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Computer architecture and organization

Computer Organization and Architecture is the study of internal working, structuring, and implementation of a computer system. Architecture in the computer system, same as anywhere else, refers to the externally visual attributes of the system. Externally visual attributes, here in computer science, mean the way a system is visible to the logic of programs (not the human eyes!). Organization of a computer system is the way of practical implementation that results in the realization of architectural specifications of a computer system. In more general language, the Architecture of a computer system can be considered as a catalog of tools available for any operator using the system, while Organization will be the way the system is structured so that all those cataloged tools can be used, and efficiently.

How it came along
The history of computer systems, in the strict sense of the name, will date back to as back as the basic need for computation among humans. We, however, are more concerned with architecture and organization of Electronic computer systems only as 'the computing systems' before this had very vague (or at least different!) representation of these terms in their construction.

The beginning
The first among the electronic computers was The ENIAC, designed by John Mauchly and J. Presper Eckert. This, although a great achievement altogether, was not of much importance in front of standards of Architecture and organization. The programming of this giant machine required manual change of circuitry by expert individuals by changing connecting wires and lots of switches; It sure was a tedious task. Besides ENIAC was not a digital machine. It worked on decimal systems much similar to the way we, humans, do in our normal lives.

Von Neumann architecture
A breakthrough came with the draft of the second electronic computer, EDVAC. This computer was proposed by John von Neumann and others in 1945. It used a stored-program model for computers, wherein all instructions were also to be stored in memory along being data to be processed thereby removing the need for change in hardware structure to change the program. The architecture of this computer described the digital system to be divided into a Processing Unit consisting of an Arithmetic and Logic Unit and Processor registers, Control Unit consisting of a Program Counter and an Instruction Register, Memory Unit and Input/Output mechanisms. This basic structure of the computer system has since then served as the basic idea for a computer system. The trend continues even today with few changes in the design. This architecture, however, is more popular for implementation in IAS computers, (as Neumann, later, shifted to this project). We will see the architecture of the IAS computer in detail at a later stage.

Rapid restructuring of Organization
As all this was going on, a major advancement in the field of electronics was achieved at Bell labs as William Shockley invented the transistor. Transistors were devices comparable in purpose to a vacuum tube, but amazingly small, efficient, and reliable. Transistors revolutionized the organization of a normal computer system. The systems grew smaller, less power consuming, less heat generating, more reliable, and much more efficient. This generation of computers using transistors as basic components is commonly known as the second generation of computers. Transistors, however, were just a beginning as, soon, a new phase took over. Integrated Circuits were developed which could contain more than one transistor on a single chip. This further reduced size, power consumption, and heat generation. This led to the development of the third generation of computers. After this generation, however, there is no consensus on how generations changed as the number of transistors on a single IC kept increasing, and thereby the name of technologies involved kept changing from MSI to LSI to VLSI to ULSI but the basic structure of IC-based computer was maintained. Although now, a whole computer was available on a single machine, thanks to VLSI techniques. Today the number of transistors on a chip doubles every 18 months and so!

IAS Computer
IAS computer is the upgraded version of the ENIAC machine. IAS was designed by von Neuman and was designed with the concept of stored-program, which allowed the machine operator to store the program along with its input and output into some memory location, but in ENIAC the program had to be manually entered.

Memory Organisation

 * RAM (random access memory)
 * ROM ( read-only memory)
 * computer

Input/Output Unit

 * Input
 * keyboard
 * scanner
 * mouse
 * Output
 * printer
 * speaker

Control Unit
It takes mainly care of the instruction fetch and the instruction decoding phases.

The instruction set is defined as a group of instructions that a processor can execute to perform different operations. It can be classified based on complexity and the number of instructions used.

title: Computer architecture and organization


text:
User:Ices2Csharp

w:en:User:Ices2Csharp

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

title: User:Ices2Csharp


text:
User talk:Ices2Csharp

 Hello Ices2Csharp, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Ices2Csharp


text:
User talk:Wgregkrull

 Hello Wgregkrull, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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 * Explore Wikiversity with the links to your left.

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title: User talk:Wgregkrull


text:
User talk:Dr Satendra

 Hello Dr Satendra, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Dr Satendra


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User talk:DebashisM

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User talk:Akash16.ucms

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title: User talk:Akash16.ucms


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Logview/Charging

Link to project Drones team page.

Link to userpage: Andyn6361.

Things to consider before using Logview
Do you have the VPS driver installed?

Did you restart the computer once the VPS driver was successfully installed?

Did you installed Logview?

If you did not do one of the checklists, please refer to the Logview Installation tutorial.

Checklist
Make sure the computer has recognized the usb cord connected to the dual power unit. Steps to check so is below:

1. Click start window

2. Go to devices and printers

3. Scroll down to unspecified. If USB to UART Bridge shows up under unspecified, the computer has recognized the dual power unit.

Connection Procedures
1. Find the suitable adapter to connect the battery to the dual power unit.

4. Connect the adapter of the battery to the white board according to the amount of teeth the adapter has.

Charging Procedures
1. Open up Logview and turn on the dual power unit once you have connected the battery to the dual power unit.

2. When the dual power unit is turned on, it will pop up Program Settings. Choose the right battery type being used. In our project, Lithium-Polymer battery is being tested so LiPo Batt is chosen. To choose a type of battery, press the start button.

title: Logview/Charging


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Logview

Link to project Eagles team page.

Link to project Andyn6361 userpage.

Logview is a software program used to record and graph a battery charging unit charging a battery. In our tutorials, Lithium-Polymer batteries are used.

Tutorials

 * Logview Installation Tutorial
 * Logview Charging Tutorial

title: Logview


text:
1000 Songs/ST THEODULPH (Melchior Teschner)

ST THEODULPH (Melchior Teschner)

1000 Songs


text:
1000 Songs/ES IST EIN ROS'ENTSPRUNGEN (Michael Praetorius)

ES IST EIN ROS'ENTSPRUNGEN (Michael Praetorius)

1000 Songs


text:
1000 Songs/OLD 124 (Louis Bourgeois)

OLD 124 (Louis Bourgeois)

1000 Songs

title: 1000 Songs/OLD 124 (Louis Bourgeois)


text:
1000 Songs/TALLIS' ORDINAL (Thomas Tallis)

TALLIS' ORDINAL (Thomas Tallis)

1000 Songs


text:
1000 Songs/RENDEZ A DIEU (Louis Bourgeois)

RENDEZ A DIEU (Louis Bourgeois)

1000 Songs


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1000 Songs/CAITHNESS (Scottish Psalter, Edware Millar)

CAITHNESS (Scottish Psalter, Edware Millar)

1000 Songs


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1000 Songs/DUNDEE (Scottish Psalter, Edware Millar)

DUNDEE (Scottish Psalter, Edware Millar)

1000 Songs


text:
1000 Songs/Silent night holy night (Joseph Mohr)

Silent night holy night (Joseph Mohr)

1000 Songs


text:
1000 Songs/STABAT MATER (Jacopone da Todi, Pope Innocent III)

STABAT MATER (Jacopone da Todi, Pope Innocent III)

1000 Songs


text:
1000 Songs/Open now thy gates of beauty (Benjamin Schmolck)

Open now thy gates of beauty (Benjamin Schmolck)

1000 Songs


text:
1000 Songs/LASST UNS ERFREUEN

LASST UNS ERFREUEN

1000 Songs

title: 1000 Songs/LASST UNS ERFREUEN


text:
1000 Songs/STILLE NACHT (Franz Gruber)

STILLE NACHT (Franz Gruber)

1000 Songs

title: 1000 Songs/STILLE NACHT (Franz Gruber)


text:
1000 Songs/Print thine image pure and holy (Thomas Hansen Kingo)

Print thine image pure and holy (Thomas Hansen Kingo)

1000 Songs


text:
Engineering Projects/Rubberband gun/Howard Community College/fall2011/550 JK/Team Weekly Summary Form

Link to project 550_JK team page.


text: User:Gravitoweak

title: User:Gravitoweak


text:
User:Michael Barera

English Wikipedia

Wikimedia Commons

title: User:Michael Barera


text:
User talk:ARoberts/enes100/Apps

Week 1
Nothing Chaagii 20:44, 19 November 2011 (UTC)

Don't see anything for Week 1. I added Week 1-4 categories. Ndelaney9295 08:44, 21 November 2011 (UTC)

0/0/0 .. nothing to grade 1sfoerster 15:38, 21 November 2011 (UTC)

Week 2
I like your App idea, can't wait to see it! Ndelaney9295 07:07, 28 November 2011 (UTC)

10/0/0 ... good report, no documentation of starting point that others could follow .. no links to apple software .. no list of frustration or steps you followed .. or links to them .. no screen shots or photos ... nothing to replicate your success ... no description of what you are going to do next ... no comments on your team mates pages ... 1sfoerster 13:44, 28 November 2011 (UTC)

Week 3
10/10/80 ... good job 1sfoerster 15:10, 5 December 2011 (UTC)

Week 4
0/0/0 .. nothing to grade

title: User talk:ARoberts/enes100/Apps


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Wikipedia/The other projects

Wikipedia is one of a number of different projects operating under a similar banner. Each project shares the same basic aim as Wikipedia, to produce or gather free use educational content, but each has different focus. As a result, there will be times when content is not suitable for Wikipedia, yet will be a perfect fit for one of the other projects. Accordingly it is worth knowing what the different projects are and how they relate to one another.

Wikibooks
Wikibooks is for the creation of free-use textbooks, with two subcategories of works: cookbooks and books aimed at children. As it serves a different role, some policies regarding content are more permissive than those found on Wikipedia, although work must remain within the confines of Wikibooks' mission. The featured books are well worth a look.

Wikimedia Commons
Wikimedia Commons (often referred to simple as "Commons") serves as a repository for free-use media that can be shared across all of the projects. For example, uploading an image to the English-language Wikipedia makes that image available for articles on Wikipedia. But uploading the same image to Wikimedia Commons makes that image available to Wikipedia, Wikibooks, Wikiversity, and all other Wikimedia Foundation projects. In addition, Wikimedia Commons allows those images to be available for projects outside of the Wikimedia banner, including school projects, printed textbooks, and comercial reuse.

As a general rule if media is acceptable under the policies at Commons it is preferable to upload the images there, rather than uploading them to Wikipedia or another project, as it makes it easier for people to find and reuse the images across the projects if they are stored in the one location. However, it should be remembered that Commons is more restrictive in its requirements than Wikipedia: under limited circumstances, Wikipedia allows the use of non-free images in articles (an issue to be explored in more depth later in this course), but such images would be unacceptable at Commons.

Meta
Meta-WIki, or simply Meta, is the wiki devoted to coordinating the other Wikimedia Foundation projects. It is the place where new wikis are discussed, global policy is worked out, and other cross-wiki issues are resolved.

