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User:Leighblackall/Interview about open education

A research project run by the University of New England, looking at Open Educational Resource use and issues.

My title is the Learning Commons Coordinator and I work in the Faculty of Health within the discipline of Sports Studies. My role is really to work within that discipline and improve their understanding of open educational practices, including education and research and to encourage them to adopt some of those practices with support and role modelling.

That’s right, my supervisor, Keith Lyons, employed me for that purpose.

Well, currently, the status of OER at the moment - and I’ve been following it since about 2003 - is that while in 2001/2003 it was focussed around the ideas of learning object repositories, today it is more interested in not only content, (which the repositories were), but disaggregated content (that’s content distributed across the internet wherever it is), and practices. The consistency across both of those approaches has been copyright. So the copyright has to be what some call copy left, in that it explicitly permits copying re-use, re-appropriation and use for commercial purposes et cetera.

So today, I like to think today the focus is on a distributed internet-as-the-platform type of idea. So that includes YouTube, Wikipedia, Wikiversity and books, Archive.org, wherever there is content that has the right sort of copyright, it is distributed across the Internet, and use and reuse is not interested in specific platforms or repositories.

Probably more importantly, it’s about practice. How education and research practices evolve to encourage that sort of use and reuse, but also to encourage open participation in other sorts of social justice issues relating to open access to information, knowledge, learning and education.

Facilitator:	..opinion about the values of open educations resources?

I think there’s too much focus on content, too much focus on copyright and not enough focus on practice and praxis - being theoretically informed practice. My worry is that the learning object approach is still strong, if not re-emerging as a kind of dominant force over the idea of open educational resources. I even detected elements of that thinking in your survey questions where I think it was in the section where you’re asking what people knew about open educational resources, you listed several projects that had something to do with open educational resources, and the vast majority of those projects are learning object repository type projects. The only one I noticed that starts to get into the more contemporary practice was Wikieducator and I didn’t see any mention of Wikimedia foundation projects like Wikipedia, Wikiversity, Wikibooks or YouTube's Creative Commons or Flickr Creative Commons. These are all content repositories, yes, but that embody a kind of open practice as well.

So that’s worrying me, and also it worries me now that getting some institutional take-up, that the directors of those institutions, the bosses, don’t have the background knowledge, nor do they seem to have the inclination for asking those who do have a lot of user knowledge, for their input. They’re making decisions mostly around the marketing opportunities of it and not thinking deeply about the practice and change needed.

Facilitator: So ... the University of Canberra is ... reviewing policies... So to what extent does your institution use OERs and develop or repurpose open educational resources?

One clarification needed there is that the University of Canberra isn’t doing much towards open educational resources. There are individual staff members who work with the University of Canberra doing a lot, in terms of lobbying the university to change its policies, and in demonstrating their practices along the lines of open educational resources. As yet, none of the policy proposals being made by those staff are making it through the senior management, and very little, if any dialogue or discourse is happening with the senior management. So that clarification out of the way, is the University of Canberra using open educational resources? Again, the University of Canberra is not using open educational resources; individual practitioners working with the University of Canberra are using and producing open educational resources, as well as conducting open research practices.

We tend to focus on the institutions and what they are doing and miss and ignore the individual activities of individual practitioners. That just feeds the problem of director decisions and director authored policies that don’t really understand or have any experience with practice, and are not engaging with their staff, who are heavily engaged, with many holding critical insight and reflection. So I think it’s important that a project such as yours does as much as it can to identify individual practitioners and what they are doing, rather than focussing on what institutions are doing.

Facilitator: So what are they doing, Leigh? So do you use open educational resources?

What I do is if I’m producing, I don’t know, a video, an instructional video, I’ll usually create the image myself add the narration myself and then I’ll download a free audio track, like a music track from a site like ccmixter.org or archive.org and I’ll put the backing track to that and then release the resulting video onto YouTube, Internet archive and Wikimedia Commons, with the appropriate copyright licence. A colleague of mine in psychology, James Neil, who I hope you get to speak to, instead of assigning essays to his first year psychology students, he’s assigning chapters so they will write an open text book together. Together they've written a book on motivation and emotion, It's on Wikiversity. Because that is the platform, Wikiversity being related to Wikipedia, copyleft media is the only permissible use of media there. So the students and teachers involved in that project can only use Creative Commons images, audio and video and text. This compels them to use open educational resources heavily.

All of my research is conducted openly, so from the first sentence to the last sentence of a paper, it is also written on Wikiversity, as are the notes and documentation of all of the research processes, including interviews and data collection and theoretical review et cetera, are also kept on that wiki page. Our funding applications that we make in sports studies, not all of us, just a few of us, we also use Wikiversity, so that the first sentence to the last sentence of the funding application is also openly available, with an invitation to any competing tenderers to join us if they see strength in that joining. Yeah so on and so forth, so…

I don’t think there’s an example of a ready-made, open educational resource being downloaded and re-used. I don’t think that’s realistic. But there are plenty of examples of individual images, sound tracks, maybe even an entire lecture from another university, being re-used, or package.

John Vandenberg. He’s an employee at University of New England, president of Wikimedia Australia and one of the most experienced Wikipedia editors and of the other projects that I know in Australia. So he may have other perspectives for you and relating to University of New England, it’s quite concerning to see - both interesting and concerning to see the arrangement with Pearsons Publishers going on up there. The business model is what’s interesting and in it is a possible model for open education resource development if and when the agreement goes ahead with Pearson’s Publishers and that will be about University of New England, I imagine, engaging in the open education side of things. Perhaps they can do research, release research openly and accessibly.

Facilitator: So you were saying that you work with academics.

That’s right, my brief is primarily to work with academic staff but I found very early on that they were reluctant to adopt the proposed practices until they say leadership, or senior leaders stating so in policy. I mean there’s - it’s complicated, there are many, many things in the university sector that work against the adoption of open education practices. So I’ve tended to focus more of my energies on policy proposal and engaging in policy level. Get that in place and then go back to the academic staff. I’m not convinced that is actually the way the go because engaging at that level we could tend to miss or get compromised or actually lose and then you have nothing to go back to the academic staff with. Where I much prefer growing it from the grass roots up, but they’re very busy people unfortunately.

Facilitator: So in your opinion and your experience with them, so what do you think it would motivate them to embrace open educational resources? Do you think it’s - it could help if institutions could provide additional support or financial incentives even, professional recognition? What do you think it could encourage them to use more?

Yeah I think the last two you mentioned, professional recognition and financial reward or other types of reward. We all have our performance appraisal processes; research gets rewarded based on the journal that it’s published to, and who the research is conducted with, and how many citations a publication gets. Open education practice, whether it be research or education, have the mechanisms to report on those sorts of measures. So we just need to adjust our rewards systems to recognise that, probably the easiest space to work up is in the community engagement part of an academic's 3 main roles of teaching, engagement, and research. I don’t know many universities that give community engagement any serious consideration, and I think the engagement area would be the place to create a space for recognition and reward for teachers engaging in open practices.

I don’t know how to approach this in terms of research, but I wonder, a staff member who needs extrinsic motivation, is that really the type of person we want engaging in open educational practice? Already we have a small percentage who already are and they’re doing it for intrinsic motivation reasons, and are probably a more valuable asset to the movement than those who aren’t. You can see this in some studies done on Wikipedia, the sense of politics in Wikipedia is changing to a negative space by and large, and at the same time they are engaging more with academics. I wonder if the nature and the tone of Wikipedia is changing because, in fact, they are engaging with academics. So basically I think, if you’re focussing on an institution level, that might be a problem. But if you don’t consider institutions as important in this movement, in fact the boundaries between institutions dissolve and you then have just individual practitioners working towards this. Then you only need a small percentage of practitioners in each institution to make an international movement very strong and possibly out-compete the institutions. It’s a controversial point of view but it’s an interesting one.

Facilitator: So how comfortable do you think academics are in sharing and do you think there is a concern there in terms of loss of intellectual property, lack of awareness, or commercial exploitation?

Yeah it’s like a clash of paradigms; they’ve worked very hard to develop recognition in that paradigm, the copyright paradigm, and then there are others who have worked very hard to develop recognition in the copyleft paradigm. For those who are already invested in copyleft there are business models emerging out of it, people are selling texts and services, promoted by the open access and reuse. There are other models that need incubation.

Other concerns is that openness obviously exposes poor practice and you won’t find many people admitting to that concern but I daresay it is a major concern. Another point is that there are some areas of academia that are entirely saturated with practitioners and so competition is very stiff and going open exposes that say, 500 people are doing the same thing. Others might see this and say.. we probably don’t need 500 people employed here in this field, so I guess that exposes that as well.

Probably another big part is that there are some technical skills needed to be learned on how to manage reputation and develop practices on the internet which aren’t reflected in journal publications, or submitting to journals and teaching in classrooms or online spaces with restricted access. It's interesting that there was some research in the US surveying academic use of social media. I think you’ll find it in the blog DIYU and I can’t pronounce the last name, she authored the book DIYU, Do It Yourself University, and the post was called Academic Luddites. The post pointed to a survey of 4000 US academics and their use of social media, and found that more than 86 per cent I think it was, don’t use any form of social media in their practice whatsoever. That includes Skype for guest lecturing, or it includes Facebook or YouTube or blogs or Wikis or any of that type of collaborative space. Yet 70 per cent of them use learning management systems - closed spaces that are restricted to only the classroom, and much more limited in their technical and social affordances. I thought it was quite a revealing survey and I don’t think it’s a stretch to see that the same results might be found here in Australia.

Facilitator: At University of Canberra, what are the possibilities that academics have to use a Creative Commons licence to put their educational materials under?

Well it’s been difficult; originally the intellectual property policy officer was the vice chancellor, Stephen Parker. My meetings with him indicated that he was quite supportive of the proposal. But he delegated it to the deputy vice chancellor of engagement then, John Howard, who also personally supported the proposal but wasn’t comfortable, I think, going ahead with such a different approach; putting the university out there as quite different to all other universities in Australia. Nonetheless he did invite James and I to speak at Knowledge Commercialisation Australasia, and you’ll see the video of the presentation in the Wiki that is the proposed intellectual property policy.

