text:
Unique Strategic Position

A Unique Strategic Position is defined as one which is differentiable and defensible over the long haul, versus the competition in a defined market segment. (Lightfoot, 2008)

The 4 key cornerstone concepts of this strategic marketing framework include:

1. Brand 2. Value Propositions 3. Continuous Improvement 4. Product and/or Service Innovation

While the concepts are not new, this framework is intended to assist senior managers, executives, and business owners/entrepreneurs quickly assimilate a great deal of information, focussing on the primary drivers that will help them develop a sustainable, and profitable business model.

Source: W. S. Lightfoot, SCILS Management Training Center, Helsinki, Finland. October, 2008.

title: Unique Strategic Position


text:
Enterprise Resource Planning/Presales and Business Analysis/01

ERP Players In The Market
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

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


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Enterprise Resource Planning/Presales and Business Analysis/02

Suspect or Prospect
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

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Enterprise Resource Planning/Presales and Business Analysis/03

Selling People Services
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

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Enterprise Resource Planning/Presales and Business Analysis/04

Knowing The Territory
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Topics

 * Each territory has its own condition and background. The people in a branch office may be of a different culture than its headquarters.
 * You may be a stranger and need to blend in. Usually its through some jovial meetings you are looked upon as an insider and trusted.
 * Some clients or prospects are picky and too busy to sit down and explain their needs. You have to be prepared or knows the right scripts.

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Enterprise Resource Planning/Presales and Business Analysis/06

The Call
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Enterprise Resource Planning/Presales and Business Analysis/07

Team Selling Roles
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Topics

 * For large presentation to large prospects having a team can be more impressive.
 * However the team should have a team playing role comprising of combination of different skills and backup role especially to the presenter.
 * Each role has specific function, such as the technical person answering technical questions, the marketing person sharing about market experiences, and the business development person giving ideas about new product strategy.

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Enterprise Resource Planning/Presales and Business Analysis/08

Initial Meeting
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Enterprise Resource Planning/Presales and Business Analysis/09

Handling Opposition
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Enterprise Resource Planning/Presales and Business Analysis/10

Understanding the Client
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Topics

 * Understanding the client is so vital. Many deals are lost because we take for granted the client's needs and situation.
 * Each client is different from another. They are all unique individuals in unique situations. To say right away "I know what you want" is risky.

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text:
Portal:Preparatory Academy/Resources

Mentors
Geoff Plourde - English, Government and History, Mathematics (Through Calculus I)

title: Portal:Preparatory Academy/Resources


text:
Enterprise Resource Planning/Presales and Business Analysis/11

Online Demo Preview
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Topics

 * Having preview resource online is a big help, and been a bazaar with contributors, there are those who provided just that.

Discussion

 * Try out each reference link and go through some of the features and functions.
 * Discuss how such online demo can be used to impress and interact with the prospects.
 * In what other circumstance can such resources be used for?
 * What other kind of online resource does the project need?

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User:Geoff Plourde/Policy proposals

''This page will be a random assortment of policy proposals. Please do not attempt to interpret them as policy as they are not.''

Wikiversity is an project that focuses on designing learning content that can be used free of charge. Because there are people in close contact with each other, policies are needed to provide the fabric of our community.

Assume Good Faith
The vast majority of people do things with the best of intentions. While they may be mistaken in the validity of their action, we must remember that it was done in good faith. Unless there is clear evidence to contrary, assume good faith. Educate them on the proper way to do something, but remember and respect their intentions.

Authority
There are some things that cannot be handed out freely. People are entrusted with tolls and authority to carry out specific tasks. These individuals generally have experience in the areas they have been given authority over. Please give due deference to their opinions and remember that they are just like you. If you feel they may not understand your perspective, feel free to engage them in discussion. When necessary, engage the wider community with rational discussion.

Blocking
Blocking should never be used except in cases of lack of consideration for the rights of others where there is no other option. When blocking is necessary, it should encompass as little as possible and be for the least amount of time necessary.

Copyright
Many years ago, the law set forth copyright to allow authors to earn a living from their work. This encouraged the development of content and led to the diversity we enjoy today. Copyright laws must be followed by everyone. When you infringe a copyright, remember that you are harming an individual. For every copyrighted work, at least one individual spent time creating it. Please do not violate another persons copyright. We understand that in many cases copyright can be vague. When the copyright of content is vague, please seek assistance from another with relevant experience. Feel free to solicit wider input on whether or not it might be fair use.

Deletion
Wikiversity is devoted to the creation of learning content. Whenever possible, we encourage improvement of existing content. In some cases, this isn't possible because deletion is the only means by which to remediate a policy violation. In most cases though, it is preferred that content be moved into userspace until it is ready to be in mainspace.

Disputes
Whenever you have more than one person editing, it is inevitable that disputes will arise. This diversity of thought is what makes humanity great. However, we also need to be mindful that there is not just me and him, there is also the rest of the community. When you and another editor are involved in a dispute, please try to resolve it and not let it stray into areas where it may cause others problems. We encourage you to submit the problem for greater community discussion and to work towards resolving the problem.

Respect
We are all one family. No matter what our differences are, we are related by the commonality and community of our species. No family can run without respect, as respect is the foundation of society. Please respect others, even if they don't respect you. By showing consideration for other members of the family, you improve our learning environment and make it just a little bit better.

Verifiability
People expect that content is verifiable. When you contribute, please make that it can be verified by linking to reliable sources where appropriate. Verifiability only means that content can be verified, and is not a reflection of accuracy.

title: User:Geoff Plourde/Policy proposals


text:
User:Subliminal~enwikiversity

Introduction
Hi my name is Devin Ogden. I love to do projects so on this page you will find many of my projects listed. Any help is appreciated with information, advice, or just to chat.

Current Projects

 * Karoake songs
 * Ancient Battles
 * Book (My personal favorite)

Karoake songs
For ROTC I am in charge of karaoke night for our costume party so I have a list of songs people wanted me to make them into karaoke songs. At the moment I have finished:

 * I am so Sick- By: Flyleaf
 * Chop Suey By: System of a Down
 * Hound Dog By: Elvis Presley

Ancient Battles
I have decided to do this project to educate myself in ancient tactics involving war. At the moment I am working on the Battles of:

 * Lechfeld
 * Buranburh
 * Stamford Bridge
 * Hastings

Book
I am currently writing a book of my own and plan to have it published by Miramax/Hyperion. It starts out in Kaiserslautern Germany where John (the main character) plans to go onto a school trip to Iceland. Here, his girlfriend and him are kidnapped and their lives are changed forever. There are many twists and numerous plots in this book which I love along with historical fiction and answers to todays wonders. If you wish to view it I will send it to you via mail or e-mail if you would like.

title: User:Subliminal~enwikiversity


text:
Enterprise Resource Planning/Presales and Business Analysis/12

Gathering Preliminary Information
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

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Enterprise Resource Planning/Presales and Business Analysis/13

Interviewing Key Personnel
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Enterprise Resource Planning/Presales and Business Analysis/14

Drawing Up Business and Operational Flows
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Enterprise Resource Planning/Presales and Business Analysis/15

Calculating Return On Investment
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Enterprise Resource Planning/Presales and Business Analysis/16

Setting The Costs
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User:Geoff Plourde/Way to Happiness

1. Take Care of Yourself 2. Be Temperate 3. Don't Be Promiscuous 4. Love and Help Children 5. Honor and Help Your Parents 6. Set a Good Example 7. Seek to Live With the Truth 8. Do Not Murder 9. Don't Do Anything Illegal 10. Support a Government Designed and Run for All the People 11. Do Not Harm a Person of Good Will 12. Safeguard and Improve Your Environment 13. Do Not Steal 14. Be Worthy of Trust 15. Fulfill Your Obligations 16. Be Industrious 17. Be Competent 18. Respect the Religious Beliefs of Others 19. Try Not to Do Things to Others That You Would Not Like Them to Do to You 20. Try to Treat Others As You Would Want Them to Treat You 21. Flourish and Prosper

title: User:Geoff Plourde/Way to Happiness


text:
User:Stevenarntson/Student Hub

 * after logging in, type " " (three tildes) next to your name, in your section.

