text:
User talk:JoliePA

Welcome
Hello Jolie, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Hillgentleman | //\\ |Talk 18:17, 6 October 2008 (UTC)

Worldpolitics
Hi Jolie,

I saw that you joined the reading group dedicated to worldpolitics. It has grown into a kind of personal hobby of mine.

I am an academic, so i should have put down enough sources and do something about my grammar. I am Dutch, english is my second language, so some grammar mistakes will be hard to see for me.

You are the first one to join. What do topics do you like within worldpolitics?--Daanschr 08:35, 8 October 2008 (UTC)

 * hello. As a lifelong student, I want to make a continual effort at being informed and knowledgeable.  I have become intrigued by the wikimedia model.  How does contributing here differ in educational value from readings at the library or participation on an internet forum?

 * The reading is a little tedious and difficult with no social interaction but online forums can be mindless ranting with little to no educational value.
 * Right now, I would like an opportunity to learn more about the social sciences. I think there are many interesting possibilities and I welcome your input. If I could ask just one favor of you, this would be SO much easier if the material were on-line and freely accessable.

 * An acedemic from holland and a chemist from the USA might have great difficulty getting similar reading material.--Jolie 13:17, 8 October 2008 (UTC)

I agree with you on libraries and internet forums.

Acquiring books from libraries might not be a problem. Famous books are available all over the world. I don't know much on the availability of literature on the topics that i mentioned in the reading group of worldpolitics. A summary of the sources i used are:
 * Himmelfarb. I have read one book of here and a couple of articles on the internet. A whole ranch of side issues can be pursued.
 * Darwin's Nightmare. I saw the documentary on the television and it might be available on the internet. Most of the discussion points that i added are from a Dutch television program, which is easily available on the internet, but all in Dutch. So, that might be a problem.
 * Itulip. Well, that is the most easy one. All articles are online and in English. From an academic view, it would be bad to use this one source on economics, though i think it is a good one. They have predicited a few economic disasters, including the internet bubble and the present financial collapse.
 * Science fiction. This theme was added after watching a documentary of the BBC, but i don't know the title of it.

The good thing of social sciences is that those intellectuals who have little knowledge of it, can still easily understand what it is all about. It depends on the topics we will try to learn about, what sources are needed.--Daanschr 14:28, 8 October 2008 (UTC)

American History
I am glad to see someone likes my random scribblings :). Welcome aboard. It might be a while for the lectures to come up, as I ran into a snag. Geo.plrd 20:02, 8 October 2008 (UTC)

US History
I am not possessive about my lectures. If you can make them better, go ahead. Where did the 1830 stuff come from though? CliffNotes? Geo.plrd 23:24, 13 October 2008 (UTC)
 * Interesting to hear that. I think I developed a piece of the textbook. Feel free to improve anything. Geo.plrd 15:34, 14 October 2008 (UTC)
 * I'm not sure I saw it. did you mean the text book is outlined? or did you do a bit of it while waiting for me?? Didn't do too much today at lunch! (sorry). felt sluggish and lingered in some unmotivated surfing.  I will try to smuggle some time in this afternoon to get a big chunk of that textbook written.  If we happen to duplicate efforts I'm sure differences can be ironed out easily.  I have the topics figured out, now.--Jolie 16:40, 14 October 2008 (UTC)
 * goaded by a little bit of guilt I hastily adapted what I had for the first part of the textbook. I figured out how to attach a file, yipee!! yeah, I know; simple thrills for simple minds.--Jolie 17:10, 14 October 2008 (UTC)
 * I mean that I started writing the first section. Your work is excellent! Sorry to have to make changes but we are going to start working on the textbook on Wikibooks. Its at b:United We Stand. All I needed to do was make some minor changes, and elaborate on my pieces a bit more. Geo.plrd 05:54, 15 October 2008 (UTC)
 * As for the minor changes, they are great! this is exactly how we should work, my rough draft is definitely rough and raw.  I am learning much of this stuff along the way (which is the point of the course), and lack perhaps some of the big picture.  Your broader experience in invaluable in this project.  Normally, polished professionals develop textbooks.  To produce a decent textbook with one student and one teacher is an great accomplishment.--Jolie 13:46, 16 October 2008 (UTC)

Is there a reason you've begun a new textbook instead of fixing the old one? Feel free to improve it (a lot!) - we've had much criticism for that one in particular, so I'd be happy to help if I can (though I know next to nothing about US history). And I've replied to Jolie on Wikibooks as well. – Mike.lifeguard | @en.wb 22:47, 21 October 2008 (UTC)

 * (Smile) I am JoliePA on wikibooks (since I didn't know how to log into WB with my present 'identity'). The issue of starting another another wikibook has been hotly debated for a while.
 * I don't know quite what to say about it right now. I am studying the course with Geo.plrd as an instructor. We both agree that the present book has problems, both in content and in organization with its stated preface and that a big project to cover US History in enough depth to write a book, is very educational.
 * I hope I've been clear about my point of view. I value this educational course and am learning alot. I'm not so certain my writings could be the 'authoritative Wikibook' without some help from others.  The project (we are doing) is very big, but the controversy is kind of time consuming.
 * If you would check out the controversy on justification and tell me what you think.--Jolie 12:40, 22 October 2008 (UTC)

History
Since you're involved in History learning resources, would you mind posting your thoughts on policy proposals and discussions over at School talk:History? The more voices we get, the better, I think. The Jade Knight (d'viser) 21:45, 15 October 2008 (UTC)

Time is an issue. You seem to be everywhere and in every conversation. It is inspiring! unfortunately, I feel like I am bumping into a general limit on how much I can get involved in. But rest assured, I do spend a time reading over there (which is much faster than writing). I will post on policy as much as I much as I can think of contributions which are useful and helpful. It is almost a shame we don't have a 'I agree' mark for users to quickly signal agreement to posts which they think are quite insightful and to show consensus.--Jolie 14:00, 16 October 2008 (UTC)
 * There is always (✅).  You can copy it to your clipboard and paste it where you feel appropriate.  Even that much would be helpful in figuring out consensus.  There's also, , and .  And, of course, .  The Jade Knight (d'viser) 07:16, 19 October 2008 (UTC)

 * Perfect! (✅) that this will help. --Jolie 12:31, 20 October 2008 (UTC)

Great job on the book contributions! Geo.plrd 16:12, 16 October 2008 (UTC)

Conflict etc
Hi Jolie, I've been meaning to stop by for a while. I'm also very interested in Learning to learn a wiki way - but I've been too involved with recent conflicts etc to be able to get stuck in with other things. I appreciate your comments on the Colloquium - I'd simply say, if you're not affected by recent conflicts, don't worry about it, and busy yourself with what actually interests you. :-) See you around... Cormaggio talk 16:40, 16 October 2008 (UTC)

Monk's mound image
hi, I noticed that the image you uploaded is already at http://commons.wikimedia.org at Image:Monks Mound in July.JPG. I just wanted to let you know that there is an easy way to include images there on wikiversity, and you can even resize them. See my edit for an example of how to do this. Feel free to contact me if you'd like any help on how to use images on wikiveristy. There are a number of shortcuts that can save you time. --mikeu talk 17:29, 16 October 2008 (UTC)
 * Thank you. I intend to borrow heavily from the wikipedia project pages. --Jolie 18:22, 16 October 2008 (UTC)

Re: US History
Is it more ethical to redo a wikibook or alter the writing of the current one ,with conflicting material? Couldn't the latter be considered a form of vandalism. And yet, myself I would probably WELCOME a contribution to my material rather than the rewriting the topic altogether. The fact that the book seems abandoned, needs considered, too. if the author is not around to work with; how do you exactly build of his work???

That's what the day is about SO far. I didn't want to get stuck in a philosophical dilemma about ethics (So much of WV IS now days)- I wanted to learn. but to edit, means to make choices that some might see as unethical. I think this issue is our a test of what we consider to be ethical editing.

Even once this project has done, It will remain an ethical dilemma. even for WB. Do they boot out the current book from their 'featured textbook', will they think we wer right to redo the textbook, rather than add to the current book? If our goal is the Authoritative textbook of US history. We need to be aware that this might seem controversial to people in WB.--Jolie 15:55, 20 October 2008 (UTC) Well, I think that is more prudent to write a new wikibook, because the other one has evolved. We will be handing them a fully written, standards based textbook. If they complain, it will cost them a free textbook that any teacher could use. If they really don't want it, it can be hosted elsewhere. Geo.plrd 17:08, 22 October 2008 (UTC)

Whew! thats done, the Mayan, Incans and Azteks seemed hard to do. On to the vikings.--Jolie 16:43, 22 October 2008 (UTC)

please provide a little bit of organization in the book. I believe the next topic is "3. American Indian cultures of North America at the time of European contact " this should be rather straitforward. We've already covered the major missippian culture that dominated the south and midwest. The Northeastern indian cultures were less unified.--Jolie 16:54, 22 October 2008 (UTC)

Will do Geo.plrd 17:10, 22 October 2008 (UTC)

Then we will use the US History textbook. I think Mike Lifeguard doesn't understand that this is a diefferent focus. Lets hold off for about 24-48 hours and see what happens. Geo.plrd 23:41, 22 October 2008 (UTC)
 * I am starting to agree. Gutting the current book may be the best option. A euro centric US History book is worthless. 137.164.142.2 16:42, 23 October 2008 (UTC)
 * After rereading the US History textbook, I think we should take over AP US History and borrow good parts of US History. I am really not sure how to fix the messes of US History. Geo.plrd 17:08, 24 October 2008 (UTC)
 * If you can fix it, go ahead. I will bring the popcorn and refreshments ;) Geo.plrd 18:04, 24 October 2008 (UTC)
 * already done some of it. There are seven pages that are unlinked; some of its content will be consolidated into the new organization.  Other content like the whole 'european overview' is just irrelevant for an US history textbook.  I will bring it up to mike next week.  I'm famously fond of Diet pepsi, in case you are bringing drinks ;)--Jolie 19:02, 24 October 2008 (UTC)

Glad to hear it. Keep up the good work! The Jade Knight (d'viser) 20:10, 24 October 2008 (UTC)

Good job! I am semi active myself. Geoff Plourde 17:06, 16 December 2008 (UTC)

observational astronomy
It was sort of ironic to see the Mayan reference just as I was creating a project on near-earth asteroids... Do you do any imaging? or just visual observation? So far I have created Observational astronomy and some subpages. You can see some of my longer term goals at Observational astronomy/Planning. Mostly these are hands-on, but not really as participatory I'd like. So far, I've focused on projects that didn't require a telescope. There seemed to be very little interest in astronomy here at the time, so I concentrated on static lesson pages. I'd be very interested in starting a new course. There are a number of ideas for wiki education that I'd like to try out. Are there any topics that you are interested in learning? --mikeu talk 15:09, 23 October 2008 (UTC)
 * Comets sounds like a fun project! I'll do some edits over the weekend.  --mikeu talk 17:06, 23 October 2008 (UTC)
 * I really need to rework some of those pages. It has been a long time since I did anything major there.  The supernova subpage was more to document something that I was working on, but never finished.  I had intended to create a lesson on photometry of supernovae, but it was too difficult to explain and also to get good results.  I realized that I needed to back up and teach the introductory concepts first.  The supernova section at Observational astronomy was just intended to be a simple compare the before and after images.  This feedback from you is very helpful.  Please continue to make suggestions.  Yes, I do plan on taking more images.  As soon as I shake this cold that I have and the sky clears.  --mikeu talk 01:26, 24 October 2008 (UTC)

The new pages are looking good! Could you fill out the description at Image:102308 globM31.jpg? Also, choose a license and describe what the source of the image is (created by you, public domain from somewhere else) Thanks  --mikeu talk 23:42, 24 October 2008 (UTC)

 * done! --Jolie 14:20, 25 October 2008 (UTC)

