text:
The Crafting Freedom Project

The Crafting Freedom Project focuses on the development of lesson plans for teaching about little-known, but significant nineteenth-century African Americans. Our focus is on 3rd-8th grade lesson plans. Phase I of our multi-phase project concerns the development of instructional materials and lessons that feature the following women Freedom Crafters: Frances E. W. Harper, Harriet Ann Jacobs, Elizabeth Keckly, Edmonia Lewis, and Sally Thomas. Phase II. (Spring /Summer 2008) will be expanded to include these freedom crafters: Lunsford Lane, Henry "Box" Brown, and William Henry Singleton. These individuals have received much scholarly attention in recent years and are historically significant, yet remain little known beyond the academy. They—and thousands of other African Americans like them—crafted freedom by purchasing it, through active resistance to slavery, through their art and creative expression, and through their spoken and written words.The purpose of this Wikiversity project is to involve classroom teachers, professional educators, scholars, and other interested parties in the process of creating unique, rich, and innovative curricula for teaching students about the lives of these remarkable Americans. This Wikiversity learning project is being used as a development environment. The lesson plans that emerge from this project will be available on a website for educators, targeted especially to elementary and middle grade teachers.

Laurel C. Sneed Executive Director of the Crafting Freedom Project

What to contribute
Please be sure to read this section and the Posting Your Contribution section before adding your ideas.

 * Key Instructional Strategies

A key instructional strategy should be about one paragraph in length. We are seeking high-level instructional strategies for teaching 3rd-8th grade students about the lives of each of five women Freedom Crafters (Frances Ellen Watkins Harper, Harriet Jacobs, Elizabeth Keckly, Edmonia Lewis, and Sally Thomas). We are not seeking step-by-step lesson plans, rather a brief summary of a unique and innovative teaching strategy that might capture the interests of 3-8 grade students.

Contributors should be familiar with at least some of the works (primary sources such as slave narratives, literary works, autobiographies, art pieces, etc.) of the Freedom Crafters before making a contribution. If your key instructional strategy derives from reading or viewing a primary work created by one of the Freedom Crafters or a secondary work related to one of the Freedom Crafters, please be sure to cite the source (including page numbers if applicable). Contributors might also consider the use of material culture in lesson plans on these women. Contributors should feel free to use national social studies or language arts standards for ideas, but are not required to base Key Instructional Strategies on standards. Links to information on the standards can be found below in the external links section. The list below shows the resources that are part of this project:

 category     = The Crafting Freedom Project shownamespace = false offset       = 1

Posting your contribution
Please be sure to read this section and the What to Contribute section before posting your ideas.

Instructions
Following these instructions is important in order to maintain a consistent format for the postings.

 * Go to the Add Your Ideas section below.
 * Click Edit next to the name of the Freedom Crafter for which you wish to make a contribution.
 * Be sure to leave existing code and text intact (do not delete anything in the edit window).
 * Type  on the first line of your entry.
 * Hit Enter/Return twice to form a blank line after the first line.
 * Type your idea in paragraph form below, starting on the third line of your posting.
 * You can add  Contributed by followed by your name at the end of the paragraph if you wish to do so. Providing your name is not required.
 * Click  Save page at the bottom of the edit interface after you type in your contribution.

Examples
These are examples of how you should post your contributions under Add Your Ideas.

 * Key Instructional Strategy

The purpose of this lesson idea is for students to understand that even within an oppressive legal institution, there is the ability to create spaces for freedom which show resilience, power, ingenuity, and determination. Students should discuss the meaning of "Loophole of Retreat" (chapter XXI, Incidents in the Life of a Slave Girl). The teacher should summarize the narrative, then the students read chapter XXI. The students then draw/build "Linda's" retreat. Next, the students work in small groups, then the whole class forms a group to discuss in what way is the space different from a retreat? Think about slavery versus freedom, physical confinement, how "Linda" feels about her confinement? Also think about how the space might be powerful, how it gives access to private information, how "Linda" is able to see her children through the holes to make a parenting decision, how she is able to read and sew and increase her skills and knowledge, and, finally, how she is able to frustrate her master who does not know where she is? Then, the teacher should lead the students back to the first question: how is this space a loophole of retreat for "Linda"? Finally, students should find a current example of a loophole of retreat and explain how they have deduced that it is a loophole of retreat. Contributed by Crafting Freedom Summer Workshop Participant, 2007.

 * Key Instructional Strategy

Hand out a page of facts about F. E. W. Harper to including information like: the period in which she lived; published book of poems, "Forest Leaves" when 20 years old; taught at Union Seminary in Wilberforce, Ohio; popular anti-slavery lecturer; etc. The list omits her race (black) and her gender. After students review the fact sheet, ask them to draw a picture of this nineteenth-century figure and/or write a paragraph describing what they think this person looked like. Share the drawings/paragraphs with group. This strategy introduces Harper but it also may "catch" students in the act of stereotyping by gender and/or race. Ask students what fact/s on the list led them to think this person was a man/woman, black/white, or whatever? Why did they "equate" a particular fact with a race or gender? After discussing drawings/descriptions, show the students an image of Harper. How is it alike/different from the one they drew? Say her full name: "Frances Ellen Watkins Harper". Define stereotyping and continue to find ways for students to reflect on IF they "stereotyped" Harper and "why" their thinking was affected by racial/gender stereotypes. Guide discussion to an awareness that seeing people in terms of a racial or gender and racial stereotypes LIMIT their human potential. Transition to how Frances Ellen Watkins Harper was stereotyped in her own lifetime, i.e. some whites believed Harper to be a black man dressed as a woman or a white woman painted black. Why did they think this? Ask what are some race/gender stereotypes that persist today? Have you ever been stereotyped? How did that make you feel? Have you stereotyped someone else? Motivate students to self-examine when they catch themselves in the act of stereotyping themselves or others. Originally developed by a teacher-mentor with the Thomas Day Education project for a lesson entitled "Who Was Thomas Day?" in the Thomas Day Furniture Kit.

Add your ideas
Please be sure to read the What to Contribute and Posting Your Contribution sections above before adding your ideas.

/Frances E. W. Harper/

 * Key Instructional Strategy

Have students read poems selected from "Forest Leaves". Ask them to describe who they think the writer of the poems looked like and why. Introduce Frances E. W. Harper and describe her orphan slave background. Stress the fact of her not knowing her mother and father. Then ask students to write poems in the sentiment as if they were slave orphans. This will help the students connect to the feelings of what is was like to be a slave and also introduce the significance of poetry as a powerful tool to overcome oppression. Other examples of historical poets/poems can be referenced to support this theme to include present day poets/rappers. Contributed by Stephanie Perry.

/Harriet Jacobs/

 * Key Instructional Strategy

The objective of this lesson is for students to understand the process used by slaveowners to locate and have runaway slaves returned to the condition of slavery. The teacher should have students read chapter XVII of Harriet Jacobs' narrative, "Incidents In The Life Of A Slave Girl." Discuss Linda's flight, and Dr. Flint's reaction to it, including his efforts to locate her. Use the Internet to locate examples of slave runaway posters. Copy and distribute runaway posters to the class. Instruct the students to examine the posters and discuss their findings. Have the students review page 149 of chapter XVII in "Incidents in the Life of A Slave Girl." Instruct the students to create their own runaway advertisement using the information and description of Linda that Dr. Flint uses in his add. Have the students make a sketch of Linda based on Dr. Flint description. Have the students share their posters, then have the posters laminated and display in the classroom. Contributed by Christine Williams.

 * Key Instructional Strategy

Have the student read chapter XXII in Harriet Jacobs' narrative, "Incidents In The Life Of A Slave Girl." The teacher should divide the class into four groups. Instruct each group to select someone to act as recorder with the duty of writing for the group, and reporter who will read the groups description to the class. Have each group write a descriptive paragraph using the information in chapter XXII of Jacob's book. Make the following assignments: Group I, Write a description of a Slave's Christmas;  Group II, Write a description of the slave children's beliefs about Santa Claus in contrast to Benjamin's ideas about Santa; Group III, use chapter III of Jacob's book to write a description of Hiring Day; and Group IV should write a description of Linda's Christmas. Have each group's reporter read their description to the class and lead the class in a discussion of their topic. Post the descriptions around the classroom. Contributed by Christine Williams.

/Edmonia Lewis/

 * Key Instructional Strategy

This idea could be used with all of the target grade levels. Edmonia Lewis was highly successful in manipulating her image to secure support from her patrons and the larger community. She created an image of herself as “the Indian maiden, who decided that she, too, could make a stone man.” Examine her strategies in presenting herself to the art world and the larger community as an example of what we now call branding. This is the idea of establishing one’s image in order to sell a product. Compare her successful attempts to set herself apart from other female artists of her time to those of a modern artist. A performer like Beyonce, who is highly successful in creating an image which allows her to succeed in many areas, may be a good modern parallel. Male examples of skillful branding include 50 Cent and Sean Combs. Contributed by Beverly J. McNeill.

 * Key Instructional Strategy

It was very difficult for women to be recognized and appreciated for their talent as visual artists in the 19th century. It was especially difficult for African American women artists to be recognized and accepted. This lesson provides students an introduction to the sculptor, Edmonia Lewis, and places her in context with several other 19th century American women artists. William Hayes Ackland, the collector and museum benefactor, once saw Lewis dusting off one of her masterpieces, Cleopatra, and described her in his memoir as looking like a "Southern cook" (Later crossed out and replaced with "housemaid"). This stereotypical and demeening view of black women is illustrative of the kind racial and gender bias Lewis had to contend with in America, which contributed to her expatriation to Europe where she lived most of her life. Lewis' achievements as an artist are all the more extraordinary given the extraordinary social obstacles she was up against.

