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Reflections on Bhabha, Riley and Wikan

This literature review presents and reflects upon three texts with themes such as language, culture and identity – one of which (Riley 2007) has these three as its title. The other two texts are selected parts of Bhabha’s The Location of Culture from 1994 and Wikan’s Generous Betrayal from 2002.

Notions on culture, identity and language
The three authors all have different approaches to the themes. Riley, an ethnolinguist, points out that he is not a philosopher nor are his standpoints philosophic. Nevertheless, he makes an attempt to “tackle identity”, because, as he puts it; “it is there” (p. 2). The same seems to apply to Wikan, a Norwegian social anthropologist, who however focuses more deeply in the concept of culture. In comparison to the postcolonial theorist Bhabha’s more philosophical view Riley’s and Wikan’s texts offer a more steady point of departure for a brand new PhD student, which also explains the emphasis of my text below.

Riley presents a well-structured theoretical and historical background of the two intellectual traditions that function as the base of his mindset in Language, culture and society; sociology of knowledge and ethnolinguistics, a presentation that helps the reader to become conscious of the framework within which the ideas mentioned above are discussed. This pedagogic structure follows the reader through the entire book, giving it at times the characteristics of a handbook. Sociology of knowledge is described as a metadiscipline that examines the relationship between social structures and thought, or the social factors which condition what passes for knowledge in a given society (p. 3). Its roots lie in thoughts of Bacon, More, Montesquieu but also in the German hermeneutic and phenomenological tradition that was constructed by the likes of Hegel, Scheler, Marx, Durkheim and Simmel. The discipline itself was given its name by Karl Mannheim in 1936.

The other approach that lies at the bottom of Riley’s thinking is ethnolinguistics, a sort of field of linguistic anthropology, which focuses on examining the relationship between language and culture, communicative practices and cognitive models of language and thought. As Riley describes it, an ethnolinguist aims at describing and understanding the role language plays in shaping the ways in which the members of a group relate to others, themselves and the world. For him, these ways of knowing and being are tightly connected to the concept of identity (p. 11). Here Riley presents a small number of recent titles discussing identity, among them the work of John E. Joseph from 2004, which presents two claims that are connected with Riley’s approach and which I also find very interesting. The first of these is that the expression of identity is one of major functions of language, in addition to the “traditional ones”; representation and communication. The other is the wish to study language as a social phenomenon and identity as a process of construction of speakers and hearers (p. 12).

Chapter 2 in Riley’s book presents something he calls the social knowledge system, but which can more generally be interpreted as culture. The reader is introduced to the concept through a model of the system, the basic idea of which stems from the belief that it is knowledge that makes society possible and that any society can be described as a set of structures and functions for the management of its knowledge. In the model, three different units can be identified in an overlapping, double-circular figure. Of these the left side includes the creation/production, organization, storage, distribution, legitimation and use of knowledge and the right side acquisition of knowledge, cognitive categories, memory, social identity, eidos and praxis. In the midst of these is the social learning process, in which knowledge is acquired during intersubjective couplings or discourse (p. 30). When it comes to culture, an important conclusion Riley draws is that culture itself is knowledge as it doesn’t only include the traditions and the history of the group but also its common sense, beliefs, attitudes, values and language. He also presents three broad categories of cultural knowledge, the know-that, know-of and know-how, which together build and individual’s or a groups cultural competence (p. 40-41). Cultural knowledge is transmitted to the members of the group through interaction and discourse (p. 35), but it should also be noted that this interaction results in differentiated distribution of knowledge, which is offered as a valid explanation to why individuals within the same cultural sphere yet have different perceptions of the world and their culture.

Related to culture, the concept of race is also discussed by all three authors. Riley, for instance, puts forward arguments concerning what race is and what it is not and how both concepts of race and racism require that there is an underlying assumption of superiority (pp. 26-30). As for the relationship between race and culture, he concludes, it is important to understand that culture works autonomically towards race, as it attempts to understand humanity in terms of how and what is learnt, which as a concept is indeed far from an individual’s or a group’s biological inheritance. Bhabha, in his turn, discusses race and racism from a postcolonial point of view, and concludes e.g. that questions concerning the “origin of races” have provided justification of both cultural hierarchy and supremacy that the West long has claimed over the rest of the world (p. 353).

Wikan discusses the relation between culture and race from a slightly different point of view. One of the chapters in her book is titled Culture- a new concept of race? In the chapter, Wikan discusses what she calls the double misuse of the concept of culture, by “us” as we apply “culture” to the “others”, and by “them” (or the others) as they constantly invoke “culture” as an explanation or an excuse for their behavior (p. 81). The reflections are a part of her general discussion concerning the increasing immigration of non-westerners to Western Europe and the complications this has brought for societies – both practical and discursive. According to Wikan the concept of culture has become something that it was never meant to be, a holy cow that no one dares to touch, but that breeds impotence, intolerance and irresponsibility (p.83).

Racism is, according to Wikan, “to treat people condescendingly because of ethnic or biological attributes” (p. 81). Another part of racism is the double standard already described above; whereas our actions are seen as results of individual decision-making which has nothing or very little to do with our culture, the others are often perceived as products of their culture. Wikan argues, quite fairly, that this is impossible; individuals cannot be products of any culture as it is in the essence of the culture itself to be dynamic, forever changing and constantly reformed. The dynamics of culture, and antiracism for that matter, demand that the individual claiming to belong to a culture should be seen and be held responsible for his/her actions.

These and other issues, such as honor-related violence (see chapter 11), tradition vs. religion (see chapter 12), urban vs. rural traditions and gender issues are discussed by Wikan from various different points of view, with her standpoint being that the concept of culture has become filled with connotations that weren’t originally attached to it and that it has been connected with power – today maybe stronger than ever before. The main point of Wikan’s case can be summarized in the need to enhance the individuals’ rights and responsibilities vis-á-vis what often is called cultural behavior or just culture (p.85). A few facts to remember about culture: (after Wikan, pp. 87-88)
 * Culture is a concept, not a thing; it can be filled with various contents
 * Culture has no agency in itself – only humans have the power to act
 * Culture has no power – beyond what people attribute to it
 * Culture is subject to change; hence all cultural things change
 * Culture covers up the complexity of human existence – our individualism and the fact that we are “children of our culture”

Apart from culture, which is at all times present in the examined texts, the concept of identity is discussed by all three authors. Riley’s strongest claim is for social identity and its connectedness to knowledge. To put it simply: we are what we know and our identities can only be treated with reference to others, since others are its principal source (p.86). This notion of identity being socially constructed is appealing to me, as my own life has previously led me to similar thoughts concerning my own identity and being a part of the global migration movement has only enhanced this feeling. However, the reasoning of an identity that is entirely social seems to leave me at times with more questions than answers.

On page 87, Riley presents a model of identity, which lies at the bottom of the rest of the book and is finally completed at the end in chapter 5, reconfiguring identities. The model can be described as a triangle with identity at the top corner, self at the left hand corner and person at the right hand corner. On the left side of the triangle is the person’s individual awareness and on the right side her social identity. In his final reasoning, Riley completes the model by changing identity to ethos, the communicative identity, and placing me, the individual’s perception of her social identity”, in the middle of the triangle (p. 214). The shaping and reshaping of an individual’s identity takes place in constant interaction with others. This interaction, both linguistically and socioculturally, is a focal point in Riley’s text. Communicative practices are described as culture-specific forms of language use which communicate identity by proclaiming membership of a group or a culture (p. 93).

Wikan discusses identity from a questioning, but also from a more practical point of view, making connections to e.g. Norwegian state policy. She also concludes that the vague and imprecise concept of identity often causes problems, both in politics and elsewhere, but makes an attempt to capture this, calling it a “person’s cherished idea of what and who he or she is, though this idea is moving, changing”. Her definition, though indistinct, has certain connections to both Bhabha and Riley as we have seen above.

In chapter 4 Riley presents the concept of stranger and the social categorization process that leads us to think in terms of “us” and “them/strangers”. In this chapter, several interesting theories are presented, among them Simmel’s and Schütz’s from early 20th century, which still influence the field. Examples of other concepts that are discussed are the nation-state as a sociopolitical structure and Andersson’s (1983) list of criteria that constitute ethnic/national groups (pp 184-187). Connected to issues of ethnicity and language, an interesting notion is raised by Haarman (1986, through Riley). The notion concerns the ethnopolitical variables in the field of sociology of language and is interesting to me from my own research’s point of view. These variables are about the forms and functions of the relationship between the ethnic group and the state, in my case the Sweden Finns and the Swedish state. As one of ethnopolitical variables Haarman points out the language’s reproduction potential and above all its status as a medium of instruction in schools (p. 188). Haarman’s framework, though a bit out-of-date, might prove to give new insights for my further research.

title: Reflections on Bhabha, Riley and Wikan


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User talk:Hillgentleman/20090221095033

A click creates a new section of the subpage, with the timestamp of the previous comment as subpagename
20090221174555
 * Comments: I.e. the page /20090221095033 consists of all the replies to the actual comment written at the time 20090221095033.

--Hillgentleman | //\\ |Talk 17:45, 21 February 2009 (UTC)

 * reply[]

What links here

You may reply on your own talk page. I can read it on mine.
20090221175029
 * Comments:

--Hillgentleman | //\\ |Talk 17:50, 21 February 2009 (UTC)

 * reply[]

What links here

Bouncing over my head...
20090223120417 Although I am aware of how the threadNav works in principle, I have never been able to fathom it in it's operation in the last two weeks (in whatever sparse time I could spend on it). I want to make some modifications to it so that it is more simple to use for students.
 * Comments:

Now, this may sound very stupid coming from an engineering student, I am almost stuck on porting this little code in operation to http://en.wikiversity.org/wiki/User:Thewinster/Sandbox/Forum-Watch. Would you mind editing the page and put the bare minimum code on the sandbox? That would be a BIG help! --Dharav talk 12:04, 23 February 2009 (UTC)

 * reply[]

What links here

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

title: User talk:Hillgentleman/20090221095033


text: Category:Metallurgy

title: Category:Metallurgy


text: Category:Molecular Biology

title: Category:Molecular Biology


text: Category:Music composition

title: Category:Music composition


text: Category:Mythology

title: Category:Mythology


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Introduction to Non-Genetic Darwinism/Conclusion

Conclusion
Although it is too early to say that this theory is proven, or even accepted by a wide scientific audience, what I hope I have shown, is that at a very early point in the development of the Universe, a relatively simple algorythm that is at least similar in nature to Darwinism, and the natural mechanisms by which Energy and Entropy interact, might explain almost all forms of self-organization, and the existence of all forms of Order within the Universe. This theory would be Quantum Safe, in that it depends on the Quantum Uncertainty to operate, And it divorces the concept of breaking down of complexity into simpler forms from direct dependency on Entropy, and links it, and the precipitation of order to the Energy/Entropy balance. As a result, either an increase in entropy or an increase in energy, can act to create a condition in which the Energy/Entropy balance favors the precipitation of order out of chaos, and either an increase in energy or an increase in entropy can act to create a condition in which the Energy/Entropy balance favors the breaking up of order into chaos, Further both can be happening simultaneously, depending on the local Energy/Entropy balance. I also postulate that Equilibrium in this case represents a state where energy and entropy are in balance and so no new order is being created and no existing energy states are being broken down into smaller simpler entities.