 * Thanks. Speaking of images, I noticed b:Image:Clovis man.gif.  Let me know if you need any help or advice on image uploading and creating the description page.  Here on wv we tend to take some time to review image uploads to make sure they have a proper license.  But, on some sites like wb this process happens sooner, and you might find that an image without a clearly specified license or source might get deleted quickly.  Also, do you know about unified login?  I noticed that you have different usernames on wv and wv.  I can also help with that.  --mikeu talk 17:17, 26 October 2008 (UTC)

 * It looks like the reason that you do not have a unified login for User:Jolie is because of another account at . The b:User:JoliePA account already is unified.  First, decide which name you prefer to use.  Then let me know and I'll give you the instructions.   What we would likely do is usurp the bg-wp account, and then rename the JoliePA on wb.  --mikeu talk 13:37, 27 October 2008 (UTC)

Yes, I would like to be 'Jolie' I'm much more active as Jolie in wv than in anything else. Thank you, --Jolie 13:40, 27 October 2008 (UTC)

 * Ok, I'll write up some instructions later to get you started on the unified login. FYI, see Supernova 2008fv in NGC 3147 that I took last night.  --mikeu talk 19:46, 27 October 2008 (UTC)

 * Yeah, I can give some advice on unified login, but Mike.lifeguard can help with the rename on wb. Also, a couple of new images at Image:M15c2.jpg and Image:M15c300-1.jpg.  --mikeu talk 04:41, 29 October 2008 (UTC)

Backyard Astronomy
There is another page called Backyard Astronomy that was started long ago, but not developed very much. Feel free to jump in and make improvements if you have any ideas. --mikeu talk 17:12, 26 October 2008 (UTC)

 * I just imported Skygazing which looked like it was about to get deleted. It was copied to here: Skygazing.  --mikeu talk 19:52, 4 November 2008 (UTC)

 * The changes to Backyard Astronomy look good! I agree that it is best to learn the sky naked eye, and then maybe purchase inexpensive binoculars that can also be used for bird watching or sports events, before considering an investment in a decent telescope.  As far as multiple pages, that is not so much of a problem at wv.  It is fine to have multiple learning pages about "getting started" and "observing with a telescope" etc. from different perspectives.

 * About not having much time in "the last few days" I would say that we should look at this as a long term project that will slowly develop over months or longer. I have also been quite busy, and not had time to edit much in the past week.  The weather is also looking very poor for observing, so I have not done much astronomy.  Maybe with the rain expected this week I'll get some editing in ;)

 * We should proably continue these discussions about improving astronomy pages at a central location like Topic talk:Astronomy where it is easier to follow replies, and more people might see it and join in. --mikeu talk 20:28, 4 November 2008 (UTC)

Textbook Citations
Generally textbooks don't have citations. I can't think of a reason to break the mold in this instance. If you really want to, you can leave a justification on the talk page, however no one appears to be interested in complaining. From what I can see, you have been doing an excellent job thus far. Keep up the good work. Geo.plrd 19:37, 28 October 2008 (UTC)
 * I am not a 205 IP Address. Mine are 137 and 75. Geoff Plourde 17:06, 29 October 2008 (UTC)

Chat
Do you use IRC? I am frequently in the #wikiversity-en channel, and it might be helpful to chat in real time about some of the astronomy pages and organization issues. --mikeu talk 14:58, 5 November 2008 (UTC)

Awesome It worked... for my reference the link is here
 * going to try to talk again at about 2:30-3pm. I think we need to collaborate.  we agree there's a problem, we agree content needs defined.  I want to try to build something together that will 'catch' people interested in astronomy and engage them.  the 'topic space' might be fine.  lets muse.--Jolie 18:31, 5 November 2008 (UTC)

 * I should be around until then. I'll be visiting family later in the afternoon, and then back online this evening.  --mikeu talk 19:25, 5 November 2008 (UTC)

IRC and courses
I am glad to hear that you are on IRC. I will be on tonight between 5 and 8 Pacific Time. (Eastern-3) I designed intro to us history as a course because it is meant to provide a foundation in us history. I will probably design more courses/projects based around writing textbooks. I think that we do need to reconsider any inactive courses, like I did with North American History. Geoff Plourde 19:07, 5 November 2008 (UTC)

Images
I uploaded a new image at Image:NGC188.jpg. The weather has been so bad I've taken to using the telescope for other things.--mikeu talk 02:22, 11 November 2008 (UTC)

Los hombres espanoles
I understand where you come from. The reason why the Spanish are covered is that they got the ball moving. Without the Spanish, the English wouldn't have decided to start exploring. Also, the Spanish brought new diseases to the natives of America. Sorry I haven't been more active, but I have a lot of projects that are picking a hell of a time to come due. Keep up the good work. Geoff Plourde 06:47, 12 November 2008 (UTC)

Questions
"you have accused Mike of calling someone a whiner, a troll, and worse" <-- No, I did not. At the top of my user talk page there is an introductory part called "Civility hall of fame". If people follow the links from that page section they can figure out who said those things. Mike said that he does not like "drama" at a wiki. I asked him what he means by "drama". I have asked: Does it count as "drama" that a select team of Wikiversity custodians is free to call other Wikiversity participants "whiner" or "troll" or advise them to "go fuck yourself and go away"? I never indicated or implied that Mike said those things, I just wanted to know what he thinks about comments like that coming from other custodians. "attach specific and referenced allegations" <-- I would be happy to provide links to all of the on-wiki events that I describe. Of course, some of my questions involve what has happened in the #wikiversity-en chat channel and other off-wiki locations. My approach has been to ask Mike some simple questions about events that he is familiar with and do so without providing links. I can see how that would be confusing for people who are not familiar with everything that Mike is familiar with. I've been thinking that it would be constructive to modify History of Wikiversity so as to include an account of important events from the past year or two. That might be the best place to provide links for many past events that you are not familiar with. "I was hoping that as a community we could discuss and understand what has you and some other participants so upset" <-- I am in complete agreement that this would be a good thing. As a small matter of clarification, I am more puzzled and disappointed than upset. Wikiversity went along happily for two years as a community where open discussion was used to resolve differences of opinion. That changed this past summer. I wonder if it will be possible to get this community back on track as a center for exploring how to use wiki technology to support the joy of learning. "if you are specifically and clearly recording incivil acts somewhere" <-- the closest I have come to that is the "Civility hall of fame". Frankly, I am physically sickened to be called "whiner" and "troll" and worse while I try to participate in scholarly projects at Wikiversity. It is generally accepted in the wiki world that users can remove incivility from their user talk pages, so I have done that. Some people think that incivility is grounds for banning wiki participants. I have a fairly high threshold for blocking and banning non-vandals (I'd rather talk out problems than just ban people), so I do not have any real interest in trying to keep a catalog of incivil comments. In general, I first try to ignore incivility, but the problem with doing so is that in some cases it seems to just invite further incivility. "such different experiences with Mike" <-- I think of Mike as a dedicated wiki editor who can be a very good collaborator at Wikiversity. Wikiversity has some long-standing problems such as many uploaded files without good source and licensing information. Mike has shown an interest in working to deal with that problem; it is the kind of boring task that few other people want to devote time to. In my questions for Mike I am just exercising what I feel is my duty to examine his editing history and his likely future behavior as a custodian. "sometimes deletions are needed to create order" <-- I agree. I myself have personally deleted hundreds of wiki pages. "I have had nothing but inspirational experience here in wv" <-- that pleases me very much! It is certainly the kind of experience that I was hoping for during all the long years I have spent working to first establish Wikiversity and then help it grow. We are in a bit of a rough period right now...I have previously characterized it as a "Chinese fire drill". Hopefully we will all move past this and be able to get back to having fun with our learning projects. --JWSchmidt 19:41, 12 November 2008 (UTC)

mascotguy stuff
Hiya Jolie. The person who put that on your page probably was "MascotGuy" (see w:Wikipedia:Long term abuse/MascotGuy for the "5000" reference). He used the same template on JWSchmidt's page too, so don't feel too singled out :-). No worries, mate!

Still cloudy and rainy here by the way... very nice view of the nearly-full moon through the clouds this morning though. --SB_Johnny talk 16:30, 13 November 2008 (UTC)

oh, one other thing
Jason, if you want I can just rename your other account to this username (that way you'd still have your watchlist/preferences/etc., and the contribs would all show on the same account). --SB_Johnny talk 16:33, 13 November 2008 (UTC)

 * Ah, oops :-). If you've already unified, I don't think I can change it over for you. No biggie though, I hope. --SB_Johnny talk 18:00, 13 November 2008 (UTC)

 * A friendly reminder: If you haven't found it out yet, you can edit your watchlist like this. Have a good day. Hillgentleman | //\\ |Talk 18:28, 13 November 2008 (UTC)

 * Thanks Hillgentleman... I'm having one of those "at the keyboard only in short doses days" :-). But yup, just copy the raw watchlist from Jolie, and paste it to the raw watchlist for this account.
 * As for the redirects, I did one for your user page here, you can do the same for your talk by removing all content and then hitting the #R button above the edit window. I can of course lock and protect both pages if you like. --SB_Johnny talk 20:45, 13 November 2008 (UTC)

Re: Dept of Haitian history
hey Jolie, the department is quite new and since you have been reading up on some materials that's relevent to the subject, maybe you'd like to contribute to the department, it would be awesome. Just drop by on the department talk page sometimes. And thanks for looking it over, but I should have more stuff in the weeks to come...hope you like! --Jfrankc08 04:42, 15 November 2008 (UTC)

Re: Courses
Hi Jolie, thanks for your note. These are interesting and provocative (in a good way!) questions. I think the underlying context of all this is that everyone has a different conception of what education is, and how it should be structured, organised, facilitated. This is all to the good - and we've always explicitly been trying to figure out how to structure and facilitate a wide range of educational activities and possibilities. So, some people like to construct entire courses; some people prefer to create materials which can be loosely aggregated and interlinked as various needs and preferences dictate; and others prefer to encourage development of common interest-based learning projects. And, if you think about it, there really is no single definition of what a "course" is - this is always going to depend on the particular people and interests involved in a given dynamic. A course is not necessarily "traditional" (whatever that means). What is important, however - and what we haven't thus far been good enough at, IMO - is making explicit the assumptions and goals of variously arranged materials, so as to enable the learner (and the educator/editor) to evaluate the resource on its own terms, and see whether it fits with their particular needs (or could be improved upon). This requires better structuring and tagging/categorisation - which McCormack was working on (see Help:Resource types) before the drama got too much for him. :-( So, I encourage you to continue shaping your (our) thoughts on how courses can be constructed on Wikiversity - for a start, there's Courses which could do with critical (in a good way) reading/editing/expansion... Cormaggio talk 16:05, 15 November 2008 (UTC)

Wikipedia list of interested course developers
Hi! Thanks for your contribution to the Wikipedia course! Would you like to add your name to the list of interested course developers? Best regards Mange01 08:54, 18 November 2008 (UTC)

Preview
Might I suggest you use the preview button more in the future when editing articles? That way you'd be able to condense several edits down into one—this saves on server bandwidth and hosting, as well as makes it easier for people to browse the history page. The Jade Knight (d'viser) 21:18, 18 November 2008 (UTC)

Relosophy
I've begun work on an introductory section, listing some of the ideas which can be explored in Relosophy. I would love feedback. The Jade Knight (d'viser) 06:23, 24 November 2008 (UTC)

IYA2009
I've started a page to coordinate the creation of new learning projects at Topic:International Year of Astronomy. Any ideas? --mikeu talk 20:27, 28 December 2008 (UTC)

 * very nice. I look forward to seeing this stuff defined.--JoliePA 13:09, 29 December 2008 (UTC)

about course
Hi! I want to give courses about History of Ottoman empire, History of modern Turkey, Geography of Turkey, Anatolia, Middle East, Asia, America, Africa, Europe. What should I do? May I open this courses? Good works... --Bermanya 14:45, 16 June 2010 (UTC)

Invite To Human Legacy Course
Hello! I saw that you have a strong interest in history from your profile and different courses that you teach. Based on that, I just wanted to give you a small invite to a course that I made called the Human Legacy Course. This course is basically the broad subject of world history rolled up into one specific course. There is still a lot of work to be done on it, but students can enroll at anytime. If you have any questions regarding the course or anything at all, please do not hesitate to send me a message and I will get back to you as soon as possible. Thank you very much for your time and cooperation. --MrABlair23 14:38, 24 June 2010 (UTC)

title: User talk:JoliePA


text: File:Mikestiff.JPG

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

title: File:Mikestiff.JPG


text:
User:Eas4200c.f08.aero6.inman/HW6

Compute $$\sigma_{xx}$$ in Segments BF and EH and Plot the Bending Stress Distribution
The problem statement provided that the Airfoil was experiencing the following moments:
 * $$M_y = -1250 N \cdot m$$
 * $$M_z = 500 N \cdot m$$

Using the MATLab Code presented in HW5 we can obtain the values for $$I_y$$, $$I_z$$, and $$I_{yz}$$, and now we can use EQN 4.29 from C.T. Sun to solve for every value of $$\sigma_{xx}$$ that we need.