/Sally Thomas/

 * Key Instructional Strategy

Sally Thomas and other enslaved women and men developed strong character, self-confidence and keen  business as well as "life" management skills in spite of their enslavement. One important skill Sally Thomas had was the ability to make wise choices, aka  good decisions. For her, this was a question of survival. Review characteristics of "good life decisions" with students. Then have the students read or read to the students an overview of Sally Thomas life story with quotes from the Biography on her life (Schweninger/Franklin). Focus on the decisions she made or others made that affected her path in life. Have students identify decisions that were out of her control, and those that were in her control. One decision she made was to acquire the freedom of her sons before she tried to purchase her own freedom. Ask students what they think about this (and other hard decisions) she made. What would they have done if in her shoes?. Today there are many opportunities for citizens to pursue life goals, but  there will always be obstacles of all kinds to overcome. People in our society who do not have many resources -economic, family support, educational, etc.- are often faced with tough decisions and  feel, because of their limited resources, that the situation is hopeless. Sally Thomas was one of millions of African Americans who creatively 'made a way where there was no way', and it took excellent decision making skills to find a path around the enormous barriers she confronted. Students will learn to use good decision making skills by analyzing the "lived experience" and decisions of Sally Thomas.

 * Key Instructional Strategy

The "I can't/I can game" The goal of this game is to have students identify all the limitations that Sally Thomas had working against attaining her childrens' freedom. Then identify all the actions/thoughts she may have used to overcome them. Then the teacher will ask the students to identify three dreams/goals they would like to achieve and the reasons why they think they cannot achieve them. From provided materials, the students can match up similar limitations that the historical figure(Sally Thomas) had and incorporate these powerful thoughts/attitudes/actions into their particular experiences. This exercise will give teachers a deeper insight and a better understanding of resistance they may be getting from their students. This exercise also will allow students to connect early with the idea that with some thought and creativity they have what it takes inside themselves to realize their dreams. Contributed by Stephanie Perry.

 * Key Instructional Strategy

How does a typical day in Sally Thomas' life reflect both her freedom and the limits to her freedom? Using the Franklin/Schweninger book, assign students to read the section entitled "Virtual Freedom" pages 14-16. Assign them to write answers to the questions: 1) Is Sally Thomas a slave or a free woman? 2) Where does she work? 3) What does she do on a daily basis? 4) Why are her services valuable to the residents of Nashville? 5) How does her owner treat her? 6) What does Sally want to do with money she earns? These can be framed in a worksheet, and worked on in teams (or not) and then provide the basis for a class discussion about the different variations of slavery and freedom that defined the antebellum South.

/Elizabeth Keckly/

 * Key Instructional Strategy

The purpose is to use 19th century images of American women from all walks of life  to motivate students to analyze "dress" and "fashion" in the 19th century as a reflection of social, cultural, political, economic, and artistic forces of the era. It will also introduce Keckly, who became a highly sought after fashion designer to  the most powerful women of her era, including  Mary Todd Lincoln. Students see many pictures from publications like Harper's Weekly as well as Gody's Lady Book and compare and contrast the fashionsthey see. Several Keckly designs for Mrs. Lincoln's dresses will be provided. Students will notice when comparing images  that  poor working  women wear garments that are simply constructed in coarse fabrics like "homespun" and are practical for work, i.e. cooking, cleaning, etc. In contrast, the garments worn by women with status and power like Mary Todd Lincoln  involve so much fabric and are so complexly constructed that doing any kind of physical labor in the garment was out of the question,  In fact it  took the labor of another person merely to "dress" a woman in the gown. What garments can and cannot tell us  about the woman who's wearing the garment  will be discussed. Students learn how Keckly acquired sewing skill from her mother, purchased her freedom with her  needle arts skills,  and continued in this trade until late in life. Mid 19th century paper doll clothing based on Paris fashions as well as Keckly designs will be providedfor students to "cut-out" and "play with." These were originally used to "demonstrate" what a fashion design looked like so women could show the miniature design to a seamstress or try to sew it with her own skills. Students use their favorite Keckly fashion design  as an  inspiration for a miniature drawing of their own original design of a formal gown for the 21st century. They will describe in writing why they chose the design and how the 19th century dress design informed/inspired their creation. Modified from a contribution of a 2005 CF participant and also based on the lesson in the Thomas Day kit, "You are the Furniture Designer" created by Rodney Berry.

 * Key Instructional Strategy

Goal: The student will view Keckly in terms of her role in the transition of sewing technology. This fits an NC Standard course of Study objective about ways that technology changes have Affected life and the economy of NC. Elizabeth Keckly worked in a period of great technological change. Her own career spanned the change from hand sewing to use of the first sewing machines. Students should do research on hand sewing, using material from "Stitched from the Soul". They should then investigate the invention of the sewing machine, how it was used in the early construction of women's clothing. And how it reduced the effort of making clothing. Contributed by Beverly McNeill.

 * Key Instructional Strategy

A letter appears in Keckly's narrative that is one she wrote to her mother while she was enslaved as a young teen in Hillsborough. The letter is very rich with descriptions of Keckly's daily life and provides much insight into the anguish of a young enslaved woman separated from her loved ones and how it felt to be "growing up" enslaved. The lesson focuses on the letter that students either read of have read to them. They are instructed to listen for ONE or TWO words or phrases that grab their attention in the letter. After the teacher goes around the room and asks students what word or phrase they related to in the narrative, the reasons the words or phrases grabbed their attention is discussed. Next students discuss messages that were overt - spoken directly - and messages that were - unspoken- or indirect, like when she asks that a package be sent to another person's home where she can pick it up. Having discussed the text and all of its subtleties, students will have an option of further experiencing the text by: writing a  "fictional" response to Harriet's letter to her mother as if they are the Mother responding to the points in the daughter's letter; writing a poem  that deploys some of keckly's own words and phrases such as the metaphor "three cornered box" ; write  a short scene for a role-play based on an experience Keckly describes in the letter.

/William Henry Singleton/

 * Key Instructional Strategy

Singleton, when enslaved as a youth, ran away from his masters and hid from patrollers many times before he reached maturity and was finally able to claim his freedom by running away to union forces in NC during the Civil War. Students learn that resisting enslavement by "running away" was common place and become familiar with the different types of fugitive behavior slaves engaged in. Although brutally punished for running away, many enslaved people, like Singleton, were not deterred from their quest to attain freedom by the dire consequences of such overt resistance. This lesson focuses on the segment of Singleton's narrative that explains how at the age of 7, he travelled a distance of over six hundred miles running away from a master in Atlanta back to his mother in New Bern, North Carolina by  posing as the slave of a white woman. He was also helped by black adults. Students learn about overt and covet resistance; the fact that young men - even children - were the most frequent fugitives; and can recall incidents of success and failure. They will understand that MOST attempts were futile and will be able to explain why.

 * Key Instructional Strategy

Singleton was one of many African Americans who joined the Union army during the Civil War once Abraham Lincoln lifted the ban on African American service. Through the lens of Singleton's military experiences students will learn about African American soldiers during the Civil War: their motives for service; their varied experiences; and their treatment by their peers and superiors. Singleton's military experiences will be the major focus within the larger context of black miltiary involvement in the Civil War.

/Lunsford Lane/

 * Key Instructional Strategy

"Enslaved Entrepreneur," Lunsford Lane was a very significant 19th century figure because he provides a rare and detailed first-hand account of how an enslaved individual could manage to become an independent entrepreneur and business owner while still a slave, even though all Southern states had laws against slaves starting their own independent businesses. In Lane’s case these laws were ignored. Using his narrative as a reference the lesson will discuss Lane's speciality product, a flavored tobacco, why it was successful, and will explain why Lane is considered an "entrepreneur." Students will analyze the attributes of Lane, the business man, that made him successful citing examples from his narrative. Student's will conduct an oral history with a successful business person  today and will write a paper comparing and contrasting the qualities  successful business people  today say are important NOW vs. the characteristics that Lane describes that helped him to be successful in business while enslaved. Extensions include using a standard business plan model to describe the various components of Lane's tobaccco business; developing a business plan for one's own business idea.

Henry "Box" Brown

 * Key Instructional Strategy

Henry "Box" Brown was a 19th century Virginia slave who escaped to freedom by arranging to have himself mailed to Philadelphia abolitionists in a dry goods container.

title: The Crafting Freedom Project


text:
Portal:North American History/Resources

Canada

 * The Canadian Encyclopedia
 * Excellent general reference powered by Historica.

 * History Central
 * Writing a paper or conducting research on a specific topic? This should be your first stop - a great collection of relevant links.

 * Canadian History at the University of Washington
 * A research guide to primary and secondary sources for Canadian history.

 * DND Directorate of History and Heritage
 * For Canadian Military history buffs, with some downloadable books, ie Hatch's history of the BCATP.

 * Nos Racines/Our Roots website
 * A wide range of historical documents and major histories from all provinces of Canada.

 * Early Canadian Online
 * A wide range of historical documents and major histories from all provinces; also includes many federal documents and reports, plus some parliamentary debates.

 * The Canadian Encyclopedia
 * excellent general reference powered by Historica

 * History Central
 * Writing a paper or conducting research on a specific topic? This should be your first stop - a great collection of relevant links.

 * U of Washington
 * Good place to find links to those hard to find primary documents, maps, images, etc.

 * DND Directorate of History and Heritage
 * For Canadian Military history buffs, with some downloadable books, ie Hatch's history of the BCATP

 * Nos Racines/Our Roots website
 * A wide range of historical documents and major histories from all provinces

 * Early Canadian Online
 * A wide range of historical documents and major histories from all provinces; also includes many federal documents and reports, plus some parliamentary debates

 * History Trek
 * Searchable database of websites with Canadian historical content, aimed at students aged 9-12

Central America

 * Trouble in Central America: Guatemala on the Brink

United States

 * Early Settlers Along the Mississippi (also )
 * A short 1831 essay, very approachable, by John James Audubon

 * A Concise History of the U.S. Air Force by Stephen L. McFarland
 * An 81-page, 1997 book by the Air Force History and Museums Program. In addition to the military-specific narrative it provides a good overview of the (declared, overt) wars the United States was involved in during the 20th century.