Unfortunately John didn’t come to any conclusions and it was then delegated to the deputy vice chancellor of research who has decided not to engage James and I in the process at this point. So at this point in time it looks fairly grim, but if it does continue this way, I know I'll feel very put out, and even see it as a breach of protocol, not to mention just plain etiquette, but much more importantly protocol. Any policy review needs to engage, so announce itself to staff and have an engagement process. If we’re the only staff members who are active in this area and our proposal is ignored I think that’s ground for some form of complaint. So we’ll just have to see how that plays out.

If they were to go with a standard copyright and intellectual property policy, I’m certain that most will just quietly resist that space as they do in most other universities. They upload their videos to YouTube; they contribute their content to Wikipedia, always breaching that sort of standard copyright policy, so that will just continue. So I don’t think it will have a serious impact except the questions of how do we grow this, and like I said before, I’m not so sure that growing it is actually a good idea.

So if the truth of the matter is that people who want to publish and practice openly, do anyway, then we really could switch things around hey? Practically that would mean we’d have to acknowledge who we’re employed by and whose time we’re using to produce these things. So the attribution, the creative commons attribution needs to go back to you the author, who works with or for the University of Canberra or the University of New England. They just need to be included in the attribution and I think that’s entirely fair.

But anyway, if that proposal gets through, one is that empowers our Ngunnawal Centre, the indigenous nation representatives here. We can make something of that, the first Australian institution to recognise indigenous autonomy on these matters. The other thing is that people can opt out of the Creative Commons copyright arrangement. So if there is an academic or any other person, student academic, partner, who’s not comfortable with that license, they tick the box in their uploading and saving process, that opts out and applies copyright restrictions. This triggers a unit, or a representative from that unit, to go and see them and say, "look, are you aware of what you’re doing or do you need support in protecting and commercialising? What is it that’s the problem here and we’ll support whatever your decision is." Beyond that, then it’s that support unit that hopefully plays a strong educative role in getting more people understanding copyright or copyleft and more and more people adopting open publishing, or successfully using traditional copyright protections. Then we take it to the levels of journals where there are journals who have restrictive copyright policies. We encourage more and more of our staff to try and negotiate with those journals and get more of their work published with open and resuable copyright licences, with copies retained in our library, et cetera.

Facilitator: Well it’s a start. So according to your experience now Leigh, around open educational resources, what do you see as the main benefits that are likely to come with open educational resources?

Well it’s an interesting question. I think we have an unquestioning - we in the movement that is - have an unquestioning point of view that better access means better educated population, means better democracy, means social equity and all those sorts of things. It may well not be the case, although targeting open practices and consolidating them in projects such as Wikipedia and the internet generally, I think can be shown to result in some improvement in access and awareness. For example, Wikipedia is the fifth most visited website in the world and I think it may even be the fourth in Australia. With the ones above that being the Google search engine, YouTube and Facebook. Below that are just blog platforms, photo sharing platforms and it isn’t until hundreds down the list that anything like an information website, like Wikipedia appears. So that tells us something quite positive about the population, that in-between socialising and entertaining themselves they are actually seeking out encyclopaedic information on things, a lot of the time. Having easy access to that is wonderful in terms of increasing awareness and understanding of things. On the other flipside though is - something I worry about - is kind of a neo-colonialism, or a new type of cultural imperialism that comes with this. Because Wikipedia is the great flattener of knowledge, where diversity is lost, diversity and opinion is lost and we go with the agreed definition, of the dominant group of editors. So now we have the fourth most visited information website giving out flattened information without any point of view included and it’s difficult then from there to find what’s an Islamic point of view on this, what’s a Hindi point of view on this, or what’s a gender - what’s a feminist point of view on this et cetera, et cetera, et cetera. Then on top of that, is the nation’s with the greater internet access and internet culture, in particular North America, who have a dominant say on that flattened knowledge and flattened information.

So on one hand the benefits are greater access, therefore greater awareness and potentially greater engagement. But on the flip side is a flattening of information, or even a polarisation of points of view, because the diversity isn’t catered to.

Facilitator: What else do you think it’s a challenge for?

Well the obvious ones are the business models, how does an institution discover new business models if they’re reluctant or struggling to deal with existing business models? I think there are some suggestions there and if we change our perspective from user pay learning and education, free access to learning, and education (that being assessment, support and certification) is fee based if it must be. There is where I think the opportunity is in open education in Australia, or anywhere else in the world. Those who had their recognition or prior learning processes set up right, or who where more sophisticated in their assessment practices. They would set up all their courses as open access courses, then they could really ramp up, I think, participation rates and possibly enrolment through to formal accreditation on that approach. But that’s a fairly significant challenge to the sector in Australia who are governed by a federal government that rewards us on how many people enrol upfront on a course.

The other one I suppose is greater participation, there’s an attitude I hear said a lot, is the reason academics don’t engage with, for example, Wikipedia, is because they have to deal with a fourteen year old bureaucrat. That flies in the face of ideas of community engagement, so if they were true to community engagement, then turning up to the local hall and a 14 year old kid arrives and wants to hold them to account, are they going to dismiss that kid on the basis of their age and their tendency to be a neurotic about policy? Well they shouldn’t because that’s somebody from the community engaging in their knowledge field, but when it comes to Wikipedia they do discriminate and decide not to engage in it because they have a perception that 14 year old bureaucrats dominate the space. So a bigger challenge I think is academic culture and elitism and things like that.


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Talk:HAM/Howard Community College/Fall 2011/550 BH^2

Reserved for grading and instructor comments
100/100 points 1sfoerster 20:47, 17 October 2011 (UTC)

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


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User:Marshallsumter/Dominant group/Origin

The origin of the theoretical term "dominant group" is likely to have been from Charles Robert Darwin in his book On the origin of the species by means of natural selection: or, The Preservation of Favoured Races in the Struggle for Life as noted below. But, an examination of early works may prove insightful.

Dominant and group
The two words "dominant" and "group" have far earlier origins. From JSTOR, url=http://www.jstor.org, the earliest occurrence of each is "dominant" 1672 and "group" ~1739.

"Dominant" as an adjective has its origin in Middle French (MF) or Latin (L), from L dominant-, dominans, present participle (prp.) of dominari. From the Wikipedia article Middle French, Middle French "is a historical division of the French language that covers the period from (roughly) 1340 to 1611."

"Group" is from French groupe, in turn from Italian gruppo, of Germanic (Gmc) origin. From the Wikipedia article History of French: "Following a period of unification, regulation and purification or latinization, the French of the 17th to the 18th centuries is sometimes referred to as Classical French (français classique), although many linguists simply refer to French language from the 17th century to today as Modern French (français moderne)."

Association
In the following excerpt, the two words are associated by the author toward the same or similar objects.

"[Tien-ti-huih] has been called by the Chinese, the three united, from being composed of the members of a sacred triad; viz. heaven, earth, and man, to whom equal adoration is offered, being all considered of equal dignity and rank; but to man, only after death, under the name of ancestors. Heaven and earth are worshipped as the father and mother of mankind. They are styled the three dominant powers, and supposed to exist in perfect harmony. There appears to be some mystic importance attached to the number three by the Chinese; it is related in the Peach Garden Record, that Chang-Shan afterwards entered the society, and made the fourth brother; still his name is rarely, if ever adduced. Three is the number also of the officials, or elder brethren, of the drops of blood shed during the inaugural rites, of their days of meeting during the month, and of the prescribed prostrations before the idol, viz. pae, kwei, and kow, bowing, kneeling, and placing the forehead in the dust; the last in some ceremonies is thrice repeated. The grand day is the ninth of the moon, equal to three times three. The secret manual signs are made with three fingers. The characters on some of the secret seals are grouped in triads. One of the smaller seals a, is in the form of a triangle. The symbol in the small seal b, appears to have been selected for its triune character, resembling the trisula of the Hindus, and three is generally the number of the personages forming the group in the picture worshipped by almost every Chinese."

Darwin's dominant groups
The term “dominant group” does not appear in Darwin’s 1859 book, “On the Origin of Species by Means of Natural Selection”. But the plural term “dominant groups” appears thirteen times. The earliest use of the phrase is on page 343, “The dominant species of the larger dominant groups tend to leave many modified descendants, and thus new sub-groups and groups are formed.”

"In 1831, ... [Darwin] had just completed his BA degree at Cambridge University in England. ... The voyage [on the Beagle] lasted from December 1831 to October 1836". "Darwin had been much impressed by Paley’s Natural Theology while a student at Cambridge; and his greatest achievement ultimately lay in providing a different explanation for the apparent design of all living beings." "He traveled with a copy of Charles Lyell’s pathbreaking summary of a new way of thinking about geological processes, Principles of Geology, published in 1830–1833. This book influenced Darwin greatly." In Lyell's book is the phrase "dominant influence", but "dominant group" does not appear.

Def. “[u]nder the many conditions of life which this world affords, any group which is numerous in individuals and species and is widely distributed, may properly be called dominant" [a dominant group]. [Letter 110. To W.H. Harvey, August, 1860]

Early dominant group
"The Ants and the Staphylini have been supposed to represent each other in the tropical and temperate zones. In the temperate zone, and especially in our own country, the Staphylini are a dominant group, and the ants a secondary one."

“The fact that a group is egoistic and dominant proves that it is well formed and that it approaches the make-up of a man.”


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User:Dcaldero8983/enes100/eagles

Link to project Eagles team page.

Link to page Arduino

Give instructor top 3 project choice list
For my second project my three preferences in the exact order were electrical scooter, helicopter, and submarine.

Write problem statement
I will take a arduino and install it on my PC. I will then learn how the basics of it works in order to then take it to do more complex things like control the accelerometer of the drone.

Assign Task1
Install the arduino on PC using a USB wire. Then using the sketch pads, make the arduino turn LED lights on and blink through a code.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
This is an Arduino Uno board that can be used tfor multiple purposes. In my first week, i was learning the basics of the Arduino and tested writing a code to make an LED blink using certain ports on the board.

Assign Task2
I will try to make the Arduino something a little more complex. I am going to have an analog button make an LED light blink and i will have to write a code for that.

Compare actual work done to Task2
I was able to get the Arduino to blink an LED by using an analog button. I also made an actual page for the Arduino where i wrote a tutorial for anyone new to the Arduino and would like to get started. The turorial teaches you how to download the Arduino program to your PC as well as download the actual driver for the Arduino you are working for. I personally was working with the Arduino Uno, and i show the steps that i went through in order to get the Arduino to work on the program. Arduino, is the link to the arduino page on wikiversity.