Student Hub Archives

 * winter 2010
 * fall 2009
 * summer 2009
 * spring 2009
 * winter 2008/9
 * fall 2008

title: User:Stevenarntson/Student Hub


text:
Categorical Syllogism

 *  Preface

Note to students, similar materials are covered in the course Deductive Logic/Categorical Sentence Schemata. Students may find that study of the topic in one course reinforces the learning in the other course.

He is a true fugitive who flies from reason.

One needs the necessary knowledge in order to make the correct decisions. Likewise, one needs the necessary logic skills, in order to make a correct reasoning.

Aristotle is one of the forefathers of modern Logic and Philosophy. Aristotelian Logic, also known as Categorical Syllogism or Term Logic, may well be the earliest works of Formal Logic.

A Categorical Syllogism is modernly defined as a particular kind of argument containing three categorical propositions, two of them premises, one a conclusion.

A categorical proposition is of the type "This S is P" and "This man is a man", no 'if', no 'but' and no 'either or'. There are other forms of syllogisms in use. Other examples include Disjunctive Syllogism, Hypothetical Syllogism and Polysyllogism. We will only be discussing on Categorical Syllogism in this article (unless otherwise mentioned).

The following is an example of a syllogism:
 * Socrates is a man.
 * All men are mortal.
 * Socrates is mortal.

A syllogism will be made up of 3 propositions. Each of the three propositions will have a truth value that is either true or false. No other values are allowed. Human awareness is NOT needed to make a proposition true or false. Truth value is the absolute value whether you know about it or not. That is, you might not know whether a proposition is true or false right now, but may find out later on its value.

 * Socrates is a man.
 * → PROPOSITION 1
 * All men are mortal.
 * → PROPOSITION 2
 * Socrates is mortal.
 * → PROPOSITION 3
 * }
 * → PROPOSITION 3
 * }
 * }

The first two of the three propositions are premises and the last one is a conclusion.

 * Socrates is a man.
 * → PREMISE
 * All men are mortal.
 * → PREMISE
 * Socrates is mortal.
 * → CONCLUSION
 * }
 * → CONCLUSION
 * }
 * }

Structure of a Categorical Proposition
A categorical proposition is an IDEA or concept expressed by a declarative sentence. Propositions are NOT sentences. We express ideas in our minds by sentences. In English grammar a declarative sentence is a type of sentence that can affirm or deny something about reality. Declarative sentences indicate something can be either true or false in reality. If two different sentences express the same idea there is only one proposition expressed. So if we can express the idea that dogs are mammals in English, we can ALSO use the same idea in other languages using different words and different sentences. Even in the English language we can express the same idea with different sentences: you are fired and you are terminated express the same idea and therefore are the same proposition. We don't count every sentence as a proposition if the same idea is expressed. You would be wrong to think propositions are literal sentences because now you would have to count each sentence as a different proposition each time a sentence uses different words-- even-though you express the same idea to another person. Would you have a new proposition to say a dog is a mammal in Spanish, French, German, etc.? No, in that case the SAME PROPOSITION is expressed regardless of the words or word order of a sentence. A declarative sentence, which is used to usually expresses a proposition, can be split up into 4 main grammatical parts: the Quantifier, Subject Term, the Copula and the Predicate Term.

The Subject term The Subject is the "main noun" in a proposition. It is the main argument of the whole proposition, the actor in the sentence. The Subject can be thought of as the "What we are talking about".
 * Examples include the following:
 * "Socrates" in "Socrates is mortal"
 * "Throwers" in "All throwers throw something"
 * "Sparrows" in "Virtually all sparrows can fly"

The Predicate term The Predicate tells us something about the Subject. The Predicate can be thought as the "What we are talking about of the Subject".
 * Examples include the following:
 * "Mortal" in "Socrates is mortal"
 * "Something" in "All throwers throw something"
 * "Fly" in "Virtually all sparrows can fly"

The Copula Word or set of words that connect the Subject and Predicate There are only a few words that can be used as cupolas, and they are: are, is, and am.
 * Examples include the following:
 * "Is" in "Socrates is mortal"
 * "are" in "All throwers are people who throw something"
 * In the example "Virtually all sparrows can fly," "can" is not a cupola. We can add in "t.w." which stands for "that which" after the cupola we insert, which in this case is "are." This makes the word "are" fit smoothly into the sentence. We should also get rid of the word "virtually" to make it clear which type of proposition we are using, and because the word "virtually" means most but not all, we use the quantifier "some". The new example would be "Some sparrows are that which fly" of "Some sparrows are t.w. can fly"

The Quantifier The extent or number of the subject. (E.g. All, some, none)
 * Examples include the following:
 * "All" in "All throwers throw something"
 * "No" in "No fish can fly"
 * As mentioned before in "Virtually all sparrows are t.w. fly," Virtually all is not a cupola. We make "Virtually all" into an I statement of "Some" because "some" is a quantifier.

And here is how it looks like when we put them together:

 * Quantifier
 * Subject
 * Copula
 * Predicate
 * All
 * S
 * is
 * P
 * All
 * throwers
 * are t.w.
 *  throw something
 * }
 * P
 * All
 * throwers
 * are t.w.
 *  throw something
 * }
 * are t.w.
 *  throw something
 * }
 *  throw something
 * }

And that will be the structure of a simple Categorical Proposition.

Minor/Major Premise and Term
As explained above, a syllogism is made up of 3 propositions, with 2 being premises and 1 as the conclusion. Of the two premises, one will be the minor premise, whereas the other will be a major premise.

In order to differentiate a minor premise from a major premise, we shall first take a look at the conclusion. It has been defined in the last section that a conclusion, being a proposition, will have a subject and a predicate. Although we have already defined a Subject and Predicate, we must also be aware that the Subject and Predicate are also known as terms.

We can think of a term as a boundary. In Deductive Logic, written by St. George, he defined a term as "the same thing as a name or noun. A name is a word, or collection of words, which serves as a mark to recall or transmit the idea of a thing, either in itself or through some of its attributes. "

As we have seen, there will always be 2 terms in a Categorical Proposition (Subject and Predicate). Therefore, the conclusion of a syllogism will have a Subject and a Predicate as well. Here are two rules to take note of: 1. The Subject of a conclusion will be the Minor Term of the syllogism. 2. The Predicate of a conclusion will be the Major Term of the syllogism.

A syllogism is made up of 2 premises and 1 conclusion. So how do we differentiate between one premise from the other? Simple, take a look at that following two rules: 3. The Premise in which the Minor Term appears will be called the Minor Premise. 4. The Premise in which the Major Term appears will be called the Major Premise.

But that's not all. A syllogism is actually made up of 3 terms. The third term, or the Middle Term, can be thought of as a term used to link the two premises together in forming the conclusion. Here is how Britannica Online Encyclopedia define the 3 terms. "The subject and predicate of the conclusion each occur in one of the premises, together with a third term (the middle) that is found in both premises but not in the conclusion."

This brings us to a fifth and final rule. 5. The Middle Term will appear in both premises but not in the conclusion.

The following table attempts to summarize the above.

Let us the following syllogism as an example:
 * Socrates is a man.
 * All men are mortal.
 * Socrates is mortal.

The conclusion of this syllogism is "Socrates is mortal". The subject here is "Socrates", which is also the minor term. "Socrates" appeared within the premise "Socrates is a man" making it the minor premise in this syllogism.
 * Socrates is a man. ← Minor premise
 * All men are mortal.
 * Socrates is mortal.

The predicate of the conclusion will be "mortal", thus the second proposition, "All men are mortal", will be the major premise.
 * Socrates is a man.
 * All men are mortal. ← Major premise
 * Socrates is mortal.

The middle term will appear in both the minor and major premises, but not in the conclusion. Therefore, the middle term in this syllogism will be "man/men".
 * Socrates is a man.
 * All men are mortal.
 * Socrates is mortal.