Wikisource
If Wikipedia's role is to summarise what is published in reliable sources, it is Wikisource's mission to collect sources that may be valuable both within the Wikimedia Foundation projects and outside. Wikisource is a repository for public domain or free use texts, historical documents and translations of the same, although it does not accept original work - that is the role of Wikibooks.

Wikispecies
Wikispecies is relatively simple: it collects information about different animal and plant species into one location. Unlike Wikipedia, the role of Wikispecies is not to provide for encyclopaedic articles, but instead it focuses on gathering core scientific information, which may in turn serve to assist the development of articles on other projects, while at the same time being a valuable resource in its won right.

Wiktionary
Wiktionary is a project to build a free-use dictionary (in a variety of languages), in much the same way as Wikipedia is a project to build a free-use encyclopaedia. Although Wikipedia does contain some definitions, this is not WIkipedia's role - if the term is not sufficiently notable, it cannot go on WIkipedia. However, Wiktionary collects all types of terms, (given certain rules for inclusion) and currently is nearing 3 million definitions.

Wikinews
One of the rules with Wikipedia is that it is "not news": the role of Wikipedia is not to cover breaking stories, but to cover encyclopaedic topics. There is some overlap, and often Wikipedia will be extremely current, but if something is more "news" than "encyclopaedic" it belongs on Wikinews (and if it is encyclopaedic and news, it can always go on both).

Wikiversity
Wikiversity grew out of Wikibooks, and like Wikibooks has a focus on learning resources. Where it differs is the emphasis on the on teaching, as Wikiversity is developing courses and other resources which can be used online (as with this one) or offline, and pulling together content from Wikibooks, Wikimedia Commons, Wikipedia and the other projects to do so. Wikiversity also specifically encourages original research, providing place to develop research projects within the collaborative environment it provides.

Wikiquote
Finally Wikiquote, as the name might suggests, is a repository for famous (and less famous) quotations.

title: Wikipedia/The other projects


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Motivation and emotion/Book/2011/Spiritual and religious motivation

Overview

Religiosity refers to an individual’s dedication to organised systems of beliefs about the sacred and religious activities and rituals. However, spirituality and religiosity historically have tended to overlap as spirituality has often been experienced through religion (Hill & Pargament, 2008).

Transcendent actualisation: Humanistic and transpersonal psychology
Behaviourism and Freudian Psychoanalysis in the middle of the twentieth century were the two dominant forces in psychology (Stanislav, 2008). However, Psychologists such as Carl Rogers and Abraham Maslow critiqued these approaches to psychology as they believed that human behaviour can not only be accounted for by unconscious instincts and interactions with the environment but also by human growth and potential (Maslow, 1969).

Carl Rogers suggested that human beings have a tendency to self-actualise that is, become everything that one is capable of becoming (Rogers, 1951). An individual who strives to reach his or her optimal sense of satisfaction or self-actualise is as described by Rogers (1951), as fully functioning. Abraham Maslow (1969) suggested that to reach self actualisation one must satisfy a hierarchy of needs including: physiological needs, safety needs, belongingness and love needs, esteem needs and need for self actualisation. Satisfying these needs as suggested by Maslow will lead an individual to personal growth and self actualisation (Maslow, 1954).

However, Maslow suggested that the self actualisation needs to incorporate a spiritual component and in 1967 Maslow and colleagues founded the Association of Transpersonal Psychology (Stanislav, 2008). Maslow referred to transpersonal psychology as the fourth force of psychology, the first and second being Psychoanalysis and Behaviourism and the third humanistic psychology (Stanislav, 2008). This field of psychology would incorporate the spiritual component of self actualisation (Stanislav, 2008).

Maslow in 1971 introduced the concept of transcendent actualisation which refers to an individual awareness and harmony of a spiritual centre or inner being which can affect human predisposition to love, will, altruistic awareness and discovery of profound meaning in life (Hamel, Leclerc & Lefrancois, 2003). Hamel et al (2003) suggests that transcendent actualisation can be understood through different levels of consciousness and motivational characteristics. These researchers suggest that transpersonal actualisation occurs in three stages: Prepersonal, Personal and Transpersonal Growth levels.

The Prepersonal Growth Level is characterised by ordinary or subjective consciousness which is when one’s consciousness being shaped from ones drives and environmental influences (Hamel et al. 2003). This growth level is also characterised by extrinsic motivations that is, conforming to and imitating others actions and desires (Hamel et al. 2003).

Hamel et al (2003) suggest that the Personal Growth Level is characterised authentic consciousness which refers to the capability to understand and control elements of one’s personality such as expectations and beliefs. Also, the researchers suggest that it is characterised by intrinsic motivations which are motivations based on one’s internal desires and interests to develop ones personality.

Lastly, the Transpersonal Growth Level refers to stage characterised by objective consciousness or metacognition which involves a heightened awareness of stimuli based on spiritual perceptions, higher order feelings, ethical reflection and inspiration (Hamel et al. 2003). The researchers also suggest that this growth level is characterised by metamotivations which are based on an awareness of profound or spiritual values in everyday life and the harmonizing of the different components of one’s personality.

Perceived closeness to God: Attachment theory
To know and connect with a God is the central function of many religious traditions and is the ultimate goal of some spiritual individuals (Hill & Pargament, 2008). Hill and Pargament (2008) suggest that God to many individuals can be seen as someone who provides comfort and security or an attachment figure. Human beings have a genetic predisposition to form an attachment bonds with one’s primary caregiver at a young age (Bowlby 1969 as cited in Bottoms et al. 2010). The primary caregiver’s sensitivity to the child’s needs affects the child’s internal working models or cognitive representations of itself and others (Bowlby 1969 as cited in Bottoms et al. 2010).

Fujikawa, Halcrow, Hall and Hill (2009) in their study examined 483 undergraduate students’ human and spiritual attachment patterns. The researches assessed two hypotheses: firstly, that God substitutes as an attachment figure in individuals with negative human attachment patterns and secondly, that attachment patterns to human attachment figures corresponds to God attachment patterns. The results supported the correspondence and the compensation models of attachment patterns with God (Fujikawa et al. 2009). The Correspondence model holds that adult attachment to God corresponds to or reflects internal working models developed from one’s human attachment figures (Fujikawa et al. 2009). The Compensation model suggests that God attachment or religious beliefs compensate for insecure attachments with one’s primary human caregiver (Fujikawaet al, 2009).

In a similar study, Reinert (2005) examined 75 Roman Catholic seminarians’ early primary caregiver attachments, attachment to God and later sense of self in two time periods eight months apart. As expected the researchers found that low self-esteem and higher levels of shame were found in participants with reported previous avoidant attachments with their primary caregiver. Interestingly, the results showed that over the eight month period the seminarians had an increase in self-esteem and the researchers suggest that this can be attributed to attachment to God compensating for previous attachment deficits. Also, the results suggested that previous secure human attachment with a primary caregiver was associated with a greater connection with God and previous anxious and avoidant attachment with a primary caregiver was associated with an instable relationship with God (Reinert, 2005).

Research such as Anderson, Hall, Lewis Hall and Reiner (2010) has shown that an attachment to God can have health benefits such as perceived stress. Anderson et al. (2010) in their study of 276 undergraduate students found that adult attachment and God attachment anxiety was significantly related to perceived stress levels. Also, research such as Bottoms, Hernandez and Salerno (2010) assessed if different attachment classifications to God can affect an individual’s alcohol use and coping strategies. The researchers suggest that participants with a secure attachment to God as compared to insecure attachments to God were more comfortable when dealing with problems to turn to God for support. Secure God attachment provides an additional support which may lead to regulating negative emotions in a healthier way as compared to people without this support (Bottoms et al. 2010). The results also show that the participants with positive spiritual coping styles and secure attachments with God drink alcohol significantly less as compared to individuals with avoidant God attachments (Bottoms et al. 2010).

Religious support: Extrinsic motivations
The nature of human’s spiritual motivation and religiosity can not only be explained by intrinsic motivations but also extrinsic motivations (Hill & Pargament, 2008). Intrinsic motivations of religiosity and spirituality can include living according to one’s beliefs and learning about one’s religion. Extrinsic motivations for religion can include securing social status and being part of a group or community (Hill & Pargament, 2008). Research suggests that religions can promote connectedness and caring among its members (Hill & Pargament, 2008; Cohen & Hill, 2007). Cohen and Hill (2007) suggest that religions differ in their individualistic and collectivists characteristics. Moreover, in their study Cohen and Hill (2007) found that American Protestants are more individualistic as compared to American Jews and Catholics who are more socially and community oriented.

Ellison and George (1994) assessed 2956 individuals in North Carolina to examine whether individuals who attend church frequently have more social resources then people who do not attend church frequently. The results of the study suggest the following: that frequent church attendees have more non kin social networks, more telephone and in person contacts, receive more supportive or helpful transactions such as money, goods and services and report more nurturing social interactions or sense of being cared for than do people who are not frequent church attendees (Ellison & George, 1994).

In a review of literature regarding the health benefits of religion Ellison and Levin (1998) suggest that the increased social resources individuals engaging in a religion receive can lead to health benefits. The researchers suggest that religion is a means by which individuals with a common faith, values and interests are brought together and can develop friendships. Also, religions offer informal support which can include things like pastoral advice and counselling (Ellison and Levin, 1998). This support can lead to positive influences on self esteem and self efficacy, coping mechanisms and positive emotions such as forgiveness.

The mystical experience
The mystical experience has been referred to in literature as an altered state of consciousness, meaning an experience that is different to the ordinary day to day experiences (Heriot-Maitland, 2008). A mystical experience involves a state of consciousness in which an individual comes in contact with an abstract power far greater than the individual, a realisation of an ultimate reality and a heightened state of awareness (Heriot-Maitland, 2008; Lukoff, 1985). Lukeoff (1985) suggests that the mystical experience is a desirable state which can be a life altering experience. The mystical experience has historically been experienced through practices such as meditation or contemplation, prayer and chanting (Heriot-Maitland, 2008; Forman, 1998).

The Mystical experience in literature has often been compared to psychosis or schizophrenia due to its altered state of consciousness characteristics and unusualness (Buckley, 1981; Heriot-Maitland, 2008; Lukoff, 1985). Moreover, the mystical experience can include hearing voices, Hallucinations and time distortions similar to psychotic episodes. However, the mystical experience differs from psychosis in terms of individuals being able to control the onset of a mystical experience entry out of such states (Heriot-Maitland, 2008). Also, mystical experiences can often lead to positive life consequences as compared to negative outcomes of psychosis (Heriot-Maitland, 2008).

Brain imaging research
Recent research has examined the neurological underpinnings of the mystical, spiritual and religious experience (Beauregard & Paquette, 2006). Beauregard and Paquette (2006) in their study used functional magnetic resonance imaging (fMRI) to determine the neural correlates of the mystical experience. The researchers asked the Carmelite nuns to remember and try to relive their most intense mystical experience whilst data was being collected by fMRI scans. The results of this study suggest that several brain regions and systems are activated in the mystical experience suggesting that the mystical experienced can be attributed to several brain regions. (Beauregard & Paquette, 2006).