If this thesis is correct, then Darwinism is a much more useful tool than ever even Darwin thought, since it helps us explain the presence of self-organization outside of biological systems, or in ways that Genetic Selection cannot explain inside biological systems as well as it's conventional role in explaining the process of speciation that is so dependent on Genetics.

Assignment

 * Consider, in the light of this re-interpretation of Entropy How does it affect our expectations as to the nature of the Energy Death of the Universe, other than delaying it?

 * Consider, what metric should we use to define the Energy/Entropy Balance? Do we have a way of Measuring The Entropy state of the Universe? The big bang is thought to be a phase change, that happened early in the history of the Universe, What Energy/Entropy balance is likely to have caused the Big Bang?

 * Consider, in Galaxy Formation, the fact that there are more galaxies in the Universe than we expected, indicates that the Universe has stayed longer in which type of Energy/Entropy balance, Precipitation of Order, or Breaking Down into smaller elements?

 * Consider, if the Universe is still expanding, then can the First Law of Thermodynamics be correct? Energy can neither be created or destroyed, the law says. If the Universe is expanding faster than predicted, and the trend is still towards the precipitation of order, then where is all the energy coming to keep the Energy/Entropy balance towards the Order precipitation side of the equation?

 * Consider, the Power curve, if the Energy/Entropy balance follows a power curve, what does this tell us about the relative speed of Energy Growth and Entropy Growth? Is Entropy growth sometimes faster than energy growth? Why?

<<  Back  >> <<  Home  >>


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40 Developmental Assets

What are the 40 Developmental Assets?
The 40 developmental assets are positive experiences and qualities that young people need to help them to make healthy decisions. Grounded in scientific research these assets aim to protect youths from high risk behaviors and help become healthy, productive, and responsible adults. Parents and others who have contact with children on a regular basis contribute and help build these assets. The 40 developmental assets are broken down into external and internal assets which include support, empowerment, boundaries and expectations, constructive use of time.

 External Assets

 * Support (family support, positive family communication, other adult relationships, caring neighborhood, caring school climate)
 * Empowerment (community values youth, youth as resources, service to others, safety)
 * Boundaries and Expectations (family boundaries, school boundaries, neighborhood boundaries, adult role models, positive peer influence, high expectations)
 * Constructive Use of Time (creative activities, youth programs, religious community, time at home)

 Internal Assets
 * Commitment to Learning (achievement motivation, school engagement, homework, bonding to school, and reading for pleasure)
 * Positive Values (caring, equality and social justice, integrity, honesty, responsibility, restraint)
 * Social Competencies (planning and decision making, interpersonal competence, cultural competence, resistance skills, peaceful conflict resolution)
 * Positive Identity (personal power, self-esteem, sense of purpose, positive view of personal future)

What Difference Does Developmental Assets Make?
There are many things influencing the way children grow up and the choices they make. Some things will lead them down a path to success and some will take them to a destruction and disappointment. With things being so busy these days, it is easy to forget the important foundations that help kids stay on the right path to positive choices. One organization that has never stopped fighting the children of our nation for the past 50 years is the Search Institute. Through much research, they have created a framework of Developmental Assets that offers a positive and practical strategy for making a difference in the lives of our kids.

Why do Developmental Assets matter?

Research shows that the more Developmental Assets young people experience, the less likely they are to engage in a wide range of high-risk behaviors including underage drinking, violence, illicit drug use, sexual activity, gambling, eating disorders and school truancy. To illustrate this power, these charts show that youth with the most assets are least likely to engage in four different patterns of high-risk behavior, based on surveys of almost 150,000 6th- to 12th-grade youth in 202 communities across the United States in calendar year 2003.

The same kind of impact is evident with many other problem behaviors, including tobacco use, depression and attempted suicide, antisocial behavior, school problems, driving and alcohol, and gambling.

Just as important, the more assets they experience, the more likely they are to engage in positive or thriving behaviors, such as succeeding in school, helping others, maintaining good health and overcoming adversity, as these charts show.

Helping a child develop more assets is by not means a “miracle cure”. There is no guarantee that nothing will go wrong or that the child is going make all the right decisions. All of the struggles and frustrations of caring for children are still going to be apart of life. But building assets does increase the odds for a better life for that child. It a goal to work for, an encouragement when things aren’t going your way, and it reminds you that the little stuff does, in the end, add up to make a big difference.

Interested in learning more? Want to GET INVOLVED and MAKE A DIFFERENCE in the life of a child you know?

For more information about the 40 Developmental Assets and ways to help you get started, visit the Search Institute’s website at www.search-institute.org

''' Help a child you know get on the path to a brighter future! '''

title: 40 Developmental Assets


text: User:Mjjzf

title: User:Mjjzf


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School:Language Studies/Library

School of Language and Literature Library
Hello, and welcome to the library of the School of Language and Literature! Wikibooks related to subjects of interest to the school have been organized on our virtual "bookshelves;" please feel free to browse! If you are looking for something in particular or have any questions or comments about the library, please post on our discussion page.

Librarians
If you are a contributing librarian here at the School of Language and Literature Library, please sign your name below.
 * Trinity507

Other Resources
In addition to our Wikibooks, you can also reference these Language and Literature resources:
 * Did You Know?
 * Selected Quotations
 * Selected Biographies links to Wikipedia project
 * Language and Literature book club recommended reading outside of Wikipedia

Bookshelves
Our library bookshelves are organized under the second-level headings below. Please feel free to link to any other Wikibook bookshelves; simply place them under the appropriate heading.

Schools and Faculties

 * Humanities bookshelf
 * Social sciences bookshelf
 * Language and literature bookshelf

Subjects

 * Languages bookshelf language learning textbooks

Featured Wikibook
An introductory guide to visual rhetoric: Visual Rhetoric

title: School:Language Studies/Library


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School talk:Language Studies/Library

Discussion page
A note: I was the one who created this page and edited the format of the main school page, but I forgot to log in so it will be recorded under my IP address. Sorry if that caused anyone confusion! --Trinity507 00:52, 22 February 2009 (UTC)

title: School talk:Language Studies/Library


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User:Sfrasier66

Frasier's Wikiversity User Page

Time to learn the basics of PHP/MySQL so I will no longer have to sub out simple programming tasks.

Rock on.

title: User:Sfrasier66


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School talk:Language Studies/Resource catalogue

Page under construction
I noticed nobody had edited this page for awhile and that it was sadly out of date, so I am attempting to update it--I have saved a copy of the original formatting, let me know if I should revert. --Trinity507 01:29, 22 February 2009 (UTC)
 * Thanks for doing this. The Jade Knight (d'viser) 04:05, 28 February 2009 (UTC)
 * Thanks for the thanks...does anybody update this department anymore? I'm trying to organize it but I don't know if anybody uses it. Very frustrating.--Trinity507 21:17, 21 March 2009 (UTC)
 * Does anybody use what department anymore? The School?  Yes, I'm sure people use this to browse, but not many people may be involved in editing it.  You can actually check pagehits for it somewhere; I forget where, though.  The Jade Knight (d'viser) 22:16, 25 August 2009 (UTC)
 * I'll keep an eye on it. I haven't stopped by this school in ages! I'd like to come back sometime...Trinity507 01:27, 27 August 2009 (UTC)
 * Yes, I show up from time to time, and generally put in a little flurry of activity at Wikiversity when I visit. Generally, though, I don't spend much at this page, though I do a bit of work in Lang & Lit.  Let me know your thoughts, and if I can do anything to help.  The Jade Knight (d'viser) 06:44, 27 August 2009 (UTC)


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Talk:Cantonese

This is a really wonderful layout and idea, but I'm finding your links and organization a little hard to follow. --Trinity507 03:05, 22 February 2009 (UTC)

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Portal talk:Aymaran

I listed your resources in the School of Language and Literature resource catalog--please post any new resources there! Thanks! --Trinity507 03:50, 22 February 2009 (UTC)

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Portal talk:Breton

I listed your resources in the School of Language and Literature resource catalog--please post any new resources there! Thanks, and keep up the good work--your page looks fantastic! --Trinity507 03:51, 22 February 2009 (UTC)

Very good
Good done!!

Went fine. Bentreq (discuss • contribs) 15:48, 11 July 2018 (UTC)

title: Portal talk:Breton


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User:Kylu/monobook.js

mw.loader.load('https://meta.wikimedia.org/w/index.php?title=User:Kylu/global.js&action=raw&ctype=text/javascript');

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User:Wariola

SYAMSUL ANUAR ABD NASIR a.k.a. WARIOLA
Head of IT for an Oil and Gas Contractor in Malaysia

Fedora Ambassador for Malaysia, MY

Location: Selangor

Email: wariola (at) fedoraproject (dot) org

Blog: http://www.ganux.com

PROFILE
Currently Heading the IT Department for an Oil & Gas company in Kuala Lumpur, Malaysia.

Holders on BSc of International Finance from Malaysia University of Sabah, Labuan International Campus, Malaysia.

Using computer since the DOS and Apple II days.

More a community-representative / PR guy and heavy consumer of Open Source Software rather than Programmer / Developer.

Joining Executive Master (Adempiere)'s Open Source ERP/Class01 with Red1Oon

Follow me at twitter, identi.ca

MY PASSION
Fedora Linux

CentOS Linux

Fedora Malaysia Community

Malaysia Free Open Source Community

WHAT I HAVE DONE SO FAR
Nothing. Still getting used on how to Install Adempiere

LOOKING FORWARD
Being an expert in Adempiere and as red1 said, COMPRESSOR!!

On a more serious note, looking to do yum installer for Adempiere and Fedora and include it in EPEL repo.