To summarize:

One must take note that the middle term will not always come after the minor term and before the major term (as in the example above). Rather that the placement of the middle term in the example is only one of the many figures. Figure refers to placement of the middle term in the premises. There are four distinct figures (1-4). Mood is a concept that describes the premise --this is discussed later down below in detail. For now we need to know there are four distinct MOODS (A, E, I and O). Every standard form categorical syllogism has a MOOD and Figure. Argument validity can be determined by MOOD and FIGURE also because this is a FORMAL aspect regardless what the argument is about. This is how the name FORMAL LOGIC came about. Please note an argument may be valid in one mood and figure and that same argument is INVALID in a different mood and figure. Mood and Figure of a syllogism can make a difference between a syllogism being valid or invalid.

Term Distribution
Quick reference: The standard form to represent an A type of proposition is to use the letters S (for the subject term), P (for the predicate term) and M (for the middle term). So we can shorten this to types of propositions: A type propositions are shortened to "All S are P." E type propositions are shortened to "No S are P." I-type propositions are shortened to "Some S are P." O type propositions are shortened to "Some S are not P".

Obviously you will need to substitute S, P and M for real words to make grammatical sentences out of this. The form does not change even-though the subject matter of the sentences can change.

With that said, the distribution of a term refers to if an entire class or set is being referred to or not. In each case of a proposition we either have distributed terms or we don't. Here is a run down of what is distributed among the four types of propositions: A type propositions can distribute only the subject term. A type propositions distribute their subject term whatever that happens to be. for example, All Women are human beings indicates the entire classification of the subject is a member of the classification human being. It would be wrong to say all human beings are women. The order in which the terms are in may matter. Another example, all dogs are mammals. This says all dogs fall into the classification of the predicate mammals. Nothing is said of the entire class of the predicate. The predicate may have other members besides what is listed in a premise in front of us. Be warned not to jump to conclusions here.

An E type of proposition distributes both the subject term and the predicate terms. for example, No cats are dogs. Here we are referring to two classes and we are told both classes are not compatible. That is, the proposition expresses one class is not inside the other class. There are no parts of the class that intersect if we were to diagram this with a picture. No S is P eliminates two classes from joining together and here the order of the subject and predicate do not make a difference. I can swap the predicate and subject term positions and still have the same truth value: No dogs are cats is still a true proposition; No P are S is just as true as No S are P.

An I type of proposition does not distribute any terms. for example, Some men are married. no entire class is referred to exclude or include an entire set of subjects or predicate. All we know in this context is that Some means AT LEAST one S exists and that S is also in the predicate class whatever that might be. The middle term can't be distributed in this type of proposition. Therefore, a syllogism with two I type propositions and a conclusion is automatically invalid.

An O type proposition only distributes the predicate term. for example, Some animals are not reptiles. This proposition excludes the possibility of certain types of subjects. The proposition does not exclude All [of a certain subject] animals from being reptiles but at least one. Some here means AT LEAST ONE as it does in an I-type proposition. So an O type proposition excludes the subject term from an entire set of attributes described by the predicate. So we have distribution of the predicate, but not of the subject term. We don't have enough details to also make inferences about the subject. We only go by what we have available in the premise.

Rules of Categorical Syllogisms
The following guidelines can determine validity without using a diagram for a Categorical Syllogism:

 * 1) There must exactly three terms in a syllogism where all terms are used in the same respect & context. That is, no using one word in two different contexts in the same argument. For instance using the term man to represent all humans in one premise and man to represent a single individual later on in a different premise. This would be the fallacy of four terms.
 * 2) The subject term and the predicate term ought to be a noun or a noun clause. The predicate should not be an adjective or an adverb. That means the sentence should be detailed as possible. No withholding information being purposely vauge or ambigious to cause a person to draw the wrong conclusion on purpose. No ending premises with adverbs or adjectives. When that occurs you must make those words into a noun or noun clause by adding details. This is usually done when arguments are not in standard categorical form. To place a non-formal argument in standard categorical form, you need to add details; you should turn adjective or adverb into concrete nouns or noun clauses. This eliminates ambiguity,vagueness and a person from backing out of a claim. This is called technically adding PARAMETERS. This helps expose deceptive tactics in the argument. This step is ignored when you get to Mathematical logic (symbolic logic).
 * 3) The middle term must be distributed at least once in the premises or the argument is invalid. The fallacy of Undistributed Middle. For example, no conclusion follows from two affirmative particular premises because the middle term   is not distributed. This means the link between the premises we have used cannot guarantee our conclusion.
 * 4) If a term is distributed in the conclusion that same term must be distributed in a premise or the argument is invalid. This would be the fallacy of Illicit major or Illicit minor depending on the premise where the term in the   conclusion is distributed but not in the premise. So if the term is not distributed in the major premise but the same term is distributed in the conclusion this would be the fallacy of illicit Major.
 * 5) If the conclusion is negative then there must also be a negative premise.
 * 6) No conclusion follows two negative premises. This would be the fallacy of exclusive premises.
 * 7) No negative conclusions follows from two affirmative premises.

Types of Proposition
All forms of Propositions can exist in one of 4 different types. These 4 types are denoted by the code letters A,E,I,O. These code letters are derived from the 2 Latin vowels affirmo and nego.

Type A - Universal Affirmative proposition All of the subject will be distributed in the class defined by the predicate.

Example:
 * All birds have wings

Type E - Universal Negative proposition None of the subject will be distributed in the class defined by the predicate.

Example:
 * No birds have gills

Type I - Particular Affirmative proposition Some of the subject will be distributed in the class defined by the predicate.

Example:
 * Some birds can fly

Type O - Particular Negative proposition Some of the subject will not be distributed in the class defined by the predicate.

Example:
 * Some birds cannot fly

title: Categorical Syllogism


text:
User talk:Omshamed

Exploring the numerical methods for nonlinear equations. Creating eslaves to do the work. Have FUN

title: User talk:Omshamed


text:
User talk:Stress9/HW4

Templates: $$\displaystyle \clubsuit$$ Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Artistic aspect: Comments: Overall rating:

 Note: The Overall rating: here is more of a "gut feeling" than a formal quantitative grading. Follow our list of criteria for formal grading and commenting. In case of a tie, let's favor new teams for the top-3 positions. Specific comments are given for a few teams, with a focus on the top teams to serve as a standard that other teams are measured against. You can now begin to do a quantitative grading of this HW. As you grade and see the best features in the HW reports, do not hesitate to add the teams with these best features to the wiki page "The best of HW4" for each course. Stress9 01:40, 6 November 2008 (UTC)

=EAS 4200C=

User:eas4200c.f08/HW_report_table

General comments for HW4

 * See also The best of HW4, which is also accessible at the bottom of the HW report table; most of the points made below in the general comments are reported in the above wiki page to inform the students where to look for the best features. In case I miss something, please do not hesitate to inform me; I don't have time to read through all HW reports like you do.  NOTE: The teams listed in The-best-of-HW_# are not necessarily the top teams, which are at the top because of the overall quality of their reports.

 * classnotes 60% + matlab problem 40% = 100%

 * classnotes graded over 100%
 * idealized single-cell airfoil (semi-circular leading edge, straight-line body), find $$\displaystyle J$$; need to complete the solution to find the numerical value of $$\displaystyle J$$. Some team went well beyond expectation and solved this problem by coding it up with matlab; give them extra points; see Team Aero6.
 * analytical result: $$\displaystyle J = 0.100 m^4$$ Team Aero, $$\displaystyle J = 0.1001 m^4$$ Team VQCrew
 * numerical result: $$\displaystyle J = 0.125 m^4$$ Team Aero6; the error compared to the analytical result was large; perhaps there was not enough accuracy in the quadrature.
 * idealized 2-cell airfoil (rectangular body), find $$\displaystyle J$$; need to complete the solution to find the numerical value of $$\displaystyle J$$ Some team went well beyond expectation and solved this problem by coding it up with matlab; give them extra points; see Team Aero6.
 * analytical result: $$\displaystyle J = 0.855 \times 10^{-4} m^4$$ Team VQCrew
 * numerical result: $$\displaystyle J = 0.855 \times 10^{+4} cm^4 = 0.855 \times 10^{-4} m^4$$ Team Aero6
 * engineering (ad-hoc) derivation of expression for $$\displaystyle \theta$$ in terms of $$\displaystyle (G, \bar{A}, q, t)$$. Best explanation: Team VQCrew
 * figure for the derivation. The figure in Team VQCrew is not exactly correct since the line $$\displaystyle \overline{PP^{\prime\prime}}$$ is not distinguishable from the tangent to the contour; see the more correct figure in Exam 2.
 * 3 ad-hoc aspects of engineering derivation. Best description: Team VQCrew
 * torsional analysis by elasticity theory (cont'd)
 * kinematic assumption (review from previous lecture)
 * 4 zero strain components for torsion problem
 * strain-stress relation for isotropic elasticity
 * inversion for stress-strain relation for isotropic elasticity
 * 4 zero stress components for torsion problem

