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User:NicolePatterson

Response
Response on Sethlene Elliott’s Work: Cool Cat in the Hat

Wow, just wow! The fact that you practically wrote a book is amazing. Your rendition of The Cat in the Hat is much more amusing for readers our age then the actual book that is for sure. Although in some parts I found it hard to understand the first read around. Yet it still flowed well and made me want to read it until the very end. I think this piece could really use some imagery though, to help it flow along even more. I remember when I read the actual Cat in the Hat book the pictures really helped with the word play. I found myself a little confused when “Old Fish” was brought into the story, I wasn’t sure who or what it was at first, I don’t know if or how you would be able to make that easier for the reader to understand. Overall it was a funny and twisted story that, I could tell, took a lot of time and thought.

Style
Enter the end. Every end ends even. Even teens enter the empty end. Empty bells beg the Belle. The Belle never betters between cheeky cheers. Decembers creepy trees beg the Belle deeply, tend me! Creepy cheers end the Belle between the trees. Tend me, Tend me! The creepy trees beg. Belle ends between the creepy trees’ cheers. The deed deems her. Defy the deed. Defy the deed. Belle feebly descends the end. Enter the end, the even empty end. Belle never deserves the end. Expected, Belle descended the end… the empty end.

Oulipean styled writing. I only used the vowel "E" in this writing. The story is about a young girl name Belle who is ready to end herself under the trees that she tends to. While she is nearing death she realizes she doesnt want to die but it is too late for her. Somewhat morbid I know, but its all I could come up with.

Other Media
Main Character, Jessica Monroe from Love @ First Site by Jane Moore

Ekphrastic
Metal Tree how do you grow so tall and proud? You bare no leaves and so much weather

How do you stand so tall and proud? You don’t move in the wind you don’t grow in the sun In the fall you are unchanged In the spring you do not blossom Yet you stand so strong through the tests of time You may never hit the ground

Your branches twist and turn so wild You heat in the sun and you turn frigid in the cold You have no kin I’m sure you are lonely

No living thing dwells upon you You have no moss, no birds, no squirrel You are bare as a babies bottom The winds you cannot even feel

Metal Tree you must feel terribly lonely But you are strong Nothing can bring you to your knees

You spark my interests though, standing so brave I wonder how long you have made this place your home How long you have been alone.

Metal Tree you glisten in the sun, like a wisper to my ear You are very static but you have so much to say Perhaps one day I will too become a metal tree Standing up to all that time can throw at me

You are very brave Metal Tree I hope to become a fraction as strong People always pass you by You must be so alone But you stand still and unchanging To everything that the world has thrown at you

Metal Tree how do you grow so tall and proud?

Analysis
When I first read the twenty fifth sonnet of Shakespeare I believed that it referred to how the fame and fortune of one person can die through time and dwindle into nothing but dust. While in a normal person’s life they live happily because they are loved for who they are and not for their fame. This is similar to how celebrities are in our time. We love them for their movies and looks and nothing more. Compare that to people who married and are married because they love the person for who they are and not for how famous they are. It was the fact that at a flick of a switch a famous person can lose their following. They are subjected to the public eye and the public eye is a very fickle being. I then looked up some information on the Marigold flower. I learned that it opens regardless of whether or not the sun is shining upon it. It, in a way, represents the continual passing of time. I then researched what the term “razed quiet” meant. Razed quiet means that something or someone is completely erased.

After which I read the sonnet through again and I had come to understand it more correctly then I had done so previously. Shakespeare had been referring to the word of the prince. How the prince can instantly take fame away from warriors and leaders, and turn the public against them. Which is why in turn Shakespeare preferred that he was only a poet because a poet would never have fame thus such could not be taken away by the royalty. Time will still pass but he will never miss fame because he had never had it.

Personal
A few Christmas’s passed the snow had not fallen but rather there was a wind storm unlike any other that I had experienced. The storm had crashed itself into my home town, it did not know of mercy.

The winds made my home creak for what seemed like years. Constantly I worried of a tree falling upon my bedroom in the night. I did not sleep that night, I had wished I did, it was the last night I was going to be warm for an entire week. The small town of Woodinville had been torn apart by this intense storm; I have yet to see any damage like the damage I witnessed that year. Trees had fallen every which way, laying where ever they pleased. Houses were smashed, people were displaced. Some people were trapped. Others were lucky enough to be out of town for the holidays. The power was out for over a week in some parts of Woodinville, others for only five days, no one could leave home, the streets were gone. We had been one of the unlucky houses that went for a week without power, and were trapped. We couldn’t travel the roads and there was no way around. Some of the roads were even flooded.

Many people were trapped in their driveways because of the fallen trees; others because of fallen power lines that were blocking their ways. We had no heat to keep us warm in the freezing temperatures. We were trapped in our own frigid house that we had once called a home. We were forced to wear our winter coats and blankets to keep us warm, although even they did not help. We had tried multiple times to start a fire but the wood was damp and wouldn’t start, after multiple tries we finally had gotten a flicker but even then the fire could not warm our frozen bones. I could no longer tell if I had fingers anymore, my face and feet were cold to touch. There weren’t enough blankets in our home to keep us all warm; we had to switch between us. Our Christmas was halted; no family gathering was going to happen that year. The house seemed even colder without our family around us. We were cursing to ourselves for we had no generator to at least keep the newly purchased food fresh. We set our frozen food outside so that the night would keep it frozen.

The neighbors were taunting us with the hum of their generators. We could see that some of them had lights and were not affected at all by the power outage. We resented them, we became uncivilized. Only caring about survival, even though it was just a week we feared for much much worse. Once the roads were cleared, about three or four days after the power had first gone out we were able to escape, and we did as quickly as possible. We drove by all the tree smashed houses and were wary of the fallen power lines. We saw poor families standing outside their homes waiting for their friends to help them. We made our way to our friend’s homes after hours of driving in traffic from the other families that were trying to escape. We stayed with our friends until the power had gone back on in our own home. We were finally able to thaw out, after such a long frozen week we finally got feeling back into our faces. Since that storm so many Christmas’s ago I have never been that cold, I’m thankful that I have not yet had to endure a situation like that again.

Memorization
If You Forget Me by Pablo Neruda

I want you to know one thing.

You know how this is: if I look at the crystal moon, at the red branch of the slow autumn at my window, if I touch near the fire the impalpable ash or the wrinkled body of the log, everything carries me to you, as if everything that exists, aromas, light, metals, were little boats that sail toward those isles of yours that wait for me.

Well, now, if little by little you stop loving me I shall stop loving you little by little.

If suddenly you forget me do not look for me, for I shall already have forgotten you.

If you think it long and mad, the wind of banners that passes through my life, and you decide to leave me at the shore of the heart where I have roots, remember that on that day, at that hour, I shall lift my arms and my roots will set off to seek another land.

But if each day, each hour, you feel that you are destined for me with implacable sweetness, if each day a flower climbs up to your lips to seek me, ah my love, ah my own, in me all that fire is repeated, in me nothing is extinguished or forgotten, my love feeds on your love, beloved, and as long as you live it will be in your arms without leaving mine

Self Assessment
In this class I have learned about interesting and enjoyable writing styles that I had not experimented in before, such as the oulipean and visual poetry styles of writing. I have also learned that my vocabulary is very narrow and if I want to become a better writer I need to broaden my horizons by reading more books. I did well in the writings of poetry in this class, which makes sense considering that I enjoy writing poetry, but I also would like to learn how to become a better story writer. I have been off and on, more off than on mind you, writing a book since I was in high school and it is very bland, I have yet to be able to write an intriguing book because I can’t seem to describe what I imagine in my head.

It is also obvious that I am a major procrastinator and it has become such a bad habit as of late that some of my classes are suffering. I hope that this coming vacation will clear my head and I will study harder for the coming quarters. I feel more prepared because I have pin pointed exactly WHY I procrastinate so much, so I will now be able to deal with the problem and get back into the “groove.”

I have also learned that I have trouble meeting the six hundred words minimum… because I don’t like to write fluff in my pieces if I myself believe that the piece is finished. I don’t know if I have actually contributed to the experiences of the other students. I’d like to say yes, at least for the students who have written what I have posted on my page. I hope that some of my writings had possibly inspired them.

title: User:NicolePatterson


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KOIIA/Reflections on Hjörne & Säljö/Några tankar från Ingela

Det är intressant att man inom skolan väldigt gärna vill diagnostisera de barn som på ett eller annat sätt inte passar in och att det tycks finnas en uppfattning om att bara barnet har en diagnos så är det bra och man kan "gå vidare". Så enkelt är det naturligtvis inte, samtidigt som det ju faktiskt finns barn som har speciella svårigheter. Att se diagnoser som en enkel utväg att förklara alla möjliga anpassningssvårigheter hos barn tycker jag är något som är problematiskt, men jag anser inte att man ska förkasta allt vad diagnoser heter heller, för t.ex. då det gäller elever som får diagnosen Aspergers syndrom, så faller många bitar på plats och elevens behov av struktur, ordning och tydlighet kan bättre tillgodoses, liksom att man får större förståelse för sociala problem som kan finnas i relationen till klasskamraterna. Samtidigt är det ofta så, som Annaliina skriver utifrån Hjörne och Säljö, att hela problemet läggs på eleven medan läraren kan fortsätta driva sin undervisning på samma sätt som förut. För att diagnoser ska ha någon funktion och bli till en hjälp för de elever som fått dem, så måste man gå flera steg längre och också titta på undervisningen, miljön i klassrummet och liknande. Där finns det mycket att göra!

Google Translation
Some thoughts from Ingela

It is interesting that within the school very much like to diagnose the children in one way or another do not fit in and there seems to be a perception that only the child has a diagnosis, it's good and you can "move on". It's that simple, of course not , while it actually has children who have special difficulties. Seeing diagnoses as an easy way to explain all the possible adjustment difficulties in children, I think, is something that is problematic, but I do not think you should dismiss all of what diagnoses named either, for example, in the case of students who are diagnosed with Asperger's syndrome, so many pieces fall into place and the student's need for structure , order and clarity can better accommodated, as well as to obtain a greater understanding of social problems that may exist in relation to classmates. Meanwhile, it is often the case, as Annaliina writes based Hjörne and Säljö, the whole problem is put on the student while the teacher may continue to pursue their education in the same way as before. To diagnoses must have some function and become a help to the students who received them, so you have to go several steps further and also look at education , the environment in the classroom and the like. Where there is much to do!

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


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User talk:NicolePatterson

Hello Former Student!