 * enhancing access to America's historic newspapers Link provided by JWSchmidt.
 * Advanced_Placement United States History Study Guide
 * Brief Biography of Thomas Jefferson
 * A Brief Biography of Thomas Jefferson for kids.

Wikipedia articles

 * Amerigo Vespucci
 * Canadian history
 * Economic policy of the Harper government
 * United States of America

 * George Washington
 * History of the United States

Historical periods

 * Colonial history of the United States
 * History of the United States (1776–1789)
 * History of the United States (1789–1849)
 * History of the United States (1849–1865)
 * History of the United States (1865–1918)
 * History of the United States (1918–1945)
 * History of the United States (1945–1964)
 * History of the United States (1964–1980)
 * History of the United States (1980–1991)
 * History of the United States (1991 - present)

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

title: Portal:North American History/Resources


text: Portal:Social Entrepreneurship/box-header


text: Portal:Social Entrepreneurship/box-footer


text:
Portal:Social Entrepreneurship/Intro-box-header

 [ edit ]


text:
Portal:Social Entrepreneurship/Intro

 * About Social Entrepreneurship
 * Guidelines for Editors

title: Portal:Social Entrepreneurship/Intro


text:
User talk:Tdee

Welcome
Hello Tdee, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 19:55, 18 October 2007 (UTC)

title: User talk:Tdee


text:
User talk:Lqtrung

Welcome
Hello Lqtrung, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 19:56, 18 October 2007 (UTC)

title: User talk:Lqtrung


text:
Portal:Social Entrepreneurship/Header

Usage
The four parametres are: (The defaults are in each of Tab1, Tab2, and Tab3)
 * 1) Background colour of tab (#eee)
 * 2) Colour of text on tab (default #ffffff)
 * 3) Colour of the 3px bottom border of the tab (default #003366)
 * 4) width of the top, left, and right borders of the tab (default 1)

To create a set of tabs, use these five elements. Keep the page tabs in the same order.

Plus a header for each tab. So, in this case where Portal:Social_entrepreneurship has three tabs, it has three headers:
 * Portal:Social_entrepreneurship/Header
 * Portal:Social_entrepreneurship/networking/Header
 * Portal:Social_entrepreneurship/Curriculum/Header

title: Portal:Social Entrepreneurship/Header


text:
Portal:Social entrepreneurship/TabsTop

{| width="100%" cellspacing="0" cellpadding="0" valign="top" border="0" |

Usage
To create a set of tabs, use these five elements. Keep the page tabs in the same order.
 * "Current" page paramenters: #F9F9FF #000000
 * "Other" page paramenters: #0000CD #FFD700 (default)

title: Portal:Social entrepreneurship/TabsTop


text:
Portal:Social entrepreneurship/Tab1

Usage
The four parametres are: (The defaults are in each of Tab1, Tab2, and Tab3)
 * 1) Background colour of tab (#999)
 * 2) Colour of text on tab (default #ffffff)
 * 3) Colour of the 3px bottom border of the tab (default #003366)
 * 4) width of the top, left, and right borders of the tab (default 1)

To create a set of tabs, use these five elements. Keep the page tabs in the same order.

Plus a header for each tab. So, in this case where Portal:Social_entrepreneurship has three tabs, it has three headers:
 * Portal:Social_entrepreneurship/Header
 * Portal:Social_entrepreneurship/networking/Header
 * Portal:Social_entrepreneurship/Curriculum/Header

title: Portal:Social entrepreneurship/Tab1


text:
Portal:Social entrepreneurship/Tab2

Usage
The four parametres are: (The defaults are in each of Tab1, Tab2, and Tab3)
 * 1) Background colour of tab (#999)
 * 2) Colour of text on tab (default #ffffff)
 * 3) Colour of the 3px bottom border of the tab (default #003366)
 * 4) width of the top, left, and right borders of the tab (default 1)

To create a set of tabs, use these five elements. Keep the page tabs in the same order.

Plus a header for each tab. So, in this case where Portal:Social_entrepreneurship has three tabs, it has three headers:
 * Portal:Social_entrepreneurship/Header
 * Portal:Social_entrepreneurship/networking/Header
 * Portal:Social_entrepreneurship/Curriculum/Header

title: Portal:Social entrepreneurship/Tab2


text:
Portal:Social entrepreneurship/Tab3

Usage
The four parametres are: (The defaults are in each of Tab1, Tab2, and Tab3)
 * 1) Background colour of tab (#999)
 * 2) Colour of text on tab (default #ffffff)
 * 3) Colour of the 3px bottom border of the tab (default #003366)
 * 4) width of the top, left, and right borders of the tab (default 1)

To create a set of tabs, use these five elements. Keep the page tabs in the same order.

Plus a header for each tab. So, in this case where Portal:Free_software has three tabs, it has three headers:
 * Portal:Social_entrepreneurship/Header
 * Portal:Social_entrepreneurship/networking/Header
 * Portal:Social_entrepreneurship/Curriculum/Header

title: Portal:Social entrepreneurship/Tab3


text:
Portal:Social entrepreneurship/TabsBottom

|}

Usage
To create a set of tabs, use these five elements. Keep the page tabs in the same order.
 * "Current" page paramenters: #F9F9FF #000000
 * "Other" page paramenters: #0000CD #FFD700 (default)


text:
Portal:Social entrepreneurship/Header

Usage
The four parametres are: (The defaults are in each of Tab1, Tab2, and Tab3)
 * 1) Background colour of tab (#eee)
 * 2) Colour of text on tab (default #ffffff)
 * 3) Colour of the 3px bottom border of the tab (default #003366)
 * 4) width of the top, left, and right borders of the tab (default 1)

To create a set of tabs, use these five elements. Keep the page tabs in the same order.

Plus a header for each tab. So, in this case where Portal:Social_entrepreneurship has three tabs, it has three headers:
 * Portal:Social_entrepreneurship/Header
 * Portal:Social_entrepreneurship/networking/Header
 * Portal:Social_entrepreneurship/Curriculum/Header

title: Portal:Social entrepreneurship/Header


text:
Portal:Social entrepreneurship/networking/Header

Usage
To create a set of tabs, use these five elements. Keep the page tabs in the same order.
 * "Current" page paramenters: #F9F9FF #000000
 * "Other" page paramenters: #0000CD #FFD700 (default)


text:
Portal:Social entrepreneurship/Curriculum/Header

Usage
To create a set of tabs, use these five elements. Keep the page tabs in the same order.
 * "Current" page paramenters: #F9F9FF #000000
 * "Other" page paramenters: #0000CD #FFD700 (default)


text:
Talk:Cooking

The following was copied from here - perhaps someone can use this ? Erkan Yilmaz ( my talk page, wiki blog ) 20:37, 18 October 2007 (UTC) Peanutbutter Playdo

5 spoons of peanutbutter 1 cup powdered milk/cocoa Mix

1 serving

title: Talk:Cooking


text:
Portal:Social Entrepreneurship/Intro/Guidelines for Editors

del me


text:
Portal:Social Entrepreneurship/Guidelines for Editors

=Hierarchies=

Use this notation: /Name of Page/ - note the forward slashes (they make the new page come 'under' the current page).

=Categories and Status=

e.g. ...  ...
 * With each learning resource include a category which relates to the curriculum (ToDo: make categories as sub categories of sse curriculum)
 * Indicate the status of each learning resource:


text:
Portal:Social Entrepreneurship/Case Studies

Insert featured case study here in brief (a small picture and short text) with link to more ... the link should go to the rest of this case study and links to the previous case studies.


text:
Portal:Social Entrepreneurship/Topics

Topics include: (create or find a navigation template to display relevant categories)

title: Portal:Social Entrepreneurship/Topics


text:
Portal:Social Entrepreneurship/News

Latest new items and link to more.

title: Portal:Social Entrepreneurship/News


text:
Portal:Social Entrepreneurship/Related portals

 * Social Entrepreneurship on WikiEducator


text:
Portal:Social Entrepreneurship/Community-Projects

delete me


text: Portal:Social entrepreneurship/networking


text:
Portal:Social entrepreneurship/Intro-box-header

 [ edit ]


text: Portal:Social entrepreneurship/box-header


text:
User:SBJ/Pubdomdoc

This user page is for the development of an outreach project, and is NOT licensed under the GFDL, but instead shall be released as public domain, without any copyright whatsoever. If you want to help improve this outreach page, please be sure to note on the talk page that you agree to release all rights to the version you've created.

title: User:SBJ/Pubdomdoc


text: Portal:Social entrepreneurship/box-footer


text:
Portal:Social entrepreneurship/Networking

Who is doing what? - How to get involved. People, Ideas and Activities and Events..., Collaborators Sought


text:
User talk:Whmice

Welcome
Hello Whmice, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 22:01, 18 October 2007 (UTC)

title: User talk:Whmice


text:
Portal:Social Entrepreneurship/Community Projects

A few featured initiatives listed, plus link to more.


text:
Portal:Social Entrepreneurship/Profiles

When we have some ...

title: Portal:Social Entrepreneurship/Profiles


text:
Portal:Social Entrepreneurship/Featured content

When we have some ...


text: Portal:Social entrepreneurship/Intro

title: Portal:Social entrepreneurship/Intro


text:
Portal:Social entrepreneurship/Contribute

xxx


text: Portal:Social entrepreneurship/Curriculum


text: Portal:Social entrepreneurship/Curriculum/box-header


text: Portal:Social entrepreneurship/Curriculum/box-footer


text:
Portal:Social entrepreneurship/Curriculum/Community engagement

 * Engaging with Communities

 * Community Capacity Building


text:
Portal:Social entrepreneurship/Curriculum/Entrepreneurship

Professional Development
 * Business Management
 * Principles of Entrepreneurship

more...


text:
Portal:Social entrepreneurship/Curriculum/General

 * Introduction to Social Entrepreneurship
 * Understanding Developing Communities
 * Social Innovation
 * Collaboration and Partnerships
 * Developing an Idea
 * Sharing Ideas: raising awareness and collaborative refinement
 * Resources and Processes
 * human, material, financial, ...
 * methodologies
 * Valuation - of ideas, projects, initiatives, students and social impact
 * Sustainability
 * Putting it all Together.