 * $$\sigma_{xx} = \frac{I_yM_z-I_{yz}M_y}{I_yI_z-I_{yz}^2}y + \frac{I_zM_zy-I_{yz}M_z}{I_yI_z-I_{yz}^2}z$$ EQN 4.29

Figures 2 and 3 show the calculated bending stress distributions plotted as a function of $$y$$, and the dotted line on each represents the average bending stress experienced by the specified segment.

Figure 2 is both in tension and compression because the neutral axis passes through segment BF. Figure 3 is in tension because $$\sigma_{xx}$$ is always positive.

Case 1
Case 1 specified that the values $$m$$ and $$n$$ where to both be set equal to $$1$$ and then $$u_z$$ was to be calculated along the Rectangular, simply supported plate shown in Figure 4 above, using the following relationship:
 * $$u_z = c_{mn}sin\left(\frac{m \pi x}{a}\right)\sin\left(\frac{n \pi y}{b}\right)$$

where
 * $$c_{mn} = 1\!$$
 * $$a = 1.5\!$$
 * $$b = 1\!$$

the result is shown on the right in Figure 5.

Case 2

Case 2 specified that the values $$m$$ and $$n$$ where to be set equal to $$2$$ and $$1$$ respectively, and then $$u_z$$ was to be calculated along the Rectangular, simply supported plate shown in Figure 4.

It can be easily seen that the value $$m$$ directly correlates to the number of half wave lengths along $$x$$.

Find the Period of the Function $$u_z$$
Given the relationships
 * $$u_z = sin\left(\frac{m \pi x}{a}\right)$$
 * and
 * $$sin\left(\frac{m \pi (x+T)}{a}\right)=sin\left(\frac{m \pi x}{a}\right)$$

it is easily seen that
 * $$sin\left(\frac{m \pi x}{a}+\frac{m \pi T}{a}\right)=sin\left(\frac{m \pi x}{a}\right)$$
 * and therfore
 * $$\frac{m \pi T}{a} = 2 \pi n$$ where $$n = 0,1,2,...$$

Hence
 * $$T = \frac{2a}{m}n$$

Plot Relationship between $$k_c$$ and $$a/b$$

$$k_c = \left(\frac{mb}{a}+\frac{a}{mb}\right)^2 = \left(m\left(\frac{a}{b}\right)^{-1}+\frac{1}{m}\left(\frac{a}{b}\right)\right)^2$$

 * $$m = 1$$
 * $$m = 2$$
 * $$m = 3$$
 * $$m = 4$$

Plot Relationship between $$\sigma_{xx,cr}$$ and Aspect Ratio for Simply Supported and Clamped Boundary Conditions

 * Simply Supported
 * Clamped

Contribution of Airfoil Skin in Resistance to Bending
The range in which the critical buckling stress of the skin is bounded is much lower than the average stress in the airfoil skin. It is approximately 1% of this average. This shows that the skin has a very small and for most purposes negligible affect on the airfoil's critical buckling stress.

Notes on C.T. Sun's chapter 3.3 Bars with Circular Cross-sections
Beginning with the equation of a circle, a stress function must be derived for the its contour. Figure 9 displays the geometry of the stress function. $$x^{2} + y^{2} = a^{2}$$

$$\Phi = C(\frac{x^{2}}{a^{2}} + \frac{y^{2}}{a^{2}} -1)$$ Implementation of the Prandtl compatibility equation yields the constant term. $$C = -\frac{1}{2}a^{2}G\Theta$$ Thus the torque may now be expresses as: $$T = 2C\iint_{A}(\frac{x^{2}}{a^{2}} + \frac{y^{2}}{a^{2}} - 1)dxdy$$
 * $$ = 2C\iint_{A}(\frac{r^{2}}{a^{2}} - 1)dA$$
 * $$ = 2C(\frac{I_{p}}{a^{2}} - A)$$

Where $$I_{p} = \iint_{A}r^{2}dA = \frac{1}{2}\pi a^{4}$$

Since $$a^{2}A = 2I_{p}$$ then $$T = -\frac{2CI_{p}}{a^{2}} = \Theta GI_{p}$$

$$\tau_{xz} = \frac{\delta \Phi}{\delta y} = 2C\frac{y}{a^{2}} = -G\Theta y$$

$$\tau_{yz} = -\frac{\delta \Phi}{\delta x} = -2C\frac{x}{a^{2}} = G\Theta x$$

$$t_{z} = \tau_{xz}n_{x} + \tau_{yz}n_{y} = -G\Theta\frac{xy}{r} + G\Theta\frac{xy}{r} = 0\!$$

The tangential shear stress perpendicular to the radial direction is equal to $$\tau_{z}$$ in magnitude. Eliminating $$\Theta$$ with the previous equation the shear stress can be expressed in terms of torque.

$$\tau = \frac{Tr}{J}$$

As mentioned in previous sections of chapter 3, the warping of a beam in the axial direction is a function of y and z. Relating the following equations:

$$\gamma_{yx} = \frac{\theta_{yx}}{G} = \frac{\delta u_{x}}{\delta y} - \Theta z$$

$$\gamma_{zx} = \frac{\theta_{zx}}{G} = \frac{\delta u_{x}}{\delta z} + \Theta y$$

$$\theta_{yx} = -G\Theta z\!$$

$$\theta_{zx} = G\Theta y\!$$

Since $$\frac{\delta u_{x}}{\delta y} = 0$$

$$\frac{\delta u_{x}}{\delta z} = 0$$

Thus $$U_{x}(y,z) = 0 = w\!$$

Notes on C.T. Sun's chapter 5.1 Flexural Shear Flow in Open Thin-walled Sections
When considering the bending mode of an open thin-walled beam, the derivations from previous chapters are still accurate as long as the span of the beam is much greater than the depth. The shear on the other hand may be quite complex to derive and a change of coordinates is useful. As practiced in chapter 3 where thin-walled circular cross-sections were analyzed, a s-n coordinate plane will reduce the shear components of the thin-wall into just $$\Tau_{s}\!$$ since the shear in the normal direction of the cross-section $$\Tau_{n}\!$$ may be assumed equal to zero.

Chapter 5.1.1
This chapter deals with symmetric thin-walled cross sections. From figure 10 we stated that $$\Tau_{n}\!$$ may be assumed to be zero. We can also derive a formula from figure 10 when we balance the forces in the x-direction and assume that $$V_{z} \ne 0, V_{y} = 0.$$
 * $$\iint\limits_{A_{s}} \, \Delta \sigma_{xx}\, dA = -q_{s}\Delta x$$

This equation can be rewritten as

 * $$\iint\limits_{A_{s}} \, \frac{d \sigma_{xx}}{dx}\, dA = -q_{s}$$

If we note that $$\sigma_{xx} = \frac{M_{y}z}{I_{y}}$$ and that $$\frac{dM_{y}}{dx} = V_{z}$$ and substitute them into the above equation we will obtain

 * $$q_{s} = -\frac{V_{z}}{I_{y}} \iint\limits_{A_{s}} \, z\, dA$$

where $$\iint\limits_{A_{s}} \, z\, dA = A_{s}z_{c} = Q$$ and therefore $$q_{s} = -\frac{V_{z}Q}{I_{y}}$$

Example 5.2 from C.T. Sun "Mechanics of Aircraft Structures"
A four-stringer thin-walled channel beam with cross-section shown in Figure 11. Assume $$A_3 = A_2\,$$ and $$A_4 = A_1 \,$$ ; then there is symmetry about the y-axis and we can use the equation $$q_s = -\frac{V_z\,Q}{I_y}$$.

 * Expressing the equation above differently,

 * $$q_i = -\frac{V_z\,Q_i}{I_y}$$

 * where,
 * $$I_y = 2h^2\left(A_1 + A_2 \right)$$ and
 * $$Q_i = \sum_{k=1}^i {z_k A_k}$$, and $$A_k \,$$ is a stringer and $$z_k\,$$ is its corresponding vertical position.

 * so for $$q_1\,$$,
 * $$Q_1 = A_1 h\,$$
 * $$q_1 = -\frac{V_z A_1 h}{2 h^2 \left( A_1 + A_2\right)} = -\frac{V_z A_1}{2 h \left( A_1 + A_2\right)}$$

 * for $$q_2\,$$,
 * $$Q_2 = A_1 h+ A_2h\,$$
 * $$q_2 = -\frac{V_z \left(A_1 + A_2\right)h}{2 h^2 \left( A_1 + A_2\right)} = -\frac{V_z}{2 h}$$

 * for $$q_3\,$$,
 * $$Q_3 = A_1 h+ A_2 h- A_3 h\,$$
 * however $$A_3 = A_2\,$$, so
 * $$q_3 = -\frac{V_z \left(A_1 h+ A_2 h- A_2 h\right)}{2 h^2 \left( A_1 + A_2\right)} = -\frac{V_z A_1}{2 h \left( A_1 + A_2\right)} = q_1$$

 * and for $$q_4\,$$,
 * $$Q_4 = A_1 h+ A_2 h- A_3 h- A_4 h\,$$
 * however $$A_3 = A_2\,$$ and $$A_4 = A_1\,$$, so
 * $$q_4 = -\frac{V_z \left(0\right)}{2 h^2 \left( A_1 + A_2\right)} = 0$$

Therefore, the shear flow can be expressed as
 * $$q_{i+1}=q_i - \frac{V_z}{I_y}z_{i+1}A_{i+1}$$

We can conclude that $$\sum F_y = bq_3-bq_1 = bq_1-bq_1 = 0$$, so the resultant force in the y-direction goes away since there is no applied force in that direction. Also, the resultant shear flow in the z-direction must equal the transverse shear force, $$V_z=-2hq_2\,$$.

Chapter 5.1.2
This chapter deals with asymmetric thin-walled cross sections. The bending stress that is derived for this case is as follows.

 * $$\sigma_{xx} = (k_{y}M_{z} - k_{yz}M_{y})y + (k_{z}M_{y} - k_{yz}M_{z})z\!$$

where $$k_{y} = \frac{I_{y}}{D},  k_{z} = \frac{I_{z}}{D},   k_{yz} = \frac{I_{yz}}{D}$$    and    $$D = I_{y}I_{z} - I_{yz}^{2}$$

We can write the above formula in a more beautiful matrix form as follows:

$$\sigma_{xx} = \begin{bmatrix} z & y \end{bmatrix}\begin{bmatrix} k_{z} & -k_{yz}     \\ -k_{yz} & k_{y} \end{bmatrix}\begin{bmatrix} M_{y}     \\ M_{z} \end{bmatrix}$$

Substituting $$\sigma_{xx}, \frac{dM_{y}}{dx} = V_{z},  \frac{dM_{z}}{dx} = V_{y}$$  into    $$\iint\limits_{A_{s}} \, \frac{d \sigma_{xx}}{dx}\, dA = -q_{s}$$ we will obtain:

 * $$q_{s} = -(k_{y}V_{y} - k_{yz}V_{z})Q_{z} - (k_{z}V_{z} - k_{yz}V_{y})Q_{y}\!$$

Like $$\sigma_{xx}$$ we can rewrite $$q_{s}$$ as the following:

$$q_{s} = \begin{bmatrix} Q_{z} & Q_{y} \end{bmatrix}\begin{bmatrix} -k_{y} & k_{yz}     \\ k_{yz} & -k_{z} \end{bmatrix}\begin{bmatrix} V_{y}     \\ V_{z} \end{bmatrix}$$

When we have a symmetric force acting on a uniform bar we can take $$Q_{z} = 0\!$$ and $$I_{yz} = 0\!$$ which will leave us with the following:

$$q_{s} = -k_{z}V_{z}Q_{y} = -\frac{V_{z}Q_{y}}{I_{y}}$$

Example 5.3 from C.T. Sun "Mechanics of Aircraft Structures"
Given - The stringer web beam shown in figure ? has a shear flow produced by vertical load Vz (does not equal zero) and horizontal load Vy = 0 can be solved by considering the two loads seperately.