I'm writing to you because you took a class from me in the past few years at the Art Institute. As of Spring, 2010, I'll not be teaching further classes at AIS for the foreseeable future. (We're parting ways on good terms!) Until now, you've been able to reach my Wikiversity educational resources from my website, but I've decided to delete that link. You can still reach all of those materials here.

If you're interested in what I'm up to in the future (which will include an album in 2010 and a novel in 2011) you can friend my facebook page or drop me an email at info@stevenarntson.info and you'll receive a periodic update about performances, classes, and publications.

If you know any current or former students of mine who might be interested in any of this, please forward this information if you have a moment.

I hope all is well for you.
 * Best! Stevenarntson

Insert non-formatted text here left text  Hello NicolePatterson, 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
 * 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! --Victuallers 21:24, 14 April 2009 (UTC) Victuallers 21:24, 14 April 2009 (UTC)

The Oulipean style copy was quite impressive. Not only did you refrain from using any vowel save for "E" it actually made sense. I found no difficulty following the train of thought. The repetition gave in an imposing pulse. Considering that it was about a suicide that pulse gave an idea of a heartbeat. I dunno if you intended that but it was powerful non the less. One technicality is that the "Y" in Empty, creepy and deeply is a vowel. That's just an annoying nit-pick though. I still remain profoundly impressed.

Nicole, Thank you for the feedback on my Cool Cat in the Hat story! I appreaciate the advice and will take it into consideration. I am pleased that you enjoyed the read. ^-^ Thank you again! Sethleneelliott 19:11, 25 July 2009 (UTC)

title: User talk:NicolePatterson


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User:SixWingedSeraph

Charles Wells, Professor Emeritus of Mathematics, Case Western Reserve University, Cleveland, Ohio, USA.

Blog about math and language,

Website for people new to abstract math.

My CWRU website,

/Sandbox

title: User:SixWingedSeraph


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Template:BPMPBadge

  This user is actively involved with

BPM Program Governance.

Summary
This is a custom project box used for BPM Program Governance.

title: Template:BPMPBadge


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Data Analysis using the SAS Language

Since the birth of the World Wide Web and the growth of the Internet, a tremendous amount of data has been collected by organizations all around the world. Analysis of this data is important for decision makers, researchers and policy makers throughout industry, academia and government. The SAS Institute provides one of the leading tools for statistical analysis.

Introduction
The SAS System is a suite of software products designed for accessing, analyzing and reporting on data for a wide variety of applications. The SAS language includes a programming language designed to manipulate data and prepare it for analysis with the SAS procedures. SAS was originally developed in the 1970s for academic researchers by Dr. James Goodnight and colleagues at North Carolina State University. SAS includes a variety of components for accessing databases and flat, un-formatted files, manipulating data, and producing graphical output for publication on web pages and other destinations. Statistical routines in SAS support everything from sales forecasting to pharmaceutical analysis and from educational/psychological testing to financial risk analysis. SAS is one of the main analytics platforms for academic research and data analysis in institutions, companies and organizations around the world.

This course has several goals; but above all, it attempts to bridge the gap between data collection and analysis.

 * introduce concepts for extracting data from a variety of sources
 * manipulating data so it is properly prepared for analysis
 * apply SAS procedures and interpret the output
 * produce text and graphical reports for different types of media

SAS System Modules
Base SAS provides the SAS Data Step Language ability to access several data from several sources in a multitude of formats. Base SAS also includes several procedures for data manipulation, data set management, SQL, and descriptive statistics.

SAS/STAT (Statistics) provides the statistical horsepower for univariate and multivariate statistical modeling. These routines include linear and non-linear regression, analysis of variance, factor analysis, logistic regression and cluster analysis.

SAS/ETS (Econometric and Time Series) provides the modeling power for building econometric models and time series analysis and forecasting. These routines include ARIMA for Box Jenkins models, auto-regression and transfer functions.

SAS/OR (Operations Research) builds constrained mathematical optimization models using linear programming, nonlinear programming, integer programming and goal programming. Problems such as network analysis and transportation problems can be setup and solved. In addition, there are new procedures which use genetic algorithms and local search optimization.

SAS/QC (Quality Control) provides tools for conducting quality control analysis. These tools include experimental design, sample selection, and process control charts.

SAS/Graph (Graphics) gives SAS the power to create and display graphs and business charts, these include scatter plots, 3-dimensional plots, surface and contour plots, bar charts and pie charts.

SAS/AF (Applications Framework) allows the construction of applications with an object oriented graphical user interface. A separate language, SCL, works with the SAS language to build interactive applications.

SAS/Access is a series of interface components built for different vendor databases.

 * Access to PC Files allows to popular pc file formats, such as Microsoft Excel and Microsoft Access.
 * Access to ODBC allows access to various databases which support Open Database Connectivity. A third party database client from the vendor must be installed on your computer and an ODBC data source name (DSN) is placed in the datasources system panel.
 * Access to Oracle allows access to Oracle database servers. The Oracle client must be installed on your computer.  SAS interfaces through the Oracle client entry for the database you are connecting to.
 * Access to Sybase allows access to Sybase database servers. The Sybase client must be installed on your computer.  SAS interfaces through the Sybase client entry for the database you are connecting to.

 * There are other SAS/Access modules for other database vendors including mySQL and SAP.

SAS/Connect allows SAS to connect and submit programs across platforms to other SAS installations. For example, SAS on the PC can submit code to SAS on Unix or SAS on MVS (IBM mainframe). Connect also allows for grid computing where a problem is broken down into several independent threads which are physically run on SAS installation on different machines simultaneously.

SAS/IML (Interactive Matrix Language) allows the construction of programs using matrix operations. Matrix programs are written efficiently in IML. This permits the construction of new statistical programs.

Language Concepts
A SAS program consists of data steps and proc steps. Data steps manipulate data one observation at a time while proc steps perform complex operations on a complete data set. Proc steps provide the analytical horsepower of SAS by performing statistical analysis, graphics, summarizing and reporting. In order to analyze data, it must be input and prepared for the appropriate analysis. This preparation process is the responsibility of the data step.

The SAS data step Language provides many of the procedural capabilities of a standard programming language such as PL/I, C, C++, or Java. Multiple data steps can link between the various proc steps. These are the building blocks for a complete SAS program.

All SAS statements must end with a semicolon ";". Statements can span several lines or several statements can be placed on a single line. In general, SAS is not case sensitive, this includes keywords, variable names and data set names. The SAS language provides the input, output, loops and logic for manipulating data. SAS data sets can be saved for use by another SAS data step or procedure within the same program, or saved permanently for future use.

SAS has a robust set of procedures. Base SAS includes procedures for sorting, printing, summarizing and reporting. SAS/STAT includes procedures for univariate, multivariate, regression, analysis of variance and nonparametric analysis. Options provide access to statistical heuristics and algorithms.

Program design should start with the type of analysis that needs to be performed or the type of reports that must be generated. Next it should examine the type of data available and what transformations need to be done in order to have it ready for the analysis or reporting procedure. Filling the gaps between these is what drives the programming requirements.

Programming problems should be broken down into small steps focusing on a few transformations at a time. Some programmers like to find the solution that does the most with the least code, but that method can result in confusing code, making debugging and future maintenance difficult. Useful comments also help the programmer describe the intent of each step in the program.

SAS Data Step
The data step provides a programming environment for input, output and data manipulation. The SAS Language in the data step is the fundamental way to manipulate data. The data step can access SAS data files for input and permanent storage. The data step also allows SAS to interact with non-SAS data storage for both input and output. The data step identifies the name of the SAS data set to be created, how to format the data for input or output, as well as the logic for manipulating the data.

Manipulating the data may involve creating or calculating new fields, selecting a subset of the data, or merging multiple datasets together. The statements used in SAS are similar to the programming statements in other languages. Besides input and output, there are assignment, logic and loop statements.

Continue to SAS Data Step

SAS Procedures
SAS provides numerous procedures for processing large amounts of data for statistical analysis, reporting and other purposes. SAS Procedures begin with the keyword proc and end with run or quit depending on the procedure. SAS procedures are also used for managing SAS data sets such as displaying metadata, copying or deleting data sets, and sorting observations by one or more variables. SAS also includes a procedure, proc SQL, that allows the use of SQL (structured query language) to be used on SAS data sets and on other vendors' database platforms.

Continue to SAS procedures

Macro Programming
Macro programming in SAS provides ways to simplify programming tasks through replication. Macro variables are a convenient way to set up constants at the start of the program that can be used throughout the program. One feature of macros is building code that can alter itself depending on the value of parameters. These parameters may be coded by the programmer at design, or they may come from a SAS data set.

Continue to Macro Programming

Output Delivery System (ODS)
The SAS Output Delivery System (ODS) allows SAS to create output in a multitude of forms. These include Hypertext Markup Language (html), PostScript (pps), Adobe Portable Document Format (pdf), Microsoft Word (doc), and Rich Text Format (rtf). There is very little to change in the existing code. Instead wrapper statements are use before and after the procedures and data steps from where you want to capture output. You can even specify only certain parts of the output that you want to capture. These are called output objects. Output objects can also be captured as a SAS data set and used in subsequent procedures and data steps.

Continue to Output Delivery System

Examples
Look here for examples and code snippets. Users are also invited to submit their own examples to the SAS examples page.

Continue to SAS Examples

title: Data Analysis using the SAS Language


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User:Graeme E. Smith/Article Sandbox

Templates

 * Article Framework for GreySmith Institute
 * Prepare Article Framework
 * Two Author Article Framework for GreySmith Institute
 * Prepare Two Author Framework

Non-Genetic Darwinism

 * Courseware
 * Darwinism and Complexity in Self-Organization
 * Dynamics and the Energy/Entropy Ratio

Philosophy

 * Naive Realism in Phenomenal Philosophy
 * Top-Down Encoding: A Solution to the Granularity Problem?

Memory Model

 * Phenomenally Explicit Memory: Scope and Limitations

 * Declarative Memory: Architecture Scope and Limitations

 * Skill Memory Architecture Scope and Limitations

 * Symbolic Memory: The Striate Cortex and it's Roles

 * Architectural Constraints on Implicit Memory: Implications for Brain Architecture and Psychology

Attention, Awareness, and Consciousness

 * Random Impulse and Limbic Bias: Unconscious Processing

 * Intention and Awareness Preconscious Processing

 * Volition and Consciousness in Animals

 * Peaks in MMNn Evoked Potential, may indicate Epochs of Different Phases of Attention

 * Cross Frequency Coupling: How the other Memory loops communicate with the Cerebro-thalamic Main Memory Loop

 * Is Preactivation a Role shared by the Thalamus, the Pons, and the Subiculum? Bottom-up Attention in the alternate memory loops

Brain Micro-Architecture

 * Understanding Neuro-Micro-Anatomy

 * Disappearing Memory Cells in Laminae I: a role in learning?