ASSIGNMENT

 * 1)  Web Economy

title: User:Wariola


text:
Enterprise Resource Planning/Open Source/Class01

Welcome Students!
Hi, welcome to our first ever class at Asia e University. I am your course tutor Red1. Please sign your name below:

Students

 * 1)  Syamsul Anuar
 * 2) Selpiso
 * 3) SyahzOne
 * 4) Jawe86
 * 5) Amalisa1
 * 6) Mimosa757
 * 7) Rabbit
 * 8) Satyag
 * 9)  K.Y.Khoo
 * 10)  CK.KOH
 * 11)  Largo
 * 12)  Dantes
 * 13) Karan
 * 14)  Rakhangi
 * 15)  Afzaal
 * 16) Chidinma
 * 17) Javier Pérez Villamizar
 * 18)  Peter Smedskjaer
 * 19) Abdullah
 * 20) Deon
 * 21)  Romario
 * 22) Hari
 * 23) César García
 * 24)  Jenztaf
 * 25) Austin
 * 26) Amir Saifi
 * 27)  Rohan
 * 28) Azah
 * 29) Mahi


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User:Kylu/monobook.css

@import url('http://meta.wikimedia.org/w/index.php?title=User:Kylu/global.css&action=raw&ctype=text/css');

title: User:Kylu/monobook.css


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User:Selpiso

Muhammad Shuhir Idris@selpiso's Profile
Company: TIME dot com

Job: Project Analyst

Interest: Computers (ERP, CRM, JAVA, Open source.....)

Hobby: Computer Technologies, Computer Games, Horse Riding

Blog: http://shuhir.blogspot.com/

Joining Open Source ERP/Class01

title: User:Selpiso


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User:SweetyABC321

Hey I am Sweety :)

title: User:SweetyABC321


text:
Quantitative

A quantitative attribute is one that exists in a range of magnitudes, and can therefore be measured. Measurements of any particular quantitative property are expressed as a specific quantity, referred to as a unit, multiplied by a number. Examples of physical quantities are distance, mass, and time. Many attributes in the social sciences, including abilities and personality traits, are also studied as quantitative properties and principles.

title: Quantitative


text:
Interview

Interviews are used to gather information from people for such purposes as job selection and for research. Interviews are typically associated with survey research.

Primary Research
is another type of research which involves gathering of new data. One way to gather new data can be done through interviews.

title: Interview


text:
User:SyahzOne

BACKGROUND
Education Level : Bachelor Degree

Field of Study : Accountancy

Institution : University Teknologi MARA

title: User:SyahzOne


text: Category:Natural language processing

title: Category:Natural language processing


text: Category:Neural Networks

title: Category:Neural Networks


text: Category:Physical chemistry

title: Category:Physical chemistry


text: Category:Plant tissue culture

title: Category:Plant tissue culture


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title: Category:Post-information society


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Hints for designing effective questionnaires

ERIC Identifier: ED410233 Publication Date: 1996-11-00 Author:Frary, Robert B. Source:ERIC Clearinghouse on Assessment and Evaluation Washington DC.

Hints for Designing Effective Questionnaires. ERIC/AE Digest
The purpose of this digest is to offer tips in designing quality questionnaires and on avoiding common errors. Some of the more prevalent problems in questionnaire development are identified, and suggestions of ways to avoid them are offered.

Do keep the questionnaire brief and concise. Some questionnaires give the impression that their authors tried to think of every conceivable question that might be asked with respect to the general topic of concern. The result is a very long questionnaire causing annoyance and frustration on the part of the respondents resulting in non-return of mailed questionnaires and incomplete or inaccurate responses on questionnaires administered directly. To avoid this first potential problem the investigator must define precisely the information desired and endeavor to write as few questions as possible to obtain it. Peripheral questions and ones to find out "something that might just be nice to know" must be avoided. A clear-cut need for every question should be established.

Do get feedback on your initial list of questions. Feedback may be obtained from a small but representative sample of potential responders. A field trial of a tentative form of the questionnaire is also desirable.

Do locate personal or confidential questions at the end of the questionnaire. The early appearance of unsettling questions may result in respondents discontinuing the questionnaire.

Do order categories. When response categories represent a progression between a lower level of response and a higher one, it is usually better to list them from the lower level to the higher in left-to-right order, for example,

1) Never 2) Seldom 3) Occasionally 4) Frequently

Do consider combining categories. In contrast to the options listed just above, consider the following:

1) Seldom or never 2) Occasionally 3) Frequently

Combining "seldom" with "never" might be desirable if responders would be very unlikely to mark "never" and if "seldom" would connote an almost equivalent level of activity, for example, in response to the question, "How often do you tell you wife that you love her?" In contrast, suppose the question were, "How often do you drink alcoholic beverages?" Then the investigator might indeed wish to distinguish those who never drink. When a variety of questions use the same response scale, it is usually undesirable to combine categories.

Do ask responders to rate both positive and negative stimuli. There is sometimes a difficulty when responders are asked to rate items for which the general level of approval is high (the "apple pie" problem). There is a tendency for responders to mark every item at the same end of the scale. By offering positive and negative responses the respondent is required to evaluate each response rather than uniformly agreeing or disagreeing to all of the responses.

Do choose appropriate response category language and logic. The extent to which responders agree with a statement can be assessed adequately in many cases by the options:

1) Agree 2) Disagree

However, when many responders have opinions that are not very strong or well-formed, the following options may serve better:

1) Agree 2) Tend to agree 3) Tend to disagree

4) Disagree

These options have the advantage of allowing the expression of some uncertainty. In contrast, the following options would be undesirable in most cases:

1) Strongly agree 2) Agree 3) Disagree

4) Strongly Disagree

Some would say that "Strongly agree" is redundant or at best a colloquialism. In addition, there is no comfortable resting place for those with some uncertainty.

Avoid open-ended questions. In most cases open-ended questions should be avoided due to variation in willingness and ability to respond in writing.

Avoid the response option "other." Careless responders will overlook the option they should have designated and conveniently mark the option "other" or will be hairsplitters and will reject an option for some trivial reason. An exception to the foregoing advice is any case in which the categories are clear-cut, few in number, and such that some responders might feel uncomfortable in the absence of an applicable response.

Avoid category proliferation. A typical question is the following:

Marital status: 1) Single (never married) 2) Married

3) Widowed 4) Divorced 5) Separated

Unless the research in question were deeply concerned with conjugal relationships, the distinctions among all of these categories are not useful. Usually, such a question reflects the need to distinguish between a conventional familial setting and anything else. If so, the question could be:

Marital status: 1) Married and living with spouse 2) Other

Avoid scale point proliferation. In contrast to category proliferation, which seems usually to arise somewhat naturally, scale point proliferation takes some thought and effort. An example is:

1) Never 2) Rarely 3) Occasionally 4) Fairly often

5) Often 6) Very often 7) Almost always 8) Always

Such stimuli run the risk of annoying or confusing the responder with hairsplitting differences between the response levels. Psychometric research has shown that most subjects cannot reliably distinguish more than six or seven levels of response. Offering four to five scale points is usually quite sufficient to stimulate a reasonably reliable indication of response direction.

Avoid responses at the scale mid-point and neutral responses. The use of neutral response positions had a basis in the past when crude computational methods were unable to cope with missing data. In such cases, non-responses were actually replaced with neutral response values to avoid this problem. The need for such a makeshift solution has long been supplanted by improved computational methods. Consider the following questionnaire item:

The instructor grades fairly.

1) Agree 4) Tend to disagree

2) Tend to agree 5) Disagree

3) Undecided

There is no assurance whatsoever that a subject choosing the middle scale position harbors a neutral opinion. A subject's choice of the scale midpoint may result from: Ignorance, Uncooperativeness, Reading difficulty, Reluctance to answer, or Inapplicability.

In all the above cases, the investigator's best hope is that the subject will not respond at all. Unfortunately, the seemingly innocuous middle position counts, and, when a number of subjects choose it for invalid reasons, the average response level is raised or lowered erroneously (unless, of course, the mean of the valid responses is exactly at the scale midpoint).

In the absence of a neutral position, responders sometimes tend to resist making a choice in one direction or the other. Under this circumstance, the following strategies may alleviate the problem:

1)Encourage omission of a response when a decision cannot be reached.

2)Word responses so that a firm stand may be avoided, e.g., "tend to disagree."

3) If possible, help responders with reading or interpretation problems, but take care to do so impartially and carefully document the procedure so that it may be inspected for possible introduction of bias.

4) Include options explaining inability to respond, such as "not applicable," "no basis for judgment," "prefer not to answer."

The preceding discussion notwithstanding, there are some items that virtually require a neutral position. Examples are:

How much time do you spend on this job now?

1) Less than before 2) About the same 3) More time

The amount of homework for this course was

1) too little 2) reasonable 3) too great

It would be unrealistic to expect a responder to judge a generally comparable or satisfactory situation as being on one side or another of the scale midpoint.

Avoid asking responders to rank responses. Responders cannot be reasonably expected to rank more than about six things at a time, and many of them misinterpret directions or make mistakes in responding. To help alleviate this latter problem, ranking questions may be framed as follows:

Following are three colors for office walls:

1) Beige 2) Ivory 3) Light green

Which color do you like best? _____

Which color do you like second best? _____

Which color do you like least? _____

By carefully evaluating the need of every question used in an instrument and carefully wording the responses, you will collect information which will yield more satisfactory and meaningful results.

Additional readings
Dillman, D. A. (1978). Mail and telephone surveys: The total design method. New York: John Wiley.

Frary, R.B. (1996) Brief Guide to Questionnaires Development. Washington, DC: ERIC Clearinghouse on Assessment and Evaluation (30 pages).

Grunlund, N.E. (1993) How to make achievement tests and assessments. Needham Heights, MA: Allyn and Bacon.

Hinkle, D. E., Oliver, J. D., & Hinkle, C. A. (1985). How large should the sample be? Part II--the one-sample case. Educational and Psychological Measurement, 45, 271-280.


text: Category:Quantum field theory

title: Category:Quantum field theory


text:
User:Dhonn/Pere Dagobert

Father Dagobert de Longuory (a.k.a. Pere Dagobert) was a Capuchin monk who arrived in New Orleans from Quebec, Canada circa 1720. In 1745, he became priest of St. Louis Cathedral, and later was appointed as vicar general. He was active regionally for over 50 years and died in 1776.

While largely overlooked today, his contributions to the city and its people are significant and enduring. One finds numerous references to him in historical accounts of 18th-century New Orleans, and despite sometimes conflicting accounts, it is agreed that he was an important figure in every-day life in the city.