In a study Aglioti, Fabbro, Skrap and Urgesi, (2010) examined patients self transcendence personality scores before and after brain surgery. The researchers found that damage to the left and right inferior parietal regions of the brain increased self transcendence personality scores. Aglioti et al. (2010) suggest that these results suggest that the left and right inferior parietal regions are important mediators of the personality trait self transcendence.

Spiritual and religious experience effects on hippocampal volume change have also been studied as Hayward, Koenig, Owen, Payne and Steffens (2011) examined hippocampal volume change in individuals who experienced a life altering religious experience. The results showed that a life changing religious experience can influence hippocampal atrophy later in life (Hayward et at. 2011). The researchers suggest that the hippocampal atrophy observed in individuals with life changing religious experiences may be attributed to by the stress such life experiences produce. Furthermore, this study shows that engaging in one’s religiosity can affect brain physiology (Hayward et at. 2011).

Summary and conclusions
An individual’s spiritual motivation and religiosity can be vastly different from person to person and there are many motivational forces that drive human’s spirituality and religiosity. An individual may be on the journey of self actualisation, seeking an attachment with a God, seeking to be a part of a community of people with similar beliefs and values, seeking the mystical experience and have a neurological predisposition to self transcendence traits.


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User:Man77/common.css

@import "//meta.wikimedia.org/w/index.php?title=User:Man77/global.css&action=raw&ctype=text/css";

title: User:Man77/common.css


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Motivation and emotion/Assessment/Chapter/2011/Feedback

This page summarises general feedback about the Motivation and emotion book chapter exercise, 2011.

Marks
The mean mark was 73.5 for 2013 (without late marks)and 71.4 (with late marks), 73/100 for 2011, and 72/100 for 2010.

Example chapters
One good way to get further feedback is to look through some of the very good chapters, such as:
 * Addiction
 * Alcohol
 * Achievement motivation
 * Competitiveness and happiness
 * Consumerism and emotion
 * Emotional intelligence|
 * Feedback
 * Grief
 * Growth through adversity
 * Handling stress
 * Mindfulness
 * Music and emotion
 * Nature and psychological well-being
 * Overeating
 * Peer influence in adolescence
 * Relationships and happiness
 * Shame
 * Trauma recovery and growth
 * Volunteerism

Also note the feedback that can be found on each chapter's talk page.

Marking criteria
Below are some general comments about this exercise.

Overall

 * 1) Overall, the standard was high. Many embraced the exercise and provided interesting, indepth chapters which clearly embraced the self-help book theme and, in so doing, demonstrated a good understanding of relevant theory and research.

Theory

 * 1) The best chapters were build on a solid understanding of relevant emotion and/or motivation theory in relation to the specific topic of interest.
 * 2) The best chapters provided critical analysis of theory, based on research and relevant argument.
 * 3) The best chapters provided conceptual diagrams, examples, and/or case studies.

Research

 * 1) This was probably the least well performed area. Not all chapters demonstrated clear evidence of a close reading of key research related to the topic area.
 * 2) Some chapters cited research but did not describe key studies in any particular depth (e.g,. methodology, results and implications).
 * 3) Some indicators of high performance in this area was reporting on results of meta-analyses, reporting about effect sizes, and including relevant summary tables and/or graphs about key research findings.

Written expression

 * 1) The quality of written expression varied widely - from highly professional, polished writing in full APA style through to weaker chapters which often lacked proofreading, clarity, and APA style.
 * 2) The best chapters combined theory/research content with additional learning features, such as captioned images, interwiki links, quiz questions, and links to further resources, such as videos.
 * 3) Image captions: These ranged from non-existent to minimal to more richly informative. But, generally, too little information was provided in image captions.
 * 4) A focus on focus questions is the general introduction would have helped to improve many chapters.
 * 5) A focus on take-home messages in the summary section would have helped to improve many chapters.
 * 6) Rich formatting of the title heading was popular; in many cases this has been simplified to be compatible with book printing.
 * 7) Talk page engagement was often also a good indicator of the effort put into improving the expression of ideas to an audience.

More info

 * 1) Some more commonly repeated 2011 feedback is here: MEBF/2011
 * 2) 2010 general feedback


text: Category:Standard deviation

title: Category:Standard deviation


text: Category:Wikiversity interface help

title: Category:Wikiversity interface help


text:
Motivation and emotion/Book/2011/Pearls of wisdom

This page offers a pearl of wisdom for each motivation and emotion book chapter.

Motivation

 * 1) Addiction is caused by social learning theory, reward and punishment, environmental cues, and brain function. Addictions can be broken by learning how to resist social pressure, reward and punishment, aversion therapy, and change in environment. (Addiction)
 * 2) Cognitive dissonance can motivate and encourage behavioural change. (Dissonance)
 * 3) Creativity can be enhanced by having goals, skills, knowledge, autonomy, time, risk-taking, and instrinsic motivation. (Creativity)
 * 4) Flow is an intense, satisying state of concentration which occurs when skills are balanced with challenge. Flow inducing activities are goal-directed, rule-guided, and feedback-rich. (Flow)
 * 5) Feedback highlights where one’s current performance is in relation to a goal. There are three major feedback questions: "Where am I going?", "How am I going?", and "Where to next?" (Feedback)
 * 6) Being overly competitive can have a negative impact on intrinsic motivation and may cause you to dislike activities that were once enjoyable. (Competitiveness)
 * 7) Extreme achievers are intrinsically motivated. They set specific long-term goals and use sub-goals with implementation plans and feedback to measure performance. (Extreme achievers)
 * 8) Self-efficacy is key to motivational and performance success. Self-efficacy is one's belief in one's ability to accomplish a task. Self-efficacy is facilitated by self-agency, mastery experience, vicarious experience, social persuasion and physiological and emotional arousal. (Self-efficacy)
 * 9) Altruism has an anatomical basis (the prefrontal cortex gives us the ability to empathise and thus engage in altruistic behaviour) and altruism is a learned response, taught through culture. (Altruism)
 * 10) Positive life change can be fuelled by regrets, failures, goals,  the crystallisation of discontent and desire via focal events, and focusing on the positive. (Managing life change)
 * 11) Reduce overeating by becoming more aware of physiological cues, self-regulation, willpower, and psychological inertia. (Over eating)
 * 12) Four motives influence alcohol use: coping, enhancement, conformity and social motives. Drinking to cope with problems and enhance good feelings are most associated with alcohol related problems such as dependence, abuse and disease. (Alcohol)
 * 13) Hypnosis can increase motivation (especially for those who are suggestible). Even the mere notion of hypnosis can motivate people to become more susceptible to hypnotic suggestion. (Hypnosis)
 * 14) Risk-taking is a part of everyday life. If your risk-taking takes can take dangerous turn, pinpoint the triggers, set goals for change, make an action plan with positive reinforcers along the way, and seek external help. (Risk-taking)
 * 15) Self-determination theory explains that autonomy, competence, and relatedness help people to become more intrinsically motivated. (Self-determination theory)
 * 16) Sexual motivations can be understood through evolution, gender differences, pheromones, and self-efficacy. (Sexual motivation)
 * 17) Infidelity is predicted by testosterone, relationship satisfaction, and personality traits. (Infidelity)
 * 18) Time management can be improved by goal setting, limiting procrastination, categorising tasks, communicating, understanding habits, and finding healthy balance between work and life. (Time management)
 * 19) Rule-breaking is motivated by short-term convenience and lack of trust and respect of moral codes. (Rule-breaking)

 * 1) Weight loss can be motivated by future health benefits, medical triggers, and appearance concerns. Factors that help include autonomy and control, self-efficacy, goal setting, and incentives and rewards. (Weight-loss)
 * 2) Playing violent video games triggers a slight tendency towards aggression, but evidence suggests that the link is weaker than is often proposed. (Violent video games)

Emotion

 * 1) Envy can be a motivating emotion, if it is effectively controlled and regulated. (Envy)
 * 2) Shame is an aversive, but adaptive, emotion. Manage shame by  valuing connection with others, embracing differences without judging, being yourself, trusting someone with your secrets, taking emotional risks, and laughing out loud. (Shame)
 * 3) Ways to manage emotion under stress include exercise, cognitive reappraisal, and emotional regulation techniques. (Handling stress)
 * 4) Empathy supports others, relationships, and enhances our own lives. (Empathy)
 * 5) Forgiveness is an internal process that replaces negative emotions with positive ones. Benefits include psychological health and well-being. (Forgiveness)
 * 6) Loving, and being loved, is a fundamental aspect of a satisfying life. (Love)
 * 7) Sleep is essential for optimal physiological and psychological functioning. Sleep deprivation has negative effects on mood and memory. (Sleep and happiness)
 * 8) Poor sleep contributes to anxiety and depression. Heavy affect intensity can trigger nightmares. (Sleep and negative emotions
 * 9) Eudaimonic well-being is about sustainable psychological well-being through experiencing control and autonomy in pursuit of meaningful goals. It is about more than the short-term hedonic pleasure side of happiness. (Eudaimonic well-being)
 * 10) Controlling emotion is an integral part of conflict resolution. (Dealing with conflict)
 * 11) Meaning making facilitates adjustment to trauma and is a significant factor in lessening the impact of negative thoughts. (Growth through adversity)
 * 12) Music is primarily used to evoke and enhance emotive states.  These emotive states are created by various musical components, subsequent physiological reactions, and cognitive factors. (Music and emotion)
 * 13) Go outdoors and use nature to improve your life. (Nature and psychological well-being)
 * 14) Improving psychological resilience is a trial and error process (Psychological resilience)
 * 15) Sensation seeking influences our preferences, to help create optimal arousal - it influences our choice of jobs, relationships, food, sport, entertainment etc. (Sensation seeking)
 * 16) Improving psychological resilience is a trial and error process until you find what works for you - but managing negative emotions, promoting positive emotions, and a supportive environment are important. (Psychological resilience)
 * 17) Happiness can be improved by changing your thinking. Negative thoughts can be changed by disputing them, taking away their meaning, or replacing them with a positive statement. (Cognitions and happiness)


text:
User:Fadams

станция Уикиверситет

title: User:Fadams


text:
User:Andyn6361/enes100/drones

Link to project Drones team page.

Give instructor top 3 project choice list
Helicopter

Hovercraft

Fanwing

Write problem statement
How to create a tutorial to use the Logview program.

Assign Task1
Make a tutorial for charging batteries with Logview and the dual power unit.

Compare actual work done to Task1
Tutorial for using the dual power unit and Logview was made.

Week1 Narrative
Took several photos of the steps to operate the dual power unit to start charging the Lithium-Polymer battery. Uploaded the photos to wikimedia commons then created a tutorial page. Listed several checklists and made the steps to charge the battery. Included links to the photo where it was appropriate. The photos used can be seen below. The link to the tutorial can be clicked here.