 * Tangential Fibers in Laminae I: Content Routing for a Content Addressable Memory?

 * Allocortical Areas, Implicit Memory with no Explicit Access?

 * Can We Demand the Retrieval of a Smell?:The Allocortical Nature of the Olfactory Bulb

 * Allocortical Tissues in the Hippocampus: Is Episodal Memory Implicit?

 * Allocortical Sulcys and Divides: Is Explicit Memory Missing in Order to Isolate Sensory Modalities?

 * TriSynaptic Pathway and Direct Connections in the Entorhinal Cortex and Hippocampus: Is all implicit memory a Two Stage Process?

 * Isocortex Tissue in Cerebellum, Means Explicit Addressing of Skills?

 * Granular Layer in Entorhinal Cortex, Not Necessarily Connected to Thalamus

 * Agranular Areas of Cortex, Still Linked to Collossum?

 * Is the Fusiform Facial Area Agranular?

 * Recruitment of Agranular Areas Key to Processing in Brain?

 * Skill in Processing as well as Action?

 * Verrucae Hippocampi: An early form of Explicit Memory, recycled for use in referencing concepts?

 * Modified Pyramidal Cells, or Precursors to Pyramidal Cells?

 * The Evolution of the Neocortex: The gradual changes in the Allocortex and Para-isocortex that led to Isocortical Tissues

 * Common Architectonic Aspects of Major Brain Areas

 * Architectonic Zones, Attention Mechanisms, and Related Redescription

 * Density of Myelation related to Cross Connection in Laminae I

 * Reduced Density of Myelination in Laminae I of Association Areas: Reduced connectivity to Association Areas, What it means

 * Pyramid Neuron Size Versus Distance/Direction of Transmission

 * Local Transport Pyramidal Layer, Laminae IIIc in core and belt: How signals from the rest of the brain mix with local transport between core and belt

Histo-Neuropsychology

 * Introduction to Histo-Neuropsychology

Neural Network Implementation:

 * Heterogeneous Groups: A Possible Implementation Profile

Experimental Protocols:

 * GSATP1

 * GSITP1

 * GSLTCAP1

 * GSLTCAP2

 * GSLTCAP3

 * GSCIAP1

 * GSCIAP1a

 * GSCIAP1b

 * GSCIRP1

 * GSCIRP1a

 * GSCIRP1b

 * GSPFCICFP1

 * GSLVICFP1

 * GSPFCINMAP1

Neural Computation

 * Objections to the HTM Model

Histo Psychology

 * LaMuths 6 growth rings of the Cerebral Cortex

title: User:Graeme E. Smith/Article Sandbox


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title: User:Graeme E. Smith/Template Sandbox


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User:Graeme E. Smith/Template Library

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Add tested Templates here:

title: User:Graeme E. Smith/Template Library


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User:Graeme E. Smith/Template Sandbox/Test Template

User:Graeme E. Smith/Template Sandbox/marks


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User:Graeme E. Smith/Math Sandbox

= Math Sandbox =

Math symbols in TeX format:

Tex by Topic e-book

$$ 7 \pm 2 $$

title: User:Graeme E. Smith/Math Sandbox


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User:Jerileehippolyte

Group Name
Group 5

Self Assessment
The greatest lesson I've learned in this class, that I know I will continue to learn for the rest of my life is teamwork. While I have no problem working in a group, I personally don't enjoy it. I've always been independent and feel I work better that way, because I always know what to expect. I guess that has been and will always be my greatest challenge. I've also re-learned lesson on time management. Since I took five classes this quarter, one of which was Portfolio it was difficult at times to juggle the workload. I know for each of the members in my group our schedules proved to be conflicting when it came time to get things done. We did manage to finish, but there were points where we kind of slacked off.

My accomplishment for this class would just have to be getting my part finished, with the schedule I had. While I'm not too thrilled about the quality of my section, I think I got through it okay. I understand our environment is a major issue in today's society, but I'd have to say my lack of interest may have hindered my enthusiasm in our topic. Even so, I have developed a greater awareness of some of the environmental issues that are occurring, and will make an effort to stay updated as it pertains to similar world issues.

I feel better equipped to handle the ups and downs of group work as well as utilizing in-depth research techniques we've discussed this quarter.

title: User:Jerileehippolyte


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User:Tuannguyen

Bio
Underneath of it all, I'm just a down to earth kind of person. I'm really driven, very ambition and goals oriented. When I set a goal for myself, I will go a great length to archive it. I was born into a family of artists, they are what inspired me to become an artist.

I immigrated to the United States with my mother in 1992, it was hard to try to adapt to the new world, learned new language, however, challenges, taking risks and working hard are a part of the formula to make me stronger.

Video games, music, acting, fashion, photography. All of these elements are a great form of art. I was blessed and lucky enough to experience all of these elements, and I'm hooked. These elements helped me to express myself creatively and it helps me to become more versatile in the art industry. One of my future goals is to become an art director, and mastering these elements will be a great beneficial for my career.

http://www.youtube.com/tuanlesoleil

http://www.lesoleil.us

Response
"The PeaceBringer" by Ben Wheeler Art sculpture story - Schubert Sonata - Artist Mark di Suvero

 * I had a great experience reading this unique story by B. Wheeler. The story is has the Ying and Yang with the touch of sci-fi.

It took place in the future in the year of 2186. The Britain joined force with United Americas resemble of the good guys. Middle Eastern, Korea and Chinese resemble the bad guys. East meet West, East vs. West. The West believes in freedom, while the East impose it.

The best part about this story is that the author introduced us the future weapons of choice called the PeaceBringer. The West develop the sophisticated technology weapon that is powerful that can shut off electrical devices or fries the machine system from the opponents. Therefore no blood or killing is necessary, brilliant!

Finally the West won and the East lost. It is the PeaceBringer that help the West to vitory. PeaceBringer is a symbol of peace and survival. Times went by Only one PeaceBringer remains. It was once a powerful weapons that has changed the world now just a bare rusted metal skeleton frame standing tall and closely guarded.

This piece of weapon reminded people about the past, how the world has become a better place because of it. The world shall remember the PeaceBringer.

After reading this story from B. Wheeler. Every now and then when I take a walk at the Olympic sculpture park, I will never see that piece of sculpture the same way as I was before.

I really enjoy the creative writing that the author has produced. Part of the story can be related to the world we see today with all the tension between Nations around the world. The Ying and Yang. The heroes and the villains.

Compare/Contrast
In my opinion, Mark Twain and Robert Frost has their own remarkable styles of writing. I did some research to compare these two great American authors of all time:

Robert Frost born in 1874, and died in 1963. He married his high school Sweetheart, even after she was refused. And was a teacher majority of his life. He constantly encouraging the creativity in his students, He received honoree from several universities Most of his audience saw him as a very recognizable, very gentle, very Reachable personality with whom they could identify or empathized.

Usually when people thought about Robert Frost, they saw a man who stood little less than 6 foot tall. He had a great shock of white hair. He spoke in a kind of gravelly voice with a New England accent. And it was always with New England that Robert Frost associate, especially with the state of Vermont and New Hampshire. When the Audience heard or read Robert Frost read or silently read his poems, they found certain values that associate with New England or more broadly American and those values affirmation of tradition of American deeply felt. Therefore, when the audience heard Robert Frost read or when they read his poems, They audience has a wonderful sense of deeper affirmations of things that they felt and even more then that since Robert Frost wrote in a language that apparently straight forward, Very plain, very simple, no fancy. His audience felt very comfortable with his language and with his value. For that reason, he recieved popular recognitions. Samuel Langhorne Clemens also known as by the pen name Mark Twain was born in November 30 1835 and died in April 21 1910. Was an American author and humorist. One of his most famous novel is “Adventures of Huckleberry Finn” published in 1884. Over his lifetime he has very good relationships with other famous artists, presidents, and including European royalty.

Mark Twain writing styles are humorous evolved into grim, almost profane chronicler of the vanities, hypocrisies and murderous acts of mankind. With Huckleberry Finn, Mark Twain he combines with rich humor and social criticism. Huckleberry Finn has been restricted from high school numerous times due to the frequent use of the word "nigger,” which was a common term when the book was written. “Adventure of Huckleberry Finn” solidified Mark Twain as a noteworthy American writer; some critics say that “Adventure of Huckleberry Finn” is the first Great American Novel. The book became the must read in every school in US. The main ingredient from “Adventure of Huckleberry Finn” is about a boy who belief in the right thing to do even though the society belief that was wrong.

Comparison between Robert Frost “The Road Not Taken” and Mark Twain “Adventure of Huckleberry Finn” clearly that they both author has completely different way and styles of writing. Robert Frost sum up his entire point of view in short four paragraphs poem. While Mark Twain wrote and express and build up the characters in a novel. However the context of both stories gave the audience the same message. There are 2 recognized interpretations in “The Road Not Taken” one is ironic Interpretation, and the second is literal interpretation. The ironic interpretation tells the audience that instead about regret and personal myth-making, rationalizing our decisions. In this interpretation, the final two lines: I took the one less traveled by, And that has made all the difference. Are ironic – the choice made little or no difference at all, the speaker's protestations to the contrary. The speaker admits in the second and third stanzas that both paths may be equally worn and equally leaf-covered, and it is only in his future recollection that he will call one road "less traveled by".

According to the literal (and more common) interpretation, the poem is inspirational. The poem's last lines, where the narrator declares that taking the road "less traveled by" has "made all the difference," can be seen as a declaration of the importance of independence and personal freedom. "The Road Not Taken" seems to illustrate that once one takes a certain road, there is no turning back. Although one might change paths later on, the past cannot be changed. It can be seen as showing that choice is very important, and is a thing to be considered.