Following are some observations of him that reoccur in historical documents:
 * He was widely noted as a champion of the poor and disenfranchised

 * He was considered one of the most beloved figures in early New Orleans

 * His substantial political and social influence came in large part from his popularity.

at social and "life" events (weddings, baptisms, funerals, etc.)
 * He had a great love of food and wine, and was known for attending, and in many cases officiating
 * We was the most important religious figure of 18th-century New Orleans

title: User:Dhonn/Pere Dagobert


text:
Wikiversity:Wikimedia research guidelines

This guideline deals with specific issues related to researching Wikimedia projects and contributors.

Wikimedia projects
Wikimedia projects may be the subject of Wikiversity research projects. Research should be based on information that is publicly available from the original source. When only some people have access to the original source of information, that information may not be used. This helps to make research verifiable by anyone, and keeps research transparent and honest.

Wikimedia contributors
Wikiversity participants may do research on Wikimedia contributors. Research should be limited to publicly available data that anyone can access. Any information that requires specific privileges to access may not be used as a bases for research. As an exception Wikimedia contributors can grant permission to use information about themselves for research purposes. If there is some doubt about the public availability of data used, the data in question should be removed until explicit permission can be obtained.

Wikiversity participants are encouraged to focus there research efforts on sampling data from a group of contributors, rather than focusing solely on the contributions of one Wikimedia contributor. The educational benefit of focusing on one Wikimedia contributor may be hard to prove or demonstrate.


text:
Conservation Entrepreneurship/Assignments/Projeto Iauaretê

Projeto Iauaretê*

Projeto Iauaretê Website (in construction)

Author: Emiliano 17:08, 22 February 2009 (UTC)

* Iauaretê means "real jaguar" in the indigenous Tupi-guarani language. It is also used in a tale by a very famous Brazilian writer called Guimarães Rosa. The tale is called "Meu tio Iauaretê" and it is about a hunter that is paid to exterminate jaguars and ends up transforming himself into a jaguar. Very interesting story, unfortunately no English version. If anyone wants to have a Portuguese copy I can provide one.

 * Introduction
 * Value Proposition

The way forward: Results of our team meeting on 3/23/09 Section Leaders: Value Proposition: Group

Market and Competition ("background environment"): Ryan

Strategy (Product pricing, manufacture, marketing, distribution): Tim

People (Organization and Management): Emiliano

Linkages (Partnerships and Stakeholders): Brian

Financial: Mira


text:
Wikiversity talk:Wikimedia research guidelines

"Wikiversity participants should generally focus there research efforts on sampling groups of Wikimedia contributors rather than focusing solely on one contributor. " - It is unwise to tell researchers what they should do. It goes completely in the face of the notion of research, and the notion of wikiversity. Hillgentleman | //\\ |Talk 17:21, 22 February 2009 (UTC)

 * I've reworded it some and changed it from "should generally" to "are encouraged to". This proposal is suppose to eventually aid researchers in using appropriate/acceptable research methods for researching projects and contributors. I don't think its unacceptable to provide some guidelines that researchers should follow. Wikiversity already provides some general research gudielines on Beta Wikiversity that researchers are expected to follow unless there is a good reason not to. --dark[[Image:Yin yang.svg|12px]]lama 19:53, 22 February 2009 (UTC)


text: Category:Sex

title: Category:Sex


text: Category:Weather

title: Category:Weather


text: Category:Socioeconomics

title: Category:Socioeconomics


text: Category:South Africa

title: Category:South Africa


text: Category:Unix

title: Category:Unix


text: Category:Students

title: Category:Students


text: Category:Students of Military Science

title: Category:Students of Military Science


text: Category:Survival

title: Category:Survival


text: Category:Symposium

title: Category:Symposium


text:
Music Learning Project

This is a project to produce a 15 minute introduction to music, with an emphasis on the Romantic, Baroque and Classical periods.

Possibly for intro/leadin: Gregorian Chants http://www.christusrex.org/www2/cantgreg/missa_h4qua.html

The Formal Presentation
This lesson plan was discussed by  Historybuff and Mona, written by Mona, and published by Historybuff
 * Play Beethoven’s 5th symphony as we prepare for the presentation
 * Stop the music; say hello and introduce names. Our topic tonight is Classical Music, and our agenda is:
 * What is Classical Music?
 * Three historical periods
 * Evaluation
 * Wrap Up
 * Icebreaker:
 * Ask: Who heard before the piece we just played?
 * Ask: Do you know who wrote it?
 * Show: Beethoven’s picture
 * Say: Beethoven’s music belongs to a historical period called “Classical.” Classical either refers to the broad genre in which many different historical periods belong to, or it refers to one period among other periods.
 * Show as slide with a definition of Classical Music: (say that C.M. can have more than one definition but this is probably the most related to our presentation)
 * Classical Music is a traditional genre of Western Music, which conformed to established rules (as opposed to popular music which was made “composed” without strict rules.) http://wordnetweb.princeton.edu/perl/webwn?s=classical%20music
 * Say: as for the specific period, these are the dates:
 * Show a slide with the timeline for this Classical Period.
 * Classical 1750-1825
 * Body:
 * There are other musical periods or eras. In tonight’s presentation, we will cover two more periods: the Baroque and the Romantic.
 * Ask: anyone knows which period of the two comes first?
 * Show a slide with the three periods: Baroque: 1600-1750/Classical 1750-1825/Romantic 1825-1900
 * Ask: any guesses who were the composers belonging to these periods?
 * Possible answers: Mozart, Haydn, Dvoark, Handel, etc.
 * Say: we will play two musical pieces and we want you to guess the periods. (Play Bach and Chopin)
 * Ask: what did you think about the music you heard? Have you heard them before? Which one you liked better? Any features you found appealing? Do you know who wrote these pieces?
 * Say: each musical period had distinct features in relation to melody, harmony, and rhythm among other factors.
 * Show a slide that compares the three periods
 * Ask: why is it important to know music history? [possible answers: because music related to other historic events? Or because it help us appreciate the different styles?]
 * Ask “what if” classical music … (I have no idea yet what to write here!)
 * Conclusion:
 * Give a short evaluation form. (We can use the form I usually use):

A Snapshot of Musical History

Classical Music Defined: Classical Music is a traditional genre of Western Music, which conforms to established rules (as opposed to popular music which is composed without strict rules.)

Today's session covered three periods:
 * Baroque (1600-1750)
 * Classical (1750-1825)
 * Romantic (1825-1900)

The Baroque period saw the beginning of modern musical notation and the birth of operas. Music was performed by small ensembles, The musical style was characterized by counterpoint. Examples of this style are the Fugue, Invention, Sonata and Concerto. Harpsichord and the pipe organ were key instruments of this time, while the violin evolved into the form we are familiar with today. Composers in this period include Bach and Handel.

The Classical period saw the birth of the Symphony. The musical style was characterized by melody with accompaniment, also knows as homophonic texture. The violin emerged as a key instrument, and single-reed instruments like the clarinet started to come into their own. Composers in this period include Beethoven, Mozart and Haydn.

The Romantic period saw the enlargement of the orchestra, and a larger role for brass instruments with the invention of the rotary valve.. The musical style was much more dramatic and expressive, and towards the end of the period, compositions became longer and more complex. Composers in this period include Schubert, Chopin and Berlioz

Suggested web references
"Essentials of Music" at http://www.essentialsofmusic.com/

Music is an excellent starting point.

http://en.wikiversity.org/wiki/Music_Learning_Project#Handout

title: Music Learning Project


text:
Language and Literature library/did you know

This page is part of the School of Language and Literature, specifically a sub-page of the School of Language and Literature library.

Did you know?

 * ...that Old English is grammatically closer to modern German than to modern English?
 * ...that Slavonic languages are mutually more similar than the German dialects?
 * ...that John Ronald Reuel Tolkien, author of The Lord of the Rings and The Hobbit, has highly influenced later fictional literature worldwide? And did you know that he was also a great expert in languages, and that he has created about twenty artificial languages himself?
 * ...that Esperanto is the most famous among many artificial languages? It is an auxiliary language created by Polish doctor Zamenhof, whose pseudonym was doctor Esperanto.
 * ...that Tamil is the oldest surviving language in the world, still spoken in the state of Tamil Nadu, India.


text:
Language and Literature library/selected quotations

This page is part of the School of Language and Literature, specifically a sub-page of the School of Language and Literature library.

Selected Quotations
"Language is guardian of a nation. As long as the language exists, as long as we keep it, love it, and respect it, as long as we write in it and speak it; the nation exists as well, and it doesn't flow over into another one, nor it will disappear." —	Vuk St. Karadzic, Serbian slavicist


text:
Language and Literature library/selected biographies

This page is part of the School of Language and Literature, specifically a sub-page of the School of Language and Literature library.

Selected biographies
Vuk Stefanović Karadžić (1787-1864) was one the most prominent Serbian linguists. He reformed the Serbian Cyrillic alphabet by applying the principles one letter per one sound and write as you speak, and realized the idea of introducing the spoken language into the Serbian literature. He was collecting and publishing Serbian folk stories and poems. His major books were Serbian Dictionary and Serbian Grammar, both published together in 1818, in which he for first time used the reformed alphabet. Although there were some opponents of Vuk's language reform, his principles were finally accepted and realized in Serbian literature and linguistics. Vuk's language was a base upon which the modern Serbian standard language was developed.

 * read more...


text:
User talk:Sofia Roberts

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 23:58, 22 February 2009 (UTC)

title: User talk:Sofia Roberts


text:
Advanced elasticity

Welcome to this learning project about !

Learning Project Summary

 * Project code:
 * Suggested Prerequisites:
 * Introduction to Elasticity
 * Continuum mechanics
 * Partial differential equations
 * Time investment: 6 months
 * Assessment suggestions:
 * Portal:Engineering and Technology
 * School:Engineering
 * Department:Mechanical Engineering
 * Stream:Applied Mechanics
 * Level: First year graduate

Content summary
This is an advanced course on the elastic deformations of solids.

Goals
This learning project aims to.
 * provide the mathematical foundations of advanced elasticity.