 * matlab problem graded over 100%
 * problem description (a repeat of my wiki page Airfoil with figure describing the various variables defining the NACA airfoil). Best description: Team ZYX had matlab figure of the NACA airfoil with all of its geometric quantities presented.
 * figure showing various points on the NACA airfoil and method of area integration by triangles for each cell. Best figure: Team Aero_(Eelman) Team Aero
 * those who did not finish their matlab problem in HW3 should finish it in HW4:
 * computation of centroid coordinates and area $$\displaystyle \bar{A}$$ for single-cell airfoil
 * validate their code with circular airfoil with convergence plot(s)
 * validate their code with various observer points $$\displaystyle P_0$$
 * plot of circular airfoil
 * apply their code to NACA 2415 airfoil with $$\displaystyle c=0.5m$$ to find centroid location and area $$\displaystyle \bar{A}$$ with convergence plot(s)
 * plot of NACA airfoil and centroid at crosshair
 * grading standard:
 * if a team did NOT validate their code, but did NOT do correctly the computation of the torsional constant $$\displaystyle J$$ for both the single-cell and the 3-cell NACA 2415 airfoils: -50%
 * if a team did NOT validate their code, but did correctly the computation of the torsional constant $$\displaystyle J$$ for both the single-cell and the 3-cell NACA 2415 airfoils: No deduction, since the validation is included in the way the integration of the areas $$\displaystyle \bar{A}_i$$ for Cell i is done.
 * develop matlab code to find torsional constant $$\displaystyle J$$ of NACA airfoil
 * single-cell NACA 2415 airfoil, compute $$\displaystyle J$$
 * 3-cell NACA 2415 airfoil, compute $$\displaystyle J$$
 * quadrature by triangles at different points in the 3-cell NACA airfoil.
 * compute the area $$\displaystyle \bar{A}_i$$ for cell $$\displaystyle C_i$$, and sum them up to get total area $$\displaystyle \bar{A}$$; error must be within 1% of the area $$\displaystyle \bar{A}$$ for the single-cell NACA airfoil.
 * compare the numerical values of $$\displaystyle J$$ and draw some conclusion
 * best solution: Team Aero Team Aero_(Eelman) Team Aero6, figure showing the quadrature by triangles and selection of observer points $$\displaystyle P_0$$ in each cell; computed $$\displaystyle J_{1C}$$ for the single-cell NACA 2415 airfoil, and $$\displaystyle J_{3C}$$ for the 3-cell NACA 2415 airfoil, showing that $$\displaystyle J_{3C} \approx J_{1C}$$ (as noted in the textbook) even though they did not make this remark; Team VQCrew did make this remark, but they initially obtained $$\displaystyle J_{3C} \approx 2 J_{1C}$$, clearly not consistent with the remark; later, they updated their work to provide the correct result; see Team VQCrew Updated. See also Team ZYX, which did not have a figure to describe the quadrature by triangles and observer points $$\displaystyle P_0$$, but had a section describing the NACA airfoil geometry.
 * Team Aero: $$\displaystyle J_{1C} = 5.129 \times 10^{-6} m^{4}$$, $$\displaystyle J_{3C} = 5.6884 \times 10^{-6} m^{4}$$
 * Team Aero_(Eelman): $$\displaystyle J_{1C} = 5.1163 \times 10^{-6} m^{4}$$, $$\displaystyle J_{3C} = 5.5358 \times 10^{-6} m^{4}$$, relative difference $$\displaystyle 7\%$$.
 * Team Aero6: $$\displaystyle J_{1C} = 4.9978 \times 10^{-6} m^{4}$$, $$\displaystyle J_{3C} = 5.4653 \times 10^{-6} m^{4}$$
 * Team ZYX: $$\displaystyle J_{1C} = 4.970 \times 10^{-6} m^{4}$$, $$\displaystyle J_{3C} = 5.276 \times 10^{-6} m^{4}$$
 * Team VQCrew: $$\displaystyle J_{1C} = 4.7543 \times 10^{-6} m^{4}$$, $$\displaystyle J_{3C} = 8.6086 \times 10^{-6} m^{4}$$, later corrected to $$\displaystyle J_{3C} = 5.250 \times 10^{-6} m^{4}$$ in Team VQCrew Updated.
 * the above 5 teams agreed more or less with the result for $$\displaystyle J_{1C}$$ and for $$\displaystyle J_{3C}$$, except for the value of $$\displaystyle J_{3C}$$ from Team VQCrew; as a result, it is likely that the value of $$\displaystyle J_{3C}$$ from Teams Aero, Aero_(Eelman), Aero6, ZYX is the correct one. After Team VQCrew updated their work, all 5 teams agreed on both $$\displaystyle J_{1C}$$ and $$\displaystyle J_{3C}$$.

 * matlab-code certification: some students signed this section, after having claimed not knowing how to code with matlab but did not report their matlab tutorial work (some of these students were from the two teams that were disbanded).

 * contributing team members: I noticed that not all team members contributed to HW4, e.g., Team Aero6. Non-contributing team members get zero HW4 grade. Please revisit HW1, HW2, HW3 to check on contributing team members; non-contributing team members should get zero HW grade.

Specific comments on team HW4 reports
$$\displaystyle \clubsuit$$ Team VQCrew Copyright violation / plagiarism: No. Completeness: Team contribution: Correctness: Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Aero6 Copyright violation / plagiarism: No. Completeness: Team contribution: Correctness: Artistic aspect: Comments: Overall rating:

=EML 4500=

User:Eml4500.f08/HW_report_table

General comments for HW4

 * See also The best of HW4, which is also accessible at the bottom of the HW report table; most of the points made below in the general comments are reported in the above wiki page to inform the students where to look for the best features. In case I miss something, please do not hesitate to inform me; I don't have time to read through all HW reports like you do.  NOTE: The teams listed in The-best-of-HW_# are not necessarily the top teams, which are at the top because of the overall quality of their reports.

 * classnotes 65% + matlab problem 35% = 100%

 * classnotes graded over 100%
 * 2-bar truss model problem
 * assembly of element stiffness matrices into global stiffness matrix: connectivity (conn) array and location matrix master (lmm) array
 * method 2 to derive element stiffness matrix $$\displaystyle \mathbf k ^{(e)} _{4 \times 4}$$ in global coordinates: transformation of element dofs $$\displaystyle \mathbf d ^{(e)} _{4 \times 1}$$ in global coordinates $$\displaystyle (x,y)$$ to expanded element dofs $$\displaystyle \tilde{\mathbf d} ^{(e)} _{4 \times 1}$$ in axial and transversal coordinates, square transformation matrix $$\displaystyle \tilde{\mathbf T} ^{(e)} _{4 \times 4}$$.
 * force-displacement relation for dofs $$\displaystyle \tilde{\mathbf d} ^{(e)} _{4 \times 1}$$, stiffness matrix $$\displaystyle \tilde{\mathbf k} ^{(e)} _{4 \times 4}$$.
 * inversion of $$\displaystyle \tilde{\mathbf T} ^{(e)} _{4 \times 4}$$, orthogonal matrix: $$\displaystyle {\tilde{\mathbf T} ^{(e)^{-1}}} = {\tilde{\mathbf T} ^{(e)^{T}}}$$
 * derivation of $$\displaystyle \mathbf k ^{(e)} _{4 \times 4} = {\tilde{\mathbf T} ^{(e)^{T}}} \tilde{\mathbf k} ^{(e)} \tilde{\mathbf T} ^{(e)}$$; verification of this expression as HW.
 * eigenvectors corresponding to zero eigenvalues as obtained from matlab are not pure, i.e., they may not appear as pure rigid-body modes or mechanisms, but as linear combinations of these pure modes.
 * justification of the assembly process; equilibrium of global node 2; assembly operation $$\displaystyle \mathbf K = \overset{e=nel}{\underset{e=1}{\mathbb A}} \mathbf k^{(e)}$$ where $$\displaystyle {\mathbb A}$$ is the assembly operator.
 * principle of virtual work (PVW), the scalar case.