Week2 Narrative
Here is a link to a youtube video that i posted, Arduino and Analog Button. I recorded this video through my android phone and it shows an Arduino Uno blinking an LED using an Analog Button through a bread board. In order for this to work i had to create a code and make sure that i was connecting the LED to the bread board and Arduino as well as the Analog button.

Here is another link to a youtube video that i posted,LED blinking 5 times . This video shows an Arduino Uno sending commands to blink an LED light for one second, and turning the LED light off for one second. It will do this for 5 times before fulfilling its comands and not doing anything else. In other words, the LED will blink 5 times then stop completely.

Week2 Peer Review
I added good comments on my fellow teammates pages. Only one did not have information on their week 2 but i know he has good and positive work to add to it.

Assign Task3
I will try to find a way to get a motor to work with an Arudiuno Uno

Compare actual work done to Task3
I was working with a DC Motor that i found in the class room. My goal was to get the motor to work with the Arduino Uno, but first i had to make sure that the Motor was working. What i did was i added some solid wires to the motor and tested it using a 9V battery. The test was successful and the motor ran on all four. My first try at the Arduino was to test to see if i could get the same code that lit an LED to get the Motor to actually function in any way even if it was just by making noise or any action that showed the motor doing something other than nothing. That though was a failure and failed again after a few other attempts. This week i presented my project for week 3 to the classroom and one of the students came up with the question on how i was planning on getting the energy to power the motor. I suggested that the Arduino Uno had a 5V port and that i was planing on getting the energy from there but my professor included that the motor needs at least 3V to run and that the Arduino has enough voltage but it needs more to transport to the motor. i was told that i had to use more than just the Arduino Uno since the board was not putting out much energy to get the Arduino to work. Last week i got an analog button to work with the Arduino and an LED and i used the 5V port. I still havent given that a try so for this weekend going in to week 4 i will give that a try to see if i get any actions at all from the DC Motor.

Week3 Narrative
I was working with the Arduino Page some more and i noticed that the page had experienced an extreme makeover, also that it was linked to Wikibooks. Who ever edited the page did a good job i will have to admit. A lot more information was added and maybe i can find more useful ideas from there. the link is at the top of my page as well as here, Arduino

As you can see in this youtube video, Arduino Uno working with a DC Motor, this is what i want my Arduino to do. I found this video and i was trying to trace the guys steps using the parts he used and am still in the process of trying to get the motor to work. He has a lot of wires running to many ports of the Arduino Uno Board as well as the Bread Boards. As you can see it doesnt seem like he gets all of his power from the Arduino uno, it seems as he has an ALternative power source where the red positve cables and the black negative cables come in to play. I have many ideas to what i might be using instead to actually get the motor to work and some of those ideas include maybe that im using the wrong motor for this attempt, so changing up the motor can be the easiest to get done but more likely i will run again with the same problem.

I have found many pages online when i researched people controlling a motor using an Arduino Uno. All this bring more ideas to what i can use to successfully work the motor.

Looking at the Arduino Page i found out i can turn to try to use a motor shield with working with DC Motor. This is a picture provided by Profesor Foerster that i found on the Page of an actual Motor Shield which we have in class.

Week3 Peer Review
i saw my teammates' pages and only one did not have any information for their week 3. but the other 2 had really good information. I like the fact that one is working hard to get us to be able to play and combat amongst each other using devices like the android or apple devices and then the other student is showing his progression with the battery issues. our team is looking pretty swell.

Assign Task4
I am still in the process of getting a DC Motor to work with the Arduino.Since the method that i used to blink an LED failed with the DC Motor i still have another method thats worth the try. I will try to use the method that i used to get the analog button to work with the arduino to see if maybe i can subsitute the DC Motor in and find a way to get it to do any action.

I have found a lot of people that have gotten DC Motors to work with the arduino and so i will keep trying until i find a solution to my problem which is that the Arduino Uno itself will not power the motor unless if you use external power. I am more liekly to find sucess in getting that problem solved first but before i go to that i want to get all of my suggestions out of the way first.

I will also try a motor shield incase if i keep failing, this is what i can use since i dont have an external source of energy. I have included a picture provided by professor foerster of a Motor Sheild to show what it looks like.

Compare actual work done to Task4
I didn't try the method i used to get the analog button to work because i thought to myself and decided to devote my time instead in working with the motor shield because working with that motor shield can possibly get me farther into this project than the other method. So i left alone the analog button method and pursued the motor shield more. In getting started with the motor shield, i was with out a clue in how it worked just like i was when i first started with the Arduino. I found and picked a motor shield from class and it is one of the newer motor shields there are which can be distinguished by the other motor shield due to its blue color. There is a website which is http://www.ladyada.net/make/mshield/ which is the official site for the motor shield and can be used for introduction to the motor shield and getting started with it. In Addition to this, I also started the creation of a tutorial for the motor shield on the same wikiversity page of the Arduino. This page can be accessed by clicking on it at the top of this page, searching for Arduino in the search bar, or simply clicking on the blue link that follows. Arduino

On that ladyada.net page, i found an example that they list that shows someone using a code on a sketch to get a motor to DC motor to work using the motor shield. I followed the same steps they provide as well as download the libraries that they provide to download but when i type the code in the sketch pad of the arduino software, i get error messages saying that the code is not recognized by the arduino library. I have created a problem where i cant get the code that is suppose to work the motor and i might be downloading the wrong libraries or downloading them to the wrong place. this is the page that i am using and following their steps to try to get the motor shield to work with the DC motor, you can find this information on the link that follows and under their category of DC Motors( http://www.ladyada.net/make/mshield/use.html ) in addition to the steps and the code that i am using, i went and downloaded the libraries that they provide which are on this link http://www.ladyada.net/make/mshield/download.html

Week4 Narrative
This was my first week that i ever got to actually work with a motor shield. After researching for helpful sites that might help me out in getting started, i found this site that i didn't notice at first was written on the motor shield itself. That website is the ladyada.net website. Well in this website, you can find an introduction to motor shield as well as any downloads in order for you to get started with the motor shield. The following picture is a picture of the newest model of the motor shield and you can tell its difference by being a blue color instead of the green color the older models have. In addition i show pictures of how i mounted the motor shield to the arduino as well as connected the DC Motor to the Motor Shield.

Week4 Peer Review
I was able to add positive comments on my team member's pages. In addition i was able to remind them to complete their tasks for the team page and to look over the team page for any additional words they might want to add or maybe change.

Complete Project Page
Project Done

title: User:Dcaldero8983/enes100/eagles


text:
User talk:Zamy~enwikiversity

 Hello Zamy, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 17:24, 14 October 2011 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Zamy. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Zamy~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:13, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:25, 19 April 2015 (UTC)

title: User talk:Zamy~enwikiversity


text:
User talk:DudeTheNerd

 Hello DudeTheNerd, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 17:58, 14 October 2011 (UTC)

title: User talk:DudeTheNerd


text: User:Erhan~enwikiversity

title: User:Erhan~enwikiversity


text: User:Erhan~enwikiversity/Spanish

title: User:Erhan~enwikiversity/Spanish


text:
User talk:Ben.hatfield

 Hello Ben.hatfield, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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.
 * Explore Wikiversity with the links to your left.

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:26, 14 October 2011 (UTC)

title: User talk:Ben.hatfield


text:
User:Egm6321.f11.team1.colsonfe/HW4

= R4.1 Direct Derivation of Alternate Version of RTT =

Given
Another version of the Reynolds Transport Theorem:

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

$$
 * $$\frac{D}{Dt}\int_{\mathcal B_t}f(x,t)\,d\mathcal B_t=\int_{\mathcal B_t}\frac{\partial f}{\partial t}\,d\mathcal B_t+\int_{\partial\mathcal B_t}\mathbf n\cdot(f\mathbf u)\,d(\partial\mathcal B_t)$$
 * $$\displaystyle (Equation\;4.1.1)
 * $$\displaystyle (Equation\;4.1.1)
 * }
 * }

== Find ==

Provide a different and direct derivation of Equation 4.1.1.

Solution
Solution is adapted from Malvern. If $$\displaystyle f(x,t)$$ denotes any property of the material volume $$\displaystyle\mathcal B_t$$, for a spatial volume bounded by a control surface $$\displaystyle\partial\mathcal B_t$$, the following is true:

$$ \begin{bmatrix} \rm Total\,rate\,of\,change\,of\\ \rm{an\,arbitrary\,function} \\ f(x,t)\,\rm in\,region\,\mathcal B_t \end{bmatrix}=\begin{bmatrix} \rm Time\,rate\,of\,change\\ \rm of\,\mathit f(x,t)\,\rm within\,\mathcal B_t\\ \end{bmatrix}-\begin{bmatrix} \rm Flux\,of\,\mathit{f(x,t)}\\ \rm thru\,surface\,\partial\mathcal B_t \end{bmatrix} $$

Now expressing mathematically what is stated above:

= R*4.7 2nd Exactness Condition For n=2 Case of Nn-ODE (Method 2) =

Given
Equivalent form of 2nd Exactness Condition for N2-ODEs :

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

$$ Coefficient equalities, located in previous reference above.
 * $$g_0-\frac{dg_1}{dx}+\frac{d^2g_2}{dx^2}=0$$
 * $$\displaystyle (Equation\;4.7.1)
 * $$\displaystyle (Equation\;4.7.1)
 * }
 * }

 * $$\displaystyle g_0=f_yq+g_y$$

 * $$\displaystyle g_1=f_pq+g_p$$

 * $$\displaystyle g_2=f$$

Note also that $$\displaystyle p(x):=y'(x)$$ and $$\displaystyle q(x):=y''(x).$$

== Find ==

Show the following equality is true:

 * $$\displaystyle f_{xx}+2pf_{xy}+p^2f_{yy}-g_{xp}-pg_{yp}+g_y+\left( f_{xp}+pf_{yp}+2f_y-g_{pp}\right)q=0$$

Solution
Applying the chain rule to $$\frac{dg_1}{dx}$$ yields the following:

$$\frac{dg_1}{dx}=\frac{\partial g_1}{\partial x}+\frac{\partial g_1}{\partial y}\frac{dy}{dx}+\frac{\partial g_1}{\partial y^{(1)}}\frac{dy^{(1)}}{dx}$$