“Adventure of Huckleberry Finn” gives the audience the message that Huckleberry Finn is the young boy's belief in the right thing to do even though the majority of society believes that it was wrong. He chooses his own path and not regretting it. The 2 main focal points in this novel are: escape and freedom. Mark Twain wrote a novel embodied in search a path of freedom. “Throughout the story, Huck is in moral conflict with the received values of the society in which he lives, and while he is unable to consciously refute those values even in his thoughts, he makes a moral choice based on his own valuation of Jim's friendship and human worth, a decision in direct opposition to the things he has been taught. Mark Twain in his lecture notes proposes that "a sound heart is a surer guide than an ill-trained conscience," and goes on to describe the novel as "...a book of mine where a sound heart and a deformed conscience come into collision and conscience suffers defeat” according to Wikipedia.org

Other Media
The Journey
 * Poetic -

Two Souls Searching

Leaving arguments behind Ignoring all there is to hate Disappearing in the morning Not wanting to take the bait I love her for who she is Not what she aspires to become Her masks and shield help to hide Yet I can see her growing numb Lying about her pain and wounds Forgetting that I’m willing to stay Not wanting the love and comfort But not wanting it to go away Fairness to me is hard to come by The pain I feel sometimes seems half-hearted I know she needs my strength But I need the love that she started She gave me a glimpse of what I want And closed the emotional doors Hiding in her darkness and midnight Sleeping next to me on the floor I see her dreaming of a chainless world So picturesque of the chain I need So far from my touch yet only inches away Inside I feel myself begin to bleed I scream out for understanding A cry so loud even God covers his ears Sympathizing with my pain And loathing each and every one of my tears Christ will be my answer As soon as I allow him to be His guidance is so solid and secure And His love beyond all stages of free In my emotional state I express Writing of terror and pains Blocking out all His love Locking myself into these chains His love will guide me with hers And our faith will grow together For I know I can’t do it alone Yet through Him, everything gets better.

Analysis
Sonnets V by: William Shakespeare

Those hours, that with gentle work did frame The lovely gaze where every eye doth dwell, Will play the tyrants to the very same And that unfair which fairly doth excel; For never-resting time leads summer on To hideous winter, and confounds him there; Sap checked with frost, and lusty leaves quite gone, Beauty o'er-snowed and bareness every where: Then were not summer's distillation left, A liquid prisoner pent in walls of glass, Beauty's effect with beauty were bereft, Nor it, nor no remembrance what it was:
 * But flowers distill'd, though they with winter meet,
 * Leese but their show; their substance still lives sweet.

1st Gloss: When I first encounter this sonnet number V by Shakespeare, I sense the familiar nature theme from his previous sonnets. Shakespeare is using nature as a metaphor to paint his poem. The theme for sonnet number V is about timing of our lives, human life is like seasons, a perfect equation of nothing will last forever. We can't work against time. Beauty and youth can only last for an amount of time and it will be fading. However, we can preserved the beauty of youth by having children.

2nd Gloss: Life is like the seasons. That’s what Shakespeare's Sonnet 5 is all about. The poet compares the young man's life with seasons, spring, summer, autumn and hideous winter. A man can't escape the times "Those hours that with gentle work did frame” This translate that the times of when you growing up, is what made you who you are.

“The lovely gaze where every eye doth dwell” The youth beauty, everyone notices, however,

"For never-resting time leads summer on" we can never fight against time, because time never resting it's also a metaphor for that youth beauty will eventually fade.

"To hideous winter, and confounds him there; Sap checked with frost, and lusty leaves quite gone, Beauty o'er-snowed and bareness every where: Then were not summer's distillation left, A liquid prisoner pent in walls of glass, Beauty's effect with beauty were bereft" The poet argues that in order to preserve the youth, you must have children. It is natural to have children to take care of you when you grow old. "Nor it nor no remembrance what it was:
 * But flowers distill'd, though they with winter meet,
 * Leese but their show; their substance still lives sweet."

This suggests that childless, a man will grow old alone and will have no one to remind him of his youth days.

Definition:

Winter= old age Frame= structure, Scaffolding Confounds= destroys or mix confusedly o'er-snowed= covered with snow, enter the age of being old Summer's distillation= perfume or fragrant flowers Beauty's effect= beauty exerts on the world Were bereft= would be lost or die but= only their show= their appearance

Final Opinion:

I found these sonnets are very meaningful. Especially this sonnet V. Reading this sonnet is like doing a crossword puzzle, you have to pay attention and know the clues and the meaning and style if the way Shakespeare’s wrote his poems in order to unlocking the meaning behind it. After doing some research on the internet about sonnet number V. I have discovered so many clues and metaphors in this sonnet. This was my first time reading Shakespeare’s sonnet and I want to thank you for introduce me to these sonnets; I will read some more of these sonnets over the summer break. Reading these sonnets give me a lot of inspirations to create my art and it definitely help me to shape up of how I view life. I really like how the poet used nature as a metaphor to paint his poems, very creative, charming and deep.

Personal
When were you last really really cold?

The cold night air Whistles through the thick stands of foreboding evergreen trees. High above, a pale moon hangs in the night sky, A father drinks and his anger builds, His child cries secretly in terror.

The cold wind breaks down the trees, The father hits his child.

When the cold wind softens, The trees calm. The cold wind dies, The damage shows.

When the father calms, The child runs. The father passes out, The child’s pain shows.

The cold wind comes and goes, As does the father’s anger. The child cries and feels deep pain, Fearing the cold

Transcription
The Last King of Scotland

All the characters in "The Last King of Scotland" are based on real person. However The Scottish character is fictitious character I watched this movie over the weekend and I was intrigued by the performance of Forest Whitaker as Idi Amin, therefore, I thought it would be appropriate to write about the movie for this part of my chrestomathy.

Nicholas Garrigan played by James McAvoy after graduated from medical school. He chooses to go to Uganda to work as a missionary clinic. During his missionary in Uganda, Nicholas crosses path new president Idi Amin played by Forest Whitaker at the scene of a car accident. Nicholas helped Amin injured hand. That’s when their friendship starts to grow. Amin came across as a charisma, driven, powerful, and generous person. Nicholas impresses with Amin and accepts the president’s invitation to his personal physician and take charge of modernizing Uganda’s health care system.

Nicholas quickly earns the trust of Amin and quickly became Amin’s adviser. Amin gave Nicholas the lavish lifestyle from nice apartment to brand new Mercedes car, from parties at the presidential mansion that being paid by the economics of the Ugandan people. Nicholas also met and fell in love with Amin’s third wife name Kay played by Kerry Washington. Although Kay is very beautiful and independence and full of spirit, Amin was not happy with her because she has given brith to an epileptic son. Despite her marriage to Amin. Nicholas and Kay felt in love in eventually Kay got pregnant. Kay was very scare that Amin would find out about her prenacy with Nicholas. Key begs Nicholas to perform an abortion. Eventually Amin found out and he sent is forces to savagely mutilated Kay.

The more Nicholas explore deeper into Amin’s world, he discover that Amin was not the person that he used to admired, Nicholas loses faith in Amin. Nicholas learned that Anim’s brutal regime in perpetrating mass murder against the Ugandan people. And with the death of Kay. Nicholas had enough and wanted to return to Scotland. However things are not as simple as he thought. Amin replaced Nicholas ‘s passport with Ugandan one. Nicholas appeals for help to the Foreign office, they tell him if he wants to leave the country, he must assassinate Amin.

Nicholas plot to kill the president by poisoning him with headache pills, however, this plot soon to be discovered. Nicholas got beaten, they pierced Nicholas’s chest with meat hooks and string him up to the ceiling. However Dr. Junju comes to his rescue. In exchange for Nicholas’s promise to return to Britain and tell the world the truth about Amin’s regime. Nicholas sneak aboard a plane from a group of hostages from France. In the end, Nicholas escape the country Amin was furious to learn about the news. Junju got shot for the fact that he rescued Nicholas.

The film ended with footage of the real Amin and the text saying “Forty eight hours after some hostages were released, Israeli forces stormed Entebbe and liberated all but one of the remaining hostages. International public opinion turned against Amin for good. When he was finally overthrown in 1979, jubilant crowds poured onto the streets. His regime had killed more than 300,000 Ugandans! And expelled tens of thousands of Asians who had made Uganda their home for years. Amin died in exile in Saudi Arabia on August 16 2003”.

In my opinion about this movie is that Forest Whitaker (Amin) gives the performance of his life, which he earned Best actor award at the Academy Awards, the Golden Globes, the Screen Actors Guild and the BAFTAs. The film earned total of 23 major awards. The film was will received in Uganda. The historical accuracy about this film is that the character Amin and the events surrounding him are mostly factual. Nicholas however is a fictional character. His story is inspired on events in the life of English-born Bob Astles. The movie mixed fiction and real events in Ugandan history to portrait an impression of Amin and Uganda under his years in presidency. Kay character in real life and in the book was pregnant by her lover Dr. Mbalu Muskasa. She however passed away during the abortion operation by Mukasa, who eventually committed suicide. Dr. Nicholas was inspired by Bob Astles story. Believes that Kay’s body was cut up not on Amin’s orders but by Mukasa while tryin to hide it.

Ekphrastic
Inspired by the "Love & Loss" sculpture by Roy McMakin at the Olympic Sculpture Park

Before She Left Despite his grief, For the last time, She said she loved him.

Above the rive On the bridge Beyond the sun and moon, Down into the water, Among the time-forgotten things Under the waves.

Since the down of time, Through thick and thin, They had always been together, Until she was gone, Like the wind Blowing across the desert, Off the distant mountains.

Without her, He couldn’t go on, But when she asked Him to stay, He had left Despite her apology.

Underneath the waves, Down at the bottom of the river His body lay Until the divers found it.

Beyond the end of time, Between this world and the next, Past the realm of the mind, The two lovers are together still, Without mind, Without body, Within each other’s soul, Beside their hard times On this earth, Their love will last forever

Memorization
The Drunken Driver Has the Right Of Way

by Ethan Coen

The loudest have the final say, The wanton win, the rash hold sway, The realist's rules of order say The drunken driver has the right of way.

The Kubla Khan can butt in line; The biggest brute can take what's mine; When heavyweights break wind, that's fine; No matter what a judge might say, The drunken driver has the right of way.

The guiltiest feel free of guilt; Who care not, bloom; who worry, wilt; Plans better laid are rarely built For forethought seldom wins the day; The drunken driver has the right of way.

The most attentive and unfailing Carefulness is unavailing Wheresoever fools are flailing; Wisdom there is held at bay;, The drunken driver has the right of way.

De jure is de facto's slave; The most foolhardy beat the brave; Brass routs restraint; low lies high's grave; When conscience leads you, it's astray; The drunken driver has the right of way.

It's only the naivest who'll Deny this, that the reckless rule; When facing an oncoming fool The practiced and sagacious say Watch out — one side — look sharp — gang way.

However much you plan and pray, Alas, alack, tant pis, oy vey, Now — heretofore — til Judgment Day, The drunken driver has the right of way.

Self Assessment
Looking back the past 11 weeks went by very fast. Although we started out slow because I was sick, in fact that was the first time I got sick after 3 years without being sick, it was about time though, however, for a moment I thought I caught H1N1 A.K.A swine flu.

