrongs, dos and don'ts. Hence the need for science. Religious practices have developed over the centuries to fulfill one community requirement or the other. If they are not based on scientific findings, they would have to be based on personal beliefs, which by definition are biased. That would make the practices futile or even dangerous in a different time or place where they do not belong. Practices with a scientific basis however, can be analyzed and modified according to the need of the hour.

I connected this research project with the person
If you consider that this research project is not related to the Wikidata object of Albert Einstein and that a new Wikidata object should be created for this research project I'd be glad to help you do that. I often create separate Wikidata items unless a project is more of a learning resource but since I got the impression you might include original research here I would suggest a separate Wikidata item but you have to decide what you think is most appropriate. LotsofTheories (discuss • contribs) 09:46, 31 January 2021 (UTC)

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

title: Talk:Albert Einstein


text:
User:JonRob

User:JonRob
Iyuh!

Just joined Wikiversity and like lots.

Enrolled In Botany Ink Drawing

Really Really Loves

Natural Sciences Animals Paleontology Coleopterology Lepidopterology Mammology Ornithology Ichthyology Plants Angiosperms Paleobotany Art

title: User:JonRob


text:
User talk:Mstolz

Hello, welcome around here. I hope we can help you succeed in your mesoscopic physics learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 18:02, 6 September 2008 (UTC)

 Hello Mstolz, 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! Erkan Yilmaz uses the Chat (try) 18:02, 6 September 2008 (UTC)

title: User talk:Mstolz


text:
Minerals/Ices/Black ices

Black ice (congelation ice) "forms as water freezes on the bottom of the ice cover and the latent heat of crystallization is conducted upwards through the ice and snow to the atmosphere."

Glaciology
Black ice "growth rate is proportional to the rate at which energy is transferred from the bottom surface of the ice layer to the air above."

At the right is a vertical thin section through the black ice of the pond. It shows granular snow ice (top) and columnar black ice (bottom).

Water ice
"Congelation ice is often referred to as black ice because it has a high optical depth that permits significant light transmission to the underlying water."

The image on the right shows high optical depth and bubbles trapped and frozen under a thick layer of black ice.

Icebergs
The first image on the right shows that when the polar sea is calm, the underside of icebergs can easily be observed in the clear waters of the Arctic Ocean.

Centered in the image second down on the right is a black ice growler from a recently calved iceberg closing in on the shore at the old heliport in Upernavik, Greenland. Such black ice growlers originate from glacial rifts, or crevasses, filled with melting water, which freezes into transparent ice without air bubbles.

On the left is an image of the surface texture on a black ice growler. There are bowl-like depressions in the surface created by the melting process of sea water.

Weather
"Meteorological factors such as air temperature, precipitation, wind speed and radiation balance coupled with physical characteristics of the lakes and ice (lake area, depth, volume and fetch; snow depth; ice thickness, type and albedo) lead to complex interactions and feedbacks that affect the timing of freeze-up and break-up (ice cover duration) each year."

Earth
"Lake ice occurs primarily in the Northern Hemisphere [of Earth], where most of the ice is seasonal: it forms in the autumn, thickens during the winter and melts in the spring."

In Swedish kärnis means "blue ice", whereas the English term is "black ice". Lots of "blue ice" occurs on lakes with clear water over a sandy bottom. At right is an image of black ice (kärnis) on Lake Vättern.

On the left is an image of black ice over a river in Holland.

Hypotheses

 * 1) Black ice indicates slow freezing.

title: Minerals/Ices/Black ices


text:
Minerals/Ices/Clear ices

Clear ice refers to a solid precipitation which forms when air temperature is between 0 °C (32 °F) and -3 °C (27 °F) and there are supercooled, relatively large drops of water (from freezing fog).

Bubbles
"The opacity of ice formed from water containing dissolved air is due to the presence of bubbles of air in the ice. Both bubble concentration and sizes were found to depend on the rate of freezing. Bulk water saturated with air at 0°C was found to freeze into ice containing about six bubbles per mm3 when freezing proceeded at 0.5 mm min-1 and 300 per mm3 at a rate of 5 mm min-1. Bubbles were formed at the ice-water boundary when the concentration of dissolved air reached a critical value which, for rates of freezing greater than 2 mm min-1, corresponded to a supersaturation ratio of 30. Agitation of the water could prevent the critical concentration from being attained and clear ice then formed."

"Other factors which influenced bubble concentrations and sizes were the amount of dissolved air, pressure, thickness of the layer of water ahead of the growing ice and escape of bubbles by buoyancy."

"Bubbles in ice were found to change shape with time particularly when under the influence of a temperature gradient."

title: Minerals/Ices/Clear ices


text:
User:Eml4500.f08.qwiki.berry/monobook.js

// install User:Cacycle/wikEd in-browser text editor document.write('');


text: Category:Painting

title: Category:Painting


text:
Which hands do you think is best (for Wikiversity) ?

Which hands do you like best (for Wikiversity) ?

You and I "see" the world with our senses. One of it is with the hands. Can you see at the moment the hand of another Wikiversity participant ? What kind of hand form do you think the other human Wikiversity participant has at the moment ?

How would you react on the displayed hand forms normally ? Which do you prefer ?

 * What kind of feelings awake in another human being when you greet that being with a fist ?
 * In which scenarios can you help someone with a fist ?
 * Which hand form allows you better to feel: the warmth of another person, the emotions of the other being, ... ?

Comments

 * My favourite I think/feel is Image:Computer keyboard.gif because it shows hands in action via keyboard, which then connect with other hands on other keyboards, via Wikiversity, connecting heart/minds, etc. -- Jtneill - Talk - c 11:38, 9 September 2008 (UTC)
 * I prefer Image:Hands.svg; it emphasizes the connection between different individuals and the need for cooperation. The Jade Knight 10:55, 16 September 2008 (UTC)
 * My favourite hasn't been added here. It is File:Crossed fingers P1442-rot90.jpeg. It evokes feelings of optimism and anticipation. In a metaphor it would be the moment between ordering an ice-cream and receiving the ice-cream. Or the moment between clicking on the "Save Page" button and seeing the saved page. =Benjamin= ( t ) · ( c ) · ( e ) 08:23, 27 June 2010 (UTC)
 * I prefer Image:Hands.svg. It symbolizes overcoming racism. Ganeshprasadkp (discuss • contribs) 14:09, 26 February 2018 (UTC)


text: Category:Hands

title: Category:Hands


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User:Benja/Average probability

If $$\Omega$$ is a finite set, then the maximum entropy probability distribution (informally, the "least informative" distribution) over this set is the one that assigns every element $$\omega \in \Omega$$ the probability $$p(\omega)=1/|\Omega|$$. The average probability—more precisely, the arithmetic mean of the probabilities—of any probability distribution over $$\Omega$$ is (obviously) also $$1/|\Omega|$$. We can, therefore, say that a probability distribution over $$\Omega$$ "favors" an outcome $$\omega$$ if $$p(\omega)>1/|\Omega|$$, and "disfavors" it if $$p(\omega)<1/|\Omega|$$; the maximum entropy distribution is the unique distribution that assigns the "average" probability to every $$\omega \in \Omega$$ and, therefore, does not favor or disfavor any outcome.

What is interesting about this is that we can think of a probability distribution as "redistributing" probability mass away from the outcomes it disfavors, and towards the outcomes it favors. Clearly, the amount of probability mass distributed towards the latter equals the mass distributed away from the former.

 * This allows us to define the concept of the inverse $$p^C$$ of a probability distribution $$p$$ as the distribution that moves exactly as much probability mass away from the outcomes favored by $$p$$ as $$p$$ moves towards them, and in the same proportion; and moves this mass towards the outcomes disfavored by $$p$$, in the same proportion. (The maximum entropy distribution is its own inverse.)

 * ...or is that wrong?

 * Consider $$\Omega={1,2,3}$$, $$p(1)=1$$, $$p(2)=p(3)=0$$. What would $$p^C$$ be? The idea is that $$p^C(1)=0$$, $$p^C(2)=p^C(3)=1/2$$. But the probability mass p redistributes away from $$\{2,3\}$$ towards $$\{1\}$$ is $$2/3$$; the probability mass $$p^C$$ distributes away from $$\{1\}$$ and towards $$\{2,3\}$$ is only $$1/3$$.

title: User:Benja/Average probability


text:
User:Devourer09/Ideas for Wikiversity

 Is there a way to implement a feature that, if there is a stub or resource stub that someone stumbles upon and they think it would answer their problem perfectly but is not developed, they could vote to get it more attention? So, maybe there could be a list of resources that are in demand of being developed? Or is this a bad idea?

 i like the idea

 Because, what if there is a section of WV that is getting a lot of traffic but is not developed and people leave with an impression that WV is not a good resource. This could be fixed by focusing on the higher traffic ideas.