The moments and product of inertia are

$$I_{y} = 4Ah^{2}\,$$

$$I_{z} = 2Ah^{2}\,$$

$$I_{yz} = -2Ah^{2}\,$$

$$k_{y} = \frac{1}{Ah^{2}}\,$$

$$k_{z} = \frac{1}{2Ah^{2}}\,$$

$$k_{yz} = \frac{1}{-2Ah^{2}}\,$$

For shear flow across the top surface (q1), only one stringer is involved. Given that

$$Q_{y} = Ah\,$$

$$Q_{z} = -Ah\,$$

then the shear flow can be written as

$$ q_{1} = k_{yz}V_{z}Q_{z} - k_{z}V_{z}Q_{y} = 0\,$$

For q2 (the shear flow parallel to the z-axis)

$$Q_{y} = 2Ah\,$$

$$Q_{z} = -Ah\,$$

then the shear flow can be written as

$$ q_{2} = -\frac{V_z{}}{2h}$$

Note that the negative sign is due to the fact that the direction of the shear flow is in the positive z direction, rather than an assumed negative z direction.

also q 3 is the shear flow on the bottom surface given as

$$ q_{3} = 0\,$$

2-D Case discussed in class

$$dz = ds \cos \theta \,$$

$$ny = \cos \theta \,$$

$$dy = ds \sin \theta \,$$

$$nz = \sin \theta \,$$

$$\sum F_{y} = 0 = - \sigma_{yy}(ds n_{y}) - \sigma_{yz}(ds n_{z}) + t_{y}ds \,$$

similarily

$$t_{y} = 0 $$

and

$$\sum F_{y} = 0 $$

Contributing Team Members
Felipe OrtegaEas4200c.f08.aero6.ortega 20:03, 13 November 2008 (UTC)

Matt Inman Eas4200c.f08.aero6.inman 22:17, 13 November 2008 (UTC)

Kris Loper Eas4200c.f08.aero6.loper 17:22, 16 November 2008 (UTC)

Marlana Behnke Eas4200c.f08.aero6.behnke 19:32, 20 November 2008 (UTC)

Eduardo Villalba Eas4200c.f08.aero6.villalba 20:21, 20 November 2008 (UTC)

Scott Chastain Eas4200c.f08.aero6.chastain 07:02, 21 November 2008 (UTC)

title: User:Eas4200c.f08.aero6.inman/HW6


text:
User talk:Trödel

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --– Mike.lifeguard | @en.wb 18:12, 13 November 2008 (UTC)

Glad to see you around here. I hope you'll stay. – Mike.lifeguard | @en.wb 18:12, 13 November 2008 (UTC)
 * Thanks - I'm still unclear on the difference between this and wikibooks and how they interact with each other but given enough time I'm sure I'll figure it out - if only it weren't for work :P Trödel 23:42, 13 November 2008 (UTC)

title: User talk:Trödel


text: File:Element i Qwiki.jpg

title: File:Element i Qwiki.jpg


text:
Wikipedia/Quizzes

This page contains multiple-choice self-tests that are part of the Wikiversity course about Wikis and Wikipedia. First read the relevant Wikipedia learning resources.

Wikipedia policies and guidelines
This multiple choice self-test is related to the five pillars and to the policies and guidelines of Wikipedia.

{Wikipedia policies and guidelines are often referred to by shortcuts and short-names. Match the shortcut to the text that best describes it. (Check one radio button per row, and one per column.) -+--- Wikipedia is not the place to publish new ideas or unpublished scientific results. + An article should not be biased, but should refer all significant perspectives, especially the perspectives of leading scientists and experts in the field. This is a non-negotiable principle. + Material challenged or likely to be challenged, and all quotations, must be sourced by reliable sources, even if you know it is the truth. --+-- The wiki process is the decision mechanism. When all editors agree or are silent, a suggestion or an edit is considered as accepted. Seek compromises. ---+- You do not need to read any rules before contributing to Wikipedia. If a policy prevents you from improving or maintaining Wikipedia, ignore it. Disagreements should be resolved through consensus-based discussion, rather than through tightly sticking to rules and procedures.
 * type="" coef="5" }
 * NPOV | NOR | CON | IAR | VERIFY

{Wikipedia policies and guidelines are often referred to by shortcuts and short-names. Match the shortcut to the text that best describes it. (Check one per row, and one per column.) + If you notice a problem in an article, try to fix it yourself! Don't worry too much about making mistakes — they're likely to be found and corrected quickly. ---+- Avoid writing "some people say" without providing sources. + Do not revert a single page more than three times within a 24-hour period, with some exceptions. --+-- Uncited or biased contentious statements about now living persons can be deleted immediately without discussion. -+--- Even during heated debates, be reasonable and calm.
 * type="" coef="5" }
 * 3RR | CIVIL | BLP | WEASEL | BEBOLD

{According to the Wikipedia notability criteria, What Wikipedia is not and Deletion policy, which of the following articles should be deleted from Wikipedia (unless they are largely extended with encyclopedic information)? (Check 5 alternatives.) - An article about a commercial product or other advertising subject that is notable in media, literature or research publications + A culinary recipe + A dictionary entry, that only provides information on definition, synonyms and pronunciation of a term. + A "how to" instruction or manual - An article with poor language + An essay that argues for a certain opinion. + An article that is a mere collection of external links
 * type="[]" coef="2" }

{According to the Wikipedia notability criteria, What Wikipedia is not and Deletion policy, which of the following articles should be deleted from Wikipedia (unless they are largely extended with encyclopedic information)? (Check 6 alternatives.) + An article about persons or events that are notable only in primary sources (written by the person himself or herself, or a first-hand witness) - An article about a now living person that is notable only in secondary sources (independent from the person) + Genealogical entries involving non-notable persons + A list of commercial products that has the character of a sales catalog + A song text + An article about an event that is mentioned in media today, but is expected to not be remembered as historical event within a short time + A point-of-view fork, i.e. an article that treats the same subject as another article, but from a non-neutral point-of-view. - A stub article
 * type="[]" coef="2" }

{According to the Wikipedia notability criteria and What Wikipedia is not, which of the following material should be deleted from Wikipedia articles? (Check 5 alternatives.) - Words or images that would be considered offensive, profane, or obscene, but are important for the article topic - Theoretical descriptions that only can be understood by experts + Information that serves as journalistic primary sources, providing correct first-hand news reports + Previously unpublished research results + Biased contentious statements about now living persons + Violations of U.S. state of Florida copyright laws - Prices related to notable sales of rare collectors items - Prices related to historical discussion of economic inflation + Current price comparisons of products existing on the market today
 * type="[]" coef="4" }

Wikipedia criticism
This multiple-choice self-test is related to the Criticism of Wikipedia and Reliability of Wikipedia. {What common Wikipedia criticism (the rows) are the following incidents and controversies (the column headers) examples of?

 * 1. The Seigenthaler incident (Check three tick boxes in this column)

 * 2. The Essjay controversy (One tick)

 * 3. The Henryk Batuta hoax (Three ticks)

 * 4. The CAMERA campaign (Two ticks)

+-+- A. Inaccurate information that is not obviously false may persist in Wikipedia for a long time before it is challenged +-+- B. Lack of formal peer reviewing or other fact checking of topics that very few understands -+-- C. Anonymity and pseudonyms are the norm. There is no verification of user credentials or affiliation. D. Systematic bias due to that 82% of the edits are made by people younger than 35, and 60% of the edits are made by men +-+- E. Exposure to obvious or subtle vandalism F. A target for purveyors of pseudoscience and anti-intellectualism. G. U.S. and west main-stream point of views are privileged. ---+ H. Some editors do not have a neutral point of view, due to conflicts of interest I. Systematic bias due to more liberal, secular and Jewish views among wikipedians than the rest of the world population. See Statistics of Wikimedians by religion the views of the dominating editors. J. Systematic bias due to that scientific sources are considered more trustworthy than religious sources, and the views of scientists are considered more notable than the views of religious scholars.
 * type="[]" coef="8" }
 * 1 | 2 | 3 | 4

{What common Wikipedia criticism (the rows) are the following four incidents and controversies (the column headers) examples of?

 * 1. The Microsoft offer to Rick Jelliffe (Check one tick box in this column)

 * 2. WikiScanning results (One tick)

 * 3. The William Connolley case (Four ticks)

 * 4. The "Community, Consensus, Coercion, Control: CS*W or How Policy Mediates Mass Participation" research paper. (Four ticks)

++-- A. Some editors do not have a neutral point of view, due to conflicts of interest --+- B. Academic experts who have tried to participate have been denigrated as "self-promoters", censored and then blocked. C. Wordy and dull prose, poor quality of writing. --++ D. Edit wars, power plays and other types of nonconstructive conflicts among editors. --++ E. Attempts by strongly opinionated editors to dominate articles. F. Inaccurate or sometimes non-existent sourcing for controversial assertions. G. Coverage dominated by trivia on non-notable news events, persons, products and pop culture important only to a selected group of fans. H. Factual accuracy in dates, names and events, but poor theoretical analysis and interpretations. List of Wikimedians by religion --++ I. Controlled by often changed policies, that are inconsequently enforced, depending of the views of the dominating editors. ---+ J. "Wikiality" - wiki-reality, implying "truth by consensus rather than fact".
 * type="[]" coef="10" }
 * 1 | 2 | 3 | 4

title: Wikipedia/Quizzes


text:
User:Eas4200c.f08.gator.edwards/Week Six Class Notes

 Class Notes

 Matlab Program Continued

Contributing Team Members:

The following members contributed to this report:

Greg Edwards Eas4200c.f08.gator.edwards 01:50, 14 November 2008 (UTC)

Jacob Papp Eas4200c.f08.gator.papp 23:55, 18 November 2008 (UTC)

Robert Reger Eas4200c.f08.gator.reger 05:09, 19 November 2008 (UTC)

William Mueller Eas4200c.f08.gator.mueller 13:24, 19 November 2008 (UTC)

Justin Dickinson User:Eas4200c.f08.gator.dickinson 13:30, 19 November 2008 (UTC)

Taylor Lusk Eas4200c.f08.gator.lusk 19:16, 21 November 2008 (UTC)