I really enjoy this class for the fact that Steven has brought many new materials to the table and I have learned many new perspectives such as reading “My Jim”, from the sonnets from William Shakespeare. I have to say that the Shakespeare’s sonnets were my favorite. I will definitely continue to read more of Shakespeare’s sonnets on my own time. I found Shakespeare sonnets quite refreshing ,very inspiring, and very deep. The way he uses natures and hidden messages to convey his point of views is brilliant, I will definitely use this method when I create my art. I think it’s important to create a piece of art that have a meaning behind it.

Reading the poet’s sonnets is like doing a puzzle. You have to pay attention to the poet creative writing in order to fully understand his sonnets.

I also enjoy going to the Olympic sculpture park and write a poem or a story inspired by a piece of sculpture that we saw in the park. This is very refreshing and very creative idea. This class helped me to compare and contrast between authors such as Mark Twain and Robert Frost. These authors have a very different ways of writing, yet they seem to have the same message in some way.

I really value the fact that Steven gives us the freedom on our home works, and sometimes that’s what artists need. The freedom to write our opinions and the freedom to be creative in writing.

I also enjoy the discussions in class such as “Huckleberry Finn”, ” My Jim”, “Are Prison Obsolete” “The Flea”, “The Road Not Taken”, When were you last really cold?, and Shake Shakespeare’s sonnets. These discussions helped me to understand the perspectives from my classmates.

11 weeks flew by very quickly, and I had such a great experience learning all the new materials that Steven brought to the table. I’m looking forward to explore new reading materials on my summer break.

title: User:Tuannguyen


text:
User talk:Maugustine2269

 Hello Maugustine2269, 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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 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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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! --Gbaor 09:24, 15 April 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Maugustine2269


text:
User:Liinanna/Ett individorienterat arbetssätt

Det sk. individorienterade arbetssättet som Hjörne och Säljö refererar till i Att platsa i en skola för alla och som lyfts även i Ingelas läslogg är något som jag också reflekterade över när jag läste boken. För det första förvånades jag över författarnas beskrivning, när det t.ex. på sidan 143 talas om individualiserande förklaringar som förlägger problemen hos de enskilda barnen. Min första tolkning av den diagnostiserande verksamheten var nämligen precis den motsatta. Den verksamhet som elevhälsoteamen bedriver handlar om, enligt min tolkning, att de diagnoser och förklaringar som används inte tar hänsyn till barnet som en individ, utan ser denne som en representant för en viss grupp "problematiska" barn. Enligt min uppfattning är arbetssättet då inte individorienterad, utan barnet snarare tillskrivs en gruppidentitet (eller delaktighet i gruppen) som i sig är redan fylld av stigman, t.ex. "bokstavsbarn". Då ser jag en risk att utgångspunkten för elevens framtida tillvaro i skolan blir att man letar endast bland redan beprövade lösningar som kanske inte alls fungerar för just denna individ.


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Mecklenburg County Special Inspections

Overview
Mecklenburg County's Special Inspections (SI) Program is a code compliance process that affects commercial buildings or any area of large assembly (such as churches and schools) built within Mecklenburg County Municipality. This regulatory requirement is governed by Chapter 17 of the North Carolina State Building Code, which means that a project meeting one or more of the criteria specified in this section of the building code must comply with the SI process outlined by Mecklenburg County. Consequently, failure to comply with the SI process may result in a stop work order.

A commercial project categorized with special inspections requires the project owner to retain the services of an Architect, Engineer or other independently certified professionals. These professionals must monitor, test, or inspect the materials or methodology used in the construction of the project at the construction site. Special Inspections are additional inspection processes, established to run parallel and in conjunction with the inspections performed by Mecklenburg County Code Enforcement Officials. In a way, Special inspections serve as required, high-level, quality control measures to ensure the structural integrity of commercial buildings.

Below is a list of the approved 19 Special Inspections Types
 * IT-1	 Verification of Soils
 * IT-2	 Excavation & Filling
 * IT-3	 Piling & Drilling Piers
 * IT-4	 Modular Retaining Walls
 * IT-5	 Reinforced Concrete
 * IT-6	 Post Tension Slab-on-Ground and Post Tension Concrete
 * IT-7	 Pre-Cast Concrete Erection
 * IT-8	 Pre-Stressed Concrete
 * IT-9	 Inspection of Pre-Cast Concrete Fabricators
 * IT-10 Inspection of Structural Steel Fabricators
 * IT-11 Structural Masonry
 * IT-12 Welding
 * IT-13 High Strength Bolting and Steel Frame Inspection
 * IT-14 Sprayed Fire Resistance Materials
 * IT-15 Exterior Insulation & Finish System (EIFS)
 * IT-16 Seismic Resistance
 * IT-17 Smoke Control
 * IT-18 Detention Basin
 * IT-19 Special Cases

History
The system of Special Inspections was first introduced to the State of North Carolina when the North Carolina Building Code Council adopted the 2002 NC Building Code (based on the 2000 International Building Code). In chapter 17 of the code, local municipalities were given the authority to determine and implement a Special Inspections process on a local basis. Although local governments were allowed the discretion to elect and enforce this regulation, Mecklenburg County was one of the few municipalities within the State to take the initiative to establish a comprehensive and state-of-the-art system to administer the Special Inspections process. Mecklenburg County saw the need to require Special Inspections due to numerous historic events or calamities that had taken place nationwide and within its own jurisdiction. For instance, prior to the adoption of the Special Inspections regulations, a vehicle had run through a masonry wall of a Charlotte-Mecklenburg County school building. Investigations and inspections to determine the extent of damages to the building revealed improper installation of construction materials.

www.Meck-si.com
In spite of the enthusiasm by both the construction industry and local government to embrace this life-saving regulation, there were business challenges that discouraged the adoption of Special Inspections. Costly record keeping and ambiguous rules requiring intricate time-consuming SI procedures and processes are a few of the challenges. To address these problems, an SI task force team was put together to analyze the challenges and propose a solution. After several months of numerous meetings, the task force team proposed a comprehensive web-based Special Inspections program in line with the code inspections process, which was compatible with existing technology. The team foresaw the possibility of a web-based system to eliminate the need for additional staff members, time and exorbitant costs in administering the Special Inspection process, which consequently led to the inception of http://www.meck-si.com Although the team embraced the concept of employing a web-based system, there was a need to involve other parties assigned with different roles to ensure the proper flow of the SI process. Below is a list of parties involved in the SI process.

In January 2006, Mecklenburg County Code Enforcement Department launched www.meck-si.com - the paperless, Special Inspection management website. Meck-si.com quickly became the flagship of the entire Mecklenburg County Special Inspection program, which later went on to receive several awards, including the Blue Diamond Award. This comprehensive website was designed to administer the special inspection process, to serve as a working resource for the construction industry, to provide a database for storing all the project field reports, and to offer process information, graphic flowcharts, forms, document retrieval, and professional certifications.

Website Users
Frequent users of the meck-si web site are categorized into three groups:

Guest users
are users who navigate the website for informational purposes only, such as learning about the process, downloading program forms, submitting an application to register either a firm or an inspector. Their intent is to retrieve information about the program and so, for this reason, they are not required to log into the system. Obviously, this means guest users are extremely limited in terms of the functions they are able to perform in the system.

Firm Registration
is the first group of users with an assigned login user id and password. Mostly, these are architectural, engineering and constructions firms that will be involved in an SI project at some point. The firm’s user id and password allow employees within these firms to login to the website and perform limited assigned functions, such as reviewing project documents and uploading certain documents to a project. In addition, every SIF is required to register prior to individuals within the firm registering as special inspectors.

DSI and ASI Registration
requires that each Special Inspector submit an application along with an appropriate certificate and license through the website, in order to be approved as a Special Inspector. Once an applicant has been registered, the inspector receives a login user ID and password to access, navigate and perform the functions assigned to that individual. In addition, Mecklenburg County charges each Special Inspector a $99 registration fee, which is valid for a year, after which a $99 annual renewal fee will be charged in order for inspectors to remain active and perform special inspections within their jurisdictions. Given that DSIs and ASIs play such a key role in the special inspections process, they have the most assigned administrative rights in navigating the meck-si website. Their registrations allow them to perform such functions as registering projects, authorizing firms on projects, uploading project documents, and amending project documents.

Stages of Special Inspection Process
Mecklenburg County’s Special Inspection Process comprises the following four phases:

Plan Review
The initial SI process begins with the plan review stage. At this stage, the DPIRC completes and submits the Onschedule Review application to the Plan Review Office. Once the onschedule review process has been completed, the DPIRC then determines the SI scope and how it will impact the project, submits the whole plan set, including the completed signed and sealed SSI, Appendix B, and the building permit application for review. At this juncture, one of two things may happen. Either the plans will be approved or disapproved for revisions to be made. Once the plans have been approved and the department has collected all appropriate plan review and permitting fees, the building permit is then issued.

Pre-Construction

 * 1) The next stage in the SI process is the pre-construction stage. Unlike regular non-SI projects where the contractor is able to start construction once the permit has been issued, with SI projects, additional tasks must be completed prior to construction.  Although the building permit has been issued at this point, a pre-construction hold is placed in the permitting system, which prevents the GC from requesting any code enforcement inspections until these required tasks have been completed.  First and foremost, the DSI/ASI is required to create the SI project by registering the permit and uploading a copy of the signed and sealed SSI to meck-si.com.  (Note: Allow at least 24 hours after permit has been issued before registering permit)
 * 2) Once the permit has been registered in the system, the GC or DSI must contact the building inspector via cell phone five days in advance of start of work (Note: automated system will prevent the scheduling request without first conducting pre-con meeting) to setup a preconstruction meeting date and time acceptable to all parties, i.e. GC, DSIs, DPIRC, Building Inspector and all other sub contractors involved in the SI process. It is, however, optional for the Project Owner to attend the meeting.
 * 3) At the end of the meeting, as long as all requirements have been met, the Building Inspector releases the pre-construction hold to allow construction to begin and for the GC to request code enforcement inspections. The DPIRC will then prepare the pre-construction meeting minutes, for which the DSI is responsible to upload to the registered permit in http://www.meck-si.com

Construction
The construction phase is the stage in which the special inspections and testing process runs parallel with the code enforcement inspections. Construction begins and as the GC requests regular code enforcement inspections, the special inspections team, consisting of mainly the DSI/ASI, will visit the job site at appropriate intervals, perform special inspections as outlined in the SSI and upload the field reports to Meck-si.com. The two processes run parallel until the GC is ready to request a temporary occupancy or final inspection. A system auto generated hold is in place to prevent the GC from requesting a final/TCO inspection until the Building Inspector has reviewed the SI documents, ensuring compliance with the SI tasks.