We know what $$\displaystyle g_1$$ is defined to be, we can substitute in $$\displaystyle p(x):=y'(x)$$ and $$\displaystyle q(x):=y''(x)$$ and carry out the derivatives:

$$\frac{dg_1}{dx}=\frac{\partial g_1}{\partial x}+\frac{\partial g_1}{\partial y}p+\frac{\partial g_1}{\partial p}q$$

$$\frac{dg_1}{dx}=\left(f_{xp}q+g_{xp}\right)+\left(f_{yp}q+g_{yp}\right)p+\left(0+g_{pp}\right)q$$

We can apply the same approach to $$\frac{d^2g_2}{dx^2}$$ :

$$\frac{d^2g_2}{dx^2}=\frac{\partial^2 g_2}{\partial x^2}+\frac{\partial^2 g_2}{\partial y\partial x}\frac{dy}{dx}+\frac{\partial^2 g_2}{\partial x\partial y}\frac{dy}{dx}+\frac{\partial^2 g_2}{\partial x\partial y^{(1)}}\frac{dy^{(1)}}{dx}+\frac{\partial^2 g_2}{\partial y^{(1)}\partial x}\frac{dy^{(1)}}{dx}+\frac{\partial^2 g_2}{\partial^2 y}\frac{dy^2}{dx^2}$$

$$\frac{d^2g_2}{dx^2}=f_{xx}+f_{yx}p+f_{xy}p+f_{xp}q+f_{px}q+f_{yy}p^2$$

Adding $$\displaystyle g_0 $$, $$\displaystyle \frac{dg_1}{dx}$$ , and $$\displaystyle \frac{d^2g_2}{dx^2}$$ according to Equation 4.7.1 yields our final solution:

$$ g_0-\frac{dg_1}{dx}+\frac{d^2g_2}{dx^2}=\left(f_yq+g_y\right)-\left(f_{xp}q+g_{xp}+f_{yp}pq+g_{yp}p+g_{pp}q\right)+\left(f_{xx}+f_{yy}p^2+2f_{xy}p+2f_{xp}q\right)=0$$

= References =

title: User:Egm6321.f11.team1.colsonfe/HW4


text:
Tectonic hazards/Earthquake engineering research

Earthquake engineering research means both field and analytical investigation or experimentation intended for discovery and scientific explanation of earthquake engineering related facts, revision of conventional concepts in the light of new findings, and practical application of the developed theories.

The National Science Foundation (NSF) is the main United States government agency that supports fundamental research and education in all fields of earthquake engineering. In particular, it focuses on experimental, analytical, and computational research on design and performance enhancement of structural systems. The Earthquake Engineering Research Institute (EERI) is a leader in dissemination of earthquake engineering research related information both in the U.S. and globally.

All earthquake engineering research activities worldwide are mostly associated with the following centers:
 * Earthquake Engineering Research Institute (EERI)
 * Earthquake Engineering Research Center
 * Pacific Earthquake Engineering Research Center (PEER)
 * John A. Blume Earthquake Engineering Center
 * Consortium of Universities for Research in Earthquake Engineering (CUREE)
 * Multidisciplinary Center for Earthquake Engineering Research (MCEER)
 * Earthquake Engineering Research Projects of CSUN
 * George E. Brown, Jr. Network for Earthquake Engineering Simulation (NEES)
 * USGS Earthquake Hazards Program
 * Office of Earthquake Engineering at Caltrans
 * Earthquake Engineering Research Centre of Iceland
 * Earthquake Engineering New Zealand
 * Earthquake Engineering Research - Earthquake engineering research|research program by U.S. Army
 * Canadian Research Centers and Research Groups on Earthquake Engineering
 * Hyogo Earthquake Engineering Research Center
 * Laboratory for Earthquake Engineering of NTUA
 * Earthquakes and Earthquake Engineering in The Library of Congress
 * International Institute of Earthquake Engineering and Seismology
 * National Center for Research on Earthquake Engineering

Исследование сейсмостойкости


text:
User:OpenScientist/Open grant writing/Community-Projektbudget 2011

This project is one of six that have been chosen for funding.

About
This page and its subpages host an English summary of a grant application for the "Community-Projektbudget" funding scheme run by Wikimedia Germany. The proposal has been submitted in time for the deadline of Oct 28, 2011 (German time) and was announced as approved on February 13, 2012.

Project title
WikiJournal

Target
The main purpose of this project is to support initiatives aimed at designing formal scholarly publication workflows such that the publications produced this way (or significant elements thereof) are optimized for reuse on Wikimedia projects. Some examples of such initiatives are given in this Signpost entry. All of them are the initiative of a few individuals and lack in at least one of the following dimensions: technical implementation, community involvement, licensing, finances, outreach, metrics and citation of the wiki versions after incorporation of the OA materials. The WikiJournal project is meant to significantly improve the potential of such initiatives to serve as role models for reusable scientific publishing.

Possible avenues of support
''In order to exhibit potential avenues by which such initiatives could be supported, a number of existing initiatives will briefly be reviewed, and room for improvements highlighted. It is improvements of this kind that the proposal is meant to provide.''

The policy at the journal RNA Biology to require the draft for a Wikipedia entry to be submitted along with manuscripts on new RNA families is already quite optimized in terms of the publishing workflow, there are no licensing problems, no money is involved, and there are few technical issues (mainly automation). So here, the main target for improvement would be in terms of metrics (especially traffic flows between the journal and Wikipedia) and outreach to researchers concerned (a) with RNA families and closely related systems and (b) other research objects that are typically being named in publications (e.g. biological species, or chemical compounds), with the aim of getting some of them to try a similar approach in their next paper, i.e. submit a draft for a Wikipedia article along with their manuscript, irrespective of the journal.

The collaboration between ZooKeys and Wikispecies requires automation to scale, and once this works, the approach could in principle be extended to any open-access journal published under a Wikimedia-compatible (i.e. open) license.

The nascent initiatives at PLoS Computational Biology and Gene, naturally, have issues all across the board and could probably benefit from addressing them together or as case studies for open-access and subscription journals. For instance, PLoS Computational Biology normally charges authors a fee that covers the publication costs of an article that is then freely and openly available to the readers, whereas Gene normally charges readers, not authors, and prevents reuse by not using Creative Commons licensing. Both initiatives would benefit from automation, outreach and metrics, and the availability of some stimulus funds could facilitate their start.

Once some outreach materials exist, one could also imagine support for the conversion of sets of Scholarpedia articles to openly licensed content, or for the translation of openly licensed scholarly publications of the kind produced by the above approaches.


text: Template:Softredirect-ws

title: Template:Softredirect-ws


text: Category:Evaluation

title: Category:Evaluation


text:
EPETO

EPETO or Earthquake Performance Evaluation Tool Online is the educational earthquake engineering internet site developed to facilitate potential users' performance and to expand variety of buildings, earthquake exposure and types of seismic control devices for determination of those buildings seismic fitness. It has been successfully tested during July-August 2010 and is ready for public use without restrictions. The project may be accessed by clicking on EPETO: Operational scenarios.

This site is a continuation of the recent research (NSF Award No: CMS-0618183) which gave rise to a non-commercial release of the innovative software called Earthquake Performance Evaluation Tool or EPET.

title: EPETO


text:
Earthquake protector

Earthquake protector is a type of base isolation intended for protection of building and non-building structures against potentially damaging lateral impact of strong earthquakes.

Heavy damping mechanism sometimes incorporated in vibration control technologies and, particularly, in base isolation devices, may be considered a valuable source of suppressing vibrations thus enhancing a building's seismic performance. However, for the very pliant systems such as base isolated structures, with a relatively low bearing stiffness but with an high damping, the so-called "damping force" may turn out the main pushing force at a strong earthquake. This finding created a theoretical ground in earthquake engineering for a damping-disengaged base isolation technology called Earthquake protector.

A shake-table video of concurrent shake-table experiments with two identical and kinematically equivalent to their 12-story prototype building models is presented at. The right model is resting on Earthquake Protectors, while the left one, caught at the time of its crash, is fixed to the shake-table platen.

Analytical software
Analytical software called EPET or Earthquake Performance Evaluation Tool enables concurrent virtual experiments on the same building models with any sliding type of base isolation, including Earthquake protector, and without.