 * matlab problem graded over 100%
 * 5-bar truss system
 * matlab code description
 * plot of underformed and deformed shapes with node numbers and element numbers
 * 3-bar truss system
 * matlab code description
 * plot of underformed and deformed shapes with node numbers and element numbers
 * detection of mechanisms: Eigenvalue problem, zero eigenvalues, eigenvectors as deformed shapes
 * 2-bar truss system
 * rerun the eigenvalue problem to show 4 zero eigenvalues (if not done in HW3)
 * matlab code description and results
 * plot the eigenvectors as deformed shapes to exhibit 3 rigid body modes and 1 mechanism. Best figures: Team Delta_6
 * rectangular truss system
 * problem description, matlab code description and results
 * case with mechanism: Plot of underformed and deformed shapes (eigenvector with zero eigenvalue) showing the mechanism
 * case without mechanism: Plot of underformed and deformed shapes (eigenvector with lowest non-zero eigenvalue) showing NO mechanism

 * contributing team members: Non-contributing team members get zero HW4 grade. Please revisit HW1, HW2, HW3 to check on contributing team members; non-contributing team members should get zero HW grade.

Specific comments on team HW4 reports
$$\displaystyle \clubsuit$$ Team Bike Copyright violation / plagiarism: No. Completeness: Not complete; almost, did not do the 2-bar truss eigenvalue problem. Team contribution: OK; nothing beyond lecture presentations and HW requirements. Correctness: Classnotes: Almost; there are errors/misprints, e.g., missing a superscript 2 (square) in the coefficient (1,1) of the matrix

$$\mathbf{R}^{(e)}\mathbf{R}^{(e)T}=\begin{bmatrix}l^{(e)} & m^{(e)} \\ -m^{(e)} & l^{(e)}\end{bmatrix}\begin{bmatrix}l^{(e)} & -m^{(e)} \\ m^{(e)} & l^{(e)}\end{bmatrix}=\begin{bmatrix}l^{(e)} + m^{(e)2}&0 \\ 0 & l^{(e)2} + m^{(e)2}\end{bmatrix}$$;

even though this misprint is minor; also did not explain that $$\displaystyle l^{(e)2} + m^{(e)2} = 1$$; also did not exactly verify the expression $$\displaystyle \mathbf k ^{(e)} _{4 \times 4} = {\tilde{\mathbf T} ^{(e)^{T}}} \tilde{\mathbf k} ^{(e)} \tilde{\mathbf T} ^{(e)}$$, only displayed the matrices, but did not multiply them out explicitly, two matrices at a time; other incorect math formula, e.g.,

$$\mathbf{k}_{nxn}=A\mathbf{k}_{n_{el}xn_{el}}^{(e)}$$

which should be written as

$$\displaystyle \mathbf K = \overset{e=nel}{\underset{e=1}{\mathbb A}} \mathbf k^{(e)}$$

where $$\displaystyle {\mathbb A}$$ is the assembly operator. Matlab problem: 5-bar truss system: Nice table showing properties of truss elements. Good matlab code presentation. Good plot of underformed and deformed shapes. 3-bar truss system: Nice table showing properties of truss elements. Good matlab code presentation. Good plot of underformed and deformed shapes. Detection of mechanisms: 2-bar truss system and rectangular truss system (with 3 and 4 bars). 2-bar truss: Did not do this problem. Rectangular truss: Did not actually do as I intended the problem to be; perhaps misunderstand the problem statement; there is no need for the applied load. Only need to run the eigenvalue problem on the frame using the reduced stiffness matrix $$\displaystyle \overline{\mathbf K}$$ (i.e., boundary conditions already applied to eliminate rigid-body modes) to find the number of zero eigenvalues that correspond purely to the mechanisms; there should be only one zero eigenvalue in this truss without brace. Nice table showing properties of truss elements. Good matlab code presentation. Plotting the eigenvector does not mean plotting the matrix itself, but rather the eigenmode, or deformed shape corresponding to that eigenvector (treat the eigenvector as the displacement vector); this team plotted the matrix, not the eigenmode !! Artistic aspect: OK, nothing outstanding, but correct. Comments: Nice presentation of matlab codes: syntax highlighting, comments. Misunderstood the plot of an eigenmode, which should be like plotting a deformed shape, not plotting the matrix of the eigenvector. Overall rating:

$$\displaystyle \clubsuit$$ Team Bottle Copyright violation / plagiarism: Completeness: More incomplete than others; did not do the 2-bar truss and rectangular truss eigenvalue problems; see below. Team contribution: Correctness: Detection of mechanisms: 2-bar truss system and rectangular truss system (with 3 and 4 bars). 2-bar truss: There is something wrong with their solution; they got only 3 zero eigenvalues; I suspect that their stiffness matrix was wrong; there should be 4 zero eigenvalues; see Team Delta_6 correct plots of eigenmodes, Team Ramrod incorrect plots of eigenmodes. Rectangular truss: Rectangular truss: Did NOT do this problem. Artistic aspect: Figures not nice. Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team A-Team Copyright violation / plagiarism: Completeness: More incomplete than others; did not do the 2-bar truss and rectangular truss eigenvalue problems; see below. Team contribution: Correctness: Detection of mechanisms: 2-bar truss system and rectangular truss system (with 3 and 4 bars). 2-bar truss: Did NOT do this problem. Rectangular truss: Rectangular truss: Did NOT do this problem. Artistic aspect: Figures not nice. Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team ATeam (Tatiana) Copyright violation / plagiarism: Completeness: Not complete; did not do the rectangular truss eigenvalue problem; see below. Team contribution: Correctness: Detection of mechanisms: 2-bar truss system and rectangular truss system (with 3 and 4 bars). 2-bar truss: Did not plot correctly eigenmodes with zero eigenvalues; plotted the eigenvector matrices instead !! Rectangular truss: Did not do this problem. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Delta_6 Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Detection of mechanisms: 2-bar truss system and rectangular truss system (with 3 and 4 bars). Plotted correctly the eigenmodes for the zero eigenvalues for the 2-bar truss system, but did not do correctly (eigenvalue analysis and plot mechanism) for the case of the rectangular truss system. Artistic aspect: Comments: Nice overall presentation of the HW report; nice figures; nice matlab work (but not right for the detection of mechanism problem at the end of the HW report). Overall rating:

$$\displaystyle \clubsuit$$ Team Echo Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Detection of mechanisms: 2-bar truss system and rectangular truss system (with 3 and 4 bars). 2-bar truss: Plotted correctly the eigenmodes for the zero eigenvalues for the 2-bar truss system. Rectangular truss: Did the eigenvalue analysis, but did not eliminate the boundary conditions, and hence got 5 zero eigenvalues; did not plot correctly eigenmodes with zero eigenvalues. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team ATeam(Sean) Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Detection of mechanisms: Did not actually do as I intended the problem to be; perhaps misunderstand the problem statement; there is no need for the applied load. Only need to run the eigenvalue problem on the frame using the reduced stiffness matrix $$\displaystyle \overline{\mathbf K}$$ (i.e., boundary conditions already applied to eliminate rigid-body modes) to find the number of zero eigenvalues that correspond purely to the mechanisms; there should be only one zero eigenvalue in this truss without brace. Did not run the eigenvalue problem; only do static analysis. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Wiki1 Copyright violation / plagiarism: Completeness: Not complete; did not do the problem of detection of mechanisms (eigenvalue problem). Team contribution: Correctness: Artistic aspect: Nice figures. Comments: Misunderstood the plot of an eigenmode, which should be like plotting the deformed shapes, not plotting the matrix of the eigenvector. Overall rating:

$$\displaystyle \clubsuit$$ Team Wiki Copyright violation / plagiarism: Completeness: Not complete; did not do the problem of detection of mechanisms (eigenvalue problem). Team contribution: Correctness: Artistic aspect: Nice figures. Comments: Overall rating:

title: User talk:Stress9/HW4


text:
User:Elisa~enwikiversity

Music is a good thing, maybe the best thing in the world!