Eas4200c.f08.spars.prey 03:32, 1 December 2008 (UTC) (Bryan Jackson User:Eas4200c.f08.spars.prey 20:53, 19 November 2008 (UTC))


text:
User:Eml4500.f08.team.guan/hw61110

Continuous PVW to Discrete PVW
To continue examining the principle of virtual work along with the continuous finite element method, we will examine the motivation for the form of $$\displaystyle N_i(x)$$ and $$\displaystyle N_{i+1}(x)$$. The first reason for this motivation is as follows. 1) $$\displaystyle N_i(x)$$ and $$\displaystyle N_{i+1}(x)$$ are linear (straight line representations), thus any linear combination of $$\displaystyle N_i(x)$$ and $$\displaystyle N_{i+1}(x)$$ is also linear and in particular the expression for u(x) (31.3). The N functions are shape or interpolation functions. They are functions multiplied to the axial displacements at the local nodes of the element to describe the varying axial displacement along the length of the element. For this simple element, the varying displacement can be linear. Thus, we have the following shape functions. $$\displaystyle N_i(x)=\alpha_i+\beta_ix$$ where $$\displaystyle \alpha_i$$ and $$\displaystyle \beta_i$$ are numbers. Likewise, we have the shaping function of the following node as... $$\displaystyle N_{i+1}(x)=\alpha_{i+1}+\beta_{i+1}x$$ where $$\displaystyle \alpha_{i+1}$$ and $$\displaystyle \beta_{i+1}$$ are numbers. The linear combination of $$\displaystyle N_i(x)$$ and $$\displaystyle N_{i+1}(x)$$is also a linear function as the sum of linear functions result in linear functions. We have the following. $$\displaystyle N_id_i+N_{i+1}d_{i+1}=(\alpha_i+\beta_ix)d_i+(\alpha_{i+1}+\beta_{i+1}x)d_{i+1}=(\alpha_id_i+\alpha{i+1}d_{i+1})+(\beta_id_i+\beta_{i+1}d{i+1})x $$ It is now obvious the resulting equation is a linear one. The $$d_i$$ and $$d_{i+1}$$ are essentially weighting coefficients. The second reason for the motivation is described next 2) Recall the equation for u(x) (interpolation of u(x)) (31.3): $$\displaystyle u(x)=N_i(x)d_i+N_{i+1}d_{i+1}$$ Recall the figure from 31.4 and replacing x with x_i, we have...  $$\displaystyle u(x_i)=N_i(x_i)d_i+N_{i+1}(x_i)d_{i+1}=(1)d_i+(0)d_{i+1}=d_i$$ $$\displaystyle u(x_i)=d_i$$ That is what we set out to do.

title: User:Eml4500.f08.team.guan/hw61110


text:
Amateur astronomy/Initial experiences

Initial experiences: A course learning project for beginning observers

Purpose
Develop solid skills at astronomical observation, learn the major constellations of the sky, and detail how useful the advice on the page stargazing is

Participants

 * user: JoliePA as an interested backyard amateur astronomer I know the constellations pretty well and authored much of the original advice in the page stargazing
 * user: Sid9611 is also an amateur astronomer who knows the constellations and the basics of astronomy.

Qualifications
Everyone is welcome to try the procedure ,although to be fair, I am located in the Northeastern United States and thus I am unable to guide someone whom is located in the southern hemisphere. while the learning experience might be similar, the stars (and constellations) in the southern hemisphere are very different.

A prospective observer should have access to an open area with a low North horizon. He/she should also remember to dress warmly, get or make a redlight and buy or download a good star chart. The information in stargazing is meant to be a resource for the course.

I would also point out that this is not the only possible way to begin an astronomy. In this page are some other ways that people have become interested in observers: alternative ways to become an observer.

Lasly I would ask that as you perform each step you take go to the attached link and tell me about your experience. tell me whether the information I have given was clear enough and tell me whether the step seemed hard or not.

Course Activities

 * read the page, stargazing
 * comment on the talk page on whether you find the page helpful and confusing

 * Prepare for an initial experience
 * peform the activity Activity:Cassiopeia and Ursa Major and comment on its talk page

title: Amateur astronomy/Initial experiences


text:
Alternative ways to become an observer

Many people have become interested in astronomical observing. In fact, one might argue that what a person finds appealing about astronomical observing is unique and different for everyone. Thus, while some approaches work for some people, they don't work for all.

Now to point out the obvious, if you have found this page, you likely have seen the page stargazing and initial experiences this is my personal recommended advice for a prospective observer. Amoung the many approaches that people have used only the first really seems a senseable way to begin an observer. Many of the following break one or more of the five guidlelines for beginning astronomy, stargazing

Recommended

 * Learn_from_other_amateur_astronomers. found here: Learn from other amateur astronomers ✅ An amateur astronomy can in a short amount of time, guide you through the pertinent constellations and introduce you to their interests. Many serious amateurs have spent a considerable amount of money on specialized equiptment.  Groups of amatuers often host star parties that give allow you to see and learn many different things.  In short, experienced amateur astronomers can allow you to learn and observe things that you would spend a great deal of money and time learning and help you progress through the hobby much more quickly.  --JoliePA 03:32, 14 November 2008 (UTC)

Not recommended

 * buying expensive computer controlled telescopes . you will spend a great deal of time learning how to use the telescope before you can even observe through it.  Then after all that time, what if you don't find it interesting?  you might waste alot of time and money.--JoliePA 03:52, 14 November 2008 (UTC)

 * buying Inexpensive computer controlled telescopes . many of the major telescope manufacturers have realized that in the hopes of providing sales that they will have to appeal to a broader group of people.  There are many people who want to observe cool things without taking the time and effort to learn to observe.  sadly, much of this equiptment if very difficult to use; often shaky, the computer controls are hopelessly cryptic, if the user ever gets to see out of it, he is very likely to be greatly dissapointed by the tiny, uninteresting view.  --JoliePA 03:52, 14 November 2008 (UTC)

 * checking out the most spectacular image taken from the hubble (or anyother giant telescope) and asking someone to show you this 'stunning' view .  one reason the Hubble is so unique is that it shows astronomers thing they could not hope to see with there own eyes.  All modern imaging telescopes can remain fixed on a distant sight and accumulate light (on film and on CCD), a trick no eye can match.  With no atmosphere to absorb dim objects and no shakiness to the atmosphere, the hubble can see incredibly dim and small sights. What is a spectacular sight with your eyes, might not even been imaged by the hubble and even if it is, your view will be so much more limited its best Not to ruin what you can see, but staring at an image of what you can't.--JoliePA 03:52, 14 November 2008 (UTC)

 * diving right into imaging (astrophotography). Imaging is expensive, time consuming and technical.  While carefully looking at an object is the heart of visual astronomy; utilizing expensive equiptement is the heart of imaging.  It is my opinion that beginning imaging before you know what is out there and how to find it, is simply trying to do much all at once.  Once you know a little of what there is and how to find it.  You can reinvent your hobby, spend a large fortune on equiptment, on concentrate on new challenges. --JoliePA 03:52, 14 November 2008 (UTC)

Notes and resources
Note: Since this is a collaborative project feel free to move a favored method to the recommended...

but if you would sign it with your username and the tags ✅ or

title: Alternative ways to become an observer


text: File:Pylonprobsetup.png

title: File:Pylonprobsetup.png


title: File:Pylon1plot.png


text:
User:NicholasTurnbull

See w:en:User:Tristessa de St Ange. --NicholasTurnbull 09:51, 8 October 2011 (UTC)

title: User:NicholasTurnbull


text:
User:Master of Technology

I hope to learn alot more about technology here. Master of Technology 21:39, 15 November 2008 (UTC)

title: User:Master of Technology


text:
User talk:NicholasTurnbull

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 03:14, 14 November 2008 (UTC)

title: User talk:NicholasTurnbull


text:
School:Mortuary Science and Thanatology

Welcome to the Mortuary Science & Thanatology School!

Introduction to the School

Thanatology, the scientific and sociological study of death, aims to investigate the physical processes, culture, history, psychology and rituals associated with human death in society. Mortuary science is the application of biochemistry and cosmetology to the preparation and storage of human remains, most specifically in the handling and treatment of remains for public viewing and burial rites. The combined skills of thanatology and mortuary science, in addition to skills in counselling and business management, provide the professional knowledge required for a funeral director. Great cultural and psychological significance is placed upon death by individuals in their daily lives; a fear of death in oneself and others is a common theme in psychological trauma. An expert funeral director can ensure a deceased person is buried with the greatest possible respect and care and, equally, that their relatives may have the comfort in knowing that their loved ones were well cared for. The funeral director must also act, in part, as a counsellor of the bereaved, as they may well be the first professional that relatives will have contact with.

This online Wikiversity School is a project that aims to provide learning resources for individuals wishing to learn about the theory and practice of these subjects, and the materials here will be particularly suitable for those indiviuals wishing to become embalmers or funeral directors. In additions, individuals simply curious about the process of death may also find these resources useful.

Departments
Add "departments" related to this school here.

Note: "Departments" can be organiser pages for courses, projects, or other subdivisions - and these organiser pages can also be related to other schools, or departments - see box below.

Thanatology

 * Topic:Cultural sociology of death
 * Topic:Bereavement psychology
 * Topic:Legal and ethical issues in the funeral Industry
 * Topic:Religious and cultural aspects of death

Mortuary science

 * Mortuary science/Embalming Embalming is the process of sanitising, preserving, reconstructing and arresting decay of human remains, principally to permit viewing by relatives in a visitation.
 * Mortuary science/Health and safety
 * Mortuary science/Restorative art
 * Mortuary science/Cremation

Administration, Public Relations and Customer Service

 * Topic:Funeral directorship

Active participants
If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it may not be needed). Alternatively, the histories of Wikiversity pages indicate who the active participants are - you can see this from clicking the "history" tab (beside the "edit" tab) at the top of any page.
 * NicholasTurnbull 03:56, 14 November 2008 (UTC)
 * Linrx (discuss • contribs) 13:27, 2 July 2017 (UTC)
 * Steven H.Smith, Magnum Opus, Jan.15,2024

School news

 * 14th November 2008 - School founded!

title: School:Mortuary Science and Thanatology


text:
Mortuary science/Embalming

History of embalming
Embalming is a process that has been practiced all over the globe. One of the first Embalming's recorded was done in Egypt in 3200 B.C. during the first Dynasty. Priests that specialized in mummification and embalming would remove the organs and dry out the body with a chemical called natron. Egyptians believe that the embalming process is a necessary step in order to prepare one for the after life.

A Scottish Surgeon by the name of William Hunter was the first to demonstrate his knowledge of the embalming process and techniques that are key to the bodies preservation, he wrote a report on these techniques and thanks to his report, people all over the world have mastered and improved the many ways the techniques are done.

The United States didn't practice the art of embalming and it didn't become widespread until the Civil War Era. Families of fallen soldiers wanted the chance to see their loved ones and pay their respects and embalming offered a way for this to be accomplished.

Step 2: Arterial embalming
Arterial embalming is the injection of embalming fluid into arteries, generally using an electrically-driven pump (or, more rarely, gravity). The common carotid artery is an ideal vessel for injection due to its size and strength, providing ease of elevation and insertion of an arterial cannula; further, arteriosclerosis (hardening and loss of elasticity) of this artery is uncommon. Arteriosclerosis increases the risk of pressure causing leakage and tearing in arterial walls, and arterial elasticity is necessary to be able to raise the artery above the skin for injection. The most common type of arteriosclerosis, atherosclerosis (the build-up of fatty plaque within arteries), tends to be concentrated around the aorta. A further consideration is post-mortem blood clots (coagula), and these tend to be naturally shifted into areas of the body that will not be viewed through displacement during injection when the common carotid artery is used, although care in identifying and managing coagula prior and during injection is essential to ensuring adequate distribution of embalming fluid. Constant massage of the body throughout injection helps to break up coagula and promote circulatory absorption of the embalming chemicals.