Syllabus and Learning Materials

 * 1) Nonlinear Elasticity
 * 2) Deformation measures
 * 3) Motion, displacement, velocity, acceleration
 * 4) Strains and deformations
 * 5) Polar decomposition
 * 6) Spectral decompositions of kinematic quantities
 * 7) Volume change and area change
 * 8) Time derivatives and rate quantities
 * 9) Objectivity of kinematic quantities
 * 10) Stress measures
 * 11) Stress measures
 * 12) Deviatoric and volumetric stress
 * 13) Objective stress rates
 * 14)  Balance laws and entropy inequality
 * 15) Constitutive relations
 * 16) Cauchy elastic materials
 * 17)  Thermoelastic materials
 * 18) Relation between Cauchy stress and Green strain
 * 19) Maxwell relations for thermoelasticity
 * 20) Balance of energy
 * 21) Clausius-Duhem inequality
 * 22) Specific heat relations
 * 23) Nonlinear elastic materials
 * 24) Incompressible hyperelastic material
 * 25) Hyperelastic material models
 * 26) /Neo-Hookean material
 * 27) /Mooney-Rivlin material
 * 28) /Ogden material
 * 29) /Yeoh material
 * 30) Examples
 * 31) Buckling
 * 32) Refresh your basics
 * 33) Curvature
 * 34) /Linear buckling
 * 35) /Nonlinear buckling
 * 36) Examples
 * 37) Three-dimensional elastcity
 * 38) /Elastic potentials
 * 39) Examples
 * 40) Plates and Shells
 * 41) /Plates
 * 42) /Shells
 * 43) Examples
 * 44) Dynamics
 * 45) /Vibrations
 * 46) Examples
 * 47) Fracture
 * 48) Examples

Assignments

 * Homework 1 Problem set
 * Solutions
 * Homework 2 Problem set
 * Solutions
 * Homework 3 Problem set
 * Solutions
 * Homework 4 Problem set
 * Solutions
 * Homework 5 Problem set
 * Solutions
 * Homework 6 Problem set
 * Solutions
 * Homework 7 Problem set
 * Solutions
 * Homework 8 Problem set
 * Solutions
 * Homework 9 Problem set
 * Solutions
 * Homework 10 Problem set
 * Solutions
 * Homework 11 Problem set
 * Solutions

Tests and Quizzes

 * Quiz 1
 * Solutions

Textbooks and References
 Textbooks
 * R.W. Ogden, (1984), Non-linear Elastic Deformations, Dover Publications.
 * A.J.M Spencer (2004), Continuum Mechanics, Dover Publications. An excellent introduction to continuum mechanics. You should own a copy for your personal library.
 * L.E. Malvern (1969), Introduction to the Mechanics of a Continuous Medium, Prentice-Hall.  A good reference for continuum mechanics.

References
 * Continuum Mechanics:
 * R. M. Brannon (2004), Large Deformation Kinematics. An excellent introduction to kinematics.
 * R. M. Brannon (2004), Rotation. Almost everything you ever wanted to know about rotations.
 * Mathematics:
 * R. M. Brannon (2004), Elementary Vector and Tensor Analysis for Engineers. This free online book is the best introduction I have seen for vector and tensor analysis for nonlinear mechanics.
 * R. M. Brannon (2004), Curvilinear Coordinates.  Very useful if you wish to follow the literature on the nonlinear deformation of shells.
 * A.P.S. Selvadurai (2000), Partial Differential Equations in Mechanics 1,2. Springer. Excellent introductory text on partial differential equations with engineers in mind.

Reading List

{| width="100%" style="background:#FFFCCF; border:1px solid #DAA520"

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

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

 * }

title: Advanced elasticity


text:
Advanced elasticity/Motion and displacement

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

We write

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

In index notation,

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

Displacement
The displacement of a material point is given by

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

u_i = \varphi_i(X_j, t) - X_i = x_i - X_i~. $$

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

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

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

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

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

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

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

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


text: Advanced elasticity/Strains and deformations


text: Advanced elasticity/Polar decomposition

title: Advanced elasticity/Polar decomposition


text: Advanced elasticity/Spectral decomposition


text: Advanced elasticity/Volume change and area change


text: Advanced elasticity/Time derivatives and rates


text: Advanced elasticity/Objectivity in kinematics


text: Advanced elasticity/Stress measures

title: Advanced elasticity/Stress measures


text: Advanced elasticity/Deviatoric and volumetric stress


text: Advanced elasticity/Objective stress rates


text: Advanced elasticity/Stress-strain relation for thermoelasticity


text:
Advanced elasticity/Cauchy elastic materials

A Cauchy-elastic material is one in which the Cauchy stress at each material point is determined only by the current state of deformation (with respect to an arbitrary reference configuration). Therefore, the Cauchy stress in such a material does not depend on the path of deformation or the history of deformation. Neither does the stress depend on the time taken to achieve that deformation or the rate at which the state of deformation is reached. A Cauchy elastic material is also called a simple elastic material.

However, unlike in a hyperelastic material, the work done by the stresses does depend on the path of deformation. Therefore a Cauchy elastic material has a non-conservative structure and the stress cannot be derived from a scalar potential function.

A Cauchy elastic material must satisfy the requirements of material objectivity and the principle of local action, i.e., the constitutive equations are spatially local. This assumption excludes action at a distance from being present in a constitutive relation (no nonlocal materials allowed). Also it enforces the requirement that body forces, such as gravity, and inertial forces cannot affect the properties of the material.

Though a Cauchy elastic material is a mathematical idealization of elastic material behavior, this description applies to many of the purely mechanical constitutive relations for elastic materials found in nature.

Constitutive equation
Neglecting the effect of temperature and assuming the body to be homogeneous, a constitutive equation for the Cauchy stress tensor can be formulated based on the deformation gradient:
 * $$\ \boldsymbol{\sigma} = \mathcal{G}(\boldsymbol{F}) $$

where $$\boldsymbol{\sigma}$$ is the Cauchy stress and $$\boldsymbol{F}$$ is the deformation gradient. Note that the function $$\mathcal{G}$$ depends on the choice of reference configuration.

The condition of material objectivity requires that the constitutive relation $$\mathcal{G}$$ should not change when the location of the observer changes. Therefore the constitutive equation for another arbitrary observer can be written $$ \boldsymbol{\sigma}^* = \mathcal{G}(\boldsymbol{F}^*) $$. Knowing that the Cauchy stress tensor $$ \sigma $$ and the deformation gradient $$ F $$ are objective quantities, one can write:

\begin{align} & \boldsymbol{\sigma}^* &=& \mathcal{G}(\boldsymbol{F}^*) \\ \Rightarrow & \boldsymbol{R}\cdot\boldsymbol{\sigma}\cdot\boldsymbol{R}^T &=& \mathcal{G}(\boldsymbol{R}\cdot\boldsymbol{F}) \\ \Rightarrow & \boldsymbol{R}\cdot\mathcal{G}(\boldsymbol{F})\cdot\boldsymbol{R}^T &=& \mathcal{G}(\boldsymbol{R}\cdot\boldsymbol{F}) \end{align} $$ where $$\boldsymbol{R}$$ is a proper orthogonal tensor.

The above is a condition that the constitutive law $$ \mathcal{G} $$ has to respect to make sure that the response of the material will be independent of the observer. Similar conditions can be derived for constitutive laws relating the deformation gradient to the first or second Piola-Kirchhoff stress tensor.

Isotropic Cauchy-elastic materials
For an isotropic material the Cauchy stress tensor $$ \boldsymbol{\sigma} $$ can be expressed as a function of the left Cauchy-Green tensor $$ \boldsymbol{B}=\boldsymbol{F}\cdot\boldsymbol{F}^T $$. The constitutive equation may then be written:

 * $$\ \boldsymbol{\sigma} = \mathcal{H}(\boldsymbol{B}). $$

In order to find the restriction on $$ h $$ which will ensure the principle of material frame-indifference, one can write:

 * $$\ \begin{array}{rrcl} & \boldsymbol{\sigma}^* &=& \mathcal{H}(\boldsymbol{B}^*) \\

\Rightarrow & \boldsymbol{R}\cdot \boldsymbol{\sigma}\cdot \boldsymbol{R}^T &=& \mathcal{H}(\boldsymbol{F}^*\cdot(\boldsymbol{F}^*)^T) \\ \Rightarrow & \boldsymbol{R}\cdot \mathcal{H}(\boldsymbol{B}) \cdot\boldsymbol{R}^T &=& \mathcal{H}(\boldsymbol{R}\cdot\boldsymbol{F}\cdot\boldsymbol{F}^T\cdot\boldsymbol{R}^T) \\ \Rightarrow & \boldsymbol{R}\cdot \mathcal{H}(\boldsymbol{B})\cdot \boldsymbol{R}^T &=& \mathcal{H}(\boldsymbol{R}\cdot\boldsymbol{B}\cdot\boldsymbol{R}^T). \end{array}$$

A constitutive equation that respects the above condition is said to be isotropic.


text: Advanced elasticity/Thermoelasticity

title: Advanced elasticity/Thermoelasticity


text: Advanced elasticity/Maxwell relations for thermoelasticity


text: Advanced elasticity/Balance of energy for thermoelasticity


text: Advanced elasticity/Balance laws

title: Advanced elasticity/Balance laws


text: Advanced elasticity/Clausius-Duhem inequality for thermoelasticity


text: Advanced elasticity/Specific heats of thermoelastic materials


text: Advanced elasticity/Nonlinear elasticity


text:
Advanced elasticity/Incompressible hyperelastic material

Incompressible hyperelastic materials
For an incompressible material $$J := \det\boldsymbol{F} = 1$$. The incompressibility constraint is therefore $$J-1= 0$$. To ensure incompressibility of a hyperelastic material, the strain-energy function can be written in form:

W = W(\boldsymbol{F}) - p~(J-1) $$ where the hydrostatic pressure $$p$$ functions as a Lagrangian multiplier to enforce the incompressibility constraint. The 1st Piola-Kirchhoff stress now becomes

\boldsymbol{P}=-p~\boldsymbol{F}^{-T}+\frac{\partial W}{\partial \boldsymbol{F}} = -p~\boldsymbol{F}^{-T} + \boldsymbol{F}\cdot\frac{\partial W}{\partial \boldsymbol{E}} = -p~\boldsymbol{F}^{-T} + 2~\boldsymbol{F}\cdot\frac{\partial W}{\partial \boldsymbol{C}} ~. $$ This stress tensor can subsequently be converted into any of the other conventional stress tensors, such as the Cauchy Stress tensor which is given by

\boldsymbol{\sigma}=\boldsymbol{P}\cdot\boldsymbol{F}^T= -p~\boldsymbol{\mathit{1}} + \frac{\partial W}{\partial \boldsymbol{F}}\cdot\boldsymbol{F}^T = -p~\boldsymbol{\mathit{1}} + \boldsymbol{F}\cdot\frac{\partial W}{\partial \boldsymbol{E}}\cdot\boldsymbol{F}^T = -p~\boldsymbol{\mathit{1}} + 2~\boldsymbol{F}\cdot\frac{\partial W}{\partial \boldsymbol{C}}\cdot\boldsymbol{F}^T ~. $$ For incompressible isotropic hyperelastic materials, the strain energy density function is $$W(\boldsymbol{F})=\hat{W}(I_1,I_2)$$. The Cauchy stress is then given by

\boldsymbol{\sigma} = -p~\boldsymbol{\mathit{1}} + 2\left[\left(\cfrac{\partial\hat{W}}{\partial I_1} + I_1~\cfrac{\partial\hat{W}}{\partial I_2}\right)\boldsymbol{B} - \cfrac{\partial\hat{W}}{\partial I_2}~\boldsymbol{B} \cdot\boldsymbol{B} \right] $$


text:
Advanced elasticity/Neo-Hookean material

A Neo-Hookean model is an extension of Hooke's law for the case of large deformations. The model of neo-Hookean solid is usable for plastics and rubber-like substances.