Discuss


text:
Portal:Social entrepreneurship/Curriculum/Terminology

 * Entrepreneurship
 * Social Entrepreneurship
 * Social Entrepreneur

more...


text:
Portal:Social entrepreneurship/Curriculum/Insights

 * "What does an entrepreneur do? The first thing is they've given themselves permission to see a problem. Most people don't want to see problems ... Once you see a problem and you keep looking at it you'll find an answer."

Bill Drayton Source: Bill Drayton on Social Entrepreneurs.

For more quotes on social entrepreneurship

more...


text:
Portal:Social entrepreneurship/Curriculum/Readings

more...
 * Brinckerhoff, Peter C. Social Entrepreneurship: The Art of Mission-Based Venture Development. New York: John Wiley & Sons, Inc., 2000.
 * Bornstein, David. How to Change the World, Oxford University Press, New York, 2004.
 * Patton Rob. Managing and Measuring Social Enterprises, Sage Publications, London 2003.
 * Birchard, Bill. Nature's Keepers, The remarkable story of how the Nature Conservancy became the largest environmental organization in the world, Jossey-Bass, San Francisco, 2005.
 * Shore, Bill. Revolution of the Heart, A New Strategy for Creating Wealth and Meaningful Change, Riverhead Books, New York, 1995.
 * Research on Social Entrepreneurship: Understanding and Contributing to an Emerging Field (Volume 1, No. 3) The third volume in ARNOVA’s Occasional Paper Series—Research on Social Entrepreneurship: Understanding and Contributing to an Emerging Field is available through ARNOVA.


text:
Portal:Social entrepreneurship

manifesto

title: Portal:Social entrepreneurship


text:
Portal:Social entrepreneurship/Case Studies

Holidays of Hope

more ...


text:
Portal:Social entrepreneurship/Topics

 * All Categories
 * Social Entrepreneurs
 * By region
 * Themes
 * Organisations
 * Curriculum
 * Category Tree

title: Portal:Social entrepreneurship/Topics


text:
Portal:Social entrepreneurship/News

 * Skoll World Forum 2015 in mid April.
 * (22 Sept 2014)How to Change the World and Social Entrepreneurship (Coursera) - these courses might be worthwhile, but check the licence conditions under Coursera's terms of use - they are not compatible with those of libre projects such as those of the Wikimedia Foundation (e.g. Wikiversity, Wikipedia, ...), and other libre communities. Developing libre alternatives is important. Please add links to any you know of on this page. Thanks.
 * (22 Aug 2014)Heroic Imagination Project - "Stand Up, Speak Out, Change the World".
 * (July 2014)Imagine Chicago ... Imagine your city or community, and check out their resources for inspiration on ways of engaging and helping communities to realise their aspirations.
 * (23 April 2011) Internet entrepreneur course available.
 * The Social Enterprise World Forum 2011 - Johannesburg, South Africa, 5-7 April 2011 - 'Social enterprise as a catalyst for sustainable development'.
 * EVOKE - an online course and game for aspiring social entrepreneurs. The goal of the game is to help empower people all over the world, and especially young people in Africa, to come up with creative solutions to our most urgent social problems. See also the associated wiki.

more ...

title: Portal:Social entrepreneurship/News


text:
Portal:Social entrepreneurship/Profiles

more ...

title: Portal:Social entrepreneurship/Profiles


text:
Portal:Social entrepreneurship/Featured content

Featured Learning resource snippet(s) or links.

more ...


text: Portal:Social entrepreneurship/Community Projects


text:
Portal:Social entrepreneurship/Related portals

more...


text:
Portal:Social entrepreneurship/Intro/Guidelines for Editors

=Categories and Status= e.g. ...  ...
 * For each learning resource, add a category according to the curriculum, and/or a new category.
 * For each learning resource include a template indicating its status (see @@ insert a page explaining)


text:
Portal:Social entrepreneurship/Intro/About

Background ...


text:
Portal:Social entrepreneurship/Guidelines for Editors

=General Editing HowTo=

In general, for most users most of the time, just click on an 'edit' link and edit the text.

If you intend to become a major contributor to the Social Entrepreneurship portal, then it will help if all the editors have a common vision for the portal and how it will grow to accommodate new learning resources contributed by many diverse educators and learners.

First see How to get involved and /Courses/ etc. - on using MediaWiki-based learning environments such as WikiEducator and WikiVersity.

The main Student Social Entrepreneurship (SSE) pages have been structured to enable editing of boxes on the pages and each box has links to "more". You are most likely to be editing "more" pages, or the "Resources" and "Activities" pages. The guide below will help.

When editing a page, look out for any "Help" links or other helpful information around the edit box. See also: Editing Help.

=Adding to the Front/Main Page=

 * First log in.
 * Follow the example of the current content of the box you wish to edit:
 * keep the size of images and the amount of text about the same,
 * use the same convention for naming and hierarchy, and
 * ensure links that should not change are retained (e.g. "more"/ "previous", links to categories, etc.).
 * Check that the full article you are about to replace is listed (and linked to) in the "more" page which keeps track of previous entries - e.g. more (profiles), or more (case studies), or more (previous news items), or more more (related portals), etc.
 * If not, add a link to the full article in the appropriate "Previously featured" or "more" page.
 * If you need to upload a new image:
 * first scale and crop the image to an appropriate size using your own graphics program,
 * save it as PNG or JPEG,
 * upload the image (click on the "upload file" link on the left), and
 * link to the image as described here.
 * Click on the "Edit" link of the relevant box.
 * Insert your new text (typically a catchy title and short 1- or 2- sentence introduction. Keep the "more" link pointing to a list of previous entries in the box.
 * Link the catchy title text you just added to your full article. Name it according to the pattern of the previous one that you are replacing (i.e. keep the same hierarchical relationship if there is one)
 * For example, to add a case study called "Soweto Primary Health Care" (catchy title), create a link to it as follows: Soweto Primary Health Care.
 * Assign one or more categories to your article.
 * For example, if it is a News Item add the following to the end of your article:
 * if it concerns health issues, add
 * etc. - in this way, the article you created will show up when users browse Categories etc.
 * Here is a list of categories
 * Save the page.
 * Add a link to this page in the "more" page - click on "more" and edit the page to include a link to the new page you have created.
 * For the example above, you would add the following to the beginning of the list of previously featured case studies: * Soweto Primary Health Care
 * The "Topics" block should not require editing. To make your page findable under "Topics", assign it a category. There is more on Categories in this Editor's Guide (below).

=Adding Learning Resources=

Learning resources need not be "under" the portal - no hierarchy required - though it can be useful if navigation up a hierarchy is useful. See notes on hierarchies below.

In general, you can just edit existing pages or create new ones in the usual ways taught in the various courses (above). If you want to create a whole new module for the SSE curriculum, try using the Template:Module Intro Page (<--- click and scroll down to "Usage" on that page).

Level at which to pitch learning resources

 * The learners will most likely be students at universities intending to do social entrepreneurial work with developing communities.
 * Most of the learning resources are aimed at providing pragmatic insights for best practices while doing social entrepreneurial work.

Navigation Template

 * An idea from Leigh Blackall has been extended and implemented on many of the social entrepreneurship curriculum pages as a "navigation template".
 * An example is shown on the page: Discuss SSE Navigation Template
 * See "To use the SSE Navigation Template" for instructions.

Modules
You can also create full pages for a learning resource. For example, to create a full introductory page for a course or module with sub-pages for Activities, Resources, Community and Links, see Template:Module Intro Page. Scroll down to the Usage section.

Learning Activities
The approach for the learning Activity pages is to add the following to the beginning of your Activities page:

save the page and click on the resulting "Add Activity" link to add activity summaries (e.g. sample activity page).

These in turn link to "Activity Details" which use this template: Activity Detail (scroll down to "Usage" on that template's page for details if you are interested).

Categories and Status
e.g. ...  ...
 * For each learning resource, add a category according to the curriculum, and/or a new category.
 * Category Tree
 * Browse existing Categories.
 * /List of Categories/
 * For each learning resource include a template indicating its status. We still need to create templates such as:
 * Alternatively, use project boxes.

Build Hierarchies
But not usually more than 3 levels deep: top level (almost like a table of contents, an index or category), main content (overview and possibly some detail), in depth topics, etc. To get a hierarchy, use this notation: /Name of New Page/ - the new page becomes a sub-page of the current page and its URL will include the name of the current page.

N.B. In general, avoid putting learning resources in the "Portal:Social entrepreneurship" hierarchy. This hierarchy is for structuring the portal. The learning resources should be in the main namespace.

See WikiEducator tutorial on sub-pages.

=Themes=

New and average users should not be concerned with themes and focus on using and generating learning resources (adding/editing text, links and possibly images and media files).

Themes are applied to boxes and sections on pages, or even whole pages. The SSE project has a few predefined themes. Using them is an advanced topic not covered in depth here.

A page created with Template:Module_Intro_Page may have associated with it a named "theme combo" (e.g. "sse" or "mix" etc.) which specifies a theme (e.g. SSE Themes) for each box on the page.

Each box may also have an image (icon) depending on its theme combo for the page.

If you are technically inclined, see the following (which are not all well documented yet):

Template:Module Intro Page generates a page for a module with links to sub-pages for Activities, Resources, Community and Links. When generating such a page, you can specify a theme combo by name (e.g. "sse" or "mix" - see Template:Box themes combo) which specifies a set of themes - one for each type of box on the page. The relevant attributes of a theme for a box are referenced via Template:Box Theme Attribute.