title: User:Elisa~enwikiversity


text:
Wikiversity:Candidates for Custodianship/Jade Knight

I'd like to propose Jade Knight for custodianship. I think he's been doing good work in the History-related areas of Wikiversity - as well as contributing to community policies and discussions. He's also been level-headed in his understanding of custodianship, and appropriate use of the tools. I hope he could help out in this way, and he seems willing to do so. Cormaggio talk 12:55, 27 October 2008 (UTC)
 * Accept. Would be glad to answer questions.  The Jade Knight (d'viser) 13:00, 27 October 2008 (UTC)

I am sorry I didn't see this question earlier. I don't know if you want community response to this-
 * Jade Knight for custodianship. Jade knight has been a very civil, friendly, helpful and active participant. --Jolie 16:49, 12 November 2008 (UTC)

Questions for the Candidate
What areas of Wikiversity would you be helping with? Geo.plrd 16:27, 28 October 2008 (UTC)
 * I don't foresee significantly changing the areas I currently help with, though I'd be taking on a few more administrative (custodial) tasks as a Custodian. The Jade Knight (d'viser) 08:19, 29 October 2008 (UTC)

Jade Knight,
 * What is your vision for wikiversity?
 * Which learning projects did you contribute most?
 * In this wikiversity, the deletion discussion works towards consensus. Yet, even if the custodians should respect consensus, custodians still need to rely on his own judgements from time to time.  What is your idea on the threshold for deleting a page?  Would you lean towards keeping or deleting a page which may become useful but for the moment has only a generic sentence?
 * It is important for a custodian to be a good listener. Now, in this edit, you have misrepresented my comment:  I said if not enough evidence had been supplied and you said that it implies that there is no evidence.   Does it constitute a strawman (To "set up a straw man," one describes a position that superficially resembles an opponent's actual view, yet is easier to refute.), or were you a little tired at the time and didn't read carefully what I wrote?  Best,Hillgentleman | //\\ |Talk 16:32, 28 October 2008 (UTC)
 * I'd like to see Wikiversity become a number of things. I'd like to see it become a testing-ground for respectful learning content.  I'd like it to become a learning hub, where those with knowledge and those with a thirst for knowledge (often the same individuals, I think) can come together and share.  I'd like it to become a repository of interactive and/or innovative learning resources.  I'd like it to become the first stop of anyone who is interested in seriously learning about anything.  Wikiversity should be the center that leads to all other learning, in my mind.
 * I have been active a number of places. I have created the English Language Division and the English Language Reference Desk.  I created the European History Department.  I have (quite) recently launched the French Mentoring Project, and am planning on canvassing the French stream (which I initially organized and updated, and have worked hard to keep organized) to find more participants for the Mentoring Project.  I have generally been active at the English Language Division, the School of History, and to a lesser extent, the French Department, and I have contributed most to these projects, though I have contributed to a some degree in a number of areas here at Wikiversity.  I think my greatest area of contribution has definitely been the School of History, though.  I've done a lot of work to try to improve organization there and make it generally more useful for those interested in learning or contributing.
 * Great questions. If the page is a clear "speedy delete" (and has been labeled as such), I would delete it.  If the page has been listed for deletion discussion, I will do my best to follow community consensus; if consensus (sans myself) favors deleting the page, I would be most likely to delete the page.  If consensus (again sans myself) favors keeping the page, I would be most likely to keep the page.  If there appears to be no consensus, I would be most likely to not delete the page.
 * I wish you would have replied to my comment and clarified your position; I simply asked "for clarification as to what you feel is missing". I had no intention to misconstrue anything you said, which is exactly why I asked for clarification: it seemed to me that I did not entirely grasp what you had intended with your comment, and so made a stab at what it could be, and asked for further clarification.  This is called active listening.  I consider good listening to be very important for any Wikiversity participant, so I practice active listening where I can to make sure I understand what people are saying; active listening has the advantage of reducing the likelihood that one will continue to engage in conversation without understanding the view of another: it invites clarification.  A straw man (as I'm sure you know) is a clear misrepresentation of an opposing viewpoint (without any invitation for clarification or confirmation, often even after a response) which is then undermined (so that the opposing viewpoint may gain greater rhetorical weight).  I'd love it if you'd clarify when I ask for clarification—I can't very well understand your viewpoint better without your input, I don't think.
 * Thanks for the questions. The Jade Knight (d'viser) 08:15, 29 October 2008 (UTC)

Custodians willing to mentor
I think Jade Knight would be a great choice for custodian, and I would be willing to mentor. --mikeu talk 13:54, 27 October 2008 (UTC)

 *  -- on hold pending Jade Knight's acceptance of Mikeu as mentor. --SB_Johnny talk 17:25, 28 October 2008 (UTC)
 * I am fine with Mikeu mentoring me. The Jade Knight (d'viser) 07:46, 29 October 2008 (UTC)
 * ✅ --SB_Johnny talk 10:18, 29 October 2008 (UTC)


text:
Portal talk:North American History/Archive 1

Faculty
Gabriel Spiro (The G), May 8, 2007

Staffing Possibilities
~Please note, this is a policy in discussion, there is no need for these titles as of now but we would like to discuss the possibilities of having them at a later point in time. Please comment below.The G 15:10, 14 July 2007 (UTC) SCHOOL OF AMERICAN HISTORY: FACULTY AND STAFF

Director: Graykidd 04:37, 11 July 2007 (UTC)

Assistant Director: (POSITION AVAILABLE!)

Associate Director: (POSITION AVAILABLE!)

Lead Professor: (POSITION AVAILABLE!) Wikiversity participants to not adopt titles or appoint themselves to positions. Just edit the page. --JWSchmidt 15:58, 11 July 2007 (UTC)

I don't like the aspect of adopting titles because that could lead others not to want to add... maybe it could be worded in a way that people can contact specific people if they have an issue. What is right now could also lead to office fighting... The G 17:00, 11 July 2007 (UTC)

 * Many Wikiversity content development projects have a page section called "active participants" where people can list themselves if they are actively involved in creating learning resources for a particular subject. Such lists should provide a way for collaborators to briefly state their interests and quickly find each other. Unfortunately, many people add themselves to such lists and then never edit again. I wonder what these people imagine "active" means. --JWSchmidt 17:18, 11 July 2007 (UTC)
 * Also, who qualifies for the Lead Professor? The person who writes the most, or edits the most? There needs to be guidelines if we plan to do this staffing thing. In addition (not that I'm trying to be in charge), why is Graykidd the director? I started the department and though I haven't been able to do much with it, but what has Graykidd done?The G 16:21, 12 July 2007 (UTC)
 * He's "the director" because he made the list. However, I am not certain that we should be adopting "directors" at this point, nor that, if we are, he should necessarily be the director.  If a director is desired, very specific criteria should be developed for selecting one.  With all respect, I feel that Graykidd's listing of these positions is premature.  The Jade Knight 07:01, 14 July 2007 (UTC)

Adding to this Department Page
I know we have been told to be bold with this project, but I wanted to post this out here to put the feelers out on the general acceptability of things...