Week1 Peer Review
One team member had several pictures and a detailed description. The other had the prior projects page as the link to the current project so I made a note about that.

Assign Task2
Tweak the tutorial and help out other team members.

Compare actual work done to Task3
Improved past projects

Week3 Narrative
Went to the team done page of Autoengineers and changed the poster, decision list, time and summary. Also went to team done page of Eagles and changed the poster and total time.

Week3 Peer Review
Reviewed both of my team member's pages. Neither of them has completed the weekly report. Made comment on their discussion pages.

Assign Task4
Complete team page

title: User:Andyn6361/enes100/drones


text:
User talk:Dcaldero8983/enes100/drones

Good pictures and detailed descriptions. Keep it up man. Andyn6361 14:54, 20 November 2011 (UTC)

Good first week page. Like the pictures. Dkromer1996 14:43, 21 November 2011 (UTC)

10/10/50 ... 1sfoerster 19:07, 21 November 2011 (UTC)

Good work on this weeks page. It looks like your progression with the arduino is successful. I like the motor and board idea. Dkromer1996 14:33, 28 November 2011 (UTC)

10/10/30 .. 1sfoerster 13:38, 28 November 2011 (UTC)

No work on week 3? Andyn6361 03:21, 5 December 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 15:06, 5 December 2011 (UTC)

Did not see any information on page when i checkeddkromer1996 16:42, 11 December 2011 (UTC)

title: User talk:Dcaldero8983/enes100/drones


text: User:Xijky

title: User:Xijky


title: File:Helicopter50.jpg


title: File:Helicopter51.jpg


title: File:Helicopter52.jpg


text:
User:Egm6321.f11.team3/Hwk7

R*7.1 - Finding ds and Laplace Operator Equivalent in Spherical Coordinates
From the lecture slide Mtg 39-1

Given
Infinitesimal length in Cartesian coordinates given as in Mtg 38-5 ;

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

$$\begin{align} ds=dx_{j}.e_{j} \end{align}$$ (7.1.1)
 *
 * }

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

$$\begin{align} ds^{2}=ds.ds=\left ( dx_{j}.e_{j} \right )\left ( dx_{i}e_{i} \right )=dx_{i}.dx_{j}(e_{i}e_{j}) \end{align}$$ (7.1.2)
 *
 * }

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

$$\begin{align} e_{i}e_{j}=\delta _{ij} \end{align}$$ (7.1.3)
 *
 * }

Delta function defined as ;

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

$$\begin{align} \delta _{ij}=\left \{ \begin{matrix} 1 & for & i=j\\ 0& for  & i\neq j \end{matrix} \right. \end{align}$$ (7.1.4)
 *
 * }

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

$$\begin{align} ds^{2}=dx_{i}.dx_{i}=\sum_{i=1}^{3}\left ( dx_{i} \right )^{2} \end{align}$$ (7.1.5)
 *
 * }

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

$$\begin{align} &x_{1}=x=rcos(\theta )cos(\phi )=\xi _{1}cos(\xi _{2})cos(\xi _{3}) \\ &x_{2}=y=rcos(\theta )sin(\phi )=\xi _{1}cos(\xi _{2})sin(\xi _{3}) \\ &x_{3}=z=rsin(\theta )=\xi _{1}sin(\xi _{2}) \\

\end{align}$$ (7.1.6)
 *
 * }

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

$$\begin{align}

\Delta u =\left [ \frac{1}{h_{1}h_{2}h_{3}} \right ]\sum_{i=1}^{3}\frac{\partial }{\partial \xi _{i}}\left [ \frac{h_{1}h_{2}h_{3}}{h_{i}^{2}} \frac{\partial u }{\partial \xi _{i}}\right ]

\end{align}$$ (7.1.7)
 *
 * }

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

$$\begin{align} \begin{matrix} \hat{\xi }=(\hat{\xi _{1}},\hat{\xi _{2}},\hat{\xi _{3}}) \end{matrix} \end{align}$$ (7.1.8)
 *
 * }

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

$$\begin{align} \begin{matrix} h_{1}h_{2}h_{3}=r^{2}cos(\theta ) \end{matrix} \end{align}$$ (7.1.9)
 *
 * }

Find

 * Show that infinitesimal length 'ds' can be written as (5) in meeting 39-1 in spherical coordinates.
 * Derive Laplace operator in spherical coordinates.

Solution

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

$$\begin{align} dx_{1}=\left [ \frac{\partial x_{1}}{\partial r} \right ]dr+\left [ \frac{\partial x_{1}}{\partial \theta } \right ]d\theta +\left [ \frac{\partial x_{1}}{\partial \phi } \right ]d\phi

\end{align}$$ (7.1.10)
 *
 * }
 * {| style="width:100%" border="0"

$$\begin{align} dx_{2}=\left [ \frac{\partial x_{2}}{\partial r} \right ]dr+\left [ \frac{\partial x_{2}}{\partial \theta } \right ]d\theta +\left [ \frac{\partial x_{2}}{\partial \phi } \right ]d\phi \end{align}$$ (7.1.11)
 *
 * }

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

$$\begin{align} dx_{3}=\left [ \frac{\partial x_{3}}{\partial r} \right ]dr+\left [ \frac{\partial x_{3}}{\partial \theta } \right ]d\theta +\left [ \frac{\partial x_{3}}{\partial \phi } \right ]d\phi \end{align}$$ (7.1.12)
 *
 * }

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

$$\begin{align} dx_{1}=\frac{\partial r}{\partial r}cos(\theta )cos(\phi )dr+r\frac{\partial cos(\theta )}{\partial \theta }cos(\phi )d\theta +rcos(\theta )\frac{\partial cos(\phi )}{\partial \phi }d\phi

\end{align}$$ (7.1.13)
 *
 * }

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

$$\begin{align} dx_{2}=\frac{\partial r}{\partial r}cos(\theta )sin(\phi )dr+r\frac{\partial cos(\theta )}{\partial \theta }sin(\phi )d\theta +rcos(\theta )\frac{\partial sin(\phi )}{\partial \phi }d\phi \end{align}$$ (7.1.14)
 *
 * }

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

$$\begin{align} dx_{3}=\frac{\partial r}{\partial r}sin\theta dr+r\frac{\partial sin(\theta )}{\partial \theta }d\theta \end{align}$$ (7.1.15)
 *
 * }

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

$$\begin{align} dx_{1}^{2}=&(cos\theta)^{2} (cos\phi)^{2} dr^{2}+r^{2}(sin\theta)^{2} (cos\phi )^{2}d\theta ^{2}+r^{2}(cos\theta)^{2} (sin\phi)^{2} d\phi ^{2}+2r^{2}sin\phi cos\phi (sin\theta) (cos\theta) d\theta d\phi \\ &-2r(cos\theta) (cos\phi)^{2} (sin\theta) drd\theta -2r(cos\theta) (cos\phi) (sin\phi) drd\phi

\end{align}$$ (7.1.16)
 *
 * }
 * {| style="width:100%" border="0"

$$\begin{align} dx_{2}^{2}=&(cos\theta)^{2} (sin\phi)^{2} dr^{2}+r^{2}(sin\theta)^{2} (sin\phi )^{2}d\theta^{2} +r^{2}(cos\theta)^{2} (cos\phi)^{2} d\phi ^{2}+2r(cos\theta )^{2}(sin\phi) (cos\phi) drd\phi \\ &-2r^{2}(sin\theta) (sin\phi) (cos\theta) (cos\phi )d\theta d\phi -2r(cos\theta) (sin\theta) sin^{2}\phi drd\theta \end{align}$$ (7.1.17)
 *

 * }

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

$$\begin{align} dx_{3}^{2}=(sin\theta)^{2} dr^{2}+r^{2}(cos\theta )^{2}d\theta ^{2}+2r(sin\theta ) (cos\theta) drd\theta \end{align}$$ (7.1.18)
 *

 * }

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

$$\begin{align} ds^{2}=dx_{1}^{2}+dx_{2}^{2}+dx_{3}^{2} \end{align}$$ (7.1.19)
 *

 * }

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

$$\begin{align} ds^{2}=&{\color{Green} (cos\theta)^{2} (cos\phi)^{2} dr^{2}}+{\color{Blue} r^{2}(sin\theta)^{2} (cos\phi)^{2} d\theta ^{2}}+{\color{Cyan} r^{2}(cos\theta)^{2} (sin\phi)^{2} d\phi ^{2}}+{\color{Green} (cos\theta)^{2} (sin\phi)^{2} dr^{2}}+{\color{Blue} r^{2}(sin\theta)^{2} (sin\phi)^{2} d\theta^{2}}\\ & +{\color{Cyan} r^{2}(cos\theta)^{2} (cos\phi)^{2} d\phi ^{2}}+(sin\theta)^{2} dr^{2}+r^{2}(cos\theta)^{2} d\theta ^{2}+{\color{Red} 2r^{2}sin\phi cos\phi sin\theta cos\theta d\theta d\phi} -2rcos\theta (cos\phi)^{2} sin\theta drd\theta \\ & -{\color{Orange} 2r(cos\theta)^{2} cos\phi sin\phi drd\phi}+{\color{Orange} 2r(cos\theta)^{2} sin\phi cos\phi drd\phi }-{\color{Red} 2r^{2}sin\theta sin\phi cos\theta cos\phi d\theta d\phi} -2rcos\theta sin\theta sin^{2}\phi drd\theta \\ &+2rsin\theta cos\theta drd\theta \end{align}$$ (7.1.20)
 *

 * }

If we group things together we will get ;

$$  \displaystyle ds^{2}=1.dr^{2}+r^{2}d\theta ^{2}+r^{2}(cos\theta)^{2} d\phi ^{2} $$

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

$$\begin{align} &i=1\\ &\frac{\partial }{\partial \xi _{1}}\left [ \frac{h_{1}h_{2}h_{3}}{h_{1}^{2}} \frac{\partial u }{\partial \xi _{1}}\right ]=\frac{\partial }{\partial r}\left [ \frac{r^{2}cos(\theta )}{(1)^{2}} \frac{\partial u }{\partial r}\right ]

\end{align}$$

(7.1.21)
 *

 * }

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

$$\begin{align} &i=2\\ &\frac{\partial }{\partial \xi _{2}}\left [ \frac{h_{1}h_{2}h_{3}}{h_{2}^{2}} \frac{\partial u }{\partial \xi _{2}}\right ]=\frac{\partial }{\partial \theta }\left [ \frac{r^{2}cos(\theta )}{(r)^{2}} \frac{\partial u }{\partial \theta }\right ] \end{align}$$ (7.1.22)
 *