 I guess I could come up with ideas all day, but who is actually going to do them... Lol.

23:30, 6 September 2008 (UTC)

title: User:Devourer09/Ideas for Wikiversity


text: Template talk:Archive Header 1.0

title: Template talk:Archive Header 1.0


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Cheat sheets/Statistical mechanics

Statistical mechanics is a branch of mathematical physics that studies, using probability theory, the average behaviour of a mechanical system where the state of the system is uncertain. A common use of statistical mechanics is in explaining the thermodynamic behaviour of large systems.

Thermal wavelength

 * $$\lambda = \frac{h}{\sqrt{2\pi m k_B T}} = h \sqrt{\frac{\beta}{2\pi m}}= \hbar \sqrt{\frac{2\pi\beta}{m}}$$
 * $${1 \over \lambda} = \frac{\sqrt{2\pi m k_B T}}{h} $$

Partition function
Canonical: (in 3d)
 * $$Z = \int \prod_{i=1}^N \frac{d^3 q_i d^3 p_i}{h^3} e^{-\beta \frac{p_i^2}{2m}} e^{-\beta U(q_i)} = \int \prod_{i=1}^N \frac{d^3 q_i d^3 p_i}{h^3} e^{-\beta H} $$

title: Cheat sheets/Statistical mechanics


text:
User talk:Emesee/Departments

earth sciences

environmental science

plant sciences

computer science

art

design

history

practical departments

interdisciplinary studies

business

theology

title: User talk:Emesee/Departments


text:
User:JWSchmidt/Blog/7 September 2008

Distorting that shape
SB Johnny recently requested review of my behavior (shaping Wikiversity's growth....distorting that shape in a very negative way).

Study question: Who said, "Anyone with a complaint should be treated with the utmost respect and dignity"?

"created a sockpuppet"
"A sockpuppet is an online identity used for purposes of deception".

About a year ago, Moulton tried to improve a Wikipedia biography about a scientist he knows in real life. Moulton's actions were explicitly protected by Wikipedia policy, "In a few cases, outside interests coincide with Wikipedia’s interests. An important example is that unsupported defamatory material appearing in articles may be removed at once. Anyone may do this, and should do this, and this guideline applies widely to any unsourced or poorly sourced, potentially libelous postings. In this case it is unproblematic to defend the interest of the person or institution involved." In thanks for his good faith effort to improve Wikipedia, Moulton was run out of Wikipedia, in violation of policy. Moulton is now here at Wikiversity and participating in the Ethical Management of the English Language Wikipedia study project. Moulton was followed here from Wikipedia by people such as "Centaur of attention" and "Salmon of Doubt". I had a discussion with "Salmon of Doubt" about the ethics of using the statement he placed on his Wikiversity user page. Salmon of Doubt said that he feels justified in saying that it would be good if Moulton were banned from Wikiversity. Salmon of Doubt said, "At no point did Moulton attempt to correct biased Wikipedia biographies". I have been looking at Moulton's Wikipedia editing and I do not agree with "Salmon of Doubt". In order to explore the ethical caliber of Salmon of Doubt's views on Moulton, I created a "parody" of Salmon's user page. My little learning project was a "parody" in the sense that it was intended "to broaden understanding of" Salmon's views. I researched and wrote my learning project when it looked like Salmon of Doubt might have abandoned Wikiversity. I created this learning project mainly for myself, but also for Moulton. Moulton had told me that he likes solving puzzles. I wanted to see if Moulton could guess that I had created the learning project. Of course, the approach I adopted for the learning project required that I make |a user page. I thought that since1) I had previously questioned Salmon about the ethics of placing his view of Moulton on his user page,and2) in conversation with Moulton I had mentioned the analogy between Gandhi and Moulton,and3) my poor spelling abilities (note the uncorrected mis-spellings of "Gandi"), which I had also discussed with Moulton it was likely that Moulton would quickly figure out that I had made the learning project. However, he did not figure it out so I left the page there for a few days as a puzzle for Moulton. Several days later, Salmon of Doubt returned to Wikiversity and somehow noticed my learning project about Gandhi. I then made this edit, saying that the learning project was created by me. So, I created a learning project that just happened to involve the creation of an account, I did not "create an online identity for purposes of deception". I'm glad that Salmon of Doubt finally took down his user page comments about Moulton. Since Salmon was upset by my learning project, I told him that I'm sorry and suggested that we get back to studying Wikipedia.

"it should be no surprise that Salmon of Doubt took offense" <-- In our discussion on his talk page (described above), Salmon had assured me that he had absolute confidence in the ethical foundation supporting his user page commentary on Moulton. I thought that, given that assurance from Salmon, I had no reason to worry that he would take offense at my learning project. If he was certain that he was right about Moulton, then my little learning project should not have penetrated his self-confidence. I admit now that I was wrong about that. I still cannot help myself from feeling that it was a useful learning project. My chief regret is that other people find the learning process to be so painful.

I want a pony
Recently, Salmon said "I want a pony (twice). As far as I can tell, this is Salmon's way of saying "I do not want to answer your question". When we were discussing the possible meaning of "I want a pony", Moulton told me a joke similar to this one and I started thinking about kids who want a fancy present like a pony. I did a quick web search for images on the theme of "I want a pony", found one, and added it to the page where Salmon had said, "I want a pony". Since Salmon was not answering questions put to him and was just saying "I want a pony", I thought the image might stimulate Salmon to become more communicative. SB Johnny removed the image and called it "beyond inappropriate". Personally, I think it is funny to look at that picture and imagine this little kid thinking "I want a pony" or the age-appropriate equivalent. Anyhow, we degenerate to such silliness when Salmon refuses to answer questions. It's really just a matter of looking for a way to try to break open the log jam when the going gets slow at Ethical Management of the English Language Wikipedia. It must mean something when Wikiversity becomes so humorless that learning projects have to be censored in this way...this is a good example where an edit summary explaining the edit would be useful.

Study question: Who said, "Openness and inclusiveness are ..... our radical means to our radical ends"?

Absolutely atrocious behavior
In search of the "absolutely atrocious behavior" leading up to this.

The "Student union" page was created on 21 June 2006. As outlined at History of Wikiversity, the Wikiversity project was not approved until August 2006. In order for the Wikimedia Foundation Board of Trustees to have some idea of what Wikiversity could become, a few "starter pages" were made for Wikiversity and connected by this template. The "Student union" page was created as one of a few main portals for Wikiversity participants; see the original Student union from the time before Wikiversity existed as an approved project.

In January 2008, it was proposed that the "Student union" page be deleted. At the deletions page, the reason for deleting this page was said to be: "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." At that time, there was a link from the word "Students" in the introduction section of the Main Page to the "Student union" page (see this version). In my view, there are a few types of visitors to Wikiversity that we should anticipate, including students and teachers. We should have a link on the main page for new visitors who self-identify as students. When I noticed the proposed deletion, I objected to the proposed deletion of the "Student union" page.

On April 21, 2008, the link to the "Student union" page from the word "Students" in the introduction section of the Main Page was removed, a change that had been in the works since 19 March, but which had never been discussed. This month, when I noticed that the link had been removed, I created the link again and I started the "Student Study Project of the Month".

On September 4, almost nine months after starting the effort to delete the "Student union" page, the deletion tag was finally removed.

On September 5, the link to the "Student union" page from the word "Students" in the introduction section of the Main Page was again removed and plans were made to turn the "Student union" page into a totally inappropriate redirect to a page that does not even mention students.

Summary. In January, an attempt was made to delete the main Wikiversity portal page for new student participants. In April, with no discussion, the link from the introduction section of the Main Page to the "Student union" page was removed. Additional attempts have been made to prevent students from being able to follow a link from the main page to the main Wikiversity student portal. I have to ask: why would anyone work so hard to disrupt student participation at Wikiversity? Take a look at the edit history of the person (you have to guess who I'm talking about since I've been told not to make this "personal"!) who has tried to delete the main Wikiversity portal page for new student participants, prevent there being a convenient link from the Main Page to the main Wikiversity portal page for new student participants and tried to turn the main Wikiversity portal page for new student participants into a redirect to a page that does not mention students. Ask yourself: has this particular participant (I'm not allowed to use his name) ever accepted that Wikiversity welcomes students and invites them to walk in and participate at Wikiversity?

learning project: Look at the edit history of this particular user (sorry, you have to guess who it is, I've been told that if I use the name then I am making a "personal attack") see if he has systematically tried to make Wikiversity welcoming only to teachers and those students who are kept under the strict control of a teacher. You can find it; this attitude is stated explicitly in the edit history.