The response of a neo-Hookean material, or hyperelastic material, to an applied stress differs from that of a linear elastic material. While a linear elastic material has a linear relationship between applied stress and strain, a neo-Hookean material does not. A hyperelastic material will initially be linear, but at a certain point, the stress-strain curve will plateau due to the release of energy as heat while straining the material. Then, at another point, the elastic modulus of the material will increase again.

This hyperelasticity, or rubber elasticity, is often observed in polymers. Cross-linked polymers will act in this way because initially the polymer chains can move relative to each other when a stress is applied. However, at a certain point the polymer chains will be stretched to the maximum point that the covalent cross links will allow, and this will cause a dramatic increase in the elastic modulus of the material. One can also use thermodynamics to explain the elasticity of polymers.

Neo-Hookean Solid Model
The model of neo-Hookean solid assumes that the extra stresses due to deformation are proportional to Finger tensor:
 * $$\mathbf {T} = -p \mathbf {I} + G \mathbf {B} $$,

where $$\mathbf {T} $$ - stress tensor, p - pressure, $$\mathbf {I} $$ - is the unity tensor, G is a constant equal to shear modulus, $$\mathbf {B} $$ is the Finger tensor.

The strain energy for this model is:
 * $$W = \frac{1}{2} G I_B$$,

where W is potential energy and $$I_B=\mathrm{tr}(\mathbf{B})$$ is the trace (or first invariant) of Finger tensor $$\mathbf {B} $$.

Usually the model is used for incompressible media.

The model was proposed by Ronald Rivlin in 1948.

Uni-axial extension

Under uni-axial extension from the definition of Finger tensor:
 * $$T_{11}=-p+G \alpha_1^2$$
 * $$T_{22}=T_{33}=-p+ \frac {G} {\alpha_1}$$

where $$ \alpha_1 $$ is the elongation in the stretch ratio in the $$1$$-direction.

Assuming no traction on the sides, $$T_{22}=T_{33}=0$$, so:
 * $$T_{11}=G (\alpha_1^2 - \alpha_1^{-1}) = G \frac {3\epsilon + 3\epsilon^2 +\epsilon^3} {1+\epsilon}$$,

where $$ \epsilon=\alpha_1-1 $$ is the strain.

The equation above is for the true stress (ratio of the elongation force to deformed cross-section), for engineering stress the equation is:
 * $$T_{11eng}=G (\alpha_1 - \alpha_1^{-2})$$

For small deformations $$\epsilon < < 1$$ we will have:
 * $$T_{11}= 3G \epsilon $$

Thus, the equivalent Young's modulus of a neo-Hookean solid in uniaxial extension is 3G.

Simple shear
For the case of simple shear we will have:
 * $$T_{12}=G \gamma$$
 * $$T_{11} - T_{22}=G \gamma^2 $$
 * $$T_{22} - T_{33}=0 $$

where $$\gamma$$ is shear deformation. Thus neo-Hookean solid shows linear dependence of shear stresses upon shear deformation and quadratic first difference of normal stresses.

Generalization
The most important generalisation of Neo-Hookean solid is Mooney-Rivlin solid.

Source

 * C. W. Macosko Rheology: principles, measurement and applications, VCH Publishers, 1994, ISBN 1-56081-579-5


text:
Advanced elasticity/Mooney-Rivlin material

A Mooney-Rivlin solid is a generalization of the Neo-Hookean solid model, where the strain energy W is a linear combination of two invariants of the Finger tensor $$\mathbf{B}$$:

 * $$W = C_{1} (\overline{I}_1-3) + C_{2} (\overline{I}_2-3)$$,

where $$\overline{I}_1$$ and $$\overline{I}_2$$ are the first and the second invariant of deviatoric component of the Finger tensor:

 * $$I_1 = \lambda_1^2 + \lambda_2 ^2+ \lambda_3 ^2$$,

 * $$I_2 = \lambda_1^2 \lambda_2^2 + \lambda_2^2 \lambda_3^2 + \lambda_3^2 \lambda_1^2$$,

 * $$I_3 = \lambda_1^2 \lambda_2^2 \lambda_3^2$$,

where: $$C_{1}$$ and $$C_{2}$$ are constants.

If $$C_1= \frac {1} {2} G$$ (where G is the shear modulus) and $$C_2=0$$, we obtain a Neo-Hookean solid, a special case of a Mooney-Rivlin solid.

The stress tensor $$\mathbf{T}$$ depends upon Finger tensor $$\mathbf{B}$$ by the following equation:

 * $$\mathbf{T} = -p\mathbf{I} +2C_1 \mathbf{B} +2C_2 \mathbf{B}^{-1} $$

The model was proposed by Melvin Mooney and Ronald Rivlin in two independent papers in 1952.

Uniaxial extension
For the case of uniaxial elongation, true stress can be calculated as:

 * $$T_{11} = \left(2C_1 + \frac {2C_2} {\alpha_1} \right) \left( \alpha_1^2 - \alpha_1^{-1} \right)$$

and engineering stress can be calculated as:

 * $$T_{11eng} = \left(2C_1 + \frac {2C_2} {\alpha_1} \right) \left( \alpha_1 - \alpha_1^{-2} \right)$$

The Mooney-Rivlin solid model usually fits experimental data better than Neo-Hookean solid does, but requires an additional empirical constant.

Rubber
Elastic response of rubber-like materials are often modelled based on the Mooney-Rivlin model.

Source

 * C. W. Macosko Rheology: principles, measurement and applications, VCH Publishers, 1994, ISBN 1-56081-579-5


text:
Advanced elasticity/Ogden material

The Ogden material model is a hyperelastic material model used to describe the non-linear stress-strain behaviour of complex materials such as rubbers, polymers, and biological tissue. The model was developed by Ray W. Ogden in 1972. The Ogden model, like other hyperelastic material models, assumes that the material behaviour can be described by means of a strain energy density function, from which the stress-strain relationships can be derived. These materials can generally be considered to be isotropic, incompressible and strain rate independent.

Ogden Material Model
In the Ogden material model, the strain energy density is expressed in terms of the principal stretches $$\,\!\lambda_j$$, $$\,\!j=1,2,3$$ as:

W\left( \lambda_1,\lambda_2,\lambda_3 \right) = \sum_{p=1}^N \frac{\mu_p}{\alpha_p}\left( \lambda_1^{\alpha_p} + \lambda_2^{\alpha_p} + \lambda_3^{\alpha_p} -3 \right) $$

where $$N$$, $$\,\!\mu_p$$ and $$\,\!\alpha_p$$ are material constants. Under the assumption of incompressibility one can rewrite as

$$ W\left( \lambda_1,\lambda_2 \right) = \sum_{p=1}^N \frac{\mu_p}{\alpha_p}\left( \lambda_1^{\alpha_p} + \lambda_2^{\alpha_p} + \lambda_1^{-\alpha_p}\lambda_2^{-\alpha_p} -3 \right)$$

In general the shear modulus results from

$$ 2\mu = \sum_{p=1}^{N} \mu_p \alpha_{p}. $$

With $$N=3$$ and by fitting the material parameters, the material behaviour of rubbers can be described very accurately. For particular values of material constants, the Ogden model will reduce to either the Neo-Hookean solid($$N=1$$, $$\alpha = 2$$) or the Mooney-Rivlin material ($$N=2$$, $$\alpha_1=2$$, $$\alpha_2=-2$$).

Using the Ogden material model, the three principal values of the Cauchy stresses can now be computed as

$$ \sigma_{\alpha} = p + \lambda_{\alpha}\frac{\partial W}{\partial \lambda_{\alpha}} $$

where use is made of $$\,\!\sigma_{\alpha} = \lambda_{\alpha}P_{\alpha}$$.

Uniaxial tension
We now consider an incompressible material under uniaxial tension, with the stretch ratio given as $$\lambda=\frac{l}{l_0}$$. The principal stresses are given by

$$ \sigma_{\alpha} = p + \sum_{p=1}^N \mu_{p} \lambda_{p}^{\alpha_p} $$

The pressure $$p$$ is determined from incompressibility and boundary condition $$\sigma_2=\sigma_3=0$$, yielding:

$$ \sigma_{\alpha} = \sum_{p=1}^N\left( \mu_{p} \lambda_{p}^{\alpha_p} - \mu_{p}\lambda_{p}^{\frac{1}{2}\alpha_p} \right) $$

Relation to other models
There exist many models to describe hyperelastic behaviour, each starting from a given strain-energy density function. In practice, however, the Ogden material model has become the reference material law for describing the behaviour of natural rubbers as it combines accuracy with computational simplicity.

title: Advanced elasticity/Ogden material


text:
Advanced elasticity/Yeoh material

The Yeoh hyperelastic material model is a phenomenological model for the deformation of nearly incompressible, nonlinear elastic materials such as rubber. The model is based on Ronald Rivlin's observation that the elastic properties of rubber may be described using a strain energy density function which is a power series in the strain invariants $$I_1, I_2, I_3$$. The Yeoh model for incompressible rubber is a function only of $$I_1$$. For compressible rubbers, an dependence on $$I_3$$ is added on. Since a polynomial form of the strain energy density function is used but all the three invariants of the left Cauchy-Green deformation tensor are not, the Yeoh model is also called the reduced polynomial model.

Yeoh model for incompressible rubbers
The original model proposed by Yeoh had a cubic form with only $$I_1$$ dependence and is applicable to purely incompressible materials. The strain energy density for this model is written as

W = \sum_{i=1}^3 C_i~(I_1-3)^i $$ where $$C_i$$ are material constants. The quantity $$2 C_1$$ can be interpreted as the initial shear modulus.