 * }

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

$$\begin{align} &i=3\\ &\frac{\partial }{\partial \xi _{3}}\left [ \frac{h_{1}h_{2}h_{3}}{h_{3}^{2}} \frac{\partial u }{\partial \xi _{3}}\right ]=\frac{\partial }{\partial \phi }\left [ \frac{r^{2}cos(\theta )}{(r)^{2}(cos\theta )^{2}} \frac{\partial u }{\partial \phi }\right ] \end{align}$$ (7.1.23)
 *

 * }

If we substitute in

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

$$\begin{align} \Delta u =\frac{1}{r^{2}cos(\theta )}\left [ \frac{\partial }{\partial r}\left [ \frac{r^{2}cos(\theta )}{(1)^{2}} \frac{\partial u }{\partial r}\right ]+\frac{\partial }{\partial \theta }\left [ \frac{r^{2}cos(\theta )}{(r)^{2}} \frac{\partial u }{\partial \theta }\right ]+\frac{\partial }{\partial \phi }\left [ \frac{r^{2}cos(\theta )}{(r)^{2}(cos\theta )^{2}} \frac{\partial u }{\partial \phi }\right ] \right ] \end{align}$$ (7.1.24)
 *

 * }

$$  \displaystyle \Delta u =\frac{1}{r^{2}}\left ( r^{2}\frac{\partial u }{\partial r} \right )+\frac{1}{r^{2}cos\theta }\frac{\partial }{\partial \theta }\left ( cos\theta \frac{\partial u }{\partial \theta } \right )+\frac{1}{r^{2}(cos\theta)^{2} }\frac{\partial ^2 u }{\partial \phi ^2} $$

R*7.2 - Heat Conduction on a Cylinder
From the lecture slide Mtg 40-6

Given
Coordinate equivalents given as in the lecture;

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

$$\begin{align}

x=&r(cos(\theta ))=\xi _{1}(cos(\xi _{2}))\\ y=&r(sin(\theta ))=\xi _{1}(sin(\xi _{2}))\\ z=&\xi _{3}

\end{align}$$ (7.2.1)
 *

 * }

Find

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

$$\begin{align} \begin{matrix} \left \{ dx_{i} \right \}=\left \{ dx_{1},dx_{2},dx_{3} \right \} & \left \{ \xi _{j}\right \}=\left \{ \xi _{1},\xi _{2} ,\xi _{3}\right \} \end{matrix} \end{align}$$ (7.2.2)
 *

 * }

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

$$\begin{align} ds^{2}=\sum_{i}(dx_{i})^{2}=\sum_{k}(h_{k})^{2}(d\xi _{k})^{2} \end{align}$$ (7.2.3)
 *

 * }

 * Find $$ \Delta u $$ in cylindrical coordinates.

 * Use separation of variable to find the separated equations and compare to the bessel eq. (1)

Solution

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

$$\begin{align}

dx_{1}=&\left [ \frac{\partial x_{1}}{\partial \xi _{1}} \right ]d\xi _{1}+\left [ \frac{\partial x_{1}}{\partial \xi _{2}} \right ]d\xi _{2}+\left [ \frac{\partial x_{1}}{\partial \xi _{3}} \right ]d\xi _{3}\\ dx_{2}=&\left [ \frac{\partial x_{2}}{\partial \xi _{1}} \right ]d\xi _{1}+\left [ \frac{\partial x_{2}}{\partial \xi _{2}} \right ]d\xi _{2}+\left [ \frac{\partial x_{2}}{\partial \xi _{3}} \right ]d\xi _{3}\\ dx_{3}=&\left [ \frac{\partial x_{3}}{\partial \xi _{1}} \right ]d\xi _{1}+\left [ \frac{\partial x_{3}}{\partial \xi _{2}} \right ]d\xi _{2}+\left [ \frac{\partial x_{3}}{\partial \xi _{3}} \right ]d\xi _{3}

\end{align}$$ (7.2.4)
 *

 * }

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

$$\begin{align} dx_{1}=&\frac{\partial \xi _{1}}{\partial \xi _{1}}cos(\xi _{2})d\xi _{1}+\xi _{1}\frac{\partial cos(\xi _{2})}{\partial \xi _{2}}=cos(\xi _{2})d\xi _{1}-\xi _{1}sin(\xi _{2})d\xi _{2}\\ dx_{2}=&\frac{\partial \xi _{1}}{\partial \xi _{1}}sin(\xi _{2})d\xi _{1}+\xi _{1}\frac{\partial sin(\xi _{2})}{\partial \xi _{2}}=sin(\xi _{2})d\xi _{1}+\xi _{1}cos(\xi _{2})d\xi _{2}\\ dx_{3}=&\frac{\partial \xi _{3}}{\partial \xi _{3}}d\xi _{3}=d\xi _{3}\\

\end{align}$$ (7.2.5)
 *

 * }

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

$$\begin{align} ds^{2}=dx_{1}^{2}+dx_{2}^{2}+dx_{3}^{2} \end{align}$$ (7.2.6)
 *

 * }

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

$$\begin{align} ds^{2}={\color{Green} (cos\xi _{2})^{2}d\xi _{1}^{2}}+{\color{Blue} \xi _{1}^{2}(sin\xi _{2})^{2}d\xi _{2}^{2}}-{\color{Red} 2\xi _{1}(cos\xi _{2})(sin\xi _{2})d\xi _{1}d\xi _{2}}+{\color{Green} (sin\xi _{2})^{2}d\xi _{1}^{2}}+{\color{Blue} \xi _{1}^{2}(cos\xi _{2})^{2}d\xi _{2}^{2}}+{\color{Red} 2\xi _{1}(cos\xi _{2})(sin\xi _{2})d\xi _{1}d\xi _{2}}+d\xi _{3}^{2} \end{align}$$ (7.2.7)
 *

 * }

$$  \displaystyle ds^{2}=d\xi _{1}^{2}+\xi _{1}^{2}d\xi _{2}^{2}+d\xi _{3}^{2} $$

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

$$\begin{align} ds^{2}=\sum_{i}(dx_{i})^{2}=\sum_{k}(h_{k})^{2}(d\xi _{k})^{2}=d\xi _{1}^{2}+\xi _{1}^{2}d\xi _{2}^{2}+d\xi _{3}^{2} \end{align}$$ (7.2.8)
 *

 * }

Equation yields

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

$$\begin{align} &h_{1}=1\\ &h_{2}=\xi _{1}\\ &h_{3}=1

\end{align}$$ (7.2.9)
 *

 * }

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

$$\begin{align} h_{1}h_{2}h_{3}=\xi _{1} \end{align}$$ (7.2.10)
 *

 * }

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

$$\begin{align} \Delta u =\frac{1}{h_{1}h_{2}h_{3}}\sum_{j=1}^{3}\frac{\partial }{\partial \xi _{j}}\left [ \frac{h_{1}h_{2}h_{3}}{h_{j}^{2}} \frac{\partial u }{\partial \xi _{j}}\right ] \end{align}$$ (7.2.11)
 *

 * }

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

$$\begin{align} &j=1\\ &\frac{\partial }{\partial \xi _{1}}\left [ \frac{h_{1}h_{2}h_{3}}{h_{1}^{2}} \frac{\partial u }{\partial \xi _{1}}\right ]=\frac{\partial }{\partial \xi _{1}}\left [ \frac{\xi _{1}}{(1)^{2}} \frac{\partial u }{\partial \xi _{1}}\right ] \end{align}$$ (7.2.12)
 *

 * }

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

$$\begin{align} &j=2\\ &\frac{\partial }{\partial \xi _{2}}\left [ \frac{h_{1}h_{2}h_{3}}{h_{2}^{2}} \frac{\partial u }{\partial \xi _{2}}\right ]=\frac{\partial }{\partial \xi _{2}}\left [ \frac{\xi _{1}}{(\xi _{1})^{2}} \frac{\partial u }{\partial \xi _{2}}\right ] \end{align}$$ (7.2.13)
 *

 * }

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

$$\begin{align} &j=3\\ &\frac{\partial }{\partial \xi _{3}}\left [ \frac{h_{1}h_{2}h_{3}}{h_{3}^{2}} \frac{\partial u }{\partial \xi _{3}}\right ]=\frac{\partial }{\partial \xi _{3}}\left [ \frac{\xi _{1}}{(1)^{2}} \frac{\partial u }{\partial \xi _{3}}\right ] \end{align}$$ (7.2.14)
 *

 * }

If we substitute in we will get

$$  \displaystyle \Delta u =\frac{1}{\xi _{1}}\frac{\partial }{\partial \xi _{1}}\left ( \xi _{1}\frac{\partial u }{\partial \xi _{1}} \right )+\frac{1}{\xi _{1}^{2}}\frac{\partial^2 u }{\partial \xi _{2}^2}+\frac{\partial^2 u }{\partial \xi _{3}^2} $$

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

$$\begin{align} u=R(\xi _{1})\theta (\xi _{2})Z(\xi _{3}) \end{align}$$ (7.2.15)
 *

 * }

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

$$\begin{align} \Delta u=\frac{\theta Z}{\xi _{1}}\frac{\partial }{\partial \xi _{1}}\left ( \xi_{1} \frac{\partial R}{\partial \xi _{1}} \right )+\frac{RZ}{\xi _{1}^{2}}\frac{\partial^2 \theta }{\partial \xi_{2} ^2}+R\theta \frac{\partial^2 Z}{\partial \xi _{3}^2}=0 \end{align}$$ (7.2.16)
 *

 * }

Dividing through $$ R\theta Z $$

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

$$\begin{align} \Delta u=\frac{1}{R\xi _{1}}\frac{\partial }{\partial \xi _{1}}\left ( \xi_{1} \frac{\partial R}{\partial \xi _{1}} \right )+\frac{1}{\theta \xi _{1}^{2}}\frac{\partial^2 \theta }{\partial \xi_{2} ^2}+\frac{1}{Z} \frac{\partial^2 Z}{\partial \xi _{3}^2}=0 \end{align}$$ (7.2.17)
 *

 * }

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

$$\begin{align} \frac{1}{R\xi _{1}}\frac{\partial }{\partial \xi _{1}}\left ( \xi_{1} \frac{\partial R}{\partial \xi _{1}} \right )+\frac{1}{\theta \xi _{1}^{2}}\frac{\partial^2 \theta }{\partial \xi_{2} ^2}=-\frac{1}{Z} \frac{\partial^2 Z}{\partial \xi _{3}^2}=-\lambda ^{2} \end{align}$$ (7.2.18)
 *

 * }

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

$$\begin{align} \frac{\partial^2 Z}{\partial \xi _{3}^2}+\lambda ^{2}Z=0 \end{align}$$ (7.2.19)
 *

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

$$\begin{align} \frac{\xi _{1}}{R}\frac{\partial }{\partial \xi _{1}}\left ( \xi_{1} \frac{\partial R}{\partial \xi _{1}} \right )+\frac{1}{\theta}\frac{\partial^2 \theta }{\partial \xi_{2} ^2}+\xi _{1}^{2}\lambda ^{2}=0 \end{align}$$ (7.2.20)
 *