Who is deciding what exactly is of high priority to the department in terms of course requests, can we just add courses we would like to request? I would like to request someone develop of course on the American West. As a matter of fact I would like to see several courses. Courses such as The American West in WWII, or The 20th Century American West, or The Founding of the American West... I would offer to help develop or lead development of these courses. I hesitated to post them as requested courses, however, as there seems to be a lack of guidelines to adding courses to the schools... A little guidance would be appreciated. Westernhistoryus 05:27, 15 March 2008 (UTC)
 * Well you have the choice: to wait until replies here or add them or other choices I will not talk about now. I guess it is better to add the requests, because that increases the chances of the course being created, because newcomers don't read the talk pages first. Hope I could help ? Erkan Yilmaz Wikiversity:Chat  21:22, 15 March 2008 (UTC)

North American History
What would you think of merging this department with Canadian History and creating a Department of North American History (or even History of the Americas)? I'm thinking more broad departments might make more sense given the current limited participation at the school. The Jade Knight (d'viser) 04:10, 7 October 2008 (UTC)
 * Its a good idea for now. I would leave it as Department of American History and give it purview over latin america too. Geo.plrd 04:43, 7 October 2008 (UTC)
 * Ok. Would you mind importing the Canadian History Department over here and merging its contents with this Dep't?  The Jade Knight (d'viser) 19:12, 7 October 2008 (UTC)
 * no problem, I will start doing such. Geo.plrd 19:55, 7 October 2008 (UTC)
 * Mèrcie (thanks)! The Jade Knight (d'viser) 19:57, 7 October 2008 (UTC)

Category:American History
We have a naming problem: American History can mean History of the Americas, or History of the US. Currently (as of now), "Topic:American History" = History of the Americas, but "Category:American History" = History of the US. Either we should rename the category (a bit of a hassle, as every individual page must be changed), or we should rename this page (which would be much easier). I would support a move to "Topic:History of the Americas" to be more explicit and inclusive. This way "American History" could continue to mean "US History". The Jade Knight (d'viser) 04:43, 8 October 2008 (UTC)
 * It could still be called the "Department of American History" for the sake of aesthetics, if "Department of the History of the Americas" or "Department of Pan-American History" sounds awkward. The Jade Knight (d'viser) 04:46, 8 October 2008 (UTC)
 * Personally I think Department of the History of the Americas sounds awkward. We have a problem in that the page can't be moved. A custodian needs to delete the page that is holding it up. Geo.plrd 18:01, 8 October 2008 (UTC)
 * It would appear that Emesee created that page in preparation for this one. Oops.  Let me try something.  The Jade Knight (d'viser) 18:35, 8 October 2008 (UTC)
 * Nope. I've put the page up for speedy deletion.  If contested (unlikely), I'll put it up for deletion.  The Jade Knight (d'viser) 18:44, 8 October 2008 (UTC)
 * 07:08, 9 October 2008 Mu301 (Talk | contribs | block) deleted "Topic:History of the Americas" (per discussion at Topic talk:American history) --mikeu talk 11:12, 9 October 2008 (UTC)

A United States History category already existed and had been redirected to Category:American_History. I've gone ahead and did the work of moving categories and pages, and making United States History a subcategory of American History. --darklama 02:11, 9 October 2008 (UTC)
 * Ah, so "American History" is now clear of US History items, which are now in US History, a subcategory of American History? The Jade Knight (d'viser) 06:24, 9 October 2008 (UTC)
 * I just noticed a new issue: We have category "North American History", cat "American History", and cat "United States History".  It seems silly to have an "American History" category AND a "North American History".  I propose we rename this "The Department of North American History", move to Topic:North American History, make its category Category:North American History, and that way we can avoid all the confusion caused by generalizing "American" (which most people associate with the US anyway), and not have to deal with the headache of having to shift the area categorization system (right now, there's a category for each continent.  It would probably be ideal if there was a Department for each continent, as well).  Opinions?  The Jade Knight (d'viser) 06:34, 9 October 2008 (UTC)
 * Evidently sub-pages can't be automatically moved with a page. 'sa pity.  They'll have to be moved manually.  But perhaps we'd better decide first if we'd prefer to see this at Topic:North American History, per my suggestion?  The Jade Knight (d'viser) 12:31, 9 October 2008 (UTC)
 * The North American History category could always be removed or made a subcategory of the American History category. What should probably be decided here is if this topic wants to cover only North America history or history of both the North and South. Another option could be to remove American History altogether and break it down by country and using "United States" everywhere to avoid confusion. --dark[[Image:Yin yang.svg|12px]]lama 13:09, 9 October 2008 (UTC)
 * Well we should can the North America category. Geo.plrd 15:21, 9 October 2008 (UTC)
 * Currently, every continent has a category, and these categories are placed directly under Category:Historical Subjects by Area. If we had "History of the Americas" (or a general "American History") here, it would cover about twice as much area as the other categories.  My thoughts:
 * For consistency, it would actually make more sense to simply make this cover "North American History", and leave South American History and the Caribbean to create their own departments, all parallel.
 * A "North American History Department" is not nearly as awkward as "Department of the History of the Americas"; additionally, there isn't the problem with misunderstanding what is meant by "American History"—"North American History" is quite unambiguous.
 * The Department currently is only set up to cover North American history, anyway, and so to expand it would require a little further work anyway.
 * If we included American History, and made North American & South American History subcats, that would only make it more bothersome for people to find the relevant information they're looking for, for the most part.
 * So, how about it? The Jade Knight (d'viser) 20:07, 9 October 2008 (UTC)
 * This might be a good idea. Can someone do a universal move (including subpages?)Geo.plrd 18:54, 12 October 2008 (UTC)
 * It may have to be done by hand. The Jade Knight (d'viser) 05:28, 13 October 2008 (UTC)
 * Is there no further objection? If not, I'll go ahead and do the move.  The Jade Knight (d'viser) 21:54, 15 October 2008 (UTC)
 * Feel free to proceed. Geo.plrd 01:38, 16 October 2008 (UTC)
 * ✅. Subpages still need to be moved.  The Jade Knight (d'viser) 03:20, 16 October 2008 (UTC)

New Problem
Now we have only a slight problem: There is category:American History and category:United States History. One of these should be merged into the others; probably, for the sake of disambiguation, I'd merge AH into USH. The Jade Knight (d'viser) 07:48, 17 October 2008 (UTC)

Naming
I believe that everyone currently contributing significantly to this Department prefers that it follow the proposed School policy of being in title caps. As such, I propose that it be returned to Topic:North American History per proposed policy. The Jade Knight (d'viser) 23:52, 20 October 2008 (UTC)
 * Why was it changed? Please implement such changes immediately. Geo.plrd 05:16, 21 October 2008 (UTC)
 * I have moved this back due to lack of discussion or consensus to make such a move. Geo.plrd 05:41, 21 October 2008 (UTC)

Archive bot
Why not use Archivebot? The Jade Knight (d'viser) 04:44, 30 October 2008 (UTC)
 * Sure! I will set this up shortly. Geoff Plourde 15:45, 30 October 2008 (UTC)

Archives
Now you need to figure out where Archivebot is putting its archives... The Jade Knight (d'viser) 09:38, 20 November 2008 (UTC)
 * Fixed problem. Geoff Plourde 07:29, 23 November 2008 (UTC)


text:
User:Stevenarntson/Freshman Seminar/Critical thinking

=Today=
 * 1) Sculpture Park Assignment
 * 2) "Always Wanted To" progress
 * 3) This list, written by this man, in this book.
 * 4) Discussion: What's the difference between thinking and critical thinking?
 * 5) Logical fallacies and misuses of language.
 * 6) Sarah Haskins and Target Women
 * 7) Assignment.

=Steve's Favorite Logical Fallacies and Misuses of Language=

 * An argument gives reasons to support a conclusion. A logical fallacy is an argument whose reasons don't support the conclusion; but they seem like they do.
 * Well-used language will clear up an issue. Misused language will cloud an issue.

NON SEQUITUR
This term is Latin for "it does not follow." It involves a premise that does not relate to the conclusion. Convincing non sequiturs seem to have some relationship, though; they aren't totally random.
 * example #1
 * It's sunny out, so you should wear shorts.
 * example #2
 * John is a great student. You should date him.

Post Hoc Ergo Propter Hoc
This Latin term means "After this, therefore because of this." An author commits the fallacy when it is assumed that if B follows A, then B was caused by A.
 * example #1
 * My mom broke her back right after I stepped on a crack.
 * example #2
 * I took Nyquil, and my cold went away. Therefore, Nyquil cured my cold.