Closeout

 * 1) The final stage of the SI process is the closeout phase in which all construction at the job site has been completed and the GC is ready to finalize the job. At this point all SI document must be uploaded to the system, each DSI must review the project, as well as all project documents, to ensure testing and inspections have been completed.  The DSIs shall then proceed to complete, sign, seal and upload the SI Final Report.  After this task has been completed, the DPIRC reviews the SSI and SI final reports, completes, signs, seals and uploads the DPIRC letter into the system.  Once the DPIRC letter has been uploaded, the project status automatically changes to “Closed.” At this point, no more documents can be uploaded to the project, unless the program administrator is notified to re-open the project.
 * 2) It is then the responsibility of the DSI, ASI, DPIRC or GC to notify the Meck-si administrator that all SI documents have been uploaded to the project and request an SI closeout. The program Administrator reviews the project to make sure all requirements have been met and, if they have, the administrator schedules an SI closeout for the Building Inspector to review the content of the documents.  Provided all requirements have been met, the building inspector removes the SI hold, allowing the contractor to request TCO/Final inspection.  (Note:  the automated system will prevent a final inspection request without first obtaining an SI closeout.)

title: Mecklenburg County Special Inspections


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User:Liinanna/Comments from Annaliina

When reading Tatum's text, I found the discussion of the definition of racism very intriquing. The definition of racism as a system of advantage based on race is, as far as I can see, functional in most senses and in itself surprisingly neutral. However, I am left wondering wheter this definition, applies also for other races than in the case of Whites and Blacks. It is natural that Tatum discusses racial issues from the US perspective, herself being part of the American society where these issues have been "burning" since the Civil Rights movement and before. After having read Tatum I felt a need to study other texts with scholars with other backgrounds; Swedish, European, Asian, African and so on, as it seems that the understanding of racism has a tight connection to the society where it has been (or is) present.

Tatum's definition of racism left me also wondering whether there are places where racism according to Tatum's definition is targeted towards the White, meaning that the White, for once, wouldn't be in position of power. In this reflection, aspects of time and history become relevant, as in the case of South Africa where White nationalism has been replaced with Black nationalism to a certain extent. Also, a few days ago, I saw a news programme from Bolivia where the country for the first time in modern history (since somewhat 500 years of Spanish domination) has an indigenous head of state, Evo Morales. The programme dealt with the historical development of the society and the uneven distribution of power since the Spanish conquest that has resulted in bitterness amongst the indigenous peoples who now, when given power (through President Morales and MAS-party; Movement for Socialism) continue to distribute it unevenly, now placing Whites at disadvantage.

The examples mentioned here carry, in my opinion, traits of racism, if it is to be described as a system of advantage based on race. The same might apply also to Whites opportunities in the Japanese society. Having said this, I still feel unsure whether my understanding of the definition would be accepted by Tatum. Perhaps something to discuss in class?

title: User:Liinanna/Comments from Annaliina


text:
Racism as a system of advantage - comments from Annaliina

When reading Tatum's text, I found the discussion of the definition of racism very intriquing. The definition of racism as a system of advantage based on race is, as far as I can see, functional in most senses and in itself surprisingly neutral. However, I am left wondering wheter this definition, applies also for other races than in the case of Whites and Blacks. It is natural that Tatum discusses racial issues from the US perspective, herself being part of the American society where these issues have been "burning" since the Civil Rights movement and before. After having read Tatum I felt a need to study other texts with scholars with other backgrounds; Swedish, European, Asian, African and so on, as it seems that the understanding of racism has a tight connection to the society where it has been (or is) present.

Tatum's definition of racism left me also wondering whether there are places where racism according to Tatum's definition is targeted towards the White, meaning that the White, for once, wouldn't be in position of power. In this reflection, aspects of time and history become relevant, as in the case of South Africa where White nationalism has been replaced with Black nationalism to a certain extent. Also, a few days ago, I saw a news programme from Bolivia where the country for the first time in modern history (since somewhat 500 years of Spanish domination) has an indigenous head of state, Evo Morales. The programme dealt with the historical development of the society and the uneven distribution of power since the Spanish conquest that has resulted in bitterness amongst the indigenous peoples who now, when given power (through President Morales and MAS-party; Movement for Socialism) continue to distribute it unevenly, now placing Whites at disadvantage.

The examples mentioned here carry, in my opinion, traits of racism, if it is to be described as a system of advantage based on race. The same might apply also to Whites opportunities in the Japanese society. Having said this, I still feel unsure whether my understanding of the definition would be accepted by Tatum. Perhaps something to discuss in class?


text:
User:Sheddy

Sheddy

an Australian currently working on Vaccine development in Canada. Has a history dabbling with physiology (Growth Hormone receptor signaling pathways), Virology (Flavivivurses) and Education (Distance education).

Now she's trying to take over wikiversity - well at least add some interesting virology related resources.

title: User:Sheddy


text:
User:BoggessT

Response
/response to D.Macdonald's style entry/

Style
/sHEep/

Compare/Contrast
/The Road Not Taken and Huckleberry Finn/

Analysis
/Shakespeare's 11th Sonnet/

Personal
/cold stretcher/

Ekphrastic
/Storyland/

Memorization
/The Lake, by Edgar Allen Poe/

title: User:BoggessT


text:
Fire and Emergency Management/Technical Rescue/Building Collapse

41.157.12.3 15:45, 15 April 2009 (UTC)September 11, 2001

On september 11, 2001 two planes had crashed into the two world trade centres, there was lots of people that died on that day.

But there was two people that I know of that made thru the rubble thay were two NYPD police officers.

By Wayne Porter 083-743-7074 (MTN South-Africa)


text:
Talk:Fire and Emergency Management/Technical Rescue/Building Collapse

William Marrion Branham--41.157.12.3 15:49, 15 April 2009 (UTC)

He Was a prophet for this last age he came for Malchi 4 & Revelation 10:07


text:
User:Egm6322.s09.lapetina/project

 See my comments below. Egm6322.s09 14:29, 1 May 2009 (UTC)

=Coastal Hydrodynamic Modeling in Two and Three Dimensions=

=Introduction= My research focuses on two and three dimensional modeling in coastal areas. This is a cutting edge issue in fluid mechanics. In this article we will examine only a few of the many ways partial differential equations are critical to the development of a robust ocean model. Here, particular emphasis will be given to the basic equations, as well as grid generation, an under-appreciated topic.

The report will begin by looking at the continuity and momentum equations, and what simplifications are made for coastal models. Boundary and initial conditions will be discussed, as well as means of solving these equations numerically. A few schemes for solving these will be discussed.

Next, the report will examine the issue of curvilinear grid generation. Structured grid models require the use of orthogonal or curvilinear grids. In the coastal zone, curvilinear grids are required to offer adaptability to surface features. However, their generation is very non-trivial. Formation requires the use of coordinate transformations and highly non-linear partial differential equations.

The last section will discuss my particular areas of interest in the development of a coastal model, touching on the partial differential equations aspect there.

=Modeling With PDEs=

The Typical Equations of Fluid Motion in Oceans
To lead the discussion, the two dimensional equations of motion will be discussed.

Virtually all problems of coastal modeling begin with the continuity equation and momentum equation:

$$\frac{\partial \rho}{\partial t}+\nabla \cdot(\rho \vec v)=0$$

$$\frac{\partial}{\partial t}(\rho \vec v)+ \nabla \cdot (\rho \vec v \vec v)= - \nabla P + \nabla \cdot \mathbf{\tau} + \rho \mathbf{F}$$

where $$\nabla$$ is the differential operator, $$\rho$$ is the density of the fluid, seawater, $$\vec v$$ is the velocity vector, $$P$$ is pressure, $$\tau$$ is the viscous stress tensor, and $$\mathbf{F}$$ are the body accelerations, such as gravity and Coriolis effects.

Proof of Dimensional Homogeneity

In the classroom it was stressed that all good scientists and engineers check the dimensional homogeneity of their equations. Here would be an appropriate place to do so. Using $$L$$ for length, $$T$$ for time, and $$M$$ for mass, the continuity equation is dimensionally expressed as:

$$\frac{\frac{M}{L^3}}{T}=\frac{1}{L} \frac{M}{L^3} \frac{L}{T} $$

which obviously reduces to:

$$\frac{M}{T L^3}$$

Likewise, the dimensions of the momentum equation can be expressed as:

$$\frac {1}{T}\frac{M}{L^3} \frac{L}{T} + \frac{1}{L} \frac{M}{L^3} \frac{L^2}{T^2}=\frac{1}{L} \frac{M \frac{L}{T^2}}{L^2} +\frac{1}{L} \frac{M \frac{L}{T^2}}{L^2}+ \frac{M}{L^3} \frac{L}{T^2}$$

$$\frac{M}{L^2 T^2}+ \frac{M}{L^2 T^2} = \frac{M}{L^2 T^2} +\frac{M}{L^2 T^2}$$.

Clearly both of these equations work out appropriately.

Standard Simplifications
Typically, simplifications and assumptions are made to this tensor equation based upon the physical system of the coastal ocean. Constant density is assumed using the Boussinesq Approximation, removing its time varying term. The Boussinesq Approximation is a bit more complex than simply doing this, and worth a look in other fluid systems like clouds. Due to scaling, we will assume that vertical currents are much smaller than horizontal, eliminating vertical advection. Additionally, the only body forces considered in the horizontal planes are Coriolis effects. Eddy viscosity closure is used to simplify the turbulence terms. With these simplifications, the momentum equations reduce to:

$$\frac {\partial u}{\partial t} + u \frac{\partial u}{\partial x} +u \frac{\partial u}{\partial y} + u \frac {\partial u}{\partial z}+ fu = -\frac{1}{\rho} \frac{\partial P}{\partial x}+ \frac {\partial}{\partial x} \left [ A_x\frac{\partial u}{\partial x} \right ] +\frac {\partial}{\partial y} \left [ A_y \frac{\partial u}{\partial y} \right ]+\frac {\partial}{\partial z} \left [ A_z \frac{\partial u}{\partial z}\right ]$$

$$\frac {\partial v}{\partial t} + v \frac{\partial v}{\partial x} +v \frac{\partial v}{\partial y} + v \frac{\partial v}{\partial z}+ fv = -\frac{1}{\rho} \frac{\partial P}{\partial y}+ \frac {\partial}{\partial x} \left [ A_x\frac{\partial v}{\partial x}\right ] +\frac {\partial}{\partial y} \left [ A_y \frac{\partial v}{\partial y}\right ] +\frac {\partial}{\partial z} \left [ A_z \frac{\partial v}{\partial z}\right ]$$

and

$$\frac {1}{\rho}\frac{\partial P}{\partial z}+g=0$$

The hydrostatic approximation is used in the open ocean. It is rooted in the fact that for the ocean, the depth of the ocean $$H$$ is much less than $$L$$, the length scales of coastal and ocean models. This further reduces the equation by removing horizontal viscous eddy coefficients. Thereby the typical two-dimensional ocean model (including advection) operates with the following equations of motion in the $$x$$ and $$y$$ directions:

$$\frac{Du}{Dt}-fv=-\frac{1}{\rho} \frac{\partial P}{\partial x} + \frac{\partial}{\partial z} \left [ A_v \frac{\partial u}{\partial z} \right ]$$

and

$$\frac{Dv}{Dt}-fu=-\frac{1}{\rho}\frac{\partial P}{\partial y} + \frac{\partial}{\partial z} \left [ A_v \frac{\partial v}{\partial z}\right ]$$

The terms represent inertial terms including advection, Coriolis forces, pressure gradients, and vertical eddy viscosity, respectively.