title: Earthquake protector


text:
User talk:Dreamerforever

Blocked
If you wish to contribute to Wikiversity, that would be welcome, and your status on other projects is not relevant. However, you may not use Wikiversity as a platform from which to attack other WMF projects or users, see. I have accordingly indef blocked you. If you wish to request unblock, please request it here. Some Wikiversity users -- including myself -- are banned on Wikipedia. So what? You will be judged here based on your behavior here. And the same is true for the user you attacked. --Abd 00:43, 15 October 2011 (UTC)
 * Too late now, but Abd probably misread Dreamerforever' edit because Dreamerforever didn't put quotation marks around the quotation. Adding the comment to the user page instead of talk page may have made it look worse. Abd took a slight glimpse and banned. 135.0.167.2 (discuss) 17:15, 20 May 2014 (UTC)
 * I did indef block, a relatively rare action for me. Re-reading the triggering edits, I would still defend the action. The comment was classic disruption. It would have been inappropriate on the user talk page as well, it is simply worse on the user page. It's not an attempt to communicate with the user, but to attack the user, to impugn his intelligence and integrity. It has nothing to do with quotes.
 * This is not Wikipedia, and this is not the place to complain about Wikipedia. It is disruptive. There are places and contexts where Wikipedia itself can be studied here. The user page of a Wikipedia administrator is not one of them.
 * This editor was, then, a vandalism-only account. As it is, the editor had nothing invested in the account, just as the IP has nothing invested in a drive-by comment.
 * It was pointed out that the user would be welcome on Wikiversity, even if banned elsewhere. Had the user requested unblock, it would have been considered, and the user advised further about how to proceed. If the user did not know how to appeal the block, they would only have had to ask, and I'd have assisted further. The user was not banned here, but only blocked indef, which does not mean "forever." It means until something else happens. The user, from the description of the admin's behavior is considered banned on Wikipedia.
 * So, more of the story, I do not know if I investigated then.
 * Dreamerforever, as an SUL account, has only edited here and on en.wikipedia.
 * Dreamerforever was hard-blocked on 14 October, 2011, for ban evasion, referring to Simulation12, and saying "confirmed by checkuser." There is no checkuser report, but MuZemike is a checkuser himself, and this user effectively acknowledges ban evasion, for the user wrote in the cited edit
 * But over at the English wikipedia He keeps blocking people for no reason on every time I edit. If I try to edit, within a day or even an hour or two I am blocked every time by this same idiot. He blocks people and does not give any reason.
 * Dreamerforever is acknowledging being blocked by the same administrator. But MuZemike only blocked Dreamerforever once. Therefore Dreamerforever has edited with other accounts, which were blocked, and Dreamerforever then registered a new account and edited. That is called "block evasion," as a minimum, but if the alleged original account is banned, so it is then called "ban evasion." Block evasion is sufficient reason to block. I called the Wikipedia block "hard," because talk page and email access were shut off. However, an editor can still appeal in other ways.
 * Dreamerforever, here, acknowledges interchanges that did not happen with Dreamerforever, they must have happened with a former account, and the user gave us no clue where to look. If the admin wrote what Dreamerforever alleges, it would be a problem, though not our problem here.
 * Let's give Dreamerforever the benefit of the doubt. Suppose Dreamerforever is not Simulation12, that someone made a mistake with one of the former accounts, and is not simply replicating the error. Dreamerforever is not following procedure for handling errors like this, but is instead attacking the administrator who very likely had good reason to block by this point, if not before.
 * Now, there is something interesting here. Simulation12, when indef blocked (Simulation12 is not actually banned, MuZemike was not using the word carefully), claimed to be 7 years old in 2009, 6 when first editing. Very young editors often get blocked for vandalism or other inappropriate behavior. It is a shame that the editor did not appeal here. About 9 at the time, roughly, we could have guided him to becoming a useful editor, if the personality issues were not too severe. Obviously, he didn't try to edit his user talk page here, upon being blocked. Basically, he barged in yelling and was told to shut up. Did this user ever learn? Maybe. He'd be about 12 now. Could be a Wikipedia administrator, or started doing something useful. --Abd (discuss • contribs) 22:15, 20 May 2014 (UTC)

title: User talk:Dreamerforever


text: File:MInter.ogv

title: File:MInter.ogv


text:
Business, politics and sport/Orientation to the unit

Get to know the unit you are participating in, who it is organised, what you need to do, and where to get information.

Readings

 * Joseph Esposito, Aug 2011. The New Face of Social Media. The Scholarly Kitchen (Society for Scholarly Publishing)

Recordings

 * Slide presentation with audio from Keith Lyons, welcoming BPS2011
 * Slide presentation orientation To BPS2011 by Leigh Blackall - Audio recording to go with it


text:
Business, politics and sport/Chain reactions

Stephen Hodge will talk about his work based on cycling in Australia, and its relationship with business and politics. He plans to talk about the politics of 'productivity', and look at how cycling in its current context is increasing population's physical activity (health prevention objective of productivity, healthier workforces etc), and being a transport mode and potential congestion reliever (productivity benefit). Stephen's work intersects with the business world, federal political lobbying and sport administration.

Readings

 * About The Amy Gillet Foundation. Working to realise safe bicycling in Australia
 * Cycling Promotion Fund. Industry Update - April 2011
 * Cycling Promotion Fund. What We Do

Recordings

 * Audio recording of Stephen Hodge's talk


text:
Business, politics and sport/Greater than the sum of the parts?

At Thursday's lecture held on the 1st of September, Keith Lyons spoke about the Crawford Report in his talk, Greater than the sum of the parts? - A discussion of the Crawford Report as a case study of the articulation of sport, business and politics.

Readings

 * Justin Shaw, May 2011. The Future of Australian Sport. The Drum Opinion (ABC)
 * The Crawford Report

Recordings

 * Keith Lyons' audio visual presentation, created after the lecture he gave to BPS2011 participants


text:
Business, politics and sport/Open water

At today's lecture, we heard from Greg Doyle, who flew down from Newcastle to speak to us about his experiences as a sporting organisation manager of Tennis NSW, Surf Life Saving Central Coast, Athletics NSW and now Australian Canoeing. Greg's talk was refreshingly frank and bang on what we need to be hearing in this unit - the practicalities of business and politics in sporting organisations, and like he said, "same horse, different jockey". Some good questions were asked at the end of the talk, and I'm sorry that the recording cut out half way through one of Greg's answers. It pays to be at the lectures in person sometimes.

Readings

 * Canoeing Australia's website

Recordings

 * Notes and recordings of Greg Doyle's talk given to BPS2011 participants

title: Business, politics and sport/Open water


text:
Business, politics and sport/Wayfinding

A panel discussion about Orienteering Australia, a small but national sport body, and how it operates post Crawford Report and in relation to supporting and sponsoring businesses. On this panel are John Harding CEO of Orienteering Australia, Ben Rattray orienteering athlete and event organiser, and Dave Meyer former employee of Adventure Racing Outdoor Challenges (AROC).

Readings

 * Orienteering Australia website
 * AROC website

Recordings

 * Notes and audio recording of the panel discussion between John Harding, Ben Rattray and Dave Meyer

title: Business, politics and sport/Wayfinding


text:
Business, politics and sport/The corporate approach

What a large sporting goods department store thinks is the business relationship with sport in Australia today.

Readings

 * Sport Business World. Key Themes
 * Press Release from Brand Acceleration, Aug 2011. U.S. Olympic Committee, Brand Acceleration, LLC. Sign Partnership Agreement. Published by Reuters.

Recordings

 * Notes only, no recording


text:
Business, politics and sport/Individuals and sport

A discussion about the development of individual sport, and the business relationship that has formed around that.

Readings

 * From politics to business: Adventure sport, gender identity and product marketing

Recordings

 * Slide from Leigh Blackall's presentation to BPS2011 participants, and the audio recording to go with them


text:
Business, politics and sport/The use of sport as a political vehicle

This presentation uses the 2008 Olympic Games as a case study of the political dimensions of global sport. It will discuss selective indignation and wilful blindness as ways of understanding the political nature of sport.

Readings

 * Discussion between Stephen Pearson and Richard Smith, July 2011. Big Mac Olympics. iSportConnect
 * Two Men in a Square

Recordings

 * Notes and slides from Keith Lyon's talk to BPS2011 participants


text:
Business, politics and sport/The role of sport in communities

Keith gave his usual classy performance in another thought provoking lecture about the role of sport in uniting and dividing communities. A copy of his slides with abbreviated audio, can be found on Slideshare.

Readings

 * Marcin Herra, August 2011. Euro 2012 – test of organisation and public engagement. iSportConnect

Recordings
http://www.slideshare.net/Postillion/bps2011-dividing-uniting-sc


text:
Business, politics and sport/Football power and politics

This topic is under development, please feel free to add to this page...

Readings
TBA

Recordings
FIFA: Football, power and politics - BBC Radio documentary. Producer: Mark Burman.


text:
Business, politics and sport/The history of the paralympic movement in Australia

Our guest speaker today was Tony Naar, General Manager Knowledge Services at the Australian Paralympic Committee. Tony is responsible for a project to collect, manage and preserve the history of the Paralympic movement in Australia. UCNISS is working with Tony, as well as sport historian Murray Phillips (University of Queensland) to produce an online history, through Wikipedia, Wikimedia Commons, and Wikibooks. The History of the Paralympics Australia project (HoPAu) has a range of other elements to it, that seeks partnerships with organisations and individuals. In his talk, Tony takes us through the scope of the project, and the reasons for doing it.

Readings

 * The HoPAu website

Recordings
Audio recording of Tony Naar, General Manager Knowledge Services at the APC, talking to students at the University of Canberra about the http://hopau.ucniss.net HoPAu project.


title: User:Visitor7


text: User talk:Visitor7

title: User talk:Visitor7


text:
User talk:Hsingh8658/enes100/Bernoulli Effect

Hey Herman, did you get some idea how we are starting off on Tuesday, do you want me bring some materials for the project?Afayyaz6843 01:19, 15 October 2011 (UTC)

herman, me and adnan have decided to differentiate both of the effects in different ways... let us know you thoughts Mkhan4793 20:26, 17 October 2011 (UTC)

I'm also thinking of making two different projects to demonstrate and differentiate both effectsHsingh8658 23:34, 17 October 2011 (UTC)

Its was a good time at college park today.. we sure learned some cool stuff.. and i also have some videos to show you.. Mkhan4793 00:24, 23 October 2011 (UTC)

Yea zohaib it was a lot of fun.... I think we can demonstrate withe the materials we got from the open house in the class on Tuesday Afayyaz6843 12:18, 23 October 2011 (UTC)

10/10/60 ... you really pushed this forward .. this link was off one of your links .. do the bernoulli experiment that it suggests at the end ... go through the youtube videos and separate them into bernoulli or coanda .. polish the explainations in the rest of the article ... chop it up and research every thing said .. 1sfoerster 14:14, 25 October 2011 (UTC)

harman that link was great in terms of understanding the differences Afayyaz6843 1:19, 29 October 2011 (UTC)

I agree with adnan, but i think we should also demonstrate the coanda effect to the class so they can see the difference as well. Mkhan4793 00:10, 30 October 2011 (UTC)

10/10/80 ... now you are on the right track ... see if you can make a demo out of the balloon analogy in one of the links 1sfoerster 19:04, 31 October 2011 (UTC)

Harman Paa G do you think the The bernoulli effect shown in the air ballon filled with breathe was a right demonstration?Afayyaz6843 12:25, November 5 2011 (UTC)

Harman I think the demonstration that you showed me in class was a great example... I think we should give that a try.. Mkhan4793 02:57, 6 November 2011 (UTC)

10/10/30 ... good research ... now is the time to finish and accomplish something 1sfoerster 15:56, 8 November 2011 (UTC)

Harman we have done some changes in the team page can you check and add more to it if needed Afayyaz6843 12:30, November 5 2011 (UTC)

yah and also we will start the model boat on tuesday since we will have most of the things that we need. Mkhan4793 00:25, 14 November 2011 (UTC)

10/10/10 ... good job 1sfoerster 15:54, 15 November 2011 (UTC)


text:
Talk:Motivation and emotion/Book/2011/Aggression

Comments on this Work in Progress
Whilst edits of this page are more than welcome (it is a wiki page, after all), any feedback in the form of comments would be even more greatly appreciated. In lieu of a forum, the author will respond to any comments left below and consider them in the development of the preceding book chapter. Thanks to James, too, for moving this here.