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

$$\begin{align} \frac{\xi _{1}}{R}\frac{\partial }{\partial \xi _{1}}\left ( \xi_{1} \frac{\partial R}{\partial \xi _{1}} \right )+\xi _{1}^{2}\lambda ^{2}=-\frac{1}{\theta}\frac{\partial^2 \theta }{\partial \xi_{2} ^2}=\eta ^{2} \end{align}$$ (7.2.21)
 *

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

$$\begin{align} \frac{\partial^2 \theta }{\partial \xi_{2} ^2}+\eta ^{2}\theta=0 \end{align}$$ (7.2.22)
 *

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

$$\begin{align} \xi _{1}\frac{\partial }{\partial \xi _{1}}\left ( \xi_{1} \frac{\partial R}{\partial \xi _{1}} \right )+(\xi _{1}^{2}\lambda ^{2}-\eta ^{2})R=0 \end{align}$$ (7.2.23)
 *

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

$$\begin{align} \xi _{1}\frac{\partial R}{\partial \xi _{1}}+\xi _{1}^{2}\frac{\partial^2 R}{\partial \xi _{1}^2}+(\xi _{1}^{2}\lambda ^{2}-\eta ^{2})R=0 \end{align}$$ (7.2.24)
 *

 * }

If we change $$ \xi _{1}\lambda =y $$ we will get bessel's equation

$$  \displaystyle y^{2}\frac{\partial^2 R}{\partial y^{2}}+y\frac{\partial R}{\partial y}+(y^{2}-\eta ^{2})R=0 $$

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

$$\begin{align} y^{2}=1-t^{2} \end{align}$$ (7.2.25)
 *

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

$$\begin{align} \frac{\partial R}{\partial y}=\frac{\partial R}{\partial t}\frac{\partial t}{\partial y} \end{align}$$ (7.2.26)
 *

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

$$\begin{align} \frac{\partial R}{\partial y}=\frac{\partial R}{\partial t}\left ( -\frac{y}{\sqrt{1-y^{2}}} \right ) \end{align}$$ (7.2.27)
 *

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

$$\begin{align} \frac{\partial^{2} R}{\partial y^{2}}=\frac{\partial }{\partial t}\left ( \frac{\partial R}{\partial t} \left ( -\frac{y}{\sqrt{1-y^{2}}} \right )\right )\frac{\partial t}{\partial y} \end{align}$$ (7.2.28)
 *

 * }

This transformation will lead us to find the bessel equation shown in meeting 27-1.

Find
Find $$\displaystyle \Delta u$$ in spherical coordinates using the math/physics convention.

Solution
According to lecture note 38-6, we can get the following equation Put equation (7.3.13) into equation (7.3.1).

Find
Verify the Laplacian in elliptic coordinates given by

Solution
According to Wikipedia

where $$\displaystyle \mu$$ is a nonnegative real number and $$\displaystyle \nu\in [0,2\pi]$$

According to hyperbolic trigonometric identity Put equation (7.4.10) into (7.4.9). Put equation (7.4.12) into (7.4.1).

Given
Parabolic_coordinates

Find
Verify the Laplacian in parabolic corrdinates given by:

Solution
Slove by ourselves

Plunge into equation 7.5.2:

Find
Verify that 7.6.1 thru 7.6.4 are homogeneous solutions of Legendre equation 7.6.6. Show that 7.6.5 can also be written as 7.6.7. Verify that 7.6.1 through 7.6.4 can be obtained from 7.6.5 or 7.6.7.

Solution
We solved this problem on our own. To verify 7.6.1 through 7.6.4 are homogeneous solutions of 7.6.6, from King we first find the first and second derivatives of each equation. Now we plug these solutions into 7.6.6 in place of the y terms for the respective values of n. $$\displaystyle L_2(P_0)=(1-x^2)0-2x(0)+0(0+1)1=0$$ $$\displaystyle L_2(P_1)=(1-x^2)0-2x(1)+1(1+1)x=-2x+2x=0$$ $$\displaystyle L_2(P_2)=(1-x^2)3-2x(3x)+2(2+1)(\frac{1}{2}(3x^2-1))=3-3x^2-6x^2+9x^2-3=0$$ $$\displaystyle L_2(P_3)=(1-x^2)15x-2x(\frac{1}{2}(15x^2-3))+3(3+1)(\frac{1}{2}(5x^3-3x))=15x-15x^3-15x^3+3x+30x^3-18x=0$$ $$\displaystyle L_2(P_4)=(1-x^2)(\frac{105}{2}x^2-\frac{15}{2})-2x(\frac{35}{2}x^3-\frac{15}{2}x)+4(4+1)(\frac{35}{8}x^4-\frac{15}{4}x^2+\frac{3}{8})=\frac{105}{2}x^2-\frac{15}{2}-\frac{105}{2}x^4+\frac{15}{2}x^2-35x^4+15x^2+\frac{105}{2}x^4-75x^2+\frac{15}{2}=0$$ Since all terms cancel to zero, the solutions are valid. The equations 7.6.1 through 7.6.4 can be attained from 7.6.5 as shown below,

Find
Find the separated equation for the Laplace equation

Solution
Slove by ourselves

Divided by u:

Find
Show that for n=0: $$\mu \to \pm 1 \Rightarrow \left|Q_0(\mu) \right| \to+ \infty$$

Plot the following Legendre polynomials and functions, $$\displaystyle {P_0,P_1,P_2,P_3} $$ $$\displaystyle {Q_0,Q_1,Q_2,Q_3} $$ Observe the limits of $$P_n(\mu)$$ and $$Q_n(\mu)$$ as $$\mu \to \pm 1$$

Solution
We solved this problem on our own and reviewed old homework afterwards for comparison. We find the first four Legendre polynominials and functions from the Mathworld Wolfram site. They are, $$ \displaystyle P_0(x)=1 $$ $$ \displaystyle P_1(x)=x $$ $$ \displaystyle P_2(x)=\frac{1}{2}(3x^2-1) $$ $$ \displaystyle P_3(x)=\frac{1}{2}(5x^3-3x) $$ $$ \displaystyle Q_0(x)=\frac{1}{2} ln{\frac{1+x}{1-x}} $$ $$ \displaystyle Q_1(x)=\frac{x}{2} ln{\frac{1+x}{1-x}}-1 $$ $$ \displaystyle Q_2(x)=\frac{3x^2-1}{4} ln{\frac{1+x}{1-x}}-\frac{3x}{2} $$ $$ \displaystyle Q_3(x)=\frac{5x^3-3x}{4} ln{\frac{1+x}{1-x}}-\frac{5x^2}{2}+\frac{2}{3} $$ Observe that when x goes to 1, (1-x) is getting smaller. Thus, $$ \displaystyle \lim_{x\rightarrow 1}Q_0(x)=\frac{1}{2} ln{\frac{1+x}{1-x}}=\infty $$ The same situation happens when x goes -1. We now plot each function using the following Matlab script and see that each one becomes asymptotic at +/-1.

clear all; x=-1:.01:1; P0=1; P1=x; P2=.5.*(3.*x.^2-1); P3=.5.*(5.*x.^3-3*x); Q0=.5*log((1+x)./(1-x)); Q1=(x/2).*log((1+x)./(1-x))-1; Q2=(3*x.^2-1)/4.*log((1+x)./(1-x))-(3*x)/2; Q3=(5*x.^3-3*x)/4.*log((1+x)./(1-x))-(5*x.^2)/2+(2/3); figure(1) plot(x,P0,'-',x,P1,'^',x,P2,'*',x,P3,'+') legend('P0','P1','P2','P3') figure(2) plot(x,Q0,'-',x,Q1,'^',x,Q2,'*',x,Q3,'+') legend('Q0','Q1','Q2','Q3')

Given
Consider the non-orthonormal basis $$\{\mathbf b_1,\mathbf b_2,\mathbf b_3\}$$ expressed in the orthonormal basis $$\{\mathbf e_1,\mathbf e_2,\mathbf e_3\}$$ as follows

$$ \mathbf b_i = A_{ij} \mathbf e_i $$

where: $$\displaystyle \mathbf A = [A_{ij}] = \left[ \begin{matrix} 5&2&3\\ 4&5&6\\ 7&8&5 \end{matrix} \right] $$

$$ \mathbf v = -2\mathbf e_1 + 4\mathbf e_2 - 5\mathbf e_3 $$

Find
$${\mathbf v_i}\in\mathbb{R}^{3\times 1}$$ such that

$$ \mathbf{v}=v_i\mathbf b_i$$

Solution
Solved on our own.

From the given data,

$$ \mathbf b_i = \mathbf A_{ij} \mathbf e_i $$

We need to find $$ \mathbf v_i $$ such that $$ \mathbf{v}=v_i\mathbf b_i$$

So, $$ \mathbf v = \mathbf v_i \mathbf A_{ij} \mathbf e_i $$

We also know that $$ \mathbf v = -2\mathbf e_1 + 4\mathbf e_2 - 5\mathbf e_3 $$

So, $$ \left[ \begin{matrix} -2\\ 4\\ -5 \end{matrix} \right] = \left[ \begin{matrix} v_1\\ v_2\\ v_3 \end{matrix} \right] \mathbf A^T $$

$$\mathbf det(A) = 80 $$

Hence, $$ \left[ \begin{matrix} v_1\\ v_2\\ v_3 \end{matrix} \right] = \mathbf A^{-T} \left[ \begin{matrix} -2\\ 4\\ -5 \end{matrix} \right] $$

and $$\displaystyle \mathbf A^{-T} = \frac{1}{80}\left[ \begin{matrix} 23&-22&3\\-14&-4&26\\3&18&-17 \end{matrix} \right] $$

Therefore, $$ \mathbf v_i = \left[ \begin{matrix} -1.8625\\ -1.475\\ 1.8875 \end{matrix} \right] $$

= References =

= Contributing Members =

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title: User:Egm6321.f11.team3/Hwk7


text:
User talk:Nridings2/enes100/ComboLockPick

You had some good ideas on pushing the project forward, hopefully something comes up for the programming component.Zblaha2768 19:37, 20 November 2011 (UTC)

10/10/0 ... did not push project forward .. did you find another video? what is on the web site? why isn't it linked up ? 1sfoerster 20:33, 21 November 2011 (UTC)

Good job helping me through the presentation, hopefully we'll have a better idea on the programming portion of the lockpick this week. Zblaha2768 16:33, 27 November 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 14:44, 28 November 2011 (UTC)

You did a good job helping me test out the solenoid in class Thursday. Zblaha2768 16:06, 4 December 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 18:44, 5 December 2011 (UTC)

You did a good job helping me with the presentation. Zblaha2768 19:35, 11 December 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 16:47, 14 December 2011 (UTC)


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User talk:Andyn6361/enes100/drones

Looks like you are off to a good start with making the tutorial, nice descriptive and detailed pictures. Dcaldero8983 17:22, 20 Novemeber 2011

Good project page man. Very good info on the battery. Dkromer1996 15:24, 21 November 2011 (UTC)

10/10/50 ... good job 1sfoerster 19:44, 21 November 2011 (UTC

Didnt see anything done to your page Dcaldero8983 17:22, 27 Novemeber 2011

Wasn't any information on page when i checked. Dkromer1996 13:56, 28 November 2011 (UTC)

0/0/0 ...nothing to grade

10/10/0 .. nothing done on this project 1sfoerster 15:07, 5 December 2011 (UTC)

Did not see anything on project page when i checked. dkromer1996 16:42, 11 December 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 15:45, 14 December 2011 (UTC)

title: User talk:Andyn6361/enes100/drones


text:
User talk:Gravitoweak

 Hello Gravitoweak, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Thenub314 23:37, 20 November 2011 (UTC)

Someone has been talking about you.
Thanks for your support. Please be careful to be civil and avoid whatever might legitimately be considered disruptive. A certain person has been talking about you, which seems to be happening to anyone who isn't known here who supports me.. Don't worry, nothing is likely to happen to you if you are not disruptive here, and the user on meta who was pinged is unlikely to do anything, other than, maybe, show up here and vote against me, which won't harm anything seriously.