These equation is a second order, non-linear partial differential equations. The order is two because the last friction terms are second derivatives, and the equation is non-linear because the advective terms are functions of the momentum itself. Assuming a constant vertical eddy viscosity, the $$u$$ equation can be re-expressed as:

$$\frac {\partial u}{\partial t}+u \frac{\partial u}{\partial x} + u \frac{\partial u}{\partial y} -fv =-\frac{1}{\rho} \frac{\partial P}{\partial x} + A_v \frac{\partial^2 u}{\partial z^2}$$

$$A_v \frac{\partial^2 u}{\partial z^2}=-u \frac{\partial u}{\partial x} - u \frac{\partial u}{\partial y} +fv - \frac{1}{\rho} \frac{\partial P}{\partial x} -\frac{\partial u}{\partial t}$$

These equations are of more than 2 independent variables, so classification does not fall into the hyperbolic, elliptic, or parabolic. They are non-linear.

 When you solve these nonlinear PDEs by the Newton-Raphson method, you would need to linearize them. Once linearized, these PDEs look more like a parabolic equation. Egm6322.s09 16:27, 1 May 2009 (UTC)

Gaspard Gustave de Coriolis 1792-1843

Meteorologists and oceanographers are forever indebted to Coriolis, a French engineer and mathematician. Educated at the École Polytechnique, he was a contemporary of Navier and Cauchy. In addition to first describing his namesake effect, he did substantial work on the definition of "work". He died at the age of 51 in Paris.

 Could link to this Wikipedia article on Coriolis. Egm6322.s09 16:27, 1 May 2009 (UTC)

Boundary Conditions
Boundary conditions applied in ocean modeling vary depending upon the model purpose, scale, and goal. A model which includes flow over vertical walls will have different boundary conditions than one measuring saltwater intrusion. Here we will discuss some of the boundary conditions applied to two and three dimensional ocean models.

In describing water wave equations, Dean and Dalrymple provide the three boundary conditions for the three-dimensional momentum equation on the open ocean.

Assuming a distance $$H$$ between mean water level and the bottom of the ocean, at $$z=-H$$, $$\frac{\partial w}{\partial z}=0$$ for all $$x,y$$. Physically, this means that water cannot flow through the bottom of the ocean. It is the bottom boundary condition

The pressure term above $$\frac{1}{\rho} \frac{\partial P}{\partial x} $$ contains several components, including ambient pressure, baroclinic pressure gradients due to salinity gradients, and barotropic pressure gradients due to differential elevations. This latter term is of primary concern here, and introduces boundary conditions. In the equations above, the barotropic pressure term can be expressed as:

$$P_{barotropic_x}= \frac {1}{\rho} \frac{\partial \zeta }{\partial x}$$

$$P_{barotropic_y}= \frac {1}{\rho} \frac{\partial \zeta }{\partial y}$$

where $$\zeta$$ is the free surface of water, and has an average value of zero.

Like in the bottom boundary condition, the vertical velocity, $$w$$ cannot break the free surface. Therefore, at the elevation $$z=\zeta$$, for all $$x$$ and $$y$$,

$$w= \frac{\partial \zeta}{\partial t}+ u \frac{\partial \zeta}{\partial x} +v \frac{\partial \zeta}{ \partial y}$$.

This is known as the kinematic free-surface boundary condition.

A third boundary condition, of special importance in coastal models used for hurricanes, is the dynamic free surface boundary condition. It states that on free surfaces such as the ocean, Bernoulli's Equation applies, and the surface must respond to changes in pressure by physically moving.

In our models, we apply other boundary conditions in the $$x$$ and $$y$$ directions. Tidal boundary conditions are applied using the principle of superposition. Each phase of the tide is added linearly and as time progresses, the amplitude of water at the open boundary changes in a modified sinusoid. This, along with other inputs, such as wind, rivers, and salinity, causes momentum within the coastal model.

Methods to Solve
Typically the momentum and continuity equations are grouped to solve for wave propagation within the coastal area. Each cell has a value of $$\zeta$$ and as many currents as there are dimensions associated with it. Solutions for the entire set of differential equations are of two types, iterative and exact solutions. One of my favorite methods of solving the many differential equations is the Conjugate Gradient Method. It is an exact solution found by an iteration, but it provides very accurate answers after only a few iterations. It utilizes both coordinate transformations and conics. Other iterative methods include the Successive Over Relaxation Method, Jacobi Method, and Gauss Seidel.

Conversion from Cartesian to Curvilinear Coordinates
Accurate modeling of coastal areas requires the use of either curvilinear or unstructured grids. Here we will discuss curvilinear grids. use of them requires their generation, which is not a simple concept. As depicted on the right, boundary points ($$A$$ through $$F$$) on the physical plane are chosen. These are typically done at obvious points within the physical domain. Additionally, evenly spaced $$(\xi,\eta)$$ points are chosen on the computational plane. The number of points on the physical plane between points $$A$$ through $$F$$ is also chosen by the user. $$(\xi, \eta)$$ intersection points are integer values, making them easy to determine. However, converting those $$(\xi, \eta)$$ points to $$x,y$$ points on the physical plane is much more complicated. But, once those values are known, important computational values of $$\Delta x$$ and $$\Delta y$$ values can be determined for modeling.

To use curvilinear coordinates, it is critical in grid generation to minimize the skewness of all cells in the transformed grid. We want to minimize the quantity of the second derivative of the curves in the physical plane.

The corner points $$A$$ through $$F$$ have set position both planes, and the number of points between them on both planes is known. The distance between points on the computational plane is in units of 1. We want to find $$(x,y)$$ points corresponding to integer $$(\xi,\eta)$$ values. To do this, we want to express the equations:

$$\eta_{xx}+\eta_{yy}=0$$ and

$$\xi_{xx}+\xi_{yy}=0$$ in terms of:

$$x_{\eta \eta}, x_{\xi\xi}, x_{\xi\eta}, y_{\eta \eta}, y_{\xi\xi}, y_{\xi\eta}, x_\xi, y_\xi, x_\eta$$ and $$y_\eta$$.

This way, if there are no inflection points between the associated $$\eta$$ and $$\xi$$ as functions of $$x$$ and $$y$$, the physical grid will have minimal curvature.

We know the Jacobian to change from $$(x,y)$$ to $$\xi,\eta$$:

$$\mathbf{J} = \left [ \frac {\partial {x_i}}{\partial {\bar x_j}} \right ]=

\begin{bmatrix} x_\xi   &  \  x_\eta   \\ y_\xi    & \ y_\eta \end{bmatrix}

$$

 If $$\displaystyle (x,y) \equiv (x_1, x_2)$$ represent the old coordinates, and $$\displaystyle (\xi, \eta) \equiv (\xi_1, \xi_2)$$, the new coordinates, then the Jacobian matrix for the coordinate transformation $$\displaystyle (x_1, x_2) \mapsto (\xi_1 , \xi_2)$$ is usually defined as $$\displaystyle \mathbf J = \left[ \partial \xi_i / \partial x_j \right]$$, as done in class. So what you wrote would be $$\displaystyle \mathbf J^{-1} = \left[ \partial x_i / \partial \xi_j \right]$$, the inverse of the Jacobian matrix, i.e., the Jacobian matrix of the inverse map $$\displaystyle (\xi_1, \xi_2) \mapsto (x_1 , x_2)$$. Egm6322.s09 16:27, 1 May 2009 (UTC)

and the determinant of this matrix, expressed as $$J$$ (non-boldface),

$$J=x_\xi y_\eta -x_\eta y_\xi$$.

Likewise, to transform in the opposite direction, $$\mathbf{J_{\alpha}} = \left [ \frac {\partial {x_i}}{\partial {\bar x_j}} \right ]=

\begin{bmatrix} \xi_x   &  \  \xi_y   \\ \eta_x    & \ \eta_y \end{bmatrix}

$$.

To develop equations for the equivalence of

$$\eta_{xx}+\eta_{yy}=0$$ and

$$\xi_{xx}+\xi_{yy}=0$$ in terms of:

$$x, y$$, and their derivatives with respect to $$\xi$$ and $$\eta$$, we can use the relationship that:

$$

\begin{bmatrix} \xi_x   &  \  \xi_y   \\ \eta_x    & \ \eta_y \end{bmatrix}

\begin{bmatrix} x_\xi   &  \  x_\eta   \\ y_\xi    & \ y_\eta \end{bmatrix}

=

\mathbf{I_2}

$$ This leaves us with four equations:

$$x_\xi \xi_x + y_\xi \xi_y =1$$

$$x_\eta \xi_x +y_\eta \xi_y =0$$

$$x_\xi \eta_x +y_\xi \eta_y=0$$

and

$$x_\eta \eta_x +y_\eta \eta_y=1$$.

We want to put the derivatives of $$\xi$$ and $$\eta$$ with respect to $$x$$ and $$y$$ in terms of derivatives of $$x$$ and $$y$$ with respect to $$\xi$$ and $$\eta$$, and the determinant of $$\mathbf{J}$$.

Therefore:

$$x_\xi=J \eta_y \; \; y_\xi=-J \eta_x$$

$$x_\eta=-J \xi_y \; \; y_\eta=J \xi_x$$.

We can re-express our original equations as:

$$(\eta_x)_x +(\eta_y)_y=0$$ and

$$(\xi_x)_x +(\xi_y)_y=0$$.

Using substitution:

$$(\frac{-y_\xi}{J})_x +(\frac{x_\xi}{J})_y=0$$ and

$$(\frac{y_\eta}{J})_x +(\frac{-x_\eta}{J})_y=0$$.

Here will will split the two equations, and solve the top one first.