In addition to a theme (colours for box title text, title background, text, background and borders), each box may also have an image (actually an icon) which may be referenced via Template:Theme box image - returns the image for a specified kind of box (e.g. intro box, preparation box, tips box, etc.).

Template:Module Page Image contains a collection of common images for a page. Changing this template changes the box images on all the pages which use the relevant templates.

The default theme is currently "grey day" and the default image is currently a blue question mark (9 January 2009).

=Tools etc. for developing learning resources=

 * When editing a page, use the help links below the editing area.

 * html2wiki - Convert HTML text to wiki markup

 * WikiEducator Tutorials
 * Open Educational Content
 * Wikieducator Tutorials
 * Help Tutorials for creating OERs on WikiEducator

 * eXe

=See Also=

 * To Do
 * Resources for Social Entrepreneurship Educators
 * OER Mini-handbook for Educators
 * Help Contents


text:
Portal:Social entrepreneurship/About

'''NB: The resources shared here on this portal are intended to help people find learning resources related social entrepreneurship and potentially to seed collaboration in developing such learning resources here on Wikiversity or elsewhere. Feel free to edit, improve and extend the material, and even to take over this portal''' - the originators have moved on to other things.

Origins
The World Bank Institute (WBI) in collaboration with the Meraka Institute and other partners started a project to seed the establishment of a network of universities focused on student community outreach and social entrepreneurship.

The resources shared here represent a possible curriculum framework which may be edited and used by anyone and extended.

The broad vision is:

Enabling communities to enhance their quality of life sustainably while facilitating student learning on social entrepreneurship

discuss

What is Social Entrepreneurship?

Initial focus and aspirations
The initial focus is on South African institutions but the process is open and welcomes international collaboration.

The intention is to inspire co-development of curriculum materials on social entrepreneurship and facilitate knowledge sharing among students and educators in this field.

The portal also serves as a hub for collaboration among academic staff and students across institutions, social entrepreneurs, NGOs, government departments, and other organisations towards effective social entrepreneurship.

As developing communities become connected, they too may communicate: expressing needs and offerings - sharing knowledge for the benefit of all.

Some principles
In the interests of inclusivity, and in accordance with the South African Policy on Free and Open Source Software, the initiative takes a strong stand on using free/libre and open source software tools for knowledge generation and sharing, and the learning resources produced are released under a license compatible with the libre knowledge definition and the free cultural works definition.

Work done
So far we have established a wiki-based portal with a framework for curriculum development:

 * Portal:Social_entrepreneurship/Curriculum

and some work was done in 2009 to pilot this wiki approach to education and a gaming framework.

The primary focus in 2009 is to grow the network of educators, students, institutions and other parties from the public, private and civil society sectors engaged with the initiative, and to catalyse collaborative development of learning resources.

Status
In essence, the project moved foward towards the aforementioned gaming framework (EVOKE) which is currently (2014) being replicated in Latin American countries.

The wiki approach on Wikiversity/WikiEducator did not take off. The reasons for this were not fully explored but may have included Institutions preferring (perhaps as a matter of policy) to use their own ICT infrastructures rather than having everything publically editable by anyone, where this was not the case, some potential participants may have been put off by having to learn a new system for collaborative content development (MediaWiki); insufficient resources to put due effort into community building, etc..

Present and future
Although the original project has moved on, the resources produced here on Wikiversity remain available for anyone to use, edit, enhance, share, ....

With this brief background, you are hereby invited to take this further - build community and participate in sharing knowledge which will contribute significantly to quality of life and sustainable development.

The front page of the portal

 * Portal:Social_entrepreneurship

includes a link explaining how to get involved

 * Portal:Social_entrepreneurship/networking/How_to_get_involved

title: Portal:Social entrepreneurship/About


text:
Portal:Social entrepreneurship/networking/NGOs and CBOs

 * ICRD Group
 * NGO Connect Africa
 * Holidays of Hope
 * Junior Achievement of South Africa
 * YALDA -- Youth Alliance for Leadership and Development in Africa, ....

more ...


text:
Portal:Social entrepreneurship/networking/Universities

Founding institutions include:

 * University of Pretoria
 * World Bank Institute

 * Meraka Institute

more ...


text:
Portal:Social entrepreneurship/networking/Government Departments

South Africa

 * Department of Science and Technology

more ...


text:
Portal:Social entrepreneurship/networking/Private Sector

thewinwingroup

more ...


text:
Category:Articles actively undergoing a major edit

This category is generated by


text:
User talk:Shdwyldcat

Welcome
Hello Shdwyldcat, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 01:51, 19 October 2007 (UTC)

title: User talk:Shdwyldcat


text:
Ansi x12 standard format

ANSI X12 Format Overview Segment Types

ISA Interchange Control Header GS  Function Group Header ST  Transaction Set Header SE  Transaction Set Trailer GE  Function Group Trailer IEA Interchange Control Trailer

Segment Formats

ISA*fields^ GS*fields^ ST*fields^ SE*fields^ GE*fields^ IEA*fields^

Note: * = Field Separator; ^ = Segment Separator

Segment Fields

ISA Segment ISA01 Authorization Information Qualifier ISA02 Authorization Information ISA03 Security Information Qualifier ISA04 Security Information ISA05 Interchange ID Qualifier ISA06 Interchange Sender ID ISA07 Interchange ID Qualifier ISA08 Interchange Receiver ID ISA09 Interchange Date ISA10 Interchange Time ISA11 Interchange Control Standards ID ISA12 Interchange Control Version Number ISA13 Interchange Control Number ISA14 Acknowledgement Requested ISA15 Test Indicator ISA16 Subelement Separator

GS Segment GS01 Functional ID code GS02 Application Sender's Code GS03 Application Receiver's Code GS04 Date GS05 Time GS06 Group Control Number GS07 Responsible Agency Code GS08 Version/Rel. Ind. ID Code

ST Segment ST01 Transaction set ID code ST02 Transaction set control number

SE Segment SE01 Number of included segments SE02 Transaction set control number (same as ST02)

GE Segment GE01 Number of Transaction Sets Included in this Function Group GE02 Group Control Number (same as GS06)

IEA Segment IEA01 Number of Included Functional Groups IEA02 Interchange Control Number (same as ISA13)

ConvPay: YOWZ Output File Format

This output file uses the X12 EDI standard.

The segment delimiter is a backslash ("\"). The element delimiter is an asterisk ("*").

Sample File

Note: Linefeeds and "(Continued)" notes inserted for clarity

ISA*00*         *00*          *01*123454321      *01(Continued) \GS*RA*123454321*012341234*031016*2359*987600111*X*004010 \ST*820*987600111 \BPR*C*77.77*C*ACH*CTX*01*234056789*DA*0099109999*(Continued) \TRN*1*0310162359 \REF*AA*EDI6 \N1*PR*WHIZCO OF AMERICA INC \N3*55 MEGAPLEASANT ROAD*SUITE 999 \N4*SUPERVILLE*NY*10954 \N1*PE*YOWZACO \ENT*1 \RMR*AP*1111111111111111*PO*11.11 \RMR*AP*2222222222222222*PO*22.22 \RMR*AP*4444444444444444*PO*44.44 \DTM*055*031016 \SE*000000014*987600111 \GE*1*987600111 \IEA*1*987600111\
 * 012341234     *031016*2359*U*00401*987600111*0*P*:
 * 123454321*01*045678099*DA*1008973899*031016

Header Section

ISA — Interchange Control Header

Example (with element number marked above each one): -   01 02         03 04         05 06              07 ISA*00*          *00*          *01*123454321      *01(Continued) ································································· 08             09     10  11 12    13       14 1516 -
 * 012341234     *031016*2359*U*00401*987600111*0*P*:

All elements as shown, except:

ISA09 Date from the date_entered field of the input file ISA10 End-of-day time (2359) ISA13 Interchange Control Number This is a sequential number that goes up by one with each file

GS — Functional Group HeaderExample (with element number marked above each one):---

--   01 02        03        04     05   06       07 08 \GS*RA*123454321*012341234*031016*2359*987600111*X*004010 -

All elements as shown, except:

GS04 Date from the date_entered field of the input file GS05 End-of-day time (2359) GS06 Interchange Control Number — value matches ISA13

Note: GS08 ("004010") resembles but is not the same as ISA12

ST — Transaction Set Header

Example: \ST*820*987600111

ST01 As shown (820 = "Electronic Funds Transfer") ST02 Interchange Control Number — value matches ISA13

BPR — Beginning Segment for Payment Order / Remittance Advice

Example (with element number marked above each one): -   01 02    03 04 05  06 07        08 09        10 \BPR*C*99.99*C*ACH*CTX*01*234056789*DA*0099109999*(Continued) ································································· 11       12 13        14 15         16 -
 * 123454321*01*045678099*DA*1008973899*031016

All elements as shown, except:

BPR02 Total of the amount fields from the input file BPR03 Credit/Debit flag (C or D — normally C) BPR16 Date from the date_entered field of the input file

TRN — Trace Segment

Example: \TRN*1*0310162359

TRN01 As shown TRN02 Date from the date_entered field of the input file, plus 2359

REF — Reference Numbers

Example: \REF*AA*EDI6

Transmitted as shown

Nx — Name Segments

Examples:

\N1*PR*WHIZCO OF AMERICA INC \N3*55 MEGAPLEASANT ROAD*SUITE 999 \N4*SUPERVILLE*NY*10954 \N1*PE*YOWZACO

Transmitted as shown

ENT — Entity Loop

Example: \ENT*1

Transmitted as shown

Detail Section RMR — Remittance Advice Accounts Receivable Open Item Reference

Example: \RMR*AP*1111111111111111*PO*11.11

RMR01 As shown RMR02 Customer's YowzaCo Account Number RMR03 As shown RMR04 Amount paid

Trailer Section

DTM — Date/Time Reference

Example: \DTM*055*031016

DTM01 As shown DTM02 Date from the date_entered field of the input file

SE — Transaction Set Trailer

Example: \SE*000000014*987600111

SE01 Number of RMRs + 11 SE02 Interchange Control Number — value matches ISA13

GE — Functional Group Trailer

Example: \GE*1*987600111

GE01 As shown GE02 Interchange Control Number — value matches ISA13

IEA — Interchange Control Trailer

Example: \IEA*1*987600111\

IEA01 As shown IEA02 Interchange Control Number — value matches ISA13

Trailing backslash marks end of data transmission envelope

title: Ansi x12 standard format


text:
Technical writing/Specification/Exercise calculator gold Exercise Two

(back to Requirements Writing Workshop

Describe a calculator with every possible extra feature you can think of. Perhaps it should have a diamond case, solid platinum keyboard, and a self-contained nuclear generator...