Please start your comment on an indented new line, by typing two colons  and, if you are logged in, end with a tag, by typing four tildes .

(If I know you from outside of this unit, and you don't have a Wikipedia account, please leave some sort of identification so I know who you are.)

If you want to get really fancy, you might want to stick a line under your post by typing four hyphens, but then you're really doing all my work for me.

Cheers guys!

 * The set up of your page is really clear and logical. Colours and quiz make it appealing too. Maybe you could discuss whether there are differences between genders and type/levels of aggression?AngeM 07:34, 23 October 2011 (UTC)
 * The idea of Aggression and whether or not it can be useful is an interesting one. Maybe in self defence? I.REID 03:23, 22 September 2011 (UTC)

 * It certainly is. Obviously, there is a fairly straightforward evolutionary explanation for the rise of aggressive traits in humans. Usefulness today, though? Well, without having done much research for this assignment yet, I have only a few examples. One that I mentioned above (in my subsection 'Levels') was aggressive attitude. Certainly, this might be described by some as a strength if not a definite advantage in business, for instance. Whether or not defensive actions, though, could be considered 'aggressive' is perhaps another matter entirely - certainly, the motivations underlying the aggressive 'behaviour' might be considered different. Tyrtaeus 03:48, 22 September 2011 (UTC)

 * What an arrogant thing to say - "Obviously, there is a fairly straightforward evolutionary explanation...". It may seem obvious in a commonsense way, and there are certainly some well-thought out evolutionary explanations for aggression, but I really can't say that yet, can I? Just thought I'd retract that comment without actually removing it from the current appearance of the page, for the sake of preserving this conversational history as visbly as possible. Cheers again Ian. Tyrtaeus 13:42, 25 September 2011 (UTC)

 * Your page looks excellent so far - I think the format is going to be really great for seamless communication with your audience. From a content perspective, I was wondering about the adaptive, versus maladaptive, purpose of aggression? For example, is there times when aggression in relationships is productive, and other times when it's counterproductive? Anyway, it looks like my suggestion may be outside the scope of your outline as you've got a lot of good content listed to far. Have a great day, TabithaJ 05:08, 24 September 2011 (UTC).

 * Thanks for the comments! I sort of got stuck in the world of page-development for a couple of hours on Thursday, and got everything looking pretty. It's proven to be a wonderful little procrastinatory aid, this presentation format. Anyway, I think that you've raised a good point, there; I think that it's the same point at which I.REID was also getting; I'm positive it's the same point I've been raising to myself, when trying to pull myself away from being merely descriptive and being somewhat more prescriptive in terms of my chapter content. You know - more 'self-helpful' and less encyclopædic. I keep saying that I recognise this pitfall, but then I am constantly having to remind myself that it's not where I'm focusing, as silly as that might sound. Thinking as I write this, I suppose that at its heart, one of the problems I'm having is trying to understand who would be asking for help in this area, and what questions they would be looking to have answered. Without any false pretense of saintliness, I don't really identify that strongly with aggressive behaviours or feelings... Then again, following that line, maybe that's where I should be looking - for either where my aggression 'healthily' lies, so unobtusely, or where it would help me had it a greater influence on my motivation. Anyway, food for my own thought, but I hope someone else reading this finds it a little stimulating!

 * I had a look over at your page, too - it looks like you've already got a large bit of content sorted! I've thrown some updates up for you. Nothing major - just a couple of spelling and grammar corrections - just trying to return the contributory favour. :) Looking forward to seeing how your chapter progresses! Tyrtaeus 13:42, 25 September 2011 (UTC)

 * Hey T1. Thanks for your little edits on my page - you'll see now that I've reduced my table of contents significantly too :-) Certainly I agree wtih you - I'm not an aggressive person at all (a rather loooong fuse) so I would find it difficult to know what a person who is very aggressive should be asking in order to get help. I can only relate through a friend of mine who definatey has a BAS system (I'm more BIS!) - she will always approach a problem with a lot of aggression whereas my natural inclination is to inhibit my approach. In actual fact, the only time I might "approach" an issue is when something clashes with my personal values. Well I think your page looks excellent and I can tell by your structure that your content will be too :-) I'm still refining my content (i.e. adding linking sentences between paragraphs, but I feel somewhat satisfied with my progress. Have a great day, T2 :-)''

 * ''Hello, again! I am very glad I got a lot of reading and sorting out done early - it's been a crazy few weeks and I almost completely forgot this page (or maybe even the unit!) existed. Congratulations on your chapter - it looks fantastic. I like the level of class brought to your project with the use of the Van Gogh. :P I haven't really had a good read of your page, but I will probably do so this week when I get stuck into mine. As you've done quite well in terms of making me feel quite guilty about the amount of work I have done lately, it should be sooner rather than later. Thanks for the 'motivation'. :) Tyrtaeus 04:19, 18 October 2011 (UTC)

Hey T1. Oh don't worry I completely understand - this week for me has been crazy at work so I haven't had a chance to work on my chapter. Though I've received some good feedback from others in terms of making it a little more "casual" so I plan to do that with some more text boxes and maybe a self-help survey or something. Oh and as long as we're at least putting some thought into our pages during a spare five mins, I think that is still progress :-) Your page is well advanced and looks very technical so I am really looking forward to seeing the end result! Why did you choose the topic of aggression? I wanted to actually choose an eating behaviour topic but missed out on it. However, I'm really happy I chose the relationships and happiness topic as it has refreshed me to be a little more attentive to others :-) If we both put in a bit of work this weekend I'm sure we'll be much happier with ourselves :-) Have a great day, T2 TabithaJ 09:29, 20 October 2011 (UTC)

 * "freud has some interesting information on aggression. Just a thought (Miz.mira 00:25, 26 September 2011 (UTC))
 * Thanks for the tip - I know a little about his idea that outward aggression is simply an expression of thanatos, the death instinct; the basic principle is that aggression, violence et cetera are actually just external 'versions' or expressions of the human instinctual drive towards self-destruction. Is this the 'information' to which you refer? Tyrtaeus 03:47, 4 October 2011 (UTC)

 * That sounds really great but I was thinking more along the lines of Defense mechanisms such as projection, displacement, reaction formation etc...
 * Thanks for you feedback. Just wondering if you know how I could put a picture and a box  in my book chapter sorry I am  technophobic :)
 * Do you know much about shopping addictions?
 * I love the book chapter so far. Great effort!Miz.mira 05:18, 15 October 2011 (UTC)

 * I'd love to help with the formatting of your page. Maybe this might be easier if you email me at tyrtaeus@gmail.com, so you can tell me exactly what you need.

 * And do I know much about shopping addictions? Well, as a poverty ridden student, I'd have to say that I don't, but my girlfriend might be an interesting case-study for you.

 * Looking forward to hearing from you Tyrtaeus 04:11, 18 October 2011 (UTC)

Hi, this looks like a really interesting chapter. I was browsing through the APA website and found an article on revenge, in particular why people seek revenge and what motivates them. It also give a cultural perspective. I know agression is not revenge but thought there is an interesting link between the two given that revenge is aggression based...perhaps you may be interested: Revenge. BTW love the interactive questionnaire. --Flow 02:21, 23 October 2011 (UTC)

I remember doing a similiar topic earlier for a psych unit. I found that in particular the psychoanalytic (displaced aggression and catharsis) and behavioural perspectives provide a good insight into exaplaining aggression. Additionally, i look foward to seeing your piece on the general aggression model as i am incorporating this into my chapter (i would appreciate any feedback you have on my page :)). Atice 01 03:15, 28 October 2011 (UTC)

 * Looks like you've got some really useful feedback already! I just had a look at the 'anger' page and was wondering about the difference between anger and aggression? maybe that could be defined? looks really good with the set out and headings, very thorough! Naomi 11:20, 1 November 2011 (UTC)

Comment by Magnolia - the test is excellent - love the bright colour yellow - keep going with this excellent paper


text:
User:Egm6936.s09/Dynamic stability

=Dynamic stability analysis of an elastic composite material having a negative-stiffness phase=

The general solutions for the displacement field
In Kochman 2009 analyze a composite material consisting of two homogeneous, isotropic, linear elastic phases, i.e, an infinitely long circular cylindrical inclusion of radius $$\displaystyle a $$ and Lame's elastic moduli $$\displaystyle \lambda^I, \mu^I$$ with a concentric coating of thickness $$\displaystyle d$$ and elastic moduli $$\displaystyle \lambda^{II}, \mu^{II}$$. The composite is assumed to be in a state of plane strain. Its dynamic perturbing displacements are ruled by Cauchy equation of motion without body force:

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$$   \displaystyle \rho\ddot{\mathbf u}=\nabla\cdot \boldsymbol \sigma $$     (1)
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where $$\displaystyle \mathbf u$$ is the perturbing displacment vector field, restricted to being infinitesimal and having infinitesimal gradients. The dots denote time derivatives, $$\displaystyle \boldsymbol \sigma$$ is the stress tensor, $$\displaystyle \rho$$ is the density. For simplicity, the same density is assumed for both materials since different density will not affect the stability requirements.

The Hooke's law gives:

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$$   \displaystyle \boldsymbol \sigma=2\mu \boldsymbol \epsilon + \lambda tr(\boldsymbol \epsilon) \mathbf 1 $$     (2)
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where $$\displaystyle \boldsymbol \epsilon = \text{sym} (\nabla \mathbf u)$$ is the strain tensor and $$\displaystyle \mathbf 1$$ is the identity tensor.

After putting Eq.(2) into Eq.(1), the resulting equation is usually named after Navier.

Employing the polar coordinates with the origin at the center of the inclusion, Kochmann got the following PDEs equations for displacements $$\displaystyle \mathbf u = (u_r,u_\theta)$$ w.r.t to polar coordinates $$\displaystyle r,\theta$$. These equations are valid for each material phase with different Lame's values $$\displaystyle \lambda, \mu$$.