 * Single-point injection (SPI) techniques involve injection and drainage being performed from a single location in the body, usually via the right common carotid artery for injection and the right internal jugular vein for drainage.
 * Restricted cervical injection (RCI) techniques involve making two incisions either side of the neck and are perhaps a little more time-consuming; by using a ligature to close the lower portion of the left common carotid artery, excess pressure from is prevented in the head as it is injected separately to the trunk. This technique avoids distention of the head and facial regions from arterial pressure during embalming, guarding against the risk of distending facial features through excess pressure (referred to as "blowing the features" amongst embalmers) whilst allowing large volumes of arterial fluid to be injected. For obese cases, type I diabetic cases with poor peripheral circulation, and cases with partial decomposition, this should be the first method attempted.
 * Multi-point injection (MPI) may be necessary where restricted circulation, severe arteriosclerosis or arterial decomposition mandates low pressure injection; further, where it is very difficult or impossible to dissect and raise the common carotid artery, adequate distribution of embalming fluid will require injection at multiple sites particularly in the extremities, as described below.

title: Mortuary science/Embalming


text: Category:Mortuary Science & Thanatology

title: Category:Mortuary Science & Thanatology


text:
User:Stevenarntson/English Composition/lengths

Long To Short
Novel Novella Novelette Short Story Sudden Fiction 69er “Novels In Three Lines” Six Word Stories
 * at least 60,000 words.
 * NaNoWriMo happens every November. Here is an inspiring essay by indie author Jim Monroe.
 * Wikipedia's list of the Longest Novels includes Marcel Proust's 1.2-million word long Remembrance of Things Past. But there are other interesting contenders, such as the 17-million word long Marienbad My Love (which is available online for free).
 * 17,000 to 40,000 words.
 * 7,500 to 17,000 words
 * Should be readable in one sitting. Tobias Wolf's story Bullet in the Brain is a fair example of this crowded field.
 * 7,500 words maximum is often suggested.
 * Also called flash fiction, it is less than 1,000 words.
 * 69 words, not including the title.
 * Contest Finalists
 * This is a book by Felix Feneon (trans. by Luc Sante), of super-short newspaper stories, such as:
 * Nurse Elise Bachman, whose day off was yesterday, put on a public display of insanity.
 * "If my candidate loses, I will kill myself,” M. Bellavoine, of Fresquienne, Seine-Inferieure, had declared. He killed himself.
 * Women suckling their infants argued the workers’ cause to the director of the streetcar lines in Toulon. He was unmoved.

 * For sale: baby shoes, never worn.
 * --Ernest Hemmingway

 * Machine. Unexpectedly, I’d invented a time
 * --Alan Moore

Pwoermds
 * are 1-word poems.
 * The word was coined by poet Geof Huth.
 * Cropse
 * --James Joyce
 * Lighf
 * --Bob Grumman
 * Omissin
 * --endwar
 * egreturnswampwateripple
 * --Emily Romano

The Three Shortest Possible Poems
 * I
 * A
 * O


text:
Ancient Mesopotamia: The Cradle of Civilization

Time Estimation
Time estimation for the completion of the required material in this section.
 * Lecture = 30 min.
 * Required Reading & Review Questions = 30-40min
 * Test Yourself Questions = 30-40 min.

Lecture
Coming Soon

Outline
 * What is civilization ?.
 * Civilization in Mesopotamia
 * Sumeria and Babylonia
 * Science, the Arts, Religion

Required Reading

 * Civilization. Read the introduction and the Characteristics paragraph only.
 * Read about The Sumerians.
 * The Akkadians: The First Empire
 * Read the introduction to Babylon and the Old Babylonian Period section only.
 * Read the Mesopotamian Literature section only.
 * Mesopotamian Science and technology

Review Questions

 * Who were the peoples of Mesopotamia?
 * Describe the cuneiform script used in Mesopotamia.
 * What were the contributions of the Babylonians to the sciences?
 * What were the contributions of the Babylonians to literature?
 * What was religion like in Mesopotamia?

Test Yourself Questions

 * What is civilization?
 * What did the peoples of Mesopotamia have in common?

Additional Information

 * Hammurabi
 * Cuneiform script


text:
User:Andreas Leue

Please visit my homepage: http://www.leue.net

In wikiversity I'm working on the project Object Oriented Enterprise Modelling.

title: User:Andreas Leue


text:
User talk:Stress9/HW5

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

 Note: The Overall rating: here is more of a "gut feeling" than a formal quantitative grading. Follow our list of criteria for formal grading and commenting. In case of a tie, let's favor new teams for the top-3 positions. Specific comments are given for a few teams, with a focus on the top teams to serve as a standard that other teams are measured against. The best of HW5 wiki page for each course is the grading standard; I also add some annotations in the HW reports that I looked through so to warn you of errors, incompleteness, etc. As you grade and see the best features in the HW reports, do not hesitate to add the teams with these best features to this wiki page. FEAD: Ready for grading. AERO: Ready for grading. Eml4500.f08 12:10, 14 November 2008 (UTC)

=EML 4500=

User:Eml4500.f08/HW_report_table

General comments for HW5

 * The The best of HW5 is the grading standard, which is also accessible at the bottom of the HW report table.

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

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

Specific comments on team HW5 reports
=EAS 4200C=

User:eas4200c.f08/HW_report_table

General comments for HW5

 * The The best of HW5 is the grading standard, which is also accessible at the bottom of the HW report table.

 * classnotes 50% + matlab problem 50% = 100%

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

title: User talk:Stress9/HW5


text:
User:Johnbarri

User:johnbarri/favourites

'Me'

I was born in 1945 and at 2X years I dropped out of varsity where I was a part time BA student studying Economics and Psychology. My employer said I should choose between work or university. I made the wrong choice and never returned to varsity.

So - Wikiversity is an avenue to develop my knowledge base, which is why I am here.

title: User:Johnbarri


text:
How the sky moves

Rotating Earth
The earth spins on a tilted axis much like a top. therefore;
 * Stars like the sun rise from the east and go west
 * Moving East or west doesn't change the stars you see. however moving North and South greatly changes the stars.
 * An accurate diagram of the earth moving against the stars isn't very helpful in figuring out Where the stars are because, if your looking AT the earth you don't share the same perspective as people ON the earth do.
 * Rather you need a different perspective.

The celestial sphere; a different perspective
The celestial sphere is an imaginary rotating sphere of "gigantic radius", concentric and coaxial with the Earth. All objects in the sky can be thought of as lying upon the sphere. Projected from their corresponding geographic equivalents are the celestial equator and the celestial poles.

This sphere can be reduced to two dimensional maps; much in the same way that we can map a three dimensional map of the earth into a two dimensional map.
 * If the map shows all the stars, the northern reaches will be highly distorted
 * If we break the map into segments we can minimize distortion.

Most importantly, from our perspective the Earth doesn't seem to spin. Rather The celestial sphere seems to spin. it appears to spin (in the North) about the bright star polaris (which is very close to the north celestial pole). Thus we need to orient our two dimensional map to account for the movement of the earth. Keep in mind that our lattitude, north and south will determine how much of the celestial sphere we see.

if we live between the equator and the north pole, (most of the worlds population) in the far north we actually see the north stars after they have spun below the north star. Because of this and depending on how far north we live, we might see some of the constellation as the spin around the north star. These constellations are circumpolar (or visible all year round). (see activity).

people living further south will see more stars since they can see stars near the south celestial hemisphere.

How the sky rotates during time and date
The celestial sphere rotates every 23 hours 56 minutes. The sun rotates every 24hours, thus moving against the backdrop of the stars. Thus both time and date come into play when determining what the stars will look like.

As the night get later the sky will rotate about the north star. Each night the sky will look four minutes later each night, with the evening sky swallowing early rising constellations and the morning sky, retreating and allowing you to see new constellations.

Thus when we're learning constellations. we first start by learning the North constellations, that in the most populate area of the world is visible year round. Next we learn each season; spring, summer, fall and winter. These will be the constellations visible shortly after dusk (when most people observe). If you still up later, you can begin to see the next season's stars. The advantage of staying up late to see the next season's stars is that you can see the same sight for a while 3-6months.

title: How the sky moves


text: File:Rotating earth.png

title: File:Rotating earth.png


text:
Object Oriented Enterprise Modelling

English Project Deutsches Projekt

Welcome to OOEM
This research project is about defining and discussing a modelling notation capable of comprehensively describing enterprises within a single, integrated model.

This project page is under construction.

The following is an incomplete set of material I have collected to start with. It mainly originates from my research activities within my company during development of an execution engine for such an enterprise model. I'm interested in moving these activities into a public community here.

Scope
An enterprise model comprises at least

 * business structure: organization and relations
 * business things: i.e. objects
 * business dynamics: processes
 * business location: spaces (of all kinds)

Stakeholders

 * Management: an OOEM model shall be, as far as necessary, usable by business managers to organize a complex and large enterprise
 * Employers: an OOEM model shall be, as far as necessary, easily usable by employees to ease and coordinate their everyday work in a friendly manner
 * IT: an OOEM shall be executable - i.e. appropriate software systems can be created automatically from it (including core systems, user interfaces and business processes)
 * Enterprise Architect: it is not expected that any of the above stakeholders has or is able to understand the complete model, this is the task of the Enterprise Architect

Components of OOEM

 * UML
 * /Object Oriented Business Process Modelling/
 * Business Spaces
 * Documentation Snippets (Doclets)
 * Tests

title: Object Oriented Enterprise Modelling


text:
User:Mestohne

My name is Matthieu Stohne. That is all for now. --Matthieu E. Stohne 15:25, 14 November 2008 (UTC)

title: User:Mestohne


text:
User:Eml4500.f08.wiki1.aguilar/TeamHW6

= Team Homework #6=

Rube Goldberg Machine
A Rube Goldberg machine is an overly complicated system designed to accomplish a relatively simple task. An prime example of this is if you have ever played the board game "MouseTrap" as a child. For more information, click the link, [Rube Goldberg Machine].

Honesty, Imagination, and Ethics
[Honesty],[Imagination], and [Ethics]

[The University of Florida Honor Code] We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity.

The University of Florida Honor Pledge

"On my honor, I have neither given nor received unauthorized aid in doing this assignment.”

PVW (Continuous) of Dynamics of Elastic Bar
PDE: $$\frac{\partial }{\partial x}\left[(EA)\frac{\partial u}{\partial x} \right]+f=m\ddot{u}\; (1)$$ Discrete EOM (Equation of Motion) $$\Rightarrow \mathbf{-Kd+F=M\ddot{d}}$$ $$\Rightarrow \mathbf{M\ddot{d}+Kd=F}\; (2)$$ (for Multiple Degree of Freedom System (MDOF))

SDOF=Single Degree of Freedom:

Derive (2) from (1): $$\int_{x=0}^{x=L}{W(x)\left\{\frac{\partial }{\partial x}\left[EA\frac{\partial u}{\partial x} \right]+f-m\ddot{u} \right\}dx}=0\; (3)$$ for all possible W(x) (Weighting function)

$$(1)\Rightarrow (3)$$ Trivial $$(3)\Rightarrow (1)$$ NOT Trivial

(3) rewritten as: $$\int W(x)g(x)dx=0$$ for all W(x)

Since (3) holds for all W(x), select W(x)=g(x), then (3) becomes: $$\int g^2dx=0\Rightarrow g(x)=0$$ $$(g^2\geq 0)$$

Integration by Parts: r(x), s(x)

$$(rs)'=r's+rs'$$

$$r'=\frac{dr}{dx}$$ and $$s'=\frac{ds}{dx}$$

$$\int (rs)'=\int r's+rs'$$

$$\Rightarrow (rs)=\int r's+rs'$$

$$\Rightarrow \int r's=rs-\int rs'$$

Recall continuous PVW $$\Rightarrow Eq. (3)$$ from Meeting 29

1st term: $$r(x)=(EA)\frac{\partial u}{\partial x}$$ and $$s(x)= W(x)$$

Through integration by parts:  $$\int_{x=0}^{x=L}{W(x)\frac{\partial }{\partial x}\left[(EA)\frac{\partial u}{\partial x} \right]dx}$$

$$=\left[ W(EA)\frac{\partial u}{\partial x}\right]-\int_{0}^{L}{\frac{dw}{dx}(EA)\frac{\partial u}{\partial x}dx}$$

$$=W(L)(EA)(L)\frac{\partial u}{\partial x}(L,t)-W(0)EA(0)\frac{\partial u}{\partial x}(0,t)-\int_{0}^{L}{\frac{dW}{dx}(EA)\frac{\partial u}{\partial x}dx}$$

Now consider a model problem from Meeting 28:

At x=0, select W(x) such that W(0)=0 and kinematically admissible

Motivation: Discrete PVW applied to Equation from Meeting 10
$$\mathbf{W}_{6\times1}\cdot(\mathbf{[K]}_{6\times2}\begin{Bmatrix}d_3\\d_4\end{Bmatrix}_{2\times1}-\mathbf{F}_{6\times1})=0_{1\times1}$$

$$\mathbf{F^T=\begin{bmatrix} F_1 & F_2 & F_3 & F_4 & F_5 & F_6 \end{bmatrix} }$$

F3 and F4 are known reactions F1, F2, F5, F6 are unknown reactions

Since W can be selected arbitrarily, select W such that W1 = W2 = W5 = W6 = 0 so to eliminate equations involving unknown reactions →Eliminate rows 1,2,5,6

$$\mathbf{\bar{K}_{2x2}\bar{d}_{2x1}=\bar{F}_{2x1}}\; (1)$$

$$\mathbf{\bar{d}_{2x1}}=\begin{Bmatrix} d_3\\d_4\end{Bmatrix}$$ and $$\mathbf{\bar{F}_{2x1}}=\begin{Bmatrix} F_3\\F_4\end{Bmatrix}$$

Note:

$$\mathbf{\bar{W}\cdot }(\mathbf{\bar{K}\bar{d}-\bar{F})=0}$$
for all $$\mathbf{\bar{W}}$$
where $$\mathbf{\bar{W}}=\begin{Bmatrix} W_3\\W_4\end{Bmatrix}$$

Back to Continuous PVW:

Unknown reaction: $$N(0,t)=(EA)(0)\frac{\partial u}{\partial x}(0,t)$$

Continuous PVW gives:
$$W(L)F(t)-\int_{0}^{L}{\frac{dw}{dx}(EA)\frac{\partial u}{\partial x}dx}+\int_{0}^{L}{W(x)[f-m\ddot{u}]dx=0}$$

for all W(x) such that W(0)=0

$$\Rightarrow \int_{0}^{L}{W(m\ddot{u})dx+\int_{0}^{L}{\frac{dW}{dx}}(EA)\frac{\partial u}{\partial x}dx}$$

$$=W(L)F(t)+\int_{0}^{L}{Wfdx}$$

for all W(x) such that W(0) = 0

Bar Broken Up Into Elements

Single Element Function Interpolation

Assume $$u(x) \,$$ for $$x_i \le x \le x_{i+1} \,$$

Motivation for Linear Interpolation of $$u(x) \,$$

2-bar Truss

2-Bar Truss Deformation

Continuous Principle of Virtual Work to Discrete Case (continued)
Lagrangian Interpolation

Motivation for Form of $$N_i(x) \,$$ and $$N_{i+1}(x) \,$$:

$$N_i(x) \,$$ and $$N_{i+1}(x) \,$$ are linear (straight lines), thus any linear combination of $$N_i(x) \,$$ and $$N_{i+1} \,$$ is also linear, and in particular, the expression for $$u(x) \,$$.

$$N_i(x)=\alpha_i + \beta_i x \,$$, with $$\alpha_i \,$$, $$\beta_i \,$$ numbers

$$N_{i+1}(x)=\alpha_{i+1}+\beta_{i+1}x \,$$, with $$\alpha_{i+1} \,$$, $$\beta_{i+1} \,$$ numbers

Linear Combination of $$N_i \,$$ and $$N_{i+1} \,$$:

$$N_id_i+N_{i+1}d_{i+1}=(\alpha_i+\beta_ix)d_i+(\alpha_{i+1}+\beta_{i+1}x)d_{i+1} \,$$ $$\quad=(\alpha_id_i+\alpha_{i+1}d_{i+1})+(\beta_id_i+\beta_{i+1}d_{i+1})x \,$$ is clearly linear.

Recall equation for $$u(x) \,$$ (interpolation of $$u(x) \,$$):

$$u(x_i)=N_i(x_i)d_i+N_{i+1}(x_i)d_{i+1} \,$$ $$u(x_i)={x_{i+1}-x_i \over x_{i+1}-x_i}d_i+{x_i-x_i \over x_{i+1}-x_i}d_{i+1} \,$$ $$N_i(x_i)=1 \,$$ $$N_{i+1}(x_i)=0 \,$$ $$u(x_i)=d_i \,$$

Using the same logic:

$$u(x_{i+1})=d_{i+1} \,$$

We have just showed how we got to the relation:

$$ u(x_{i+1})=d_{i+1} $$

Page 31.3 of our notes shows the interpolation for u(x). We can apply this same interpolation for w(x), i.e.,

$$ w(x)=N_i(x)\; W_i\; +\; N_{i+1}(x)\; W_{i+1}$$

Element Stiffness Matrix for Element i
In order to make the leap from the discrete version of the Principle of Virtual Work to the continuous version, the stiffness matrix must involve an integral.

The form of this integral is in the form below:

$$\int_{x_i}^{x_{i+1}}[N'_i\; W_i\; +\; N'_{i+1}\; W_{i+1}](EA)[N'_i\;  d_i\; +\; N_{i+1}\; W_{i+1}]dx        \;\;\;\;\;\;\;\;\;   (eqn.\; \beta) $$

with    $$N'_i:= \frac {dN'_i(x)}{dx}$$      and     $$N'_{i+1}:= \frac {dN'_{i+1}(x)}{dx} $$.

Note:

$$u(x)= \underbrace{ \begin{bmatrix}N_i(x)&N_{i+1}(x)\end{bmatrix}}_{\mathbf{N}(x)_{1\times 2}}  \begin{Bmatrix}d_i\\d_{i+1}\end{Bmatrix}_{2\times 1}$$

and

$$\frac{du(x)}{dx} = \begin{bmatrix}N'_i(x)&N'_{i+1}(x)\end{bmatrix}_{2\times 1}  \begin{Bmatrix}d_i\\d_{i+1}\end{Bmatrix}_{2\times 1} $$

Similarly:

$$w(x)= \mathbf{N}(x) \begin{Bmatrix}w_i\\w_{i+1}\end{Bmatrix}$$

and

$$\frac{dw(x)}{dx} = \mathbf{B}(x) \begin{Bmatrix}w_i\\w_{i+1}\end{Bmatrix} $$

Recall the element degrees of freedom:

$$\begin{Bmatrix}d_i\\d_{i+1}\end{Bmatrix} = \begin{Bmatrix}d_1^{(i)}\\d_2^{(i)}\end{Bmatrix} = \mathbf{d}^{(i)}$$

$$\begin{Bmatrix}w_i\\w_{i+1}\end{Bmatrix} = \begin{Bmatrix}w_1^{(i)}\\w_2^{(i)}\end{Bmatrix} = \mathbf{w}^{(i)}$$

We're looking to take $$ eqn. \beta$$ and move some terms around so that it corresponds to the relation: $$\mathbf{w}^{(i)} \cdot (\mathbf{k}^{(i)}\mathbf{d}^{(i)})$$.

So how do we get: $$\int_{x_i}^{x_{i+1}} (\mathbf{B}\mathbf{w}^{(i)})_{1\times1}(EA)_{1\times1}(\mathbf{B}\mathbf{d}^{(i)})_{1\times1} dx = \mathbf{w}^{(i)} \cdot (\mathbf{k}^{(i)}\mathbf{d}^{(i)}) $$ ?

Well,

$$\int_{x_i}^{x_{i+1}} (EA)(\mathbf{B}\mathbf{w}^{(i)})(\mathbf{B}\mathbf{d}^{(i)})dx - (\mathbf{B}\mathbf{w}^{(i)})^T(\mathbf{B}\mathbf{d}^{(i)}) $$

As a 1x1 matrix, $$(\mathbf{Bw}^{(i)})$$ is equal to its transpose, $$(\mathbf{Bw}^{(i)}))^T$$.

$$(\mathbf{Bw}^{(i)})^T = (\mathbf{w}^{(i)})^T \cdot (\mathbf{B})^T = (\mathbf{w}^{(i)}) \cdot (\mathbf{B})^T$$

So we now have: $$\int (\mathbf{w}^{(i)}\mathbf{B}^T)(EA)(\mathbf{B}\mathbf{d}^{(i)}) dx $$

We can also move parts out of the integral if they are not dependent on 'x', ($$\mathbf{w}^{(i)},\mathbf{d}^{(i)}$$):

Therefore we get: $$ \mathbf{w}^{(i)} \cdot ( \int \mathbf{B}^T (EA) \mathbf{B} dx) \;\mathbf{d}^{(i)}$$

We can now see that:

$$\mathbf{k}^{(i)}_{2\times2}=\int_{x_i}^{x_{i+1}} \mathbf{B}_{2\times1}^T (EA)_{1\times1} \mathbf{B}_{1\times2} dx$$

where $$ \mathbf{B}^T$$, $$(EA)$$, and $$\mathbf{B}$$ are all functions in terms of 'x'.

$$\mathbf{B}= \begin{bmatrix}\frac{1}{x_{i}-x_{i+1}} & \frac{1}{x_{i+1}-x_{i}}\end{bmatrix} = \begin{bmatrix}\frac{1}{-L^{i}} & \frac{1}{L^{i}}\end{bmatrix}$$

The length of element i: $$L^{(i)}=x_{i+1}-x_{i}$$

Transfer of Coordinates
We now do a basic transfer of $$x$$ to $$\tilde x$$.

$$\tilde x := x - x_i$$ and $$d\tilde x = dx$$

We get a new equation based on our old for the element stiffness matrix as: $$\mathbf{k}^{(i)}=\int_{\tilde x=0}^{\tilde x=L^{(i)}} \mathbf{B}(\tilde x) (EA)(\tilde x) \mathbf{B}(\tilde x) d\tilde x$$

$$$$ $$$$ $$$$

Modifying the Two Bar Truss
Using this general formula for stiffness matrix that works with non-constant E and A.

$$\mathbf{k}^{(i)}=\frac{1}{6L} \left( {2E_1A_1}+{(E_1A_2+E_2A_1)}+ {2E_2A_2}\right) \begin{bmatrix} 1 & -1\\ -1 & 1\end{bmatrix}$$

The matlab function of the axial forces and the function that calls it were modified to accomodate teh variances in E and A.

Boundary conditions:

Element 1

$$E_1^{(1)}=2$$ $$E_2^{(1)}=4$$ $$A_1^{(1)}=0.5$$ $$A_2^{(1)}=1.5$$

Element 2

$$E_1^{(2)}=3$$ $$E_2^{(2)}=7$$ $$A_1^{(2)}=1$$ $$A_2^{(2)}=3$$

Averages from before:

$$E_{avg}^{(1)}=3$$ $$A_{avg}^{(1)}=1$$

$$E_{avg}^{(2)}=5$$ $$A_{avg}^{(2)}=2$$

The plot of the undeformed beam, the deformed beam using the new equation, and the deformed beam using just the averages of E and A is as follows. The undeformed beam is the blue dotted line, the deformed beam using the averages is the solid red line, and the deformed beam using the varied E and A values is the solid green line. The matlab code that plots this image is as follows: Two-Bar Plot

The matlab code used to attain the deformed beam using the varied E and A is as follows: 2 Bar Truss with varied E and A

The altered m-file, DeltaPlaneTrussElement.m, is as follows: DeltaPlaneTrussElement.m Note:  The deformed beam using the average values of E and A can be found in previous hw.

The Electric Pylon Problem
The highest axial stresses are 1376.8 lbs in element 1 and -1370.1 lbs in element 4.

The figure below shows the undeformed and deformed pylon. The dashed blue line represents the undeformed pylon while the solid red line shows the deformed pylon with a 20,000 weighting factor applied.

Contributors
Eml4500.f08.wiki1.brannon 17:42, 21 November 2008 (UTC) Eml4500.f08.wiki1.ambrosio 20:34, 21 November 2008 (UTC) Eml4500.f08.wiki1.oatley 20:52, 21 November 2008 (UTC) Eml4500.f08.wiki1.aguilar 21:44, 21 November 2008 (UTC)

title: User:Eml4500.f08.wiki1.aguilar/TeamHW6


text:
Wikiversity courses

What is a Wikiversity Course?