This is called "gold plating".

 * 1) How does this affect the cost and schedule?
 * 2) Who is likely to attempt this kind of "gold plating"?
 * 3) How can you avoid "gold plating"?


text:
Technical writing/Specification/Technical writing specification exercise calculator cheap Exercise Three

(back to Requirements Writing Workshop)

Describe a calculator with the fewest possible features. Perhaps it should cost less than ten cents, and only calculates up to four digits...

This is called "cheap-skating".

 * 1) How does this affect the cost and schedule?
 * 2) Who is likely to attempt this kind of "cheap-skating"?
 * 3) How can you avoid "cheap-skating"?


text:
Technical writing/Specification//Exercise calculator astronaut Exercise Four

(back to Requirements Writing Workshop)

Describe a calculator that will be used by an astronaut in space. Perhaps it should be integrated into the space suit, have radiation shielding, and be synchronized with an atomic clock for extra accuracy...

This is called "customizing".

 * 1) How does this affect the cost and schedule?
 * 2) Who is likely to attempt this kind of "customizing"?
 * 3) What are the advantages of "customizing"?
 * 4) What are the disadvantages of "customizing"?


text:
User talk:Chokinv

Welcome
Hello Chokinv, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 05:37, 19 October 2007 (UTC)

title: User talk:Chokinv


text:
Technical writing/Specification/exercise chair Alistair

Specification writing


text:
User:Maca.havlickova/Technical writing Marcela

A Chair definition

 *  A chair must
 * have massive metal frame

 * consist of back rest

 * consist of elbow rest

 * consist of 4 legs

 * consist of seat squab

 *  A chair shall be used

 * to furnishe a flat

 * to sit on it

 * to stand on it

 * to sit on the elbow-rest

 * to lay under it

 * to lock the door by it

 *  Users

 * students at school shall sit on it

 * family members must sit on it at kitchen

 * mother will stand on it while watering the flowers

 * children will lay under it when hiding themselves

 * woman shall put it in front of the door when hiding from her rude husband

 * manager shall sit on the elbow-rest


text:
Technical writing/Specification exercise chair - Alan

Exercise 1
Structure

Must have a tubular frame

Will have 4 legs

Will have arm rests (plastic)

Must have a back rest (fabric)

Must have a seat (fabric)

Will use nuts & bolts for connecting components

Will have feet for legs

Use

The chair must hold a user when they sit on it

The chair must be sturdy enough to enable a user to stand on it

The chair must enable a user to lie on it (when used in tandem with other chairs)

The chair must enable a user to be affixed to the chair through use of binding materials

The chair must enable the user to hold objects up to a combined weight of 150kg

The chair must enable a juggler to use the chair as part of a defined balancing trick

The chair must pass the defined standards in order to be used as a barrier and shield

The chair design must enable stacking with other chairs

The chair must enable a child up to height of 100cm to hide under it

The chair must pass defined acceptability standards in order to represent a symbol of power

The chair must enable its use as a table

The chair must pass defined acceptability standards in order to enable use as a fashion / style icon

The chair must allow it to be used as a representation of another object

Users

Grandmother

Electrician

Homeless

Hostage

Startup businessman

Juggler

Soldier

Caretaker

Child

King

Mother

Guru

Architect

Users demand functions, which demand structures --> Requirements

SDLC
The idea - initialization, analysis and planning (creating requirements)

Building the idea - design, development, testing and integration (updating requirements)

Using the idea - delivery, maintenance, improvement (complete requirements)

... but without accurate requirements, none of this works!

Good requirements
Necessary, unambiguous (no vague terms), concise, consistent, complete, reachable (money, resources, time), testable, traceable

Use - strong commands, strong prohibitions (shall, must, will, must not, cannot, may not, shall not)

Do Not Use - weak suggestions, useless generalities (can, may, should, big, small, easy, friendly)

Provide examples, cite references, use tables and charts, use careful word order, keep it short, use consistent terminology, break it down into chunks and gloms

Successful projects spend at least 25% of the time on analysis and requirements specification.


text:
Technical writing/Specification exercise chair Zdenka

The Chair

Structure
The chair must have
 * 1) the stable structure
 * 2) the metal construction
 * 3) 4 legs
 * 4) the solid metal frame for the seat
 * 5) the soft back-rest
 * 6) the plastic elbow-rest
 * 7) the bolted structure
 * 8) the dead- weight capacity
 * 9) black colour

The seat should be
 * 1) made of plastic
 * 2) soft

Function
The chair shall serve only for the sitting shall be easy movable portable must stand any manipulation

Users

 * 1) for an occasional usage, not for everyday sitting, but comfortable
 * 2) congress halls, waiting rooms


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May

May

 * 1) All Flowers blooming in May (126) (category list)
 * 2) White flowers (48)
 * 3) Herbaceous plants with white flowers (20)
 * 4) Trees with white flowers (10)
 * 5) Shrubs with white flowers (15)
 * 6) Vines with white flowers (4)
 * 7) Pink flowers (18)
 * 8) Red flowers (3)
 * 9) Orange flowers (3)
 * 10) Yellow flowers (22)
 * 11) Herbaceous plants with yellow flowers (15)
 * 12) Trees with yellow flowers (2)
 * 13) Shrubs with yellow flowers (6)
 * 14) Green flowers (3)
 * 15) Blue flowers (8)
 * 16) Purple flowers (17)
 * 17) Brown flowers (2)
 * 18) Black flowers (1)


text:
Bloom Clock/Keys/Southeastern Pennsylvania/June

June

 * 1) White flowers (110)
 * 2) Pink flowers (53)
 * 3) Red flowers (24)
 * 4) Orange flowers (18)
 * 5) Yellow flowers (60)
 * 6) Green flowers (14)
 * 7) Blue flowers (20)
 * 8) Purple flowers (41)
 * 9) Brown flowers (8)
 * 10) Black flowers (7)


text:
User:Thitnktank1987

Well I m a Field Worker in an N.G.O(Non-Governmental Organization).My job is to spot groups which r involved in H.R.A(High Risk Activities)H.R.A means such activities which involve the spreading of (S.T.I) Sexually Transmitted Infections for example:AIDS and Hepatitas B.

i have read all the Harry Potter novels but now i m an adult so now a days i prefer novels by Thomas Leo Clancy Jr. better known as Tom Clancy.

i don`t like pop music and love songs i strictly prefer rock and metal and their all sub-genre techno,electronica,hip hop,rythm and blues aren't bad and completely depends on my mood some of my favorite bands include Linkin Park,Entity Paradigm,Call,Iron Maiden,Papa Roach,The Rasmus,Black Sabbath,ACDC,Pulse Ultra,etc,etc

i m a cyber athlete i just luv 2 play games on my PC mostly playing Defense of The Ancient a.k.a DoTA on LAN wid guyz i have never met physically i mostly luv Real Time Strategy RTS games such as Warcraft 3 frozen Throne,Generals Zero Hour,etc,etc next to these comes Racing games i just luv 2 play Need for Speed Series nd nd if i get bored it also than its the turn of the 1st person shooter nd 3rd person shooter games which include most renowned CS,Unreal Tournament,Half Life 2,etc,etc nd at last but not the least comes the games which i have been playing since i was a kid a traditional platformer "Mega Man X8" i just luv it!!!!!!!!

i m an ultimate couch potato always sitting at my desk playing games,surfing the net,most of my time is spend surfing wikipedia nd listening rock nd metal music a lot  which my family refers to as sound torture extreme stage of noise pollution nd if i get tired doing all this i just turn to my left nd start watching TV!!!

I like documentaries nd i love animated cartoons!!!, all the time i prefer to watch discovery channel and cartoon network mostly of the programs which i regularly watch includes Rides,Mythbusters,Men in white,Fight Science,Pimp my Ride,Overhaulin`,Massive Engines,etc,etc.On the other hand i enjoy watching animated cartons alot the cartoons which i like includes Justice League,Batman Beyond,The Batman,A.T.O.M,Megas XLR,Teen Titans,X-Men,Xiaolin Showdown and X-Men Evolution and the anime which i like are beyblade,shaman king,transformers,digimon and Duel Masters.

I like to watch documentaries nd animated cartoons!!!, all the time i just watch discovery channel and cartoon network mostly of the programs which i regularly watch includes Rides,Mythbusters,Men in white,Fight Science,Pimp my Ride,Overhaulin`,Massive Engines,etc,etc.On the other hand i enjoy watching animated cartons alot the cartoons which i like includes Justice League,Batman Beyond,The Batman,A.T.O.M,Megas XLR,Teen Titans,X-Men,Xiaolin Showdown and X-Men Evolution and the anime which i like are beyblade,shaman king,transformers,digimon and Duel Masters.