I edited Black hole some. Your contributions to resources here are appreciated. Wikiversity is not Wikipedia, and, just as you, as a professor or a student, could get up and speak to a class, as you could make contributions in seminars, you may state your opinions here without having to prove anything. If there is disagreement, we can work it out without deleting some expressed position; rather, we encourage discussion.

You did sign a resource page, which usually is not done, the "signature" is in the page history. However, sometimes there are sign-up lists on resources, a different matter. Again, welcome. --Abd 17:18, 21 November 2011 (UTC)

 * Ok. But "disruptive" is subjective. Sometimes, just asking for a little bit of justice is sufficient to cause a bad sequence of events. =P Gravitoweak 22:17, 21 November 2011 (UTC)

title: User talk:Gravitoweak


text:
Sport research/The Research Proposal

The Proposal
A research proposal sells the concept that the research is worthwhile and should be allowed to proceed. They are used in applications for entry to academic institutions, as a pitch to partner organisations and in an attempt to attract funding. The emphasis and the style of the proposal will therefore depend on the target, for instance a PhD proposal can be much longer than an Honours proposal, a proposal targetting funding will be different to a (commonly) less scientific pitch to a partner organisation. Regardless, many common elements remain.

The research proposal will almost always be a collaborative work, either between researchers or students and supervisors.

Common elements of a research proposal are included below.

Details

 * Author(s) and Supervisors if applicable.
 * Title (concise and descriptive)
 * Contact details

Background
Similar to most research writing, you must identify the relevant literature and describe what is currently known about an area, describe the gap(s) in the knowledge you wish to address and make it clear why it is important to do so. It is not a literature review, but should identify the more obvious work in the area. When describing the gap in the literature, be specific, remember that the proposal may be read by experts in the area, and it doesn't come across well if you don't cover major works.

Review of the relevant research:
 * demonstrates knowledge and understanding of the topic
 * demonstrates the ability to organize and judge academic material
 * provides a framework for the research

As well as: Justification for the project: why is this project important?

Aims / Objectives
The background should lead clearly to the aims, and the methodology should be specific to address the aims.

Design & Methodology
Methodology, methods and justification. Why was this method chosen and not another? How will this method provide the data needed?

Outcomes
Intended outcomes. Can include possibilities for dissemination of the project, impact, implications and limitations of the research.

Location
Location of research, with reasons for choosing this location

Budget
Budget (often in general terms for applications, but more details for funding submissions)

Timeline
Timetable (in general terms), including expected completion date

Required Resources
Approvals and permits (if necessary). Many projects are subject to approval by a local ethics committee.

If you are running a clinical trial, its a good idea to register the trial before starting. In Australia and New Zealand, a free online registry (Australian New Zealand Clinical Trials Registry, ANZCTR) exists for this purpose, and trials should be registered at least 3 weeks prior to starting.

Reference list
Reference list for all texts cited in the proposal

Tasks

 * 1) Have a look over the research proposal you submitted for entry into the course. How would you keep it to 2 pages but improve it?
 * 2) Show the changes you have made and discuss them.

Resources

 * University of New South Wales pages on writing a proposal
 * How to write a research proposal from Monash University
 * Few pages about writing the proposal from Drew University's On-Line Resources

title: Sport research/The Research Proposal


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User:Draker~enwikiversity

My Mental Illness interfered with me earning a college degree, but I still like to study. With the Wikimedia resources available, and the rest of the World Wide Web, I can continue my education.

title: User:Draker~enwikiversity


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User:Benrattray/Books/Sport Research

Steps along the way

 * Sport research
 * Sport research/What is research
 * Sport research/Research design
 * Sport research/Finding research
 * Sport research/Critiquing the literature
 * Sport research/The Research Proposal
 * Sport research/Validity and reliability of data
 * Sport research/Ethics
 * Sport research/Data analysis
 * Sport research/Writing
 * Sport research/Getting published
 * Sport research/Grant applications
 * Sport research/Presenting your work

title: User:Benrattray/Books/Sport Research


text: Template:Writing an article on Wikipedia navigation


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User talk:Felhariri3680/enes100/rubberband gun reloaded

Great job on getting the table up for the testing we did in class, now we need to improve on it. --Kjaved373 00:45, 21 November 2011 (UTC)
 * Thanks for taking a part in doing the test for the previous gun improvements. I hope we can perfect the improvements that I did on week 1 with your documented results and your ideas and criticism for this project. Let's keep the pace going so we can actually can meet our goal for this project. Anton1102 10:24PM 20, November 2011

10/10/30 .. good job testing 1sfoerster 20:14, 21 November 2011 (UTC)
 * Gave me the next phase or plan of the construction after the double barrels. He is willing to plan out and I hope he decides which power source for the engines he is going to choose from the possible lego power sources I showed him. His plans are great but lacks help on the construction. Anton1102 7:29PM, 27th November 2011

0/0/0 ... nothing to grade
 * I hope he stays with our project so that we can reach our goal before the end. I understand that He is doing another project along with ours and he his busy. I saw this week that Hariri put a lot of his effort into his Helicopter Project. Anton1102 7:22PM 4th December 2011

He's been busy working hard on both projects, but he is contributing some ideas to our rubberband gun. --Kjaved373

0/0/0 ... nothing to grade 1sfoerster 19:51, 5 December 2011 (UTC)

He was overjoyed with the progress we made and the gatling gun is working. It was great that I had a team member like Hariri except I wish he put more work on our project than the other one that he was doing. Anton1102 10:50PM 11th December 2011

0/0/0 .. nothing to grade 1sfoerster 17:31, 14 December 2011 (UTC)


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User:Marcusmchale

 * Marcus McHale

I am a PhD student at Sydney University using DokuWiki to manage and eventually share my research in plant biotechnology.

title: User:Marcusmchale


text:
Wikipedia/The history of Wikipedia

As is often the case, Wikipedia is very much a product of its history. It has grown organically, with policies and guidelines emerging as required. As a result, understanding where Wikipedia has come from can do much to reveal how it works. Thus to get things moving we're going to cover a pocket history of Wikiepdia's early years.

Nupedia
Nupedia was the first online free content encyclopaedia developed by Jimmy Wales and Larry Sanger, with Sanger serving as editor-in-chief. The precursor to Wikipedia, it followed the same ideal of producing an encyclopaedia that could be freely used by anyone. However, unlike Wikipedia, it used a variation of a traditional model for article development. Articles were assigned to experts in the field by editors, who then developed the work in combination with a lead reviewer. When ready, the article was submitted to peer review, followed by under going copyediting and a second review. After passing both processes it was sent back to the editor to be included in the encyclopaedia.

The process was long and complex, and the encyclopaedia developed slowly, with very few articles complete by the end of its first six months. As a way of improving the rate of growth, it was proposed that a Wiki be developed that would allow anyone to write articles. These articles would then be fed back into Nupedia's editorial process, allowing for more rapid growth. As there was a desire to keep a degree of separation between the two projects, the Wiki was named "Wikipedia" and installed on its own domain, going live in early 2001.

Wikipedia grew rapidly, and soon eclipsed Nupedia, both in terms of size and popularity. Nupedia continued to be developed, but it lost its editor-in-chief in December 2001, and the site was finally shut down in September 2003.

Wikipedia
It didn't take long for Wikipedia's rapid growth to become evident: Wikipedia had over 20,000 articles before its first birthday, and it doubled that number less than a year later. in 2006, five years after it was launched, the English Wikipedia reached the 1 million articles milestone. New versions of Wikipedia was also quickly formed – including the various language-specific Wikipedias. The German Wikipedia appeared just three months after the Wikipedia project was launched, and that was soon followed by Catalan, Japanese and French Wikipedias. (It is worth noting at these points that each of these is not a simple translation of the English Wikipedia, but a unique project in its own right, with its own set of policies, procedures, guidelines and articles). Today, the English Wikipedia is rapidly heading towards 4 million articles and has more than 130,000 active users, and across all of the Wikipedias there are over 20 million articles, with more than 280,000 active users.

Importantly, the various policies and guidelines which now form such a core part of working on Wikipedia grew slowly and out of necessity, rather than being planned and implemented well in advance of need. Thus understanding why policies and guidelines exist is often a matter of understanding why they were formed. For example, the checkuser rights, which allow a small number of selected individuals to check to see if the same person is abusing multiple accounts, appeared in 2005 in response to the Seigenthaler incident, when the biography of a living person. John Seigenthaler, was found to have been vandalised. Along with the checkuser permissions, the event also saw the creation of "semi-protected" status for some articles, limiting who can make changes. When founded, Wikipedia, like Nupedia, had few rules. But today the various policies are both numerous and complex. On the one hand this makes it harder for people to understand what they need to do, but on the other these haven't evolved to make things harder, but to respond to problems as they have emerged.

Currently Wikipedia is growing much slower than it was in the past, both in terms of articles and the number of contributors, with a decline in overall participation rates. In response the Wikimedia Foundation, which was founded in 2003 to manage the various projects, has engaged in a number of studies and practises to increase participation. These have included the Wikipedia Education Program, WikiLove and a number of the projects aimed at new editor engagement.

title: Wikipedia/The history of Wikipedia


text:
Sound powered phones/Howard Community College/Fall 2011/550 EPC Project 2

Problem Statement
Make a sound powered phone system for the Classroom

Team Members
Epcole

Summary
After not being able to find the parts on sale that we needed, the focus for this project was shifted to actually building one from scratch. Eventually, while trying to make a system, I found a complete system for sale on Ebay and hopefully we can win it.