In contrast, I believe that Wikiversity should be welcoming to all teachers and students.

This particular user (name withheld due to threats made against me) has called me a troll (in a public forum) and refuses to talk to me, leaving me with one remaining communications channel: edit summaries. I'd be happy to stop sending messages to this user by way of edit summaries if he agrees to discuss his efforts to disrupt student participation at Wikiversity. It's interesting that I'm not allowed to make things "personal" by describing the behavior of others, but other people can call me a troll. Ya, that's really "play on a level field".

Someone has to unpack this for me
[http://en.wikiversity.org/w/index.php?title=Wikiversity:Request_custodian_action&diff=318229&oldid=318175 if I were a Wikipedian looking to contribute here and saw this kind of behavior from a checkuser, I would not contribute here. If John wants to experiment with parody usernames and forced drama, he should request his rights be removed on meta and "play on a level field".] <-- I'd like to get an explanation of the "reasoning" behind this. I've been told that if I do not automatically understand this sort of claim, then there is no use in other people discussing the matter with me. I think I'm smart enough to understand things. Please do a full review of my editing, don't just call for a review while also condemning me before you look at the edit history. Tell me what you are upset about. Let's talk. I'd like people to become fully aware of the conditions under which I have been editing. Don't blame me for disrupting your sleep when I'm just dealing with outrages that have been initiated by other users.

"John wants to experiment with parody usernames and forced drama" <-- I've always tried discussion first. When others say to me, "I refuse to talk to you," then I am going to start talking to myself....that might take many forms, some of which can be called "drama". When that happens, it is a result of choices made the people who have refused to talk, discuss matters and explain their editing.

"this kind of behavior from a checkuser" <-- I welcome full evaluation of my behavior and in particular, I demand that all claims about my "bad behavior" be fully described rather than insinuated. Isn't that fair?

--> continue at User:JWSchmidt/Blog/15 September 2008.

title: User:JWSchmidt/Blog/7 September 2008


text:
User talk:Eml4500.f08.echo.bruce.jp

This is my Page

a question for you
Thanks for uploading Image:Section 18-4.jpg to Wikiversity. Could you take the time to provide some information about the source of the image? Did you make the image? Do you have any preference for how to license the image? is that you assumed it would be available under the GFDL. --JWSchmidt 04:53, 9 September 2008 (UTC)

 Hello Eml4500.f08.echo.bruce.jp, 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 04:53, 9 September 2008 (UTC)

title: User talk:Eml4500.f08.echo.bruce.jp


text:
Extra info on food consumption

Main pointers/information

Main nutrients needed to be consumed daily
calcium: 1g/day; main sources are dairy, calcium-fortified tofu and seaweeds (eg kombu, nori, arame), aswell as legumes/vegetables (eg kale, broccoli, cabbage, beans, spinach,...), certain fruits (eg orange juice), ...
 * fibres: 30-40 grams; main sources are grains (rice, quinoa, amaranth, wheat, barley, ...), certain vegetables (eg celery, cabbage, fennel, sweet potato, konnyaku), certain products as popcorn, ...
 * protein: 50-150 grams; main sources are legumes, soy, tempeh, milk, nuts (eg walnuts, almonds, hazel, sesamenuts, pumpkin and sunflower seeds), soy derivates (eg tofu, seitan, soy-milk, yoghurt, ...). Note that the total carbohydrates (which are the proteins, sugars, fats, ... combined) are to be 250 grams/daily. To calculate your optimum minimum daily requirements you can multiply your recommended body weight by 0,36
 * sugars: less than 30% of carbohydrate intake; good sources are fruits (eg figs, papaya, orange, raisins, currants, banana, ...)
 * flavonoids: tofu, tempeh, soy, legumes, nuts, ...
 * fats: 50-90grams; main sources are almonds, wal nuts, avocado and healthy cooking oils
 * in addition, certain other substances as potassium, salt, water, ... also need to be included

Salt/potassium intake
When setting up your food system, it is best that the foods/meals are to chosen so that the balance between the intake of natrium (seasalt) and potassium are aligned prefectly. In extreme cases, when salt/potassium is not kept in mind (and salt is removed), things as potassium depletion may occur. This reduces reduces the fluid levels from a person in the lungs, and shows up as generalized weakness and a slower than normal heart rate. In practice, the ratio to maintain is 2 parts potassium to 1 part salt. See the following site for more information on this. Potassium is involved with the functioning of the brain, and the heart. At present, due to our regular supermarket eating-style, we have the tendency of getting a wrong balance between them (usually too much natrium is consumed). This can happen trough excessive sweating trough exercice, laxatives or the wrong food which contains too much natrium and too little potassium (thus most supermarket-foods, “kitchen salt”, ...). In addition, having the amounts just right (some 5-7mg of salt is to be taken daily; and potassium intake is to be aligned with this) will allow you to be fitter, more active, ...

Intake of solids and fluids
In order to be fully active and in best shape during the day, the amount of solids (eg grains, grain-products, ...) and fluids (eg water, tea, ...) needs to be taken in in comparitive amounts (for the digestion process to work optimally, and to reduce load on your heart as waters, ... need to be secreted from your blood, stressing the body and heart).

Vitamins and minerals needed to be consumed daily: When the top-sources from the 3 books mentioned in your system, enough vitamins, minerals and folate is consumed daily (also as not much of these substances are needed anyway; eg 0,3 mg of vit C versus 1-1,5 mg of calcium). Top sources are:

Vitamins
for folate: orange juice, spinach, legumes, soy for vitamin A: yellow and orange fruit/vegetables, green leafy vegetables, liver, dairy products needed for: good vision, growth, skin, resistance; max amounts are 3 milligram in pure-retinol form; recommended is 0,8 mg for vitamin B1 (thiamine): yeast, wheat, whole grains, liver needed for: energy absorption from food, good performance of heart and kidneysystem; recommended amount: 1,1mg for vitamin B2 (riboflavine): yeast, whole grains, leafy vegetables, milk and eggs needed for: energy absorption from food, skin; recommended amount : 1,1 mg for vitamin B3 (niacine): meat, poultry, fish, enriched grain products, peanuts, potatoes, dairy and eggs needed for: energy absorption from food; recommended: 13 mg vitamin B5 (pantothene acid): lean meat, whole grains, legumes, vegetables, fruit needed for: energy absorption from food; recommended amount: 5 mg for vitamin B6 (pyrodoxine): fish, poultry, skin meat, bananas, dried prumes, whole grains, avocados needed for: resistance, protein buildup/break-up, nerve system; recommended: 1,5mg and maximum amount 25 mg for vitamin B8 or H (biotine): grain and grain products, yeast, liver and legumes needed for: energy absorption from food (recommended and max amounts not known) for vitamin B11 (folic acid): leafy vegetables, dried peas, beans, lentils needed for: production of red blood cells recommended amount: 300 microgram; max amount: 1 mg for vitamin B12 (cobalamine): meat mollusks and crustaceans, dairy products needed for: creation of red bloodcells, nerve system recommended amount: 2,8 mg for vitamin C (ascorbine acid): citrus fruit, berries, vegetables, potatoes, peppers needed for: healing process, resistance, uptake of iron from food recommended: 70 mg; maximum amount: 2 gram for vitamin D (cholecalciferol) : mostly sunshine (add extra food sources when living in a dark/northern country !), seafood, fish, dairy, mushrooms, ... needed for: uptake of calcium, strong bones and teeth recommended amounts: 2,5 microgram, max amount: 50 microgram for vitamin E (tocoferol): nuts, green leafy vegetables, wheat germ and other grains, healthy vegetable oils needed for: cell protection recommended amount: 9,3 mg; max: 250 milligram for vitamin K (fylochinon): green leafy vegetables, fruit, dairy products and grain products needed for: blood coagulation, strong bones recommended amount: 90 microgram

Minerals
sodium, choline, magnesium, iron, potassium, copper, molybdenum, selenium, vanadium, boron, chromium, cobalt, copper, manganese, iodine, phosphorus, zinc and need to be taken in in the right amounts

Modified pood pyramid
Next to this text, my simplified (modified) food pyramid is placed to get a first impression on setting up your food production system. It is based on the Food guidance pyramid, yet modified with shojin ryori principles/okinawa diet.