Argument From Ignorance
The assumption made in this fallacy is that if something can't be proven false, it is true. Conversely, if something can't be proven true, it is false.
 * example #1
 * You can't see air, so there is no air.
 * example #2
 * Cedric said he's faster than Alice, but he wouldn't race her, so he's not.

Truth Through Humor
If it's funny, you'll like the product more, because you like to laugh. In advertising, such jokes are frequently combined with other logical fallacies.
 * example #1
 * That guy got kicked in the crotch haha! Verizon.
 * example #2
 * That guy is an idiot haha! Energizer.

Truth Through Irony
The ad appears to make fun of ads, but still functions as an ad. This is a powerful selling technique because the message "is what it is," but also critiques what it is.
 * example #1
 * One ad
 * example #2
 * Another ad

OVERSIMPLIFICATION
This fallacy occurs when someone makes a simple solution for a complex problem.
 * example #1
 * Only you can prevent forest fires.
 * example #2
 * Say no to drugs.

Allness
This fallacy occurs when a sweeping generalization is made without sufficient evidence. Words to watch for: all, everyone, no one, always, never.
 * example #1
 * Students always love studying.
 * example #2
 * Everyone knows some races aren't as intelligent as others.

Proof By Example (Anecdotal evidence)
This fallacy occurs if too few examples are provided to support a general truth.
 * example #1
 * Smoking cigarettes gave me bone cancer of the jaw!
 * example #2
 * Garth Brooks is stupid. I hate country music.

False Dilemma (Either/Or reasoning)
A false dilemma takes a range of options and reduces it to two—a hero and a villain.
 * example #1
 * America : Love it or leave it.
 * example #2
 * This ad for axe body spray.

SLIPPERY SLOPE
"One thing leads to another," is what this argument contends. But sometimes it isn't necessarily true.
 * example #1
 * If we cut taxes for the rich, they will spend more money in stores, and then the stores will make more money, and the people who work in the stores will make more money, and more stores will open, unemployment will drop, and the poor will become rich.
 * example #2
 * If I make an exception for you, then I have to make an exception for everyone.

Dubious Authority
A figure of undeclared or unrelated expertise makes claims about something.
 * example #1
 * Batman says, "Got milk?"
 * example #2
 * Chuck Norris allegedly has a fist under his beard: Vote Huckabee!

Bandwagon Argument (Peer Pressure)
This fallacy plays on one’s natural desire to belong to a group and fear of being rejected, or left out.
 * example #1
 * This ad is not only an example of the bandwagon argument, it is also an explanation of it.
 * example #2
 * What demographic(s) is this ad intended to manipulate?

LIFTING WORDS OR STATEMENTS OUT OF CONTEXT
By using just part of a quote, its meaning can be changed.
 * example #1<
 * "This is a great movie." (Original quote: "Idiots think this is a great movie.")
 * example #2
 * "The results of the study indicate that survival rates for smokers are much better than expected." (However, only 1 person survived.)

WEASEL WORDS
These words are a way of implying something without actually claiming anything. Words to watch for: helps, like, virtual, a part of, believe.
 * example #1
 * Crest helps reduce cavities.
 * example #2
 * Wrinkles will disappear virtually overnight.

OBFUSCATION (Doublespeak)
This misuse occurs when someone intentionally makes a simple thing seem complex to confuse the audience.
 * example #1
 * There was collateral damage during the attack.
 * example #2
 * "Testimonial transcriptions of the study indicate a small number of participants experienced negative/contrary indications/side effects of a variety of rarely terminal degrees of severity."

LOADED LANGUAGE
Loaded language uses manipulative vocabulary to influence a reader’s opinions without ever claiming anything.
 * example #1
 * Fox News : Fair and Balanced.
 * example #2
 * Some rich old men want this bill to pass.

GLITTERING GENERALITY
Using vague language and undefined terms that have a positive connotation, an audience is manipulated into accepting an argument.
 * example #1
 * We want to bring freedom and democracy to the rest of the world!

APPLE POLISHING
This fallacy involves complimenting an audience to get them on your side.
 * example #1
 * Now you're all reasonable people, I'm sure you can appreciate ...
 * example #2
 * Are you classy enough for a Rolex? We think you are.

Target Women
This is a TV short by Sarah Haskins that exists to expose how ads manipulate women.
 * Jewelry
 * Skin Care


text:
User:Eml4500.f08.team.figuerrez/hw4

Justification of assembly of element stiffness matrix ( k (e)) into global stiffness matrix ( K )

Recall element FD relation: $$\underset{4 \times 4}{k^{(e)}}\underset{4 \times 1}{d^{(e)}} = \underset{4 \times 1}{f^{(e)}} $$     {e = 1, 2}

For the two bar truss shown above:

$$\sum{F_{x}}=0=-f_{3}^{(1)}-f_{1}^{(2)}=0\;\;$$

$$\sum{F_{y}}=0=P-f_{4}^{(1)}-f_{2}^{(2)}=0\;\;$$

Next, we use the element FD relation: $${k^{(e)}} {d^{(e)}} = {f^{(e)}} $$

When these two equations are rewritten they become:

$$f^{(1)}_{3} + f^{(2)}_{1}= 0$$

$$f^{(1)}_{4} + f^{(2)}_{2}= 0$$

Therefore, the element forces can then be written in terms of K and d.

$$f_{3}^{(1)} = \begin{bmatrix} k_{31}^{(1)}d_{1}^{(1)} + k_{32}^{(1)}d_{2}^{(1)} + k_{33}^{(1)}d_{3}^{(1)} + k_{34}^{(1)}d_{4}^{(1)} \end{bmatrix}$$

$$f_{1}^{(2)} = \begin{bmatrix} k_{11}^{(2)}d_{1}^{(2)} + k_{12}^{(2)}d_{2}^{(2)} + k_{13}^{(2)}d_{3}^{(2)} + k_{14}^{(2)}d_{4}^{(2)} \end{bmatrix}$$

Then, the equation becomes:

$$ \begin{bmatrix} k_{31}^{(1)}d_{1}^{(1)} + k_{32}^{(1)}d_{2}^{(1)} + k_{33}^{(1)}d_{3}^{(1)} + k_{34}^{(1)}d_{4}^{(1)} \end{bmatrix} + \begin{bmatrix} k_{11}^{(2)}d_{1}^{(2)} + k_{12}^{(2)}d_{2}^{(2)} + k_{13}^{(2)}d_{3}^{(2)} + k_{14}^{(2)}d_{4}^{(2)} \end{bmatrix}=0$$

title: User:Eml4500.f08.team.figuerrez/hw4


text:
User talk:Stevenarntson/Freshman Seminar/Misology

Socrates' Death
An excellent book about Socrates, and the trial that resulted in his death, is I.F. Stone's The Trial of Socrates.
 * 161.38.223.221 17:16, 27 October 2008 (UTC)


text:
Enterprise Resource Planning/Presales and Business Analysis/20

Open Source Services Pricing Model
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Activities

 * Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
 * Create or edit sub-pages of course materials within wikiversity.
 * Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings.

Links to Student Notes
(Provided by Students - subject to edit ranking by tutor)

Notable Links to Resources
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(Done in wikiversity as course material by the students under the guidance of the tutor)


text:
Enterprise Resource Planning/Presales and Business Analysis/17

Margin For Error
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Activities

 * Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
 * Create or edit sub-pages of course materials within wikiversity.
 * Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings.

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text:
Enterprise Resource Planning/Presales and Business Analysis/18

Pricing Strategy
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Activities

 * Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
 * Create or edit sub-pages of course materials within wikiversity.
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text:
Enterprise Resource Planning/Presales and Business Analysis/19

Scoping Phases
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Activities

 * Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
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text:
Enterprise Resource Planning/Presales and Business Analysis/21

Packaging Services
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Activities

 * Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
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text:
Enterprise Resource Planning/Presales and Business Analysis/22

Business Networking
This is a lesson part of the module ERP Presales and Business Analysis out of the Open Source ERP/Executive Diploma course conducted by a private university.

Activities

 * Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
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