Matrix Trilogy,Equilibrium,Top Gun,School of Rock,X-Men Trilogy,Power Rangers,Back to the Future Trilogy,The Tuxedo,Batman Begins,Ultra Voilet,Queen of the Damned,V for Vendetta,etc,etc

title: User:Thitnktank1987


text:
Bloom Clock/Keys/Southeastern Pennsylvania/July

July

 * 1) White flowers (80)
 * 2) Pink flowers (39)
 * 3) Red flowers (16)
 * 4) Orange flowers (19)
 * 5) Yellow flowers (40)
 * 6) Green flowers
 * 7) Blue flowers (14)
 * 8) Purple flowers (42)
 * 9) Brown flowers
 * 10) Black flowers


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/Maintenance

This page is used to track missing identification data for plants blooming in May in Southeastern Pennsylvania.

Leaf Arrangement
DynamicPageList tracking using:  category=BCP/SEPA/5 notcategory=BCP/Opposite leaves notcategory=BCP/Alternate leaves notcategory=BCP/Whorled leaves notcategory=BCP/Basal leaves only order=descending ordermethod=lastedit

The pages below do not have leaf arrangement defined:

 category=BCP/SEPA/5 notcategory=BCP/Opposite leaves notcategory=BCP/Alternate leaves notcategory=BCP/Whorled leaves notcategory=BCP/Basal leaves only order=descending ordermethod=lastedit

Leaf Complexity
DynamicPageList tracking using:  category=BCP/SEPA/5 notcategory=BCP/Simple leaves notcategory=BCP/Pinnately compound leaves notcategory=BCP/Palmately compound leaves notcategory=BCP/Trifoliate leaves order=descending ordermethod=lastedit

The pages below do not have leaf complexity defined.

 category=BCP/SEPA/5 notcategory=BCP/Simple leaves notcategory=BCP/Pinnately compound leaves notcategory=BCP/Palmately compound leaves notcategory=BCP/Trifoliate leaves order=descending ordermethod=lastedit

No image
 category=BCP/SEPA/5 category=BCP/No Image or Description order=descending ordermethod=lastedit

 category=BCP/SEPA/5 category=BCP/No Image or Description order=descending ordermethod=lastedit


title: Template:Bcp3-illustration


text:
Template:Bcp3-leftbottom

(Log page for )

title: Template:Bcp3-leftbottom


text: Template talk:Bcp3-illustration

title: Template talk:Bcp3-illustration


text:
Template:Bcp3-wikilinks

Profile for  Wikipedia • Commons • Wikibooks • Wikispecies • Quiz page

title: Template:Bcp3-wikilinks


text: Template:Bcp3-main image

title: Template:Bcp3-main image


text:
Portal:Social entrepreneurship/Case Studies/Case Studies

=Social Entrepreneurship Case Studies=

Tabulate and link - possibly find or make a suitable template.


text:
Portal:Social entrepreneurship/Profiles/Profiles

=Profiles=

Tabulate and link - possibly make a template.


text:
User:DBChristensen

Software Developer in North Carolina.

title: User:DBChristensen


text:
User talk:DBChristensen

Welcome
Hello DBChristensen, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:52, 19 October 2007 (UTC)

title: User talk:DBChristensen


text:
User talk:Aforsyth

Welcome
Hello Aforsyth, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:53, 19 October 2007 (UTC)

title: User talk:Aforsyth


text:
User talk:Maca.havlickova

Welcome
Hello Maca.havlickova, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 15:55, 19 October 2007 (UTC)

title: User talk:Maca.havlickova


text:
User:Devillized

I believe in a free world without restrictions bound only by humanitarian principles. I believe that the soul is free to leave the body just as the mind is free to leave its senses. I believe in free knowledge, free thought, and a free fighting spirit.

In that spirit, works Wikipedia.. and hence my contributions.

Cheers Dhaval

title: User:Devillized


text:
The periodic table/Helium

Discovery
Helium was discovered in 1895 by Sir William Ramsey in London, UK, and independently by Per Theodor Cleve and Nils Langlet in Uppsala, Sweden. The name is derived from the Greek, 'helios' meaning sun, as it was in the sun's corona that helium was first detected.

Pierre-Jules-César Janssen, a French astronomer, noticed a yellow line in the sun's spectrum while studying a total solar eclipse in 1868. Sir Norman Lockyer, an English astronomer, knew it could not be produced by any element known at the time. It was hypothesized that a new element on the sun was responsible for this yellow emission. In 1895, Sir William Ramsay, a Scottish chemist, conducted an experiment with a mineral called clevite. He exposed the clevite to mineral acids and collected the gases that were produced. He then sent a sample of these gases to two scientists, Lockyer and Sir William Crookes, who were able to identify the helium within it. Two Swedish chemists, Nils Langlet and Per Theodor Cleve, independently found helium in clevite at about the same time as Ramsay.

Quick Facts
Name: Helium

Symbol: He

Mass: 4.002602

Atomic Number: 2

Electron Configuration: 1s2

Classification: noble gas

CAS Number: 7440-59-7

Appearance: colourless, odourless gas

Discovery in: 1895

Key Isotopes: 4He

Density: 0.1785 g/L

Crystal Structure: hexagonal

Melting Point: -272.2 °C

Boiling Point: -268.93 °C

Uses
Helium is widely used as an inert gas shield for arc welding, and as a protective gas for growing silicon and germanium crystals as well as for titanium and zirconium production. It is used as a cooling medium for nuclear reactors, and as a gas for supersonic wind tunnels. A mixture of 80% helium and 20% oxygen is used as an artificial atmosphere for divers and others working under pressure. Helium is extensively used for filling balloons as it is a much safer gas than hydrogen. One of the recent largest uses for helium has been for pressurizing liquid fuel rockets.

Helium has no known biological functions. However, it is non-toxic.

Helium is the second most abundant element in the universe. It is present in all stars. It was and still is being formed from alpha particle decay of radioactive elements in the Earth. Some of the helium formed seeps up to the Earth’s atmosphere which contains about 5 parts per million by volume, but this is a dynamic balance, as the light helium atoms continually escape to outer space.

Atomic Data
Atomic radius: 1.400 Å

Covalent radius: 0.37 Å

Electronegativity: Unknown

Electron affinity: Unstable

Ionisation energies

First: 2372.323 kJ mol-1

Second: 5250.512 kJ mol-1

Supply Risk
Scarcity factor: 6.5 (high risk)

Country with largest reserve base: USA

Reserve base distribution: 40.8%

Production concentration: 80.3%

Top 3 countries for mining:
 * 1) USA
 * 2) Qatar
 * 3) Algeria

Top 3 countries for production:
 * 1) USA
 * 2) Algeria
 * 3) Russia

Oxidation States and Isotopes
Common oxidation states: Unknown

Isotopes

Pressure and Temperature Data
Molar heat capacity: 20.786 J mol-1 K-1

title: The periodic table/Helium


text:
The periodic table/Boron

Discovery
Boron was discovered by J.L. Gay-Lussac and L.J. Thenard in Paris, France, and independently by Sir Humphry Davy in London, UK in 1808. The name is derived from the Arabic 'buraq', which was the name for borax.

Quick Facts
Name: Boron

Symbol: B

Mass: 10.811

Atomic Number: 5

Electron Configuration: [He] 2s2 2p1

Classification: metalloid

CAS Number: 7440-42-8

Appearance: dark amorphous powder

Discovery in: 1808

Key Isotopes: 11B

Allotropes: α-rhombohedral B, β-rhombohedral B, γ-B, tetragonal boron

Density: 2.34 g/L

Crystal Structure: rhombohedral

Melting Point: 2077 °C

Boiling Point: 4000 °C

Uses
Amorphous boron is used in pyrotechnic flares to provide a distinctive green colour, and in rockets as an igniter. The most important compounds of boron are boric (or boracic) acid, widely used as a mild antiseptic, and borax which serves as a cleansing flux in welding and as a water softener in washing powders. Boron compounds are also extensively used in the manufacture of borosilicate glasses. Pyrex glass is tough and heat resistant because of the boric acid used to make it. The isotope boron-10 is used as a control for nuclear reactors, as a shield for nuclear radiation, and in instruments used for detecting neutrons.

Elemental boron is not considered a poison, but assimilation of its compounds has a cumulative toxic effect. Boron is an essential mineral for plants but not animals - in fact it can be toxic in excess. We take in about 2 milligrams each day from our food (about 60 grams in a lifetime). Some boron compounds show promise in treating arthritis.

Atomic Data
Atomic radius: 1.920 Å

Covalent radius: 0.84 Å

Electronegativity: 2.040

Electron affinity: 26.98 kJ mol-1

Ionisation energies

First: 800.638 kJ mol-1

Second: 2427.067 kJ mol-1

Third: 3659.748 kJ mol-1

Fourth: 25025.884 kJ mol-1

Fifth: 32826.774 kJ mol-1

Supply Risk
Scarcity factor: 4.5 (low risk)

Crustal abundance: 11 ppm

Reserve base distribution: n/a

Production concentration: 33.6%

Top 3 countries for mining:
 * 1) Turkey
 * 2) Russia
 * 3) Canada

Top 3 countries for production:
 * 1) Turkey
 * 2) USA
 * 3) Chile

Oxidation States and Isotopes
Common oxidation states: 3

Isotopes

Pressure and Temperature Data
Molar heat capacity: 11.087 J mol-1 K-1

title: The periodic table/Boron


text: File:LeverExample.png

title: File:LeverExample.png


text:
Structures

Part of the Statics course offered by the Division of Applied Mechanics, School of Engineering and the Engineering and Technology Portal

Lecture
Structural engineering relies heavily on the strengths of materials and their ability to withstand forces of tension, compression & shear. When used in conjunction with each other, as in the case of a truss, individual load bearing members both share and transmit loads, enabling the structure to accomplish much more than any individual member could alone.