Story
The first part of this project was to build a working microphone. We tested using speakers as microphones and also looked at PVDF films as contact microphones. The voltage output of the PVDF was very good and much higher than that of the speaker, but there just was not enough power generation to drive a speaker output. After many trials, I stumbled upon a Sears Silverstone sound powered system on Ebay. It is currently still on auction so we do not have it yet. Hopefully we do order it and get it installed in the classroom.

Material List
Materials Bought
 * Magnet Wire
 * Small Headphones
 * Shim Stock (copper)

Recommended Purchase
 * Sound Powered Phone system, or
 * Sound Powered Phone Receivers

Software List
No software was involved in this project

Time
On average about 5 hours was spent each week on this project.

Tutorials
How to connect and operate sound powered phone http://www.soundpower.com/spcc/index.html

Next Steps

 * Buy Sound Powered Phone system
 * Buy additional units and have multiple stations around the lab area

Subjective Critera
While reading these sections, practicing engineers are building up the following impressions about the document. So the following categories are more subjective:

Repeatablitly
Is there enough detail to repeat the work?

Clarity
Is there enough detail that the questions provoked focus on the next step rather than clearing up fog? Is there enough detail that alternative conclusions can be flirted with? Is there enough transparency that finished and unfinished boundaries can be seen?

Integrity
Proving something doesn't exist or doesn't work usually requires exhaustion. Simply saying "it can not be done" is like challenging a pro basketball player (engineer) to one-on-one basketball (find a solution). It does not inspire respect. All the different ways respect is created can be found throughout the wikibook General Engineering Introduction.


text:
User:Epcole/enes100/Sound Powered Phone 2

Link to project.550_EPC team page.

Assign Task1
Build a good inductor

Compare actual work done to Task1
Tried to build a coil and did some induction tests

Week1 Narrative
The first part of making the mic was to make a good coil. I've never built one so I thought it would be a good idea to start simple and understand the process. This coil actually worked better than expected since I didn't use actual magnet wire. I tested this along with a coil from a speaker to compare and the speaker's coil did work better, putting out up to 12mV when it passed through the magnet. The handmade coil was only able to get about 4mV. The other problem was that the aluminum kept sticking to the magnet.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Buy some thin magnet wire, Find suitable diaphragm material.

Compare actual work done to Task2
Tested sound powered system using 2 speakers. Visited the National Electronics Museum.

Week2 Narrative
This week I visited the National Electronics Museum in Linthicum, MD to learn a little history on electronics, specifically communications. There were a lot of interesting stuff on display there. There was even a recording of the very first radio broadcast from 1920 that you could listen to. I messed around with a telegraph machine, which was pretty cool too. There were many hands on exhibits that you could mess around with and I learned a lot. They also had a system with an old oscilloscope and what looked like an old speaker box, and when you spoke into it it showed your voice transformed into an electric signal on the oscilloscope. Wish I could get my hands on that box for this project, it was very sensitive and picked up every little it of sound. For the sound powered phone, I tried using 2 speakers connected together to test whether they would transmit sound from one end to another. The first set used the 2 speakers pictured to the right and did not produce anything, not even when I tapped it. I went and bought a pair of headphones to see if I could hear the sound coming out better, with this I could hear the tapping, but heard nothing when I spoke into the speaker.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Find how to improve speaker-speaker system.

Compare actual work done to Task3
Tried PVDF film on metal sheets as microphone. Found Sound powered phones to purchase.

Week3 Narrative
This week, I found some articles about PVDF films being used as contact microphones. If you are not familiar with PVDF, it is a piezoelectric film which produces an electrical charge when it is subjected to strain (| more info). I wanted to try to make one of these to see if it can be used for a microphone in a sound powered phone. The film was taped to thin metal sheets (copper 0.07" & Steel 0.02"). The idea is that as the sheets vibrate in response to sound waves, the PVDF film experiences the same strain, which would produce a corresponding electrical signal. There was some response Initially this was tested by just tapping the sheets and the output was pretty large - up to 4V peaks. The response to sound, however, was significantly lower - I only got about 15-20mV and got higher if I screamed into the paper. The other issue I was having was the instability of the PVDF films. The voltage drifted up very fast the longer I spoke into it. I believe this was caused by the heat from my breath (this happened when I touched the sheet also). Connected a speaker to this and tried to move the speaker's diaphragm but could not move it. The PVDF just couldn't generate enough power to drive the speaker's coil. On the other hand, I finally found some sound powered phones for sale and at pretty reasonable prices. Ebay, it turns out has a lot of listings of parts for these and I have actually found a seller who has a full system for sale. | sound powered system. This system according to the seller is pretty much in new condition also.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Buy sound powered phone from ebay.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.


text: File:Handmade coil.jpg

title: File:Handmade coil.jpg


text: File:Comp Model Sterling.JPG

title: File:Comp Model Sterling.JPG


text:
DatTruong/Howard/code

 * 1) include

Servo myservo;

int pos = 0;

void setup { myservo.attach(9); }

void loop { if(pos <= 30) {   for(pos = 0; pos < 40; pos += 5) {	myservo.write(pos); delay(1000); } }  else {   int pos = 31; } }

title: DatTruong/Howard/code


text: User talk:Marchibald/Exotic betting in the AFL essay


text:
User:Der Buckesfelder/common.js

mw.loader.load("//de.wikipedia.org/w/index.php?title=Benutzer:Der_Buckesfelder/global.js&action=raw&ctype=text/javascript");

title: User:Der Buckesfelder/common.js


text:
DatTruong/Howard/code2

Re: Controlling A Brushless Motor Reply #9 - 27.11.2008 at 11:46:55 The ESC needs to arm before it will drive the motor. Typically an ESC will arm when it gets minimum throttle setting for a second or so. But some controllers are programmable or self adapt to the transmitter so you need to read the instructions for your ESC.

Lazer’s code arms his ESC because it starts by sending a minimum pulse width for 1 second.

I would recommend that code to drive an ESC had a specific function for arming. Here is an example, this may need to be modified for ESC that need longer arm times or different pulse widths. And its not tested so let me know if it works for you Wink

Code:

// this uses the Arduino servo library included with version 0012

// caution, this code sweeps the motor up to maximum speed ! // make sure the motor is mounted securily before running.

 * 1) include

Servo myservo;

void arm{ // arm the speed controller, modify as necessary for your ESC setSpeed(0); delay(1000); //delay 1 second, some speed controllers may need longer }

void setSpeed(int speed){ // speed is from 0 to 100 where 0 is off and 100 is maximum speed //the following maps speed values of 0-100 to angles from 0-180, // some speed controllers may need different values, see the ESC instructions int angle = map(speed, 0, 100, 0, 180); myservo.write(angle); }

void setup { myservo.attach(9); arm; }

void loop { int speed;

// sweep up from 0 to to maximum speed in 20 seconds for(speed = 0; speed <= 100; speed += 5) { setSpeed(speed); delay(1000); } // sweep back down to 0 speed. for(speed = 95; speed > 0; speed -= 5) { setSpeed(speed); delay(1000); } setSpeed(0); delay(5000); // stop the motor for 5 seconds }

title: DatTruong/Howard/code2


text: File:3-20 VDC MOTOR.Jpg

title: File:3-20 VDC MOTOR.Jpg


text: File:6-20 VDC MOTOR.Jpg

title: File:6-20 VDC MOTOR.Jpg


text: File:6-24 VDC MOTOR.Jpg

title: File:6-24 VDC MOTOR.Jpg


text:
User:Dkromer1996/enes100/drones

Link to project Drones team page.

Give instructor top 3 project choice list
Helicopter

Hovercraft

Write problem statement
Find better power source for the drone.

Assign Task1
Make a tutorial for charging batteries with the dual power charger.

Compare actual work done to Task1
Tutorial for using the dual power unit and Logview was made.

Week1 Narrative
Researched different battery connectors to find the right ones for the Dual power unit and the drone battery. The new battery for the drone uses an EC3 Connector. Standard battery uses mini tamiya which is the connector to the drone. The right photo shows the cord adapters so we can charge different connectors for rechargable batteries.

Week1 Peer Review
Posted feedback on members discussion pages.

Assign Task2
Order many EC3, mini tamiya battery connectors for the batteries and sodder the cords together. Fit the big battery in the drone.

Compare actual work done to Task2
Week 1 was mostly a planning week to set my goals straight. Because of timing around the holiday, i was not able to order ec3 and dean connection cords yet but have been able to practice soldering and connecting different wires together. Tested a battery after soldering a mini tamiya connector to see if it would charge and to practice soldering and connecting cords.

Week2 Narrative
Solder EC3 video : http://www.youtube.com/watch?feature=player_detailpage&v=u8aF3-4uBkQ

Battery Fitting Video : http://www.youtube.com/watch?feature=player_detailpage&v=u8aF3-4uBkQ

Week 3 Peer Review
posted feedback on my teammates pages

Assign Task3
For Task 3 i will order all of the connector parts and connect and solder the battery(old and new). Also, i will fit the big battery into the normal battery spot on the drone accordingly so it will fly level.

Compare actual work done to Task4
=This week i configured many ec3 connectors and dean cords to remote controlled vehicles, mainly rc cars in my basement. I was planning on soldering the connector cords onto the drone but when i went into class the drone was being used by other teams or were not available. With this issue, i just decided to used the old rc cars in my house, because it will still demonstrate the charge difference with the ec3 and dean connector cords.

Week4 Narrative
Most of the work was done on rc cars and an rc battery charger. http://www.youtube.com/watch?feature=player_detailpage&v=ZAZHqWH6ceA

These are the tools used for soldering : http://www.e-fliterc.com/ProdInfo/articles/1768-tools.jpg

This is a video showing what i would do if i used the ar drone : http://www.e-fliterc.com/ProdInfo/articles/1768-tools.jpg

This is the connector cord i used File:EC3Adapter.jpg|The EC3 connector

Week4 Peer Review
i posted feedback on my teammates discussion pages

title: User:Dkromer1996/enes100/drones


text: File:8-16 VDC Motor.Jpg

title: File:8-16 VDC Motor.Jpg


text: File:8-24 VDC Motor.Jpg

title: File:8-24 VDC Motor.Jpg


text: Wikipedia/Article and discussion pages

title: Wikipedia/Article and discussion pages


text:
Talk:Motivation and emotion/Book/2011/Weight loss motivation

Feedback
Hey Jess, this is a fantastic chapter! You obviously put a lot of hard work into it. I think I need to get my SMART TIME happening for my motivation in general! :) It would certainly be useful for a lot of things. - Jus Jaybay 12:39, 21 November 2011 (UTC)

Thanks for the excellent information (I needed it) - the statistics were also interesting - your research was great - Magnolia28

-- Jtneill - Talk - c 05:58, 26 November 2011 (UTC)

-- Jtneill - Talk - c 01:22, 10 December 2011 (UTC)


title: File:Butterfly.1.A.Idea.20111121.pdf


text: File:ReDistribution.2.A.Idea.20111121.pdf