Main foods generally used for daily consumption
(modified with Okinawa-style eating and also based on the Superfoods-approach): Below are the main foods and food-groups to be consumed daily. Both the simplified Superfood-approach (thank you Steven Pratt!) aswell as the more rigorous/complex Okinawa-approach is noted. Note that consumption of a certain food (eg walnuts, tofu, ...) may fulfill your requirements for a number of nutrients (eg fats + protein, ...) and they thus not need to be included two times (aldough they may be mentioned in 2 food groups and you may though this was need to fulfill your requirements for each food group)

vegetables
5-7 servings of: 115grams = 575-805grams of cooked or raw vegetables OR 225 grams of raw leafy vegetables = 1125-1575 grams (according to Superfoods) 7-13 servings of : 1 cup of leafy vegetables = 7-13 cups OR ½ cup chopped or raw vegetables = OR ¾ cup of vegetable juice =  5 ¼ to 9 ¾ cup(according to Okinawa-diet book)

fruit
3-5 servings of : 115 grams of chopped/canned fruit = 345-575 grams OR 120 ml of fruit juice = 360-600 ml OR 1 whole fruit = 3-5 fruits OR 2 teaspoons of raisins or 3 dried prumes (according to Superfoods) 2-4 servings of : ½ cup of canned/cooked fruits = 1-2 cups OR ¾ cup of fruit juice = 1 ½ to 3 cups OR 1 whole fruit = 2-4 fruits (according to Okinawa-diet book)

calcium-foods
2-3 servings of 115grams of skimmed cottage cheese or quark = 230-345 grams OR 235 ml of skimmed yoghurt or milk = 470-705 ml (according to Superfoods) 2-4 servings of: 42 grams of reduced-fat cheese = 84-186 grams OR 1 cup of fat-free milk = 2-4 cups OR 1 cup of yoghurt = 2-4 cups OR 1/3 cup of prepared seaweed = 2/3-4/3 cups OR 84 grams of calcium-fortified tofu = 168 to 336 grams OR ½ cup of watercress = 1-2 cups (according to okinawa-diet book)

vegetable protein or flavonoid foods
3-6 servings of : 85 grams of tofu or tempeh = 255 grams OR 1 egg or 2 egg whites = 3 eggs or 6 egg whites OR 115 grams of legumes = 345-690 grams (according to Superfoods) 2-4 servings of: 1 tablespoon flaxseed = 2-4 tablespoons OR 2 tablespoons soy nuts = 4-8 tablespoons OR 1 teaspoon of miso paste = 2-4 teaspoons OR ¼ cup chopped onions = ½ to 1 cup OR ½ cup of cooked beans or legumes = 1-2 cups OR ¾ cup miso soup = 1 ½ to 3 cups OR 1 tablespoon of arrowroot powder = 2-4 tablespoons OR 84 grams tofu = 168-336 grams OR 3/4 cup cranberry juice = 1 ½ to 3 cups OR ¼ cup soybean sprouts = ½ to 1 cup (according to Okinawa-diet)

!ALWAYS OPTIONAL! animal-based protein: 0-3 servings of 85 grams of lean meat, poultry or fish = 0-255 grams (according to Superfoods) 0-7 servings of 1 egg = (according to Okinawa-diet book)

grains
5-7 servings of: 115 grams cooked grains or noodles = 575-805grams OR 1 leaf of bread = 5-7 leaves of bread (according to Superfoods) 7-13 servings of: ½ cup of cooked cereal, rice or pasta = 3 ½ to 6 ½ cups OR 1 slice of bread = 7-13 leaves of bread OR ½ bagel = 3 ½ to 6 ½ bagels

nuts and seeds
5 servings of 22 grams (depending on nuts used) = 110 grams OR 1 ½ tablespoons peanutbutter = 7 ½ tablespoons (according to Superfoods) for the Okinawa-diet, no minimum portions are indiquated; see the flavonoid foods/omega 3 foods to get an impression of how much the nut/seeds portions are with this diet

fish
2/7-4/7 servings of 85 grams = 0-255 grams (according to Superfoods) 0-7 servings of: 56 to 84 grams of poultry or lean meat = 392-588 grams (!OPTIONAL!, according to Okinawa-diet book)

fats and omega-3 foods
1 to 2 servings of: 30 grams of almonds = 30-60 almonds OR 15 half walnuts = 7 ½ -15 walnuts OR 1 tablespoon oil = 1-2 tablespoons oil OR 3/8 avocado = 3/8-6/8 avocado (according to superfoods) 1-3 servings of: 1 tablespoon of flaxseed = 1-3 tablespoons OR 2 tablespoons walnuts = 2-6 tablespoons OR 84 grams of cooked fish = 84-252 grams OR 84 grams tofu = 84-252 grams OR 1 teaspoon of (canola or flaxseed) oil = 1-3 teaspoons (according to Okinawa-diet book)

beverages
atleast 2l of beverage daily (mostly water, tea, aldough juices may be included herein aswell). This is according to Superfood according to the Okinawa diet, one should drink untill your urine is completely clear (no longer yellow or dark yellow-brown) Again tea is recommended as a primary source, next to water.

Keep in mind with both suggestions that 3-5 liter is probably a maximum and that 10l of water daily could be deadly.

Replacing your foods
Having known little other than the supermarket-way of eating, we are so influenced that we would be inspired to make (with the domestic food system) certain food-products (as jam, waffles, cookies, ...) ourselves. However, everybody that reads the books mentioned herein will become aware that none of these products are ever healthy (no matter how you make them). Following is a list of produce generally thought to be healthy by most, but which are best never made and are best replaced by completely other products:

Guidelines for dumpster diving
Trough the basic nutrient info noted above, we can now give some guidelines on what kind of foods you may take when dumpster-diving so to keep your eating reasonably healthy. 2 approaches are discussed: inmediate consumption of the foods and dumpster-diving combined with vermicomposting (thus to compost and not consume directly). In the second case, guidelines are quite simple: only consume the healthiest foods from each food group required (marked above; thus foods that contain eg calcium, vegetables, fruit, grain, ... Refer to page 32 to 37 of “the Superfoods-book” for this; you may also use the Okinawa-food pyramid herefore (p74-75) ). Use all other foods (including even reasonably healthy things as ice cream, milk, muffins, fatty cheese, meats, ...) for compostation. The most healthy foods are discussed at page 79-82 of “the Okinawa program”.

For the inmediate consumption of the food, we will however have to take more or less what's available, but we will try to shift trough the foods and select the best ones here aswell. Thus, for example, we will prefer whole milk over ice cream, pancakes over biscuits and cookies, ... We will read the packaging of each product and make sure that in total, our calorie-count stays below or precisely at our daily requirements (generally around 2000 calories). Again, the pages noted above of the 2 books may be used and page 99-100 of the “Okinawa-program” may be used aswell to determine what foods to prefer when shifting trough the available produce. We will again also make sure that the whole of our “catch” is made up from products from each food-group marked above. In practice, this thus means that we will eg take calcium-products as yoghurt, kale, kefir, ... or aswell as grain products as crackers, bread or rice, fruits as apples, oranges, ... .

Decreasing your portion sizes
I have found that decreasing your portion sizes increases your lung capacity (as your stomach adjusts to smaller protions and physically reduces in sizes, giving more space to your lungs to enlarge). This decrease in portion sizes can thus give you more energy and (may) increase your physical performance.

In practice, decreasing your portion sizes can be done by making use of more nutrient-dense products. Nutrient-denser products (eg seaweeds, eggwhites, orange juice, ...) can be found at a table on page 49 of “The Anti-Aging Plan” and this book and page may thus be used to alter your meals.

Also useful are coca leaves, which are a natural appetite reducer.