Today a slightly more generalized version of the Yeoh model is used. This model includes $$n$$ terms and is written as

W = \sum_{i=1}^n C_i~(I_1-3)^i ~. $$

When $$n=1$$ the Yeoh model reduces to the neo-Hookean model for incompressible materials.

The Cauchy stress for the incompressible Yeoh model is given by

\boldsymbol{\sigma} = -p~\boldsymbol{\mathit{1}} + 2~\cfrac{\partial W}{\partial I_1}~\boldsymbol{B} ~; \cfrac{\partial W}{\partial I_1} = \sum_{i=1}^n i~C_i~(I_1-3)^{i-1} ~. $$

Uniaxial extension
For uniaxial extension in the $$\mathbf{n}_1$$-direction, the principal stretches are $$\lambda_1 = \lambda,~ \lambda_2=\lambda_3$$. From incompressibility $$\lambda_1~\lambda_2~\lambda_3=1$$. Hence $$\lambda_2^2=\lambda_3^2=1/\lambda$$. Therefore,

I_1 = \lambda_1^2+\lambda_2^2+\lambda_3^2 = \lambda^2 + \cfrac{2}{\lambda} ~. $$ The left Cauchy-Green deformation tensor can then be expressed as

\boldsymbol{B} = \lambda^2~\mathbf{n}_1\otimes\mathbf{n}_1 + \cfrac{1}{\lambda}~(\mathbf{n}_2\otimes\mathbf{n}_2+\mathbf{n}_3\otimes\mathbf{n}_3) ~. $$ If the directions of the principal stretches are oriented with the coordinate basis vectors, we have

\sigma_{11} = -p + 2~\lambda^2~\cfrac{\partial W}{\partial I_1} ~; \sigma_{22} = -p + \cfrac{2}{\lambda}~\cfrac{\partial W}{\partial I_1} = \sigma_{33} ~. $$ Since $$\sigma_{22} = \sigma_{33} = 0$$, we have

p = \cfrac{2}{\lambda}~\cfrac{\partial W}{\partial I_1} ~. $$ Therefore,

\sigma_{11} = 2~\left(\lambda^2 - \cfrac{1}{\lambda}\right)~\cfrac{\partial W}{\partial I_1}~. $$ The engineering strain is $$\lambda-1\,$$. The engineering stress is

T_{11} = \sigma_{11}/\lambda = 2~\left(\lambda - \cfrac{1}{\lambda^2}\right)~\cfrac{\partial W}{\partial I_1}~. $$

Equibiaxial extension
For equibiaxial extension in the $$\mathbf{n}_1$$ and $$\mathbf{n}_2$$ directions, the principal stretches are $$\lambda_1 = \lambda_2 = \lambda\,$$. From incompressibility $$\lambda_1~\lambda_2~\lambda_3=1$$. Hence $$\lambda_3=1/\lambda^2\,$$. Therefore,

I_1 = \lambda_1^2+\lambda_2^2+\lambda_3^2 = 2~\lambda^2 + \cfrac{1}{\lambda^4} ~. $$ The left Cauchy-Green deformation tensor can then be expressed as

\boldsymbol{B} = \lambda^2~\mathbf{n}_1\otimes\mathbf{n}_1 + \lambda^2~\mathbf{n}_2\otimes\mathbf{n}_2+ \cfrac{1}{\lambda^4}~\mathbf{n}_3\otimes\mathbf{n}_3 ~. $$ If the directions of the principal stretches are oriented with the coordinate basis vectors, we have

\sigma_{11} = -p + 2~\lambda^2~\cfrac{\partial W}{\partial I_1} = \sigma_{22} ~; \sigma_{33} = -p + \cfrac{2}{\lambda^4}~\cfrac{\partial W}{\partial I_1} ~. $$ Since $$\sigma_{33} = 0$$, we have

p = \cfrac{2}{\lambda^4}~\cfrac{\partial W}{\partial I_1} ~. $$ Therefore,

\sigma_{11} = 2~\left(\lambda^2 - \cfrac{1}{\lambda^4}\right)~\cfrac{\partial W}{\partial I_1} = \sigma_{22} ~. $$ The engineering strain is $$\lambda-1\,$$. The engineering stress is

T_{11} = \cfrac{\sigma_{11}}{\lambda} = 2~\left(\lambda - \cfrac{1}{\lambda^5}\right)~\cfrac{\partial W}{\partial I_1} = T_{22}~. $$

Planar extension
Planar extension tests are carried out on thin specimens which are constrained from deforming in one direction. For planar extension in the $$\mathbf{n}_1$$ directions with the $$\mathbf{n}_3$$ direction constrained, the principal stretches are $$\lambda_1=\lambda, ~\lambda_3=1$$. From incompressibility $$\lambda_1~\lambda_2~\lambda_3=1$$. Hence $$\lambda_2=1/\lambda\,$$. Therefore,

I_1 = \lambda_1^2+\lambda_2^2+\lambda_3^2 = \lambda^2 + \cfrac{1}{\lambda^2} + 1 ~. $$ The left Cauchy-Green deformation tensor can then be expressed as

\boldsymbol{B} = \lambda^2~\mathbf{n}_1\otimes\mathbf{n}_1 + \cfrac{1}{\lambda^2}~\mathbf{n}_2\otimes\mathbf{n}_2+ \mathbf{n}_3\otimes\mathbf{n}_3 ~. $$ If the directions of the principal stretches are oriented with the coordinate basis vectors, we have

\sigma_{11} = -p + 2~\lambda^2~\cfrac{\partial W}{\partial I_1} ~; \sigma_{11} = -p + \cfrac{2}{\lambda^2}~\cfrac{\partial W}{\partial I_1} ~; \sigma_{33} = -p + 2~\cfrac{\partial W}{\partial I_1} ~. $$ Since $$\sigma_{22} = 0$$, we have

p = \cfrac{2}{\lambda^2}~\cfrac{\partial W}{\partial I_1} ~. $$ Therefore,

\sigma_{11} = 2~\left(\lambda^2 - \cfrac{1}{\lambda^2}\right)~\cfrac{\partial W}{\partial I_1} ~; \sigma_{22} = 0 ~; \sigma_{33} = 2~\left(1 - \cfrac{1}{\lambda^2}\right)~\cfrac{\partial W}{\partial I_1}~. $$ The engineering strain is $$\lambda-1\,$$. The engineering stress is

T_{11} = \cfrac{\sigma_{11}}{\lambda} = 2~\left(\lambda - \cfrac{1}{\lambda^3}\right)~\cfrac{\partial W}{\partial I_1}~. $$

Yeoh model for compressible rubbers
A version of the Yeoh model that includes $$I_3 = J^2$$ dependence is used for compressible rubbers. The strain energy density function for this model is written as

W = \sum_{i=1}^n C_{i0}~(\bar{I}_1-3)^i + \sum_{k=1}^n C_{k1}~(J-1)^{2k} $$ where $$\bar{I}_1 = J^{-2/3}~I_1$$, and $$C_{i0}, C_{k1}$$ are material constants. The quantity $$C_{10}$$ is interpreted as half the initial shear modulus, while $$C_{11}$$ is interpreted as half the initial bulk modulus.

When $$n=1$$ the compressible Yeoh model reduces to the neo-Hookean model for compressible materials.

title: Advanced elasticity/Yeoh material


text:
User talk:Billybond

How can you extend the operation of business centre to 24 hours and reduce operating coverage of the staff; a seeming contradiction to achieve a leaner cost? '''Control without compromise '''

‘Control without compromise’ is our collective response to the current financial crisis and the rapid deteriorating economic condition. It is a right, timely and necessary response to meet the challenges ahead of us.

The top line revenue in every business is declining rapidly and is multiple in magnitudes to the same adjustment one can make on the cost and expense.

Cost reduction strategy

Cost reduction is an end and not a mean for us to be effective to achieve the objective of outlasting the crisis. It is the thinking at the existing structure with the attempt to cut, reduce, defer, omit or negotiate at the current cost.

If you begin with reduction in mind, the common defects associated with it are -	The acceptance that the current structure is the best, which often may not be the case and miss the opportunity to take advantage of the downturn where ample time is available to explore the alternative; -	Applying the wrong strategy and worked on area beyond your area of influence; -	It does not provide value for money assessment; -	Quality of service and staff morale may be threatened; -	Inefficient allocation of resources where the higher cost item that form your main value driver to your customer may be cut and other idle resources continue to exist  Redesign cost structure

This is a sustainable alternative that can withstand the test of time.

Conceptually it contrasts with cost reduction as follow

$ 		Reduction		$

$ 		 Structure 		Structure		$

In a cost reduction, it is the amount you need to reduce that leads you to implement the various measures to achieve it, and often it does not modify your existing cost structure.

In a redesign, it compels you to examine the existing structure, to explore the advantage associated with the redesign, and modify with the outcome of a leaner structure. It is the outcome of the structure that determines your cost.

Instead of beginning with a cost reduction strategy; begins with a lean cost structure strategy. Such an approach will provide you with the benefits of -	reexamine the existing needs and cost structure associated with it -	focus on strategy that can contribute to sustainable development -	enhance service quality -	deliver value for money and the outcome you wish to accomplish -	align resources allocation with strategy Innovative redesign

As you redesign the cost structure, you will find that in every innovation, it will involves 4 phases of development

V isioning		-	What is your most desirable outcome

E xploring		-	What are the various components you need to explore

E xperimenting 	-	How can you mix, combine or alter the existing offering with a better outcome

M odifying	-	How you can consistently deliver the better solution under a modified offering

For example in the case of a Smart phone innovation, the 4 phases of development involved

V isioning	-	The most innovative mobile business phone

E xploring	-	To talk is the current use of the existing phone and the most crucial value driver

E xperimenting	-	How can the talk combine with image and internet access to improve the communication? Will a camera work with a phone? Will a mini PC work with a phone?

M odifying	-	A new modified product emerged from a normal phone to a sophisticated smart phone

Another innovation you may notice is the TV mobile on a bus.

In short, I called this ‘VEEM’ innovation framework

Business Centre

I initiated using Business Centre as a development for the team to work in applying VEEM innovation framework with the objective of modifying its cost structure and consequently lead to a leaner cost as an outcome.

Append was the experience we gathered at this development

'''Visioning '''

The thinking involved at visioning were

•	It should excite guests and staff.

How a new structure can provide 24 hours service, meet on demand request and support shorter working hours in shift?

•	What guests want

Is 24 hours service consistent with the others services available in the hotel meeting the demand of the guest?