A wikiversity course is a learning project with Leader instructor who defines the class agenda and creates content, introduces less experienced participants the material, and coordinates some hands on activity that allows the participant to gain mastery of a subject.

The wikiversity course has been one of the big purpose of wikiversity since the beginning however, with still many participants still having large differences of vision of exactly what a course.

Nevertheless although there is not succinct, short description of a course there is a very large network of pages seeking to define wikiversity learning and teaching. From this work we can have a better understanding of what is a course.

Wikiversity is Nothing like a University course
From the start, we can and should NOT assume that a wikiversity course is like a university course. There are such large differences in wiki philosophy that although a university course can be hosted on wiki technology, wikiversity does not adopt philosophy of many the brick and mortar universities with the participants that look to wikiversity for personal learning. (sometimes called tame). Lets highlight the major differences.

 * Students have an equal opportunity to create/alter content;Universities have structure authority where an instructor has authority to lecture and instruct that the Students do not have, Wikiversity is a collaboration between participants. the participants might NOT be equal in expertise but they are equal in the ability to discuss, alter, and explore course content.

 * WV courses have no dates, prerequisites or qualifications for the students; Universities have firm start dates, stop dates, prerequisites and requirements. Students cover material as much for accrediation and peer recognition.  Wikiversity openly invites all participates to begin and end as they desire, allows people to explore what information interests them.  However well-intentioned course instructors are they are missing the point of wikiversity when they define strict rules of participation, and grading (at best) and at worst they are being incivil.

 * Wikiversity uses the Learning by doing (Learning by discussing) model;Universities utilize the lecture and the test as the major methods to determine competence. Wikiversity both doesn't obsess with determining competence and doesn't adapt well to the lecture and or the test.  Rather Wikiversity model of learning is a learning by doing, or learning by discussing.  The wiki technology allows participants to bring creativity and widely diverse expertise (rather than narrowly forcing people into 'pre-requisites').

In the final analysis there really is very little difference between a good wikiversity course and a good wikiversity learning project. If we as the community would cast off the stereotypes and limitations of degreed programs, prerequisites, endowing certain wv participants with 'expertise', I think this would help wikiversity grow.

It is said that there is a solid core of people in wikiversity whom want to create an accredited, more conventional area within wikiversity. This seems to me that they will have to design the program not to undermine the wikiversity collaboration that was the heart of Jimmy Wales, vision for wiki technology. I welcome people to place alternate visions here and to comment about this text.

The adage to be_bold is to recognize that frequently someone must say something boldly that other people might disagree with. This very page is about pointing out that no one individual has the right to say; this is the correct on only way to look at this topic. So I welcome your unique view here. if you disagree with what I have written lets talk about it in the discussion tab.

Active courses
The idea of an active course is an odd one in wikiversity. Since a course has no beginning and ending dates and is open to all interested individuals; courses can be defined withoout students and can therefore still active without participation. of course there is a clear difference between abandoned courses and active courses (with no current students). Here are some guidelines that determine whether a course is an active one.

 * Courses have activities; courses don't have to complete but they do need a suggested activities. The teacher is as free to leave the project as the student, if there is suggested activities the course might be active.
 * Active courses have new updated content every month;Even if there is no students, there must be recent activity. It can be more content or might be just recent  developements; but courses are a little like the tree falling in the forest.
 * courses engage a group of people; Courses should be built to engage more than one participant, not just to define content or document personal learning or activities.
 * Activities help particants master the content; Suggested activities should be designed to give participants mastery of the subject. Thus topics and content are different from courses, in that topics and content inform the participant; but courses create expertise. Frequently coursework is linked to content, but sometimes it is counterproductive to create alot of content and it would be better to have the participants create the content themselves.

please feel free to put down any course that you think meets this criteria.

 * Introduction_to_US_History is an active course the learning activity is to edit the wikibook US history.--User:JoliePA Nov 2008
 * Course instructor; User:geo.plrd

 * Initial_experiences is a recently defined course whose learning activity is to learn to identify the constellations.--User:JoliePA Nov 2008
 * Course instructor; User:JoliePA

 * Colonial_Haiti is a recently defined course (content begin defined). Learning activity is yet undefined. --User:JoliePA Nov 2008
 * Course instructor; User:Jfrankc08

 * A_course_in_troll_sockpuppets is a cool course. not lacking for an interesting learning activity. --User:JoliePA Nov 2008
 * Course instructor; User:Durova

 * History_of_Europe_to_1648 is a developing course. Good content, knowledgable intructor. --User:JoliePA Nov 2008
 * Course instructor; User:Dilos1

 * Wikipedia is a course regarding wikipedia and wiki technology. School:WikiService --User:JoliePA Nov 2008
 * Course instructor; User:Mange01

 * Social_psychology_(psychology) a well defined course is being run concurrently at a university. User:JoliePA Nov 2008
 * Course instructor; User:jtneill

 * History_of_the_Ottoman_Empire is an active course. That is helping students about History of Ottoman Empire and History of Modern Turkey...
 * Course instructor; User:Bermanya

 * Human_Legacy_Course is an active course that is helping students know more about history from the dawn of civilization to the present day.
 * Course Instructor; User:MrABlair23

 * United_States_History is an active course analysis on United States History from Prehistory to the present day.
 * Course Instructor; User:MrABlair23

title: Wikiversity courses


text:
User:Eml4500.f08.ateam.boggs.t/week 11

Lecture 29

title: User:Eml4500.f08.ateam.boggs.t/week 11


text:
User:Eml4500.f08.wiki1.aguilar/hw6

FEM via PVW (cont'd)
We have just showed how we got to the relation:

$$ u(x_{i+1})=d_{i+1} $$

Page 31.3 of our notes shows the interpolation for u(x). We can apply this same interpolation for w(x), i.e.,

$$ w(x)=N_i(x)\; W_i\; +\; N_{i+1}(x)\; W_{i+1}$$

Element Stiffness Matrix for Element i
In order to make the leap from the discrete version of the Principle of Virtual Work to the continuous version, the stiffness matrix must involve an integral.

The form of this integral is in the form below:

$$\int_{x_i}^{x_{i+1}}[N'_i\; W_i\; +\; N'_{i+1}\; W_{i+1}](EA)[N'_i\;  d_i\; +\; N_{i+1}\; W_{i+1}]dx        \;\;\;\;\;\;\;\;\;   (eqn.\; \beta) $$

with    $$N'_i:= \frac {dN'_i(x)}{dx}$$      and     $$N'_{i+1}:= \frac {dN'_{i+1}(x)}{dx} $$.

Note:

$$u(x)= \underbrace{ \begin{bmatrix}N_i(x)&N_{i+1}(x)\end{bmatrix}}_{\mathbf{N}(x)_{1\times 2}}  \begin{Bmatrix}d_i\\d_{i+1}\end{Bmatrix}_{2\times 1}$$

and

$$\frac{du(x)}{dx} = \begin{bmatrix}N'_i(x)&N'_{i+1}(x)\end{bmatrix}_{2\times 1}  \begin{Bmatrix}d_i\\d_{i+1}\end{Bmatrix}_{2\times 1} $$

Similarly:

$$w(x)= \mathbf{N}(x) \begin{Bmatrix}w_i\\w_{i+1}\end{Bmatrix}$$

and

$$\frac{dw(x)}{dx} = \mathbf{B}(x) \begin{Bmatrix}w_i\\w_{i+1}\end{Bmatrix} $$

Recall the element degrees of freedom:

$$\begin{Bmatrix}d_i\\d_{i+1}\end{Bmatrix} = \begin{Bmatrix}d_1^{(i)}\\d_2^{(i)}\end{Bmatrix} = \mathbf{d}^{(i)}$$

$$\begin{Bmatrix}w_i\\w_{i+1}\end{Bmatrix} = \begin{Bmatrix}w_1^{(i)}\\w_2^{(i)}\end{Bmatrix} = \mathbf{w}^{(i)}$$

We're looking to take $$ eqn. \beta$$ and move some terms around so that it corresponds to the relation: $$\mathbf{w}^{(i)} \cdot (\mathbf{k}^{(i)}\mathbf{d}^{(i)})$$.

So how do we get: $$\int_{x_i}^{x_{i+1}} (\mathbf{B}\mathbf{w}^{(i)})_{1\times1}(EA)_{1\times1}(\mathbf{B}\mathbf{d}^{(i)})_{1\times1} dx = \mathbf{w}^{(i)} \cdot (\mathbf{k}^{(i)}\mathbf{d}^{(i)}) $$ ?

Well,

$$\int_{x_i}^{x_{i+1}} (EA)(\mathbf{B}\mathbf{w}^{(i)})(\mathbf{B}\mathbf{d}^{(i)})dx - (\mathbf{B}\mathbf{w}^{(i)})^T(\mathbf{B}\mathbf{d}^{(i)}) $$

As a 1x1 matrix, $$(\mathbf{Bw}^{(i)})$$ is equal to its transpose, $$(\mathbf{Bw}^{(i)}))^T$$.

$$(\mathbf{Bw}^{(i)})^T = (\mathbf{w}^{(i)})^T \cdot (\mathbf{B})^T = (\mathbf{w}^{(i)}) \cdot (\mathbf{B})^T$$

So we now have: $$\int (\mathbf{w}^{(i)}\mathbf{B}^T)(EA)(\mathbf{B}\mathbf{d}^{(i)}) dx $$

We can also move parts out of the integral if they are not dependent on 'x', ($$\mathbf{w}^{(i)},\mathbf{d}^{(i)}$$):

Therefore we get: $$ \mathbf{w}^{(i)} \cdot ( \int \mathbf{B}^T (EA) \mathbf{B} dx) \;\mathbf{d}^{(i)}$$

We can now see that:

$$\mathbf{k}^{(i)}_{2\times2}=\int_{x_i}^{x_{i+1}} \mathbf{B}_{2\times1}^T (EA)_{1\times1} \mathbf{B}_{1\times2} dx$$

where $$ \mathbf{B}^T$$, $$(EA)$$, and $$\mathbf{B}$$ are all functions in terms of 'x'.

$$\mathbf{B}= \begin{bmatrix}\frac{1}{x_{i}-x_{i+1}} & \frac{1}{x_{i+1}-x_{i}}\end{bmatrix} = \begin{bmatrix}\frac{1}{-L^{i}} & \frac{1}{L^{i}}\end{bmatrix}$$

The length of element i: $$L^{(i)}=x_{i+1}-x_{i}$$

Transfer of Coordinates
We now do a basic transfer of $$x$$ to $$\tilde x$$.

$$\tilde x := x - x_i$$ and $$d\tilde x = dx$$

We get a new equation based on our old for the element stiffness matrix as: $$\mathbf{k}^{(i)}=\int_{\tilde x=0}^{\tilde x=L^{(i)}} \mathbf{B}(\tilde x) (EA)(\tilde x) \mathbf{B}(\tilde x) d\tilde x$$

$$$$ $$$$ $$$$

$$$$ $$$$

title: User:Eml4500.f08.wiki1.aguilar/hw6


text:
User:Jestermeister/Categorical Syllogism/Figures

Figure refers to placement of the middle term in the premises.

Outline
There are three terms in a syllogism. We will be using the following shortcuts to represent the three terms.
 * Minor Term → m
 * Middle Term → Ξ
 * Major Term → M


text:
User:Jestermeister/Categorical Syllogism/Moods

The mood of a syllogism refers to the relationship of the premises in regard to their quantity and quality. There are 64 different moods, but only 11 of them are valid.

Outline

 * The valid moods


text: File:Down x-axis.JPG

title: File:Down x-axis.JPG


text: File:Down y-axis.JPG

title: File:Down y-axis.JPG


text: File:Down z-axis.JPG

title: File:Down z-axis.JPG


title: File:1.5,2,2.JPG