Tips

 * You may want to use oil-less cooking (using cooking machinery as food steamers, microwave, ...), and rely on alternatives (eg almonds, walnuts) to replace your requirements in fats.
 * Meal times such be followed correctly
 * Fruitarianism may also be followed but usually does not allow much food to be stored (as most is fruit)
 * The amount of water to be consumed is around 2l for a 2000kcal diet (see http://en.wikipedia.org/wiki/Water#For_drinking
 * The gandhi diet also seems easy to follow (goat milk is best altered to soy milk and butter/ghee by soy butter, ... however).
 * Also useful is the Biosphere 2 diet; this consists of
 * 375g grams of banana
 * 12 grams of lemon (fruit)
 * 58 grams of tomato (fruit)
 * 25 grams of peanuts (fat)
 * 175 grams of grains (grains)
 * 100 grams of beans (starchy veg)
 * 225 grams of beets (starchy veg)
 * 125 grams of cabbage (leafy veg)
 * 48 grams of carrots (starchy veg)
 * 188 grams of chards (starchy veg)
 * 56 grams of eggplant
 * 63 grams of lettuce (leafy veg)
 * 2 red peppers (fruit)
 * 300 grams of sweet potato (starchy veg)
 * 100 grams of goat milk (calcium/protein food)

A quick reminder of the Gandhi diet (modified); this consists per day of
 * 1 litre of goat's milk (calcium/protein food)
 * 150 gm cereals (grains)
 * 75 gm leafy vegetables (leafy veg)
 * 125 gm other vegetables (mostly starchy veg)
 * 25 gm salad (leafy veg)
 * 40 gm ghee or butter (calcium/protein/fat)
 * and 40-50 gm jaggery or sugar. [2] (considerable to grains; adds calories/energy; this at a less healthy but economically cheaper way; which was one of the key points in the gandhi diet btw. Note that these sugars are taken up inmediatelly by the body (unlike eg grains) so if you do not spend them by exercice during the day they may be converted to belly fat). The ghandi diet may be intresting for very active individuals and those wishing to not integrate several times of eating into their schedule (with being a fruitarian much more meals need to be included). The jaggery/suger from the ghandi diet may be made with the home food production system trough the use of sugar cane or honey.

A quick reminder of how to use fruitarianism: for people wanting to get a quick, easy approach (without cooking) without fear of gaining weight. In stead of cooking, eat fruit all day (70-80% of your diet), and take a half cup of rice at noon. Some tofu or extra nuts may be added once and a while (see the Fruitarian Guidebook).

title: Extra info on food consumption


text:
User:John Vandenberg/EMELW

This page is my working page for Ethical Management of the English Language Wikipedia.

Reading material
Participants of this learning project may fill in this section with reading material. Add to the bottom; I'll read and remove items based on priority. Thank you.

Items from Moulton

 * Wikipedia and Ethics in Online Journalism, August 28, 2007, Media Ethics (essay on ethics, reprinted as an Op-Ed, Wikipedia makes for a nightmare in online journalism ethics in Hard News Cafe at Utah State University, August 31, 2007)

 * Colloquium Exercise - A Perplexing Ethical Conundrum, summarizing a problem with Salmon of Doubt.

 * Salmon of Doubt Talk Page, Part 1 (August 19 - August 27)

 * Salmon of Doubt Talk Page, Part 2 (August 28 - September 3)

 * Salmon of Doubt Talk Page, Current (September 4 - )

title: User:John Vandenberg/EMELW


text:
User talk:JWSchmidt/Blog/7 September 2008

Communication involves at least two parties
John, On your comment:"This particular user (name withheld due to threats made against me) has called me a troll (in a public forum) and refuses to talk to me, leaving me with one remaining communications channel: edit summaries. I'd be happy to stop sending messages to this user by way of edit summaries if he agrees to discuss his efforts to disrupt student participation at Wikiversity." - You have freedom of speech; Others also have the right not to listen to what you say. If the other person does not want to talk to you, there is very little you can do beyond stopping talking to that person, at least for a while. Hillgentleman|Talk 13:04, 7 September 2008 (UTC)

Notice that different people consider the same/different things humourous/insulting (the line between the two is often very thin, and it depends very much on the mood and mutual trust of the participants) in different times. Wikiversitians seek a diverse, civil, mature place to work; it is sometimes better to err on the side of caution. Hillgentleman|Talk 13:12, 7 September 2008 (UTC)

 * I understand what you are saying and I agree with some of it. I have shown remarkable restraint so as to "err on the side of caution". "there is very little you can do beyond stopping talking to that person" <-- The interesting thing about public forums is that I can just "talk to myself" and other people will still "hear". I can describe the actions of any person who will not talk to me and other people will see what is going on....well unless the thought police step in and remove my freedom of speech. The easiest thing in the world is for an abuser of our trust to do something that harms the project and then complain, "he's hurting my feelings" when other participants discuss the actions of the abuser. Its called "gaming the system". I agree that "different people consider the same/different things humourous/insulting" <-- which is why I'm glad I live in a country that protects my right to free speech. Many people do not want their actions to be exposed and analyzed so they find ways to prevent others from speaking. Rather than agree to discuss their behavior they whine, "He's insulting me!" How can an accurate description of another person's actions be silenced as an "insult"? That is just a way to game the system and prevent bad behavior from even being discussed. "Wikiversitians seek a diverse, civil, mature place to work" <-- I think this is true in general, but we also have participants who seek to delete and destroy the contributions of other users. We even have a participant who has openly proposed that Wikiversity prevent minorities from having a voice at Wikiversity (I'm not allowed to name "names", so do your own research). We also have a participant who admits to being here in order to silence free speech and try to get another Wikiversity participant banned. In my view, "stopping talking to" such abusive participants is not the only thing I can do. No there is much more that Wikiversity must do in order to prevent these abusers from taking control of our project. --JWSchmidt 14:35, 7 September 2008 (UTC)
 * I do think this blog entry shows a fair amoun of restraint. Also, it is unreasonable for another user to label you as a "troll"; that is indeed a personal attack, and should not be tolerated.  At the same time, your blog gives off the implication that you've been victimized, and I do not feel this is so.  One thing to keep in mind:  Wikiversity welcomes all students and teachers, including deletionist ones.  The Jade Knight 09:21, 9 September 2008 (UTC)


text:
User:Wmciver

= Community Informatics and Collaborative Design =

Author Information
William McIver, Jr., Ph.D Adjunct Professor Faculty of Computer Science University of New Brunswick Fredericton, New Brunswick Canada Contact: wmciver@acm.org

Courses Under Development

 * Community Informatics & Collaborative Design

title: User:Wmciver


text:
User talk:Wmciver

 Hello Wmciver, 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! --mikeu talk 16:16, 7 September 2008 (UTC)

Welcome
Hello and welcome to Wikiversity. Course protection policy may be helpful. Emesee 19:45, 3 November 2008 (UTC)

 * I only just saw the terrible way you were treated in the "vision" forum. Feel free to make Wikiversity pages that only you or selected collaborators will edit. Doing so is part of the culture of Wikiversity and is welcome here. Just realize that other people will be free to make copies of your protected pages and edit those copies. In addition to the link given above by Emesee, see Page protection templates. Feel free to make and use any such page protection templates you need here at Wikiversity. --JWSchmidt 16:21, 26 November 2008 (UTC)

CC-nc are not allow in Wikiversity or Wikimedia site
Your document are under a CC-nc licence. And this licence are not allowed. Crochet.david 09:40, 4 November 2008 (UTC)