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$$   \displaystyle \rho(\ddot{\mathbf u})_r = \frac {\lambda + \mu}{r^2}[r^2 u_{r,rr} + r u_{r,r} - u_r + r u_{\theta,r} - u_\theta] + \frac {\mu}{r^2}[r^2 u_{r,rr} + r u_{r,\theta\theta} - u_r + r u_{r,r} - 2 u_{\theta,\theta}] $$     (3a)
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$$   \displaystyle \rho(\ddot{\mathbf u})_\theta = \frac {\lambda + \mu}{r^2}[r u_{r,r\theta} + u_{r,\theta} + u_{\theta,\theta\theta}] + \frac {\mu}{r^2}[r^2 u_{\theta,rr} + u_{\theta,\theta\theta} - u_\theta + r u_{\theta,r} + 2 u_{r,\theta}] $$     (3b)
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The general solutions are sought in the following forms:

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$$   \displaystyle u_r = f(r)e^{im\theta}e^{i\omega t}, \qquad u_\theta = g(r)e^{im\theta}e^{i\omega t} $$ (4)
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Substituting (4) to (3) to get as Kochmann :

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$$   \displaystyle f''+\frac{f'}{r}-[\frac{\lambda+2\mu + m^2\mu}{(\lambda+2\mu)r^2}-\frac{\rho\omega^2}{\lambda+2\mu}]f = \frac{im}{\lambda+2\mu}[-(\lambda+\mu)\frac{g'}{r}+(\lambda+3\mu)\frac{g}{r^2}] $$     (5a)
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$$   \displaystyle g''+\frac{g'}{r}-[\frac{\mu + m^2(\lambda+2\mu)}{\mu r^2}-\frac{\rho\omega^2}{\mu}]g = -\frac{im}{\mu}[(\lambda+\mu)\frac{f'}{r}+(\lambda+3\mu)\frac{f}{r^2}] $$     (5b)
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Then Kochmann in used the infinite power series to find the solution for the system of ODEs in (7):

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$$   \displaystyle f = \sum_{n=0}^{\infty}a_n r^{k+n}, \qquad g = \sum_{n=0}^{\infty}b_n r^{k+n} $$     (6)
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To satisfied these equation (5), the values of $$\displaystyle k$$ must be:

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$$   \displaystyle k = \pm \left | m \right | \pm 1 $$     (7)
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and the coefficients of the series also satisfied:

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$$   \displaystyle b_0 = a_0 im \frac{\lambda(1+k)+\mu(3+k)}{m^2(\lambda+2\mu)+\mu(1-k^2)}, \quad b_1 = a_1 = 0 $$     (8)
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and for $$\displaystyle n \geqslant 2$$

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$$   \displaystyle a_{n+2} = \frac{\rho \omega^2}{\mu (\lambda + 2 \mu)} \frac{(-(1+k+n)(3+k+n)\mu + m^2(\lambda + 2\mu))a_n + im\left ( (1+k+n)\lambda + (-1+k+n)\mu \right )b_n}{(1+k-m+n)(3+k-m+n)(1+k+m+n)(3+k+m+n)} $$     (9a)
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$$   \displaystyle b_{n+2} = \frac{\rho \omega^2}{\mu (\lambda + 2 \mu)} \frac{im\left ( (3+k+n)\lambda + (5+k+n)\mu \right )a_n + (m^2 \mu-(1+k+n)(3+k+n)(\lambda + 2\mu)b_n) }{(1+k-m+n)(3+k-m+n)(1+k+m+n)(3+k+m+n)} $$     (9b)
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From (8) and (9), it is easy to see that all "odd" coefficients are zero.

For each value of $$\displaystyle k$$, writing the coefficients $$\displaystyle a_n, b_n$$ in a non-recursive form and making use of the definition of the Bessel's functions:

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$$   \displaystyle J_m(z)= \left( \frac{z}{2} \right)^m \sum_{n=0}^{\infty}\frac{(-1)^n z^{2n}}{2^{2n}n!(m+n)!} $$     (10)
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Kochmann ended up with the following genenal forms:

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$$   \displaystyle f_{mn}(r)= A_{mn}\frac{J_{\left | m \right |}(\xi_{\omega_{mn}}r)}{r} - B_{mn} J'_{\left | m \right |}(\chi_{\omega_{mn}}r) + C_{mn}\frac{Y_{\left | m \right |}(\xi_{\omega_{mn}}r)}{r} - D_{mn} Y'_{\left | m \right |}(\chi_{\omega_{mn}}r) $$     (11a)
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$$   \displaystyle g_{mn}(r)= \frac{i}{m} \left [ -m^2 B_{mn}\frac{J_{\left | m \right |}(\chi_{\omega_{mn}}r)}{r} + A_{mn} J'_{\left | m \right |}(\xi_{\omega_{mn}}r) - m^2 D_{mn}\frac{Y_{\left | m \right |}(\chi_{\omega_{mn}}r)}{r} + C_{mn} Y'_{\left | m \right |}(\xi_{\omega_{mn}}r) \right ] $$     (11b)
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where

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$$   \displaystyle \xi_\omega := \sqrt{\frac{\rho \omega^2}{\mu}}, \qquad \chi_\omega := \sqrt{\frac{\rho \omega^2}{\lambda + 2\mu}} $$     (12)
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and the prime denotes differentiation with respect to $$\displaystyle r$$ and $$\displaystyle A_{mn}-D{mn}$$ are undetermined complex constants, one independent set for each $$\displaystyle m,n$$ pair. $$\displaystyle J_m,Y_m$$ are the Bessel functions of the first and second kind respectivley.

Since the displacement field must be single-valued, i.e $$\displaystyle \mathbf u(r,0,t)=\mathbf u(r,2\pi,t)$$, $$\displaystyle m$$ must be integer-valued. Also, Kochmann used the complex representation for the solution, he required that all displacements are real and hence the following conditions must be satisfied:

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$$   \displaystyle f_{-m-n} = \overline{f_{mn}}, \qquad f_{m-n} = \overline{f_{-mn}}, \qquad g_{-m-n} = \overline{g_{mn}}, \qquad g_{m-n} = \overline{g_{-mn}}, \qquad $$     (13)
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Then Kochmann said that (13) are satisfied when all constants $$\displaystyle A_{mn}-D{mn}$$ are real. ?????

Finally, summation of all admissible values of $$\displaystyle \omega $$ gives the general solutions as :

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$$  \displaystyle u_r(r,\theta,t) =\frac{1}{r} \sum_{m = -\infty}^{\infty} \sum_{n = 0}^{\infty} \left \{ A_{mn}J_{\left | m \right |}(\xi_{\omega_{mn}}r) - B_{mn} r J'_{\left | m \right |}(\chi_{\omega_{mn}}r) + C_{mn}Y_{\left | m \right |}(\xi_{\omega_{mn}}r) - D_{mn} rY'_{\left | m \right |}(\chi_{\omega_{mn}}r) \right \}e^{im\theta}e^{i\omega_{mn}t} $$     (14a)
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$$  \displaystyle u_\theta(r,\theta,t)= \frac{i}{r} \sum_{m = -\infty}^{\infty} \sum_{n = 0}^{\infty} \left \{ A_{mn}\frac{r}{m} J'_{\left | m \right |}(\xi_{\omega_{mn}}r) - m B_{mn}J_{\left | m \right |}(\chi_{\omega_{mn}}r) + C_{mn} \frac{r}{m} Y'_{\left | m \right |}(\xi_{\omega_{mn}}r) - m D_{mn}Y_{\left | m \right |}(\chi_{\omega_{mn}}r)  \right \}e^{im\theta}e^{i\omega_{mn}t} $$     (14b)
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Using Hook's law, the stress components entering the traction vector on surfaces $$\displaystyle r = const $$:

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$$  \displaystyle \sigma_{rr} = (\lambda+2\mu)u_{r,r} + \lambda \frac{u_r+u_{\theta,\theta}}{r}, \qquad \sigma_{r\theta} = \mu \left ( u_{\theta,r} + \frac{u_{r,\theta} - u_{\theta}}{r}, \right ) $$     (15)
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Kochmann got:

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$$  \displaystyle \sigma_{rr} = \frac{\mu}{2}\sum_{m = -\infty}^{\infty} \sum_{n = 0}^{\infty} \begin{Bmatrix} A_{mn}\xi_{\omega_{mn}}^2 [J_{\left | m \right | - 2}(\xi_{\omega_{mn}}r)- J_{\left | m \right | + 2}(\xi_{\omega_{mn}}r)] - B_{mn} \chi_{\omega_{mn}}^2 [J_{\left | m - 2 \right |}(\chi_{\omega_{mn}}r) + J_{\left | m +2 \right |}(\chi_{\omega_{mn}}r) ]\\ + C_{mn} \xi_{\omega_{mn}}^2 [Y_{\left | m \right | - 2}(\xi_{\omega_{mn}}r)- Y_{\left | m \right | + 2}(\xi_{\omega_{mn}}r)] - D_{mn} \chi_{\omega_{mn}}^2 [Y_{\left | m - 2 \right |}(\chi_{\omega_{mn}}r) + Y_{\left | m +2 \right |}(\chi_{\omega_{mn}}r) ] \\ + 2(\frac{\lambda}{\mu}+1)\chi_{\omega_{mn}}^2 [B_{mn}J_{\left | m \right |}(\chi_{\omega_{mn}}r) + D_{mn}Y_{\left | m \right |}(\chi_{\omega_{mn}}r) ] \end{Bmatrix}e^{im\theta}e^{i\omega_{mn}t} $$     (16a)
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$$  \displaystyle \sigma_{r\theta} = \frac{i\mu}{2}\sum_{m = -\infty}^{\infty} \sum_{n = 0}^{\infty} sign(m)\begin{Bmatrix} A_{mn}\xi_{\omega_{mn}}^2 [J_{\left | m \right | - 2}(\xi_{\omega_{mn}}r) + J_{\left | m \right | + 2}(\xi_{\omega_{mn}}r)] - B_{mn} \chi_{\omega_{mn}}^2 [J_{\left | m - 2 \right |}(\chi_{\omega_{mn}}r) - J_{\left | m +2 \right |}(\chi_{\omega_{mn}}r) ]\\ + C_{mn} \xi_{\omega_{mn}}^2 [Y_{\left | m \right | - 2}(\xi_{\omega_{mn}}r)+ Y_{\left | m \right | + 2}(\xi_{\omega_{mn}}r)] - D_{mn} \chi_{\omega_{mn}}^2 [Y_{\left | m - 2 \right |}(\chi_{\omega_{mn}}r) - Y_{\left | m +2 \right |}(\chi_{\omega_{mn}}r) ] \end{Bmatrix}e^{im\theta}e^{i\omega_{mn}t} $$     (16b)
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Dynamic stability analysis of a homogeneous circular cylinder fixed at the boundary
Now consider, first the case of a homogeneous, isotropic, linear elastic circular cylindrical body with radius $$\displaystyle a$$ and elastic moduli$$\displaystyle \lambda,\mu$$ restricted to plane strain deformations. The general form of the displacement field in this case is obtained from (14) by removing terms which lead to singularity at the center $$\displaystyle r=0$$(Terms of Bessel-second function), after normalizing $$\displaystyle r $$ by $$\displaystyle a $$are:

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$$   \displaystyle u_r(r,\theta,t) =\frac{1}{2} \sum_{m = -\infty}^{\infty} \sum_{n = 0}^{\infty} \left \{ A_{mn} \frac{\xi_{\omega_{mn}}r}{\left | m \right |} [J_{\left | m \right | +1}(\xi_{\omega_{mn}}ar) + J_{\left | m \right |-1}(\xi_{\omega_{mn}}ar)] + B_{mn} \chi_{\omega_{mn}} [J_{\left | m  \right | +1}(\chi_{\omega_{mn}}ar) - J_{\left | m \right |-1}(\chi_{\omega_{mn}}ar)] \right \}e^{im\theta}e^{i\omega_{mn}t} $$     (17a)
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$$   \displaystyle u_\theta(r,\theta,t) = -\frac{i}{2} \sum_{m = -\infty}^{\infty} \sum_{n = 0}^{\infty} \left \{ A_{mn} \frac{\xi_{\omega_{mn}}r}{\left | m \right |} [J_{\left | m \right | +1}(\xi_{\omega_{mn}}ar) - J_{\left | m \right |-1}(\xi_{\omega_{mn}}ar)] + \frac{m}{\left |m \right|}B_{mn} \chi_{\omega_{mn}} [J_{\left | m  \right | +1}(\chi_{\omega_{mn}}ar) + J_{\left | m \right |-1}(\chi_{\omega_{mn}}ar)] \right \}e^{im\theta}e^{i\omega_{mn}t} $$     (17b)
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The above equations (17) used the following useful identities of the Bessel-first order:

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$$   \displaystyle \frac{J_m(\kappa r)}{r} = \frac{\kappa}{2m} [J_{m+1}(\kappa r)+J_{m-1}(\kappa r)], \qquad J'_m(\kappa r) = \frac{\kappa}{2} [J_{m-1}(\kappa r)-J_{m+1}(\kappa r)] $$     (18)
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Now applying the boundary conditions:

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$$   \displaystyle u_r(r=1,\theta,t) = 0, \qquad u_\theta(r=1,\theta,t) = 0 $$     (19)
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Defining

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$$   \displaystyle k= \sqrt{\frac{\mu}{\lambda+2\mu}} $$     (20)
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Kochmann rewrote the B.Cs in the matrix form:

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$$   \displaystyle \xi_{\omega_{mn}}\begin{pmatrix} J_{\left | m \right | +1}(\xi_{\omega_{mn}}a) & \left | m \right | k J_{\left | m  \right | +1}(k\xi_{\omega_{mn}}a) \\ -J_{\left | m  \right | -1}(\xi_{\omega_{mn}}a) & \left | m \right | k J_{\left | m \right | -1}(k\xi_{\omega_{mn}}a) \end{pmatrix} \begin{pmatrix} A_{mn}\\ B_{mn} \end{pmatrix} = \begin{pmatrix} 0\\0 \end{pmatrix} $$     (21)
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To have non-trivial solutions, the determinant of the matrix of the coefficients $$\displaystyle A_{mn},B_{mn}$$ must be zero or:

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$$   \displaystyle J_{\left | m \right | +1}(j_{mn}) J_{\left | m  \right | - 1}(kj_{mn}) + J_{\left | m  \right | -1}(j_{mn}) J_{\left | m  \right | + 1}(kj_{mn}) = 0 $$     (22)
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where $$\displaystyle j_{mn}=\xi_{\omega_{mn}}a$$.

Kochmann argued that equation (22) must have real solution for $$\displaystyle \omega_{mn}$$ since imaginary solutions will lead to unstable solution (see the form of the solution (5). This condition is satisfied if $$\displaystyle k$$ is real, i.e all roots $$\displaystyle j_{mn}$$ are real for all admissible integer values of $$\displaystyle m$$. This is easily shown using the sum representation of the Bessel function of the first kind:

\displaystyle J_{\left | m \right |+1}(ix) J_{\left | m  \right |-1}(kix) + J_{\left | m  \right |-1}(ix) J_{\left | m  \right |+1}(kix)=(-1)^m k^{\left | m \right |-1} x^{2\left | m \right |}2^{-2\left | m \right |} \sum_{n = 0}^{\infty} \sum_{l = 0}^{\infty} \frac{x^{2(n+l)}(k^2l+k^{2n+2})}{2^{2n+2l}n!l!(n+\left | m \right | +1)!(l+\left | m \right | -1)!} $$

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$$   \displaystyle =\left\{\begin{matrix} >0, \text{if m is even}\\ <0, \text{if m is odd}\\ =0, \text{if x=0} \end{matrix}\right. $$     (23)
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Kochmann as well definites $$\displaystyle \bar j_{mn}=\chi_{\omega_{mn}}a$$ where the bar here and in the sequel does not indicate complex conjugate. So (22) rewrites as:

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$$   \displaystyle J_{\left | m \right | +1}(\bar j_{mn}/k) J_{\left | m  \right | - 1}(\bar j_{mn}) + J_{\left | m  \right | -1}(\bar j_{mn}/k) J_{\left | m  \right | + 1}(\bar j_{mn}) = 0 $$     (24)
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Due to Kochmann's definition ,

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$$   \displaystyle \omega_{mn}=\pm \sqrt{\frac{\mu}{a^2\rho}j_{mn}^2}, \qquad \omega_{mn}=\pm \sqrt{\frac{\lambda+2\mu}{a^2\rho}j_{mn}^2} $$     (25)
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Solving (21) to get the general displacment field:

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$$   \displaystyle u_r(r,\theta,t) =\frac{1}{ar} \sum_{m = -\infty}^{\infty} \sum_{n = 0}^{\infty} A_{mn} \begin{Bmatrix} \left[J_{\left | m \right |}(j_{mn}r) + \frac{J_{\left | m  \right | +1}(j_{mn})}{J_{\left | m  \right | +1}(kj_{mn})\left |m \right |k} rJ'_{\left | m  \right |}(kj_{mn}r)\right]e^{\pm i \sqrt{\frac{\mu}{a^2\rho}j_{mn}^2}t}\\ + \left[J_{\left | m \right |+1}(\bar j_{mn}r/k) + \frac{J_{\left | m  \right | +1}(\bar j_{mn}/k)}{J_{\left | m  \right | +1}(\bar j_{mn})\left |m \right |k} rJ'_{\left | m  \right |}(\bar j_{mn}r)\right ]e^{\pm i \sqrt{\frac{\lambda+2\mu}{a^2\rho}\bar j_{mn}^2}t} \end{Bmatrix} e^{im\theta} $$     (26a)
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$$   \displaystyle u_\theta(r,\theta,t) =\frac{i}{ar} \sum_{m = -\infty}^{\infty} \sum_{n = 0}^{\infty} sign(m)A_{mn} \begin{Bmatrix} \left[ \frac{1}{\left | m \right |}rJ'_{\left | m \right |}(j_{mn}r) + \frac{J_{\left | m  \right | +1}(j_{mn})}{J_{\left | m  \right | +1}(kj_{mn})k} J_{\left | m  \right |}(kj_{mn}r)\right]e^{\pm i \sqrt{\frac{\mu}{a^2\rho}j_{mn}^2}t}\\ + \left [\frac{1}{\left | m \right |}rJ'_{\left | m \right |}(\bar j_{mn}r/k) + \frac{J_{\left | m \right | +1}(\bar j_{mn}/k)}{J_{\left | m  \right | +1}(\bar j_{mn})k} J_{\left | m  \right |}(\bar j_{mn}r)\right]e^{\pm i \sqrt{\frac{\lambda+2\mu}{a^2\rho}\bar j_{mn}^2}t} \end{Bmatrix} e^{im\theta} $$     (26b)
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Avoiding exponential time growth of the displacement field in (26) hence requires:

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$$   \displaystyle \omega_{mn}=\pm \sqrt{\frac{\mu}{a^2\rho}j_{mn}^2}\in R, \qquad \omega_{mn}=\pm \sqrt{\frac{\lambda+2\mu}{a^2\rho}j_{mn}^2} \in R	$$ (27)
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or

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$$  \displaystyle \mu >0, \qquad \lambda+2\mu>0 $$     (28)
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=References =

title: User:Egm6936.s09/Dynamic stability


text:
User:Fahism13

First of all, I would like describe myself as a computer game addict. I really love playing The Sims part 1,2,and 3, Audition, Music battle, Virtual fighter, and more. I am really in love with cool graphics of these games and really like to see the development of each game. I cannot imagine how the game companies use the only small engine building these cool games. It really inspires me to learn the computer graphic design in the future. Nowadays, I use desktop model personal computer. My computer has windows XP. I want to spend my money as less as possible so I think that a desktop is enough for my using purposes (working and playing computer games). When my computer has any problems, I always search the solutions on the internet and try to solve it by myself as much as possible. I really get more computer skill by doing it. The software programs that I experienced with are mostly the Microsoft office; Microsoft words, Microsoft power point, Microsoft excel, Microsoft outlook, and Microsoft publisher. I also love image editing program as Photoscape and Photoshop. Moreover, I experienced with Movie Maker. They are all very easy and fun to use. They provide different purposes and advantages. In addition, I sometimes search for new software on the internet but not quite up-to-date anyway because I always have the purposes before spending time on that.

title: User:Fahism13


title: File:Capacitor.1.A.20111015.pdf