Plane Trusses
One way of distributing the force across a large distance is by building a Plane Truss, which takes advantage of the principle of Equilibrium to translate forces along a system of interconnecting members. A simplest truss is a triangle made of three points: A, B and C, and three members: AB, BC and CA. The method of distributing forces amongst many members relies on the engineer's ability to place a tensile or compressive force at any particular location. To properly sum forces at a particular point, one must be able to sum forces into that point and also away from it. Thus, AB and AC are in compression while BC is in tension.

Method of Joints
The principle of equilibrium may be used to solve the loads impinging upon a massless truss by analyzing the effect of each load at a single point on the truss. Each load is broken down into its $$\ x$$ and $$\ y$$ component vectors and these are summed to equal zero at a particular point on the truss (e.g. A). Similarly, each load creates a moment rotating about that same point A and these may also be summed together to equal zero. Therefore, given enough information about the loads applied, any of the other loads may be calculated.

Therefore, the Method of Joints may also be applied to a truss joint to determine the force (compressive or tensile) in each member of the truss. A place where the forces and members meet may become the joint to be examined (A), and the principle of equilibrium is applied, thus solving the question of where the forces are transmitted in that truss around that joint.

Example: Consider a truss bridge under loads $$\vec F_1$$, $$\vec F_2$$ and $$\vec F_L$$. What are the forces in each of the members of the loaded truss, under the loads applied?

Assume that $$\vec F_1 = 3N$$, $$\vec F_2 = 7N$$  and  $$\vec F_L = 11N$$. Also assume that each member AB, CE etc. has a length of $$\vec L = 5$$ meters long and that $$\vec F_L$$ is $$\frac{2}{3}L$$ from $$\vec F_1 $$.

Solution: First we must solve the external forces on the truss completely. We do so by analyzing the free body diagram. Equilibrium dictates that $$ \sum \vec F = 0 $$  and  $$ \sum \vec M = 0 $$.

First we sum the moments about a particular point. In this case, let's use A:

$$ \sum \vec M_A \ = \vec F_1*2L + \vec F_2*3L + \vec F_L*\frac{8L}{3} - \vec R_2*4L = 0$$ Or... $$ \sum \vec M_A \ = 3N*10m + 7N*15m + 11N*\frac{8*5m}{3} - \vec R_2*20 = 0$$

$$ \vec R_2 = 14.1 N$$.

We may sum the forces around an arbitrary point A. There are no $$\ x$$ components of the force vectors, so $$ \sum \vec F_x \ = 0 $$.

$$ \sum \vec F_{yA} \ = \vec R_1 + \vec R_2 - \vec F_1 - \vec F_2 - \vec F_L = 0 $$. Or... $$ \sum \vec F_{yA} \ = \vec R_1 + 14.1N - 3N - 7N - 11N = 0 $$ and...

$$ \vec R_1 = 6.9N$$

Secondly, we may begin to solve for the internal forces within each member by summing the forces around point A at the location of $$\vec R_1$$.

$$ \sum \vec F_{yA} \ = \vec R_1 - \vec F_{AB} * cos{30} = 0 $$ Or... $$ \vec F_{AB} = \frac{\vec R_1}{cos{30}} = \frac{6.9N}{cos{30}} = 7.97N $$ (in Compression)

$$ \sum \vec F_{xA} \ = \vec F_{AC} - \vec F_{AB} * sin{30} = 0 $$ Or... $$ \vec F_{AC} = \vec F_{AB} * sin{30} = 7.97N * sin{30} = 3.99N $$ (in Tension)

Each successive member may be analyzed for its internal forces, be they compressive or tensile in a similar manner. For a successful analysis of every member of the truss, it is imperative that every external force be included. Therefore it is advised that the engineer begin analysis by the method of joints at each joint where external forces have been resolved and work his or her way inward towards the center.

Method of Sections
If every joint in a structure does not need to be analyzed, yet the internal forces of some members need to be resolved, a potential shortcut method is the method of sections. The method of sections involves cutting a truss into a smaller part, thus changing the internal forces in the members in question to external forces, which may easily be solved by the method of Equilibrium.

Example: If the truss shown here were to need analysis for the internal forces on one particular member, EF, the method of sections could be used. Here we use the previous values for $$\vec F_1 = 3N$$ and  $$\vec R_2 = 14N$$. Also assume that each member is $$\ 5$$ meters long.

Solution: We solve the external forces on the truss completely. Equilibrium dictates that $$ \sum \vec F = 0 $$ and  $$ \sum \vec M = 0 $$.

Once again, we first sum the moments about a particular point. In this case, let's use I:

$$ \sum \vec M_I \ = -\vec F_1*L + \vec F_{EH}*cos{30} = 0$$ Or... $$ \sum \vec M_I \ = -3N*5m + \vec F_{EH}*cos{30} = 0$$

$$ \vec F_{EH} = 17.3 N$$ (in tension).

Space Trusses
A Space Truss is a 3D plane truss. Made up of similar structural forms, the space truss is a much more realistic form of truss than the Plane Truss. Calculation and resolution of loads, external and internal forces is performed the same way, however, care must be made to ensure that all three dimensions are correctly examined and properly resolved. Once again $$ \sum \vec F = 0 $$  and  $$ \sum \vec M = 0 $$.

Assignments
Activities:
 * Create an activity

Readings:
 * Peruse the appropriate sections of Statics
 * Solved Problem on method of joints for calculating member forces in plane truss
 * Introduction to Structural Design, Virginia Tech.

Study guide:
 * 1) Wikipedia article:Plane Truss
 * 2) Wikipedia article:Tension
 * 3) Wikipedia article:Compression
 * 4) Wikipedia article:Method of Joints
 * 5) Wikipedia article:Method of Sections
 * 6) Wikipedia article:Space Truss

Resources
 * Free Online 2D Truss Calculator that produces Axial Force Diagrams and Reactions
 * Calculation of deflection of pin-jointed plane truss by using virtual work method/unit load method

title: Structures


text: File:Simpletruss.PNG

title: File:Simpletruss.PNG


text:
User talk:Devillized

Welcome
Hello Devillized, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 05:52, 20 October 2007 (UTC)

title: User talk:Devillized


text:
User talk:Djh2400

Welcome
Hello Djh2400, 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; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( my talk page, wiki blog ) 05:53, 20 October 2007 (UTC)

title: User talk:Djh2400


text:
File:Sir Mok shot 01.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 01.png


text:
File:Sir Mok shot 02.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 02.png


text:
Portal:Social entrepreneurship/Featured content/Featured Learning Resources

delete me


text:
File:Sir Mok shot 03 Racking Focus (from).png

These pictures are created in the Lesson:3D Storyboard


text:
Portal:Social entrepreneurship/Featured Learning Resources

 * Introduction to Community-Based Learning

 * Multimedia resources on Social Entrepreneurship

more ...


text:
File:Sir Mok shot 03-2 Racking Focus (to).png

These pictures are created in the Lesson:3D Storyboard


text:
File:Sir Mok shot 04.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 04.png


text:
File:Sir Mok shot 05.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 05.png


text:
File:Sir Mok shot 08.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 08.png


text:
File:Sir Mok shot 06.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 06.png


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Herbaceous/DPL

This page is used to help create a graphical list.

 category=White flowered plants category=Flowering herb logs category=BCP/SEPA/5 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Shrubs/DPL

This page is used to help create a graphical list.

 category=White flowered plants category=Flowering shrub logs category=BCP/SEPA/5 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Trees/DPL

This page is used to help create a graphical list.

 category=White flowered plants category=Flowering tree logs category=BCP/SEPA/5 order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Vines/DPL

This page is used to help create a graphical list.

 category=White flowered plants category=Flowering vine logs category=BCP/SEPA/5 order=descending ordermethod=lastedit


text:
File:Sir Mok shot 07.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 07.png


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Vines


text:
File:Sir Mok shot 09.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 09.png


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Trees


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Shrubs


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/White Flowers/Herbaceous


text:
File:Sir Mok shot 10.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 10.png


text:
File:Sir Mok shot 11.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 11.png


text:
File:Sir Mok shot 12.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 12.png


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/Red Flowers/DPL

This page is used to help create a graphical list.

 category=Red flowered plants category=BCP/SEPA/5 order=descending ordermethod=lastedit


text:
File:Sir Mok shot 13.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 13.png


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/Red Flowers


text:
File:Sir Mok shot 15.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 15.png


text:
File:Sir Mok shot 14.png

These pictures are created in the Lesson:3D Storyboard

title: File:Sir Mok shot 14.png


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/Yellow Flowers/Herbaceous/DPL

This page is used to help create a graphical list.

 category=Yellow flowered plants category=BCP/SEPA/5 category=Flowering herb logs order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/Yellow Flowers/Shrubs/DPL

This page is used to help create a graphical list.

 category=Yellow flowered plants category=BCP/SEPA/5 category=Flowering shrub logs order=descending ordermethod=lastedit


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/Yellow Flowers/Trees/DPL

This page is used to help create a graphical list.

 category=Yellow flowered plants category=BCP/SEPA/5 category=Flowering tree logs order=descending ordermethod=lastedit


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/Yellow Flowers/Trees


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/Yellow Flowers/Shrubs


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/Yellow Flowers/Herbaceous


text:
Bloom Clock/Keys/Southeastern Pennsylvania/May/Black Flowers/DPL

This page is used to help create a graphical list.

 category=Black flowered plants category=BCP/SEPA/5 order=descending ordermethod=lastedit


text: Bloom Clock/Keys/Southeastern Pennsylvania/May/Black Flowers


text:
Portal:Social entrepreneurship/Learning Resources

=Previously Featured Learning Resources=

Repositories

 * WikiVersity
 * WikiEducator
 * Le Mill
 * connexions* CasePlace -- Site for Case Studies
 * University Network
 * MIT open Courseware
 * Open University UK Open Learning Materials

Tools

 * eXe
 * eduCommons - social learning environment, etc.


text: File:Face.png

title: File:Face.png