title: User talk:Wmciver


text:
User:Eas4200c.f08.aeris.guan/hw2

Problem 1.1 continued
The member being analyzed is a shell or box beam and it can resemble an airfoil. Analyzing a simple box beam will give insight into more completed components such as the airfoil. This member is described with the word "shell" because the cross sectional thickness is very small and "beam" because it resists beaming. To the bottom right is a picture of a simple shell or box beam. Now, the problem posed in problem 1.1 is to find the ratio of dimensions b to a that will maximize the load-bearing capacity of the beam. First, in case 1, we assumed that the normal stress $$\displaystyle \sigma$$ will reach the allowable normal stress first. However, we must also include the condition in which the shear stress $$\displaystyle \tau$$ will reach the allowable shear stress first. This is designates as case 2. Recall, that the assumptions are that (1) the contour length of the box beam is equal to twice the sum of the dimensions a and b, (2) the magnitudes of the moment and torque loads on the beam are equal, and (3) the allowable normal bending stress is equal to twice the allowable shear stress. $$\displaystyle L=2(a+b)$$ $$\displaystyle |M|=|T|$$ $$\displaystyle \sigma_{allowable}=2*\tau_{allowable}$$ Also, recall that since the thickness of the shell beam is very small compared to the length and width, the shear stress on the member can be assumed to be uniform. As seen in fig. A, the arrows are the shear forces acting on the member. All the arrows are the same same denoting equal shear forces. Fig. B is the actual distribution of the shear forces on the member laterally along the y direction. Fig. C is the distribution of the stresses that is not a real representation of the stresses but is statically the same. The loading conditions are also shown below.  Knowing this knowledge allows for the steps of case 2 to be described. Assume $$\displaystyle \tau$$ reaches the allowable shear stress first. The purpose is to verify that $$\displaystyle \sigma_{max}<\sigma_{allowable}$$ given that the shear is maxed already. $$\displaystyle \tau=\frac{T}{2abt}$$ => $$\displaystyle T_{max}=2t\tau_{allow}(ab)$$ In the equations above, $$\displaystyle \tau$$ is the shear stress, T is the torque, a and b are the width and length respectively, and t is the thickness of the beam. Given this, in order to maximize torque, the product (ab) must be maximized where $$\displaystyle a=\frac{L}{2}-b$$. This means that this will only be one independent variable and the max torque is a function of either only b or only a. For conventional purposes, torque will be a function of b however, the problem can also be solved with torque being a function of a. Maximizing the product (ab) keeping the contour length or circumference constant will yield a square cross section of the beam. The derivation of these lengths are shown in the collapsible box below. Knowing that the lengths will equal L/4,the resulting max torque is $$\displaystyle T_{max}=2t\tau_{allow}(\frac{L}{4})^2=\frac{1}{8}tL^2\tau_{allow}$$ This value in turn equals the maximum bending moment given from assumption 2 ($$\displaystyle T_{max}=M_{max}$$). Now, obtaining the maximum bending moment, we must check that for the resulting maximum bending normal stress and decide whether it exceeds the allowable normal stress. $$\displaystyle \sigma_{max}=\frac{M_{max}b^{(2)}}{2I^{(2)}}$$ If $$\displaystyle \sigma_{max}<\sigma_{allow}$$ then the ratio $$\displaystyle \frac{b^{(2)}}{a^{(2)}}=1$$ is acceptable. Upon acquiring the steps to solve this problem we can determine the ratios numerically. For case 1, the numerical process is as follows. "I" the second area moment of inertia given by the general formula : $$\displaystyle I=\int\int_{A_{cross}}{z^2dydz}$$ Here, "z" is the distance from the moment axis to the point of interest. Generally, in order to increase the moment of inertia of a structure, one would design the structure so that a majority of the material is at a far distance away from the moment axis. Since in the formula the distance from t he moment axis is squared, it has a profound effect on the moment of inertia. In this problem, the distance from the moment axis is b/2. For a rectangle about the conventional y axis (as displayed on all above diagrams), the second area moment of inertia is: $$\displaystyle I=\frac{1}{12}bh^3$$ In this problem, for both cases, "I" can be found by by summing the moment of inertia of 4 segments of the rectangle along with using the parallel axis theorem. This gives the following equation. The four segments can also be referenced to the below figure of the case one thin-walled rectangular cross section.  $$\displaystyle I=\sum_{i=1}^4[\frac{b_ih_i^3}{12}+A_id_i^2]=\frac{2tb^3}{12}+2[\frac{at^3}{12}+at(\frac{b}{2})^2]\approx{\frac{tb^2}{6}(3a+b)}$$ The approximation sign assumes that the thickness of the walls is very small compared to the length and width of the cross section. This also means that the thickness cubed will be even smaller thus, the term with a $$t^3$$ can be neglected. So: $$\displaystyle \frac{I}{b}=tb(3L-4b)/12$$ The second derivative here is negative on the whole domain thus, setting the derivative to zero and solving for b will yield the value of b in which will maximize the second moment of inertia. $$f^'(b)=0, 0=\frac{tL}{4}-\frac{2tb}{3} , b^{(1)}=\frac{3L}{8}$$ Plugging this value into assumption one will yield the corresponding a value. The ratio of $$\frac{b^{(1)}}{a^{(1)}}=3, M_{max}=2\sigma_{allow}(\frac{I^{(1)}}{b^{(1)}})=\frac{3tL^2}{32}\sigma_{allow}$$. The max bending stress is greater than the allowable bending stress. This ratio is not acceptable.

title: User:Eas4200c.f08.aeris.guan/hw2


text:
User:Eml 4500.f08.delta 6.specht

Personal Information
Iain Specht blue732@ufl.edu FEA Fall 2008 Professor Loc Vu-Quoc

Team Delta 6
Iain Specht blue732@ufl.edu Sean Lopez slopez86@ufl.edu Eric Ramirez eroc305@ufl.edu Diana Guzman dianaguz@ufl.edu Nicolas Castrillon nicocas@ufl.edu Trent Krueger kruemt@ufl.edu

Homework Assignments
Homework 1

Homework 2

New Homework 2

Homework 3

Homework 4

Homework 5

Homework 6

Homework 7

title: User:Eml 4500.f08.delta 6.specht


text:
User talk:Eml4500.f08.Ateam.philbin

 Hello Eml4500.f08.Ateam.philbin, 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 17:22, 7 September 2008 (UTC)

title: User talk:Eml4500.f08.Ateam.philbin


text:
Community Informatics and Collaborative Design

Author Information
William McIver, Jr., Ph.D  [Home] Adjunct Professor Faculty of Computer Science University of New Brunswick Fredericton, New Brunswick Canada

Purpose
This is the Wiki of a course under development that focuses on the development of information and commmunication technologies to address community issues.

Plans

 * Course development: March 2008 to December 2008 and ongoing.
 * Integration in Wikiversity schools, programs, categories: Winter 2009

Classes
A class is an instance of this course per Wikiversity's definition.

Fall 2008, University of New Brunswick, Faculty of Computer science.

Community Informatics & Collaborative Design Institution: University of New Brunswick Faculty: Computer Science Course: CS 6905 Section: FR03A Days: Monday Times: 17:00 -19:50 Atlantic Time Building/Room: Information Technology Centre / ITD405 ITC 307 Map Facilitator: William McIver, Jr., Ph.D Contact: wmciver@acm.org Course URL: http://en.wikiversity.org/wiki/Course_CICD

Materials have been removed by the Author (McIver) due to Wikiversity policies.


text:
User:Eml4500.f08.delta 6.krueger

Micheal Krueger Finite Element Analysis

Iain Specht blue732@ufl.edu Sean Lopez slopez86@ufl.edu Eric Ramirez eroc305@ufl.edu Diana Guzman dianaguz@ufl.edu Nicolas Castrillon nicocas@ufl.edu Matlab sections 1-5 Notes Monday September 15th Notes Monday September 29th Notes Friday October 17th HW Notes Monday October 27th HW 2 Bar Truss Sytem Notes Monday November 10th HW N1^i(x)tilda HW Ni(x) HW K^i Notes Monday November 24th HW dimensions of ktilde dtilde HW Prove FD-rel HW Evaluation of wiki versus E-learning

title: User:Eml4500.f08.delta 6.krueger


text:
User:Cacycle/wikEd

// install User:Cacycle/wikEd in-browser text editor document.write('');

title: User:Cacycle/wikEd


text:
User talk:Eml4500.f08.delta 6.krueger

 Hello Eml4500.f08.delta 6.krueger, 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 18:37, 7 September 2008 (UTC)

title: User talk:Eml4500.f08.delta 6.krueger


text:
User:Eml4500.f08.team.foskey.ckf

My Contributions

My part for HW 1 - week 1 notes

My part for HW 1 - week 2 notes

My part for HW 1 - sample problem

My part for HW 2 - extra problems

My part for HW 3 - MATLAB truss problem

My part for HW 3 - HW (finding node points) - from oct 1 lecture

My part for HW 3 - oct 1

My part for HW 4 - MATLAB 3 bar truss

My part for HW 4 - Oct 6 lecture

hw4 - oct15 (22nd meeting)

hw4 5 bar truss matlab (forgotten part)

hw5 matlab - 2 bar debug

hw5 matlab - 6 bar truss (3 parts)

hw5 matlab - space truss

composite matrial

is the 3bar truss statically indeterminant (this part is done now)

HW6 matlab - electric pylon, part 1

HW7 matlab - 2bar truss with varaible E,A

Hw7 wiki vs webct

hw7 software used

hw7 matlab - electric pylon frmae system

hw7 matlab - pylon modes

hw7 matlab - pylon animation

hw7 matlab - 2barframe

hw7 matlab - trussframecombos

Team reports for Submission

HW1 Group report

HW2 Group report

HW3 Group report

HW4 Group report

HW5 Group report

HW6 Group report (for signup) --- HW6 Group report (for turning in)

HW7 Group report (for signup) --- * HW7 Group report (for turning in)

title: User:Eml4500.f08.team.foskey.ckf


text:
User talk:Eml4500.f08.delta 6.castrillon

 Hello Eml4500.f08.delta 6.castrillon, 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

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text:
User talk:Eml 4500.f08.delta 6.specht

 Hello Eml 4500.f08.delta 6.specht, 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

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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 18:39, 7 September 2008 (UTC)

title: User talk:Eml 4500.f08.delta 6.specht


text:
User talk:Eml4500.f08.ateam.carr

 Hello Eml4500.f08.ateam.carr, 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

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 * 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 18:40, 7 September 2008 (UTC)

File:BoyProjector1f.jpg
Hi! I've removed the image File:BoyProjector1f.jpg from your user page - my apologies for doing so, as it is a nice picture, but the Wikimedia Foundation is fairly strict in regard to the use of non-free images, and in this case it didn't meet their requirements. Their rules are stricter than what you would find outside of Wikiversity, but it relates to the aim of the project to produce free use content, which hits licensing issues when non-free images are included. Regards, Bilby 01:17, 15 October 2011 (UTC)

title: User talk:Eml4500.f08.ateam.carr


text:
User talk:Eml4500.f08.team.foskey.ckf

 Hello Eml4500.f08.team.foskey.ckf, 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
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 * 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 18:40, 7 September 2008 (UTC)

message to convey to all persons of working group
Many people are deposited on wikiversity images. Thank you to them, it contributes much to improving the system of sharing knowledge and expertise.