Using the chain rule, we find:

$$\xi_x (\frac{-y_\xi}{J})_\xi + \eta_x (\frac{-y_\xi}{J})_\eta + \xi_y (\frac{x_\xi}{J})_\xi + \eta_y (\frac{x_\xi}{J})_\eta=0$$

Applying the quotient rule and substitution, we arrive at:

$$\left [ \frac{y_\eta}{J} \left ( \frac{J(-y_{\xi\xi})+ y_\xi J_\xi}{J^2} \right ) + \frac{-y_\xi}{J} \left ( \frac{J(-y_{\xi\eta})+ y_\xi J_\eta}{J^2} \right ) + \frac{-x_\eta}{J} \left ( \frac{J(x_{\xi\xi})- x_\xi J_\xi}{J^2} \right ) + \frac{x_\xi}{J} \left ( \frac{J(x_{\xi\eta})- x_\xi J_\eta}{J^2} \right ) \right ]=0$$

If there is a coordinate transformation, $$J$$ is non-zero, so it can be removed from the calculation.

Derivatives of the determinant of the Jacobian are:

$$J_{\xi}= x_{\xi\xi} y_\eta+ y_{\eta \xi}x_\xi - x_{\eta \xi} y_\xi - y_{\xi \xi} x_\eta$$ and

$$J_{\eta}= x_{\xi\eta} y_\eta+ y_{\eta \eta}x_\xi - x_{\eta \eta} y_\xi - y_{\xi \eta} x_\eta$$

Substituting this leaves us with:

$$ y_\eta ( -y_{\xi \xi} x_\xi y_\eta +y_{\xi \xi} x_\eta y_\xi +x_{\xi\xi} y_\eta y_\xi +y_{\eta \xi}x_\xi y_\xi- x_{\eta \xi} y^2_{\xi} -y_{\xi\xi} x_\eta y_\xi )   -   $$

$$ y_\xi ( -y_{\xi \eta} x_\xi y_\eta +y_{\xi \eta} x_\eta y_\xi +x_{\xi \eta} y_\eta y_\xi +y_{\eta \eta}x_\xi y_\xi- x_{\eta \eta} y^2_{\xi} - y_{\xi\eta} x_\eta y_\xi )  - $$ $$

x_\eta ( x_{\xi \xi} x_\xi y_\eta -x_{\xi \xi} x_\eta y_\xi - x_{\xi \xi} y_\eta x_\xi - y_{\eta \xi} x^2_\xi + x_{\eta \xi} y_{\xi} x_\xi + y_{\xi\xi} x_\eta y_\xi )  +   $$

$$ x_\xi ( x_{\xi \eta} x_\xi y_\eta - x_{\xi \eta} x_\eta y_\xi - x_{\xi \eta} x_\xi y_\eta - y_{\eta \eta}x^2_\xi + x_{\eta \eta} y_{\xi} x_\xi + y_{\xi\eta} x_\eta y_\xi ) =0$$.

It is important to note here that all the terms are composed of derivatives of $$x$$ and $$y$$ with respect to $$\xi$$ and $$\eta$$. This is the form we want for our final expression.

To simplify this expression, we group the terms by the second derivatives:

$$y_{\xi\xi} \left [ -y^2_\eta x_\xi - x_\eta y_\eta y_\xi + x_\eta y_\eta y_\xi - x^2_\eta x_\xi \right ] + $$

$$x_{\xi \xi} \left [ y^2_\eta y_\xi - x_\eta y_\eta x_\xi + x_\eta y_\eta x_\xi - x^2_\eta y_\xi \right ] +$$

$$y_{\xi \eta} \left [ x_\xi y_\xi y_\eta +x_\xi y_\xi y_\eta - x_\eta y^2_\xi + x_\eta y^2_\xi + x^2_\xi x_\eta + x^2_\xi x_\eta \right ] +$$

$$x_{\xi \eta} \left [ -y_\xi x_\xi x_\eta - y_\xi x_\xi x_\eta - y_\eta y^2_\xi - y_\eta y^2_\xi + x^2_\xi y_\eta - x^2_\xi y_\eta \right ] $$ $$ y_{\eta \eta} \left [ -x^3_\xi -x_\xi y^2_\xi \right ] + x_{\eta \eta} \left [ y^3_\xi +y_\xi x^2_\xi \right ]=0$$.

We can factor out a $$-x_\xi$$ from three of the terms, and a $$y_\xi$$ from the other three. After canceling out terms, this leaves us with:

$$-x_\xi \left [ y_{\xi\xi} \left [ y^2_\eta + x^2_\eta \right ] + y_{\xi \eta} \left [ -2 y_\xi y_\eta - 2x_\xi x_\eta \right ]  +  y_{\eta \eta} \left [ x^2_\xi +y^2_\xi \right ]  \right ]  $$

$$ + y_\xi \left [ x_{\xi \xi} \left [ y^2_\eta + x^2_\eta  \right ] + x_{\xi \eta} \left [ -2 x_\xi x_\eta - 2 y_\eta y_\xi \right ]  + x_{\eta \eta} \left [ y^2_\xi +x^2_\xi \right ] \right ]=0 $$

Solving the other equation:

$$\xi_{xx}+\xi_{yy}=0$$

using the same substitutions and groupings yields a similar equation:

$$x_\eta \left [ y_{\xi\xi} \left [ y^2_\eta + x^2_\eta \right ] + y_{\xi \eta} \left [ -2 y_\xi y_\eta  - 2x_\xi x_\eta \right ]  +  y_{\eta \eta} \left [ x^2_\xi +y^2_\xi \right ]  \right ]  $$

$$ -y_\eta \left [ x_{\xi \xi} \left [ y^2_\eta + x^2_\eta  \right ] + x_{\xi \eta} \left [ -2 x_\xi x_\eta - 2 y_\eta y_\xi \right ]  + x_{\eta \eta} \left [ y^2_\xi +x^2_\xi \right ] \right ]=0 $$

From the definition of the non-zero Jacobian,

$$J=x_\xi y_\eta -x_\eta y_\xi$$

neither $$x_\xi $$ and $$y_\xi$$ nor $$y_\eta$$ and $$ x_\eta $$ are zero if a transformation occurs.

Thus, if we declare:

$$\bar a=y^2_\eta + x^2_\eta $$

$$\bar b= y_\xi y_\eta + x_\xi x_\eta $$

and

$$\bar c=y^2_\xi +x^2_\xi $$

we are left with:

$$\bar a x_{\xi \xi} -2 \bar b x_{\xi \eta} +\bar c x_{\eta \eta} =0$$

and

$$\bar a y_{\xi \xi} -2 \bar b y_{\xi \eta} +\bar c y_{\eta \eta} =0$$

as the equations for coordinate transformation.

Contravariants, Covariants, and Fluxes
Once grids are generated, the task of expressing the continuity and momentum equations in curvilinear coordinates is far from complete. To have conservative, perpendicular fluxes between grid cells, the use of covariant or contravariant vectors is required. Good documentation on the derivation of these is available here.

=Conclusions=

Turbulence in Modeling
One of my particular areas of interest is wetland-hurricane interaction, where not all these assumptions are valid. Friction losses must be estimated from the three-dimensional Reynolds stresses. These losses take forms dependent upon the conditions of the flow (initial conditions and boundary conditions). For flow through the lower half of a vegetative canopy, varying drags can be applied to the Reynolds Averaged Navier Stokes Equations. However, in flows near the peak of vegetation or over inundated vegetation, momentum exchange becomes much more complex, and three-dimensional considerations are required. The expression of the friction terms for wetland regions is one of my main areas of research interest.

Regardless of how turbulence is treated, it generally appears in the tensor term: $$ \nabla \cdot \mathbf{\tau}$$

from the Navier-Stokes Equations. It is topical to point out that this expression in tensor form is indicative of turbulence, it retains its properties through coordinate transformations, and acts in all dimensions.

Discussion of Elegance and Meaning of Curvilinear Grid Generation Problem
These two equations can be expressed as:

$$

\left \lfloor \partial_\xi \ \partial_\eta \right \rfloor

\begin{bmatrix} \bar a \ -\bar b \\ -\bar b \ \bar c \end{bmatrix}

\begin{Bmatrix}

\partial_\xi x \\ \partial_\eta x

\end{Bmatrix}

=

\left \lfloor \partial_\xi \ \partial_\eta \right \rfloor

\mathbf{\bar A}

\begin{Bmatrix}

\partial_\xi x \\ \partial_\eta x

\end{Bmatrix}

=0$$

and

$$

\left \lfloor \partial_\xi \ \partial_\eta \right \rfloor

\begin{bmatrix} \bar a \ -\bar b \\ -\bar b \ \bar c \end{bmatrix}

\begin{Bmatrix}

\partial_\xi y \\ \partial_\eta y

\end{Bmatrix}

= \left \lfloor \partial_\xi \ \partial_\eta \right \rfloor

\mathbf{\bar A}

\begin{Bmatrix}

\partial_\xi y \\ \partial_\eta y

\end{Bmatrix}

=0$$.

The difficulty of solving this problem rapidly is the fact that $$\bar a$$, $$\bar b$$, and $$\bar c$$, components of the matrix $$\mathbf{\bar A}$$ are functions of $$x$$ and $$y$$. Expressing them as terms of the Jacobian:

$$\mathbf{J} = \left [ \frac {\partial {x_i}}{\partial {\bar x_j}} \right ]=

\begin{bmatrix} x_\xi   &  \  x_\eta   \\ y_\xi    & \ y_\eta \end{bmatrix}=

\begin{bmatrix} J_{11}   &  \  J_{12}   \\ J_{21}    & \ J_{22} \end{bmatrix}

$$

shows $$\mathbf{\bar A}$$ to contain:

$$ \begin{bmatrix} J_{22}^2 +J_{21}^2   &  \ -(J_{21}J_{22}+J_{11}J_{12})  \\ -(J_{21}J_{22}+J_{11}J_{12})  & \ J_{21}^2 +J_{11}^2 \end{bmatrix} $$.

The complexity of solving the problem of minimizing the curvatures while generating curvilinear grids is demonstrated in this matrix. It is not readily decomposed, reduced, or inverted. Innovation in this field would greatly enhance grid generation speeds and potentially accuracies.

Example of grids generated using this transformation are here and here.

=Concluding Remarks=

This paper has made evident the importance of partial differential equations in all aspects of coastal modeling, not merely in solving equations. Partial differential equations are needed even to build grids on which to use a model, and advances are needed to solve these equations faster. Expression of existing problems in forms such as tensors and matrices may provide opportunities for insights not achieved by looking at the polynomial expressions of problems.

=Signature= --Egm6322.s09.lapetina 04:06, 30 April 2009 (UTC)

=References=

title: User:Egm6322.s09.lapetina/project


text: User:Alura~enwikiversity

title: User:Alura~enwikiversity