•	World class

Is 24 hours business centre a world class offering and provide us with a competitive advantage?

•	Quality process

Does this lead to quality improvement?

•	Strategic positioning

How can this strengthen the strategic positioning of Regent as a business hotel

•	Ideal for future

Is this foreseeable by everyone as an ideal future?

''' Exploring '''

The groundwork gathered at the fact finding included •	It should wow guests and staff

What are the various steps need to be in place to support a 24 hours business centre? Can the guest keycard use to provide free access to the business centre in the same manner we promote 24 hours pool and gym? How can our staff benefit with the multi skill training through the shift rotation and planned coverage after the manned hours at business centre?

•	It could break rules

How safe is it to break away from the current operating hours?

•	Start afresh

To reexamine the needs and understand the contacts with the guests, to start afresh with a new offering of a 24 hours business centre

•	Invent new rule

What are the new rules we need to invent under the new offering? How can security be involved to ensure the safety and security of the guests?

•	New assumptions formed after exploration

As we explored each of the service aspects, new assumptions were formed as an agreement with Regent Club, Front Office and Business Centre to move this one step further.

Experimenting

The various combination of ideas were mixed to test the acceptance level of the new scheme

•	It should amuse guests and staff

Is the self serve free access business centre a better guest experience? What were the feedbacks? How the staff affected by the new operating shift?

•	Find the right mix of ideas while testing guests

Can an alarm be fitted at the free access hour for the safety and security of the guest? How is the security patrolling hours affected by this change?

•	Best synergy

Is Regent Club stepping in as relief shift the best synergy for operational efficiency?

•	New solution

How do we communicate this new solution to staffs, guests, contractors and all concerned parties?

Modifying

After experimenting with success, build in the ‘fail safe’ system and widely communicate to the whole team. The modified service needs to be able to implement as a best practice consistently

•	It should satisfy guests and staff

The differentiation in service should be an edge where you can win and create a competitive advantage

•	The process should add value and modify with better services to customers

Applying the same thinking of a 24 hours service in a hotel, the 24 hours business centre in the modified offering must deliver a better service to the guests

•	Extend offering

Free internet access is value add in the extended offering we offer during the self service hours in the modification.

•	Improve process

The safety and security process concerning business centre is improved as a consequence of 24 hours business centre.

•	Core competency

The core competency of business centre operation is extended to other staffs in supporting the modification.

Adapt and adopt

Conceptually it may appear to be a progressive framework where you move from visioning, exploring, experimenting to modifying. In practice, you must always have all four in mind in the implementation.

In the implementation, you need both facilitative and directive leadership to make it works. You can facilitate an initiative from the team, keep the goal in mind and it can accelerate as they take full ownership over it. At times, you may encounter conflict among team members in their deliberation; you need to make a stand to direct in the best interests and take the best available options to push forward the initiative.

In the process of adapting and adopting new practices, a few important points to note Communicate – You need to communicate upward to seek buy in, lateral to win support from your team members to support and downward to get the employee to agree on the plan.

Commitment – Communicate with no specific measurable goal is like working with a moving target or no target. You need to set goal that aligns to your vision and seek commitment with measurable goals from every team members. You cannot manage what you cannot measure!

Relationship – While you can be perfectly rationale in your approach to meet the plan. Emotional intelligence is required for you to maintain the relationship so that your team is with you throughout the entire process. Creating a small taskforce, celebrate success along the way, arrange brain storming session are some of the approaches you can use to cement the relationship.

Get it right, get me right and Wow me if you can

Get it right – It is crucial to begin with the guest experience in mind in any strategic change to the service. By understanding the need of today business traveler demand of a 24 hours accessibility to a business centre, a redesign present an excellent opportunity to get it right for the guest.

Get me right – To achieve cost saving through first get it right is consequential to our objective to outlast the current crisis; and it also provides an opportunity to sustain any such initiative into a longer term, modified and expanded the offering in the services needed previously but not available.

Wow me if you can – With the right mindset, everything is achievable if you take your leadership and full ownership to deliver the Wow. Transactional change Vs transformation

It is clear from this re- design; you can learn that transformation in the service process contributed to a leaner cost structure, without compromising guest experience.

On the contrary, the guest experience is enhanced with 24 hours business centre accessibility that previously not available. It is through transformation that can lead to sustainable cost structure, and consequently a leaner cost outcome. It is definitely not one begin with the set transactional cost outcome to determine the service process, which potentially can lead to compromise in guest and employee experiences. A transactional annual cost saving of over $20k is the outcome of this transformation under a ‘control without compromise’ experience.

title: User talk:Billybond


text:
User:Ans

 * circuit diagram of Sanyo refrigerator, model SR-D72 (ผังวงจรตู้เย็นซันโยรุ่น SR-D72) (archive) circuit diagram of Sanyo refrigerator, model SR-D72 (ผังวงจรตู้เย็นซันโยรุ่น SR-D72)

802.1x

 * https://supportforums.cisco.com/thread/213469?decorator=print&displayFullThread=true
 * Software\Microsoft\EAPOL\Parameters\General\Global\AuthMode
 * 0: When user logs in, if already authenticated with Machine credentials, the user’s credentials are not used
 * 1: When user logs in, 802.1X authentication use the user’s-credentials
 * 2: Machine authentication only
 * default: 1
 * Software\Microsoft\EAPOL\Parameters\General\Global\SupplicantMode
 * 0: Disable 802.1X
 * 1: Inhibit transmission of EAPOL-Start and EAPOL-Logoff packets under all scenarios
 * 2: learning to determine the transmission of EAPOL packets
 * 3: Compliant with 802.1X spec
 * default: wired: 2, wireless: 3
 * http://www.stevens.edu/itwiki/w/index.php/Linux_802.1x (via network manager)
 * http://tldp.org/HOWTO/html_single/8021X-HOWTO/
 * http://social.technet.microsoft.com/Forums/fi-FI/winserverNAP/thread/b56e9fe5-6aac-4f00-ac6a-55e89d758424
 * http://www.microsoft.com/DOWNLOADS/details.aspx?familyid=05951071-6B20-4CEF-9939-47C397FFD3DD&displaylang=en Deployment of IEEE 802.1X for Wired Networks Using Microsoft Windows
 * machine passwd expire
 * http://support.microsoft.com/kb/904943
 * http://support.microsoft.com/kb/936626
 * http://technet.microsoft.com/en-us/library/cc512611.aspx
 * https://supportforums.cisco.com/message/846335
 * windows resume from hibernate, but not login (the screen show locked status), connect port via hub
 * lan port is plugged before resume: windows not send identity response
 * unplug and then plug lan port at pc: windows initiate start eap, switch request identity, windows not send identity response
 * unplug and then plug lan port at hub uplink: switch request identity, windows not send identity response
 * on logged on windows desktop (not auto use windows logon name in 802.1x)
 * unplug and then plug lan port at pc, then key user credential: windows initiate start eap, switch request identity, windows not send identity response until user enter credential
 * unplug and then plug hub uplink: switch request identity, windows send identity response
 * unplug and then plug lan port at pc (not key credential): windows initiate start eap, switch request identity, windows not send identity response
 * unplug and then plug hub uplink: switch request identity, windows not send identity response until user enter credential
 * logoff windows: windows initiate start eap, switch request identity, windows send machine identity response, success, ping success
 * shutdown (after logoff): no eap activity
 * logon windows: windows initiate start eap, switch req id x 3, (req+15s) fail, ping ok, (fail+10s) switch req id x 3, (req+15s) fail, ping ok, (fail+10s) fail, switch req id, ping fail, (req+5s) switch req id x 2, ping fail
 * shutdown without logoff: same as logoff windows

windows domain

 * http://www.gossamer-threads.com/lists/fulldisc/full-disclosure/45018 bypassing Windows Domain Group Policy Objects
 * Disable WFP (windows file protection)
 * sfc_os.dll, wfpadmin.exe
 * rename gpupdate.exe (WinXP) secedit.exe (Win2K)
 * registry disable GPO
 * HKEY_LOCAL_MACHINE\SOFTWARE\Policies\Microsoft\Windows\System\disableGPO=1
 * http://www.crcnetbase.com/doi/abs/10.1201/9781420052206.ch3 (cache) Chapter 3 Windows User Authentication Architecture
 * pwdump{2,3,4}: Online password hash access tools, use Windows internal RPC functions of the Samr family (SamrQuery InformationUser which support SYSKEY)
 * lsadump/lsadump2: Online access to the LSA Secrets database (It crash the system)
 * Applications that need to access the LSA Secrets typically use the LsaStorePrivateData and LsaRetrievePrivateData(example) system functions to access LSA Secrets.
 * HKEY_LOCAL_MACHINE\SECURITY\Policy\Secrets, $MACHINE.ACC, _SC_ServiceName (service password)
 * DPAPI_SYSTEM: Data Protection API. Data is encrypted using 3DES and a key that is not stored anywhere on the system.  CryptProtectData, CryptUnprotectData, CryptProtectMemory.  When user change passwd using standard OS tools, DPAPI will automatically open the CREDHIST file, decrypt all the master keys using the old password, and then encrypt all the master keys with the new password.
 * Protected Storage: HKEY_CURRENT_USER\Software\Microsoft\Protected Storage System Provider. Access to the Protected Storage service was provided by means of CryptoAPI functions.
 * SYSKEY
 * HKEY_LOCAL_MACHINE\System\CurrentControlSet\Control\LSA\SecureBoot
 * 1: SYSKEY is stored locally in the registry (SYSTEM file),
 * 2: SYSKEY is derived from an administrator selected password, or
 * 3: SYSKEY will be stored on a floppy disk
 * encryption key: HKEY_LOCAL_MACHINE\System\CurrentControlSet\Control\LSA\{JD,Skew1,GBG,Data}, HKEY_LOCAL_MACHINE\Security\Policy\PolSecretEncryptionKey, HKEY_LOCAL_MACHINE\SAM\SAM\Domains\Account\F
 * http://moyix.blogspot.com/2008/02/creddump-extract-credentials-from.html creddump
 * http://code.google.com/p/creddump/
 * lsadump2: advapi32.LsarQuerySecret (inject dll to bypass permission)
 * cachedump: lsa key from lsass.exe memory + advapi32.SystemFunction005 --> decrypt NL$KM
 * Cain & Abel: offline, advapi32.SystemFunction005
 * http://blogs.technet.com/b/markrussinovich/archive/2005/04/30/circumventing-group-policy-settings.aspx Circumventing Group Policy Settings: regmon

title: User:Ans