As against many of them are illegal because there was no indication of license. However, on a project of the Wikimedia Foundation, it is not allowed to have non-free images, so images without licenses.

Can you ask everyone you know and who works in these working group to return to their images download and put a proper license.

In addition, there is a specific project, a place created especially in the foundation for uploading images. This is Wikimedia Commons.

Rather than upload images to wikiversity, it is strongly recommended to the Commons. This gives the big advantage that these images may be used by all wikis

http://commons.wikimedia.org

If you have any questions, any problems, please come especially to discuss http://en.wikiversity.org/wiki/Wikiversity:Colloquium

Thanks in advance. Crochet.david 09:00, 3 November 2008 (UTC)

title: User talk:Eml4500.f08.team.foskey.ckf


text:
User:Eml4500.f08.wiki1.ambrosio

Current Homework
My Homework 7

Old Homeworks
My Homework 1

My Homework 2

My Homework 3

My Homework 4

My Homework 5

My Homework 6

Class Site
Class

Team Memebers
Michael Aguilar

Bryan Ambrosio

Clayton Brannon

Brooks Handy

Benjamin Oatley

Lyndsey Schaet

title: User:Eml4500.f08.wiki1.ambrosio


text:
User:Stark

FEABBQ group member

title: User:Stark


text:
User:EML4500.f08.FEABBQ.Stark

G Stark page

FEABBQ Team Members:

 * Esmail Hamdan
 * Jose Jayma
 * Grant Stark
 * Nik Vitt
 * William Kurth
 * Andy Kobyljanec

EML 4500 Class Homepage:
User:Eml4500.f08

FEABBQ Team Page

 * Group Page

title: User:EML4500.f08.FEABBQ.Stark


text:
User:Eml4500.f08.delta 6.ramirez/Lecture 1

Introduction to Wikipedia

- Wikipedia was launched in 2001 by Jimmy Wales and Larry Sanger - The name Wikipedia breaks down into "wiki" (a collaboration of websites) and encyclopedia - The purpose of Wikipedia is to collect and summarize all human knowledge in every major language

Personal Contribution to Wikipedia

- All members of society can contribute to Wikipedia

Creating an Account

1. In order to create an account, the user must first choose a major langugage 2. The user must then click on the log in/ create account link in the upper right hand corner 3. If the user does not have an existing account they should click on the create one link 4. The user must enter the word(s) in the given text box that appears in order to protect against automated account creation 5. Next, the user must fill the appropriate information such as username, password, and an e-mail address which is optional

- Once the account is created the user may give his/her contribution by writing their own wiki-articles or by editing the articles of other users - All edits to wiki-articles are permanently recorded in archives, and publicly visible in the history link of any page - The Wikipedia contribution system is a great asset yet its own greatest flaw

Criticism

- Wikipedia allows its users to edit each others pages which brings a mutual responsibility to all users not to abuse the right to edit - The open nature of the system to many critics make it unreliable as a reference - On top of unreliability, the system allows for strongly opinionated editors to attempt to dominate articles - Exposure to vandalism by users who edit articles is also a critical argument against Wikipedia - Wikipedia vandalism ranges from page lengthnening, blanking, spamming, username vandalism, etc.

Teams consist of six members that share the course workload. One member will be selected as the team leader. Each of the six members will complete parts of the homework assignments. Then, the team leader will compile the information into one article. That final article will be graded by the teaching assistant and assigned a grade. Each member of the team receives the grade that is assigned.

The class website is clesm.mae.ufl.edu/~vql/courses/fead/2008.fall/. All information for the course will be posted on this site.

References:

- Article titled "Wikipedia" from Wikipedia.org - Article titled "Wikipedia: Vandalism" from Wikipedia.org - Articile titled "Wikipedia Criticism" from Wikipedia.org


text:
User:Eml4500.f08.delta 6.lopez

Personal Information
Sean Lopez E-mail: slopez86@ufl.edu Finite Element Analysis: Fall 2008 Professor Loc Vu-Quoc

Homework
Homework 1: Lecture Notes, Matlab (Contribution) Homework 2: Lecture Notes (Contribution) Homework 3: Lecture Notes (Contribution), HW Problem Homework 4: Lecture Notes (Contribution), HW Problem Homework 5: Lecture Notes (Contribution), HW Problem Homework 6: Lecture Notes (Contribution), HW Problem Homework 7: Lecture Notes (Contribution), HW Problem
 * augusta web design
 * business grants
 * business degree
 * Kamagra

title: User:Eml4500.f08.delta 6.lopez


text:
Class Notes (08/25/08 - 08/29/08)

History

 * Wikipedia was launched in 2001 by Jimmy Wales and Larry Sanger
 * The name Wikipedia breaks down into "wiki" (a collaboration of websites) and encyclopedia
 * The purpose of Wikipedia is to collect and summarize all human knowledge in every major language
 * All members of society can contribute to Wikipedia

Creating an Account
1. In order to create an account, the user must first choose a major language 2. The user must then click on the log in/ create account link in the upper right hand corner 3. If the user does not have an existing account they should click on the create one link 4. The user must enter the word(s) in the given text box that appears in order to protect against automated account creation 5. Next, the user must fill the appropriate information such as user name, password, and an e-mail address which is optional
 * Once the account is created the user may give his/her contribution by writing their own wiki-articles or by editing the articles of other users
 * All edits to wiki-articles are permanently recorded in archives, and publicly visible in the history link of any page *(The Wikipedia contribution system is a great asset yet its own greatest flaw)

Criticism

 * Wikipedia allows its users to edit each others pages which brings a mutual responsibility to all users not to abuse the right to edit. The open nature of the system to many critics make it unreliable as a reference. On top of unreliability, the system allows for strongly opinionated editors to attempt to dominate articles. Exposure to vandalism by users who edit articles is also a critical argument against Wikipedia. Wikipedia vandalism ranges from page lengthening, blanking, spamming, user name vandalism, etc.

Vision

 * Media Wiki is an important program in that it allows its users to collaborate each others work.
 * The course will employ the Wikiversity tool. This will allow the students, professor, and teaching assistants to communicate with ease and to review each team's work so as to maximize the learning experience during the semester.
 * MIT's Open Course Wear is a prime example of knowledge shearing that is Wiki-like in that MIT students only, since access faculty is not provided, can share information with each other about their course work. MIT's OCW has proven to be a very powerful tool for students campus-wide.

Method of Work
Course Website: EML4500

 * Teams consist of six members that share the course workload. One member will be selected as the team leader. Each of the six members will complete parts of the homework assignments. Then, the team leader will compile the information into one article. That final article will be graded by the teaching assistant and assigned a grade.
 * Each member of the team receives the grade that is assigned. Team members will evaluate each others contribution and effort at each exam by giving an evaluation score based on a scale ranging from one to eight.

E-Learning

 * This tool is not like MediaWiki since it does not allow for collaboration between team members, teams, and the professor. However, E-Learning excels in passing announcements from professor to students.

Old Approach/New Approach

 * Prior to using the Wikipedia/Wikiversity system, professor Dr. L. Vu-Quoc taught EML4500: Finite Element Analysis based on a system where homework criteria accounted for 10% of a students final grade. The other 90% of the grade was based on 3 exams, each worth 30%.
 * Dr. L. Vu-Quoc's new approach allows for a greater emphasis on the students homework contribution. The Wikipedia/Wikiversity system of posting class notes/homework problems keeps students more involved and also allows other fellow classmates to benefit from having access to this information. Hopefully, in the near future students will be able to save money by not having to purchase expensive course text books. The new approach weighs a students homework criteria at 30% while 3 exams (equal in worth) make up the remainding 70%.

title: Class Notes (08/25/08 - 08/29/08)


text:
User:Eml4500.f08.Ateam.philbin

Homework Contributions
Homework 2

Homework 3

Homework 4

Homework 5

Homework 6

Homework 7

title: User:Eml4500.f08.Ateam.philbin


text:
User:Eml4500.f08.ateam.didomenico

A-Team Teampage

Homework Reports
Homework Report #1

Homework Report #2

Homework Report #3

Homework Report #4

Homework Report #5

Homework Report #6

Homework Report #7

title: User:Eml4500.f08.ateam.didomenico


text:
User talk:Eml4500.f08.wiki1.ambrosio

 Hello Eml4500.f08.wiki1.ambrosio, 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.
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 * 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 19:18, 7 September 2008 (UTC)

title: User talk:Eml4500.f08.wiki1.ambrosio


text:
User talk:Eml4500.f08.ateam.didomenico

 Hello Eml4500.f08.ateam.didomenico, 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.
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 * 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
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 * 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 19:21, 7 September 2008 (UTC)

title: User talk:Eml4500.f08.ateam.didomenico


text:
User talk:Eml4500.f08.delta 6.ramirez

 Hello Eml4500.f08.delta 6.ramirez, 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 19:21, 7 September 2008 (UTC)

 * To see what is in your userspace click here

Here are two wikitext scripts that you can use to keep track of subpages in your userspace.

creates a page called My subpages

creates a list of all subpages in your userspace.

Keep in mind that these two scripts here on this talk page, and on your user page User:. They won't work on most Wikiversity pages.--Guy vandegrift (discuss • contribs) 02:26, 1 March 2024 (UTC)

title: User talk:Eml4500.f08.delta 6.ramirez


text:
User:Eml4500.f08.ateam.shah

=Shah, Akash=

EML4500: Finite Element Method and Design

Professor Vu-Quoc

Class Notes

 * Lectures: Week 1

 * Lectures: Week 2

 * Lectures: Week 3

 * Lectures: Week 4

 * Lectures: Week 6

 * Lectures: Week 7

Homework

 * HW 1: Matlab Tutorial

 * HW 2

 * HW 3

 * HW 4

Team Members

TA E-mails: nvigroux@ufl.edu, zsunguk@ufl.edu Professor E-mail: vu-quoc@ufl.edu Class Link

title: User:Eml4500.f08.ateam.shah


text:
User:Eml4500.f08.ateam.shah/lecture1

A B C D E F G

title: User:Eml4500.f08.ateam.shah/lecture1


text:
User:Eml4500.f08.ateam.nobrega

=A-Team Members:=

Pedro Rivero Akash Shah Taylor Boggs Tatiana Nobrega Michael Carr Josh McNally

Homework Reports

Class Notes

My Homework

title: User:Eml4500.f08.ateam.nobrega


text:
User:Eml4500.f08.ateam.shah/Class Notes

Week 1

Week 2

Week 3

Week 4

title: User:Eml4500.f08.ateam.shah/Class Notes


title: User:Eml4500.f08.ateam.carr/Notes1


text:
User:Eml4500.f08.ateam.nobrega/class notes

Lecture 3

Continuation from Lecture 2: Global Force Displacement relationship

In compact notation the above listed FD relationship equation simplifies to:

$$[ Kij ]$$*$${ dj }$$ = $${ Fi }$$

The K-spring factor is a 6x6 matrix, where as the d and F matrix are composed of a 6x1 matrix.

The capital letter K represents the global stiffness matrix. d is the global displacement matrix. The capital letter F represents the global force matrix.

The letter k represents the elemental stiffness matrix. The letter f represents the elemental force matrix.

How to go from an elemental matrix to a global matrix? The matrix has to go through an assembly process to go form an elemental matrix to a global matrix.

Identify the correspondence between elemental displacement dof's and global displacement dof's.

Global level:

{d1, d2, ............, d6}

Elemental level:

* Element 1:{d(1)1, d(1)2, d(1)3, d(1)4} * Element 2:{d(2)1, d(2)2, d(2)3, d(2)4}

Identification global-local dof:

Node 2 d2 = d2(1) d3 = d3(1) = d1(2) d4 = d4(1) = d2(3) Node 3 d5 = d3(2) d6 = d4(2)

Conceptual step of assembly: (topology of K)

The colored portion in the figure above represents the overlap between the two elemental matrices of K.


text:
User:Eml4500.f08.ateam.rivero

= EML 4500 Fall 2008 A-Team =

Team Members
Pedro Rivero Akash Shah Taylor Boggs Tatiana Nobrega Michael Carr Josh McNally

Homework Assignments
Homework 1: MatLab Introduction (Sections 2,6,10,14,18)

Weekly Notes Summary
Homework Report 1: Pedro Rivero

Homework Report 2: Pedro Rivero

Homework Report 3: Pedro Rivero

Homework Report 4: Pedro Rivero

Homework Report 5: Pedro Rivero

Homework Report 6: Pedro Rivero

Homework Report 7: Pedro Rivero

title: User:Eml4500.f08.ateam.rivero


text:
User:Eml4500.f08.ateam.boggs.t/homework

Homework One: Matlab Tutorial

Homework Report One

Homework Two: Definition of a moment, Solving a statically determinate Problem, and Stiffness Factor Computations

Homework Report Three

Homework Report Four

title: User:Eml4500.f08.ateam.boggs.t/homework


text:
User talk:Eml4500.f08.ateam.shah

 Hello Eml4500.f08.ateam.shah, 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 19:44, 7 September 2008 (UTC)

title: User talk:Eml4500.f08.ateam.shah


text:
User talk:Eml4500.f08.ateam.boggs.t

 Hello Eml4500.f08.ateam.boggs.t, 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

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 * 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 19:44, 7 September 2008 (UTC)

Lot of void line
Instead of put a lot of void line to make the next starting text under a image, use just the clear template. Crochet.david 14:56, 24 October 2008 (UTC)

Thanks, that helps a lot!

eml4500.f08.ateam.boggs.t 14:59, 24 October 2008 (UTC)

title: User talk:Eml4500.f08.ateam.boggs.t


text:
User talk:Eml4500.f08.ateam.rivero

 Hello Eml4500.f08.ateam.rivero, 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 19:45, 7 September 2008 (UTC)

a question for you
Thanks for uploading Image:Surfplot.JPG to Wikiversity. Could you take the time to provide some information about the source of the image? Did you make the image? It looks like a screenshot....what software is shown? Do you have any preference for how to license the image? is that you assumed it would be available under the GFDL. --JWSchmidt 04:05, 9 September 2008 (UTC)

title: User talk:Eml4500.f08.ateam.rivero


text:
User:Eml4500.f08.ateam.boggs.t/matlab tutorial

Matlab Intro


text:
User:Eml4500.f08.ateam.boggs.t/matlab intro

What is Matlab?
Matlab allows you to solve numerical problems using a programming language similar to Fortran and C++. It is a matrix based system that allows for quick computation and visualization of scientific and engineering problems.

An Introduction to the Matlab Primer
The MATLAB Primer Tutorial was written based on the 4.0 and 4.1 version of MATLAB. The primer was written by Kermit Sigmon, Department of Mathematics at the University of Florida. The Primer is designed to help one use MATLAB. It is encouraged that the Primer be used hands on with the reader sitting at their computer going through the examples. One should type in the commands in the Primer and view the MATLAB generated output for each topic.

If the user is unsure of how to perform a task or if an error message arises, he or she should call on the help function. This function can be called by typing the word help into the command window. Doing this will display a list of topics for the user to choose from. To call for a specific help topic type in the word help followed by a space and the name of the topic one is searching for. Another helpful command is to type in the word demo into the command space, allowing the user to preview some of the MATLAB functions.

The MATLAB Primer is a set of instructions for how to perform basic MATLAB functions. The MATLAB User's Guide and Reference Guide will need to be accessed for more advanced applications. To find these documents consult your instructor or visit your local library or computer lab.

"MATLAB is available for a number of environments: Sun/Apollo/VAXstation/HPworkstations, VAX, MicroVAX, Gould, PC and AT compatibles, 80386 and 80486 computers, Apple Macintosh, and several parallel machines. There is a relatively inexpensive Student Edition available from Prentice Hall publishers."


text:
User talk:Eml4500.f08.bottle.barnes

 Hello Eml4500.f08.bottle.barnes, 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
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 * 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 19:51, 7 September 2008 (UTC)

title: User talk:Eml4500.f08.bottle.barnes