text:
User:Mderrick4950/enes100/Rubberband gun

Link to team page Rubberman

Give instructor top 3 project choice list
We were allowed to continue our work on the Rubber Band Gun project.

Write problem statement
We need to perfect the firing mechanism of the gun. If that can be done, assembling the gun will not be an issue.

Assign Task1
We are each supposed to do some research and decide what design we will use.

Compare actual work done to Task1
The same, no differences to rationalize.

Week1 Narrative
During this week, I made numerous sketches that can be found in my Engineering Notebook. These sketches are on various things like firing mechanisms, free wheeled designs, cases, and barrels.

Week1 Peer Review
done (I commented on my team mates' pages)

Assign Task2
Do further research and designing.

Compare actual work done to Task2
I did what was assigned, no differences to rationalize.

Week2 Narrative
During this section, I made numerous sketches that can be found in my Engineering Notebook. These sketches are on various things like firing mechanisms, free wheeled designs, cases, and barrels. I also, compared materials for the tube for the barrel.

Assign Task3
Research designs for the firing mechanism and be able to make an informed opinion about what kind is best.

Compare actual work done to Task3
I researched designs for firing mechanisms and more. I sketched up more designs on my own, and I did more research on the details of the firing mechanisms of other types of rubber band guns.

Week3 Narrative
I researched designs for rubber band guns. Found mostly designs, tutorials, and examples for single shot guns. Some were "bolt-action" and others were regular single shot. I found one design that was a machine gun, but was not a gattling gun. I did extensive research on this gun which used a "free wheel" design to fire multiple shots quickly without reloading after each.

Week3 Peer Review
done

Assign Task4
Draw multiple designs and figure out what I think will work best for the gun. This will include researching and drawing and thinking critically about the firing mechanism.

Compare actual work done to Task4
I made numerous drawings of the mechanisms involved in the rubber band gun. Firing mechanism sketches are on pages 39, 45, and 47 in my Engineering Notebook. Trigger/ releasing mechanism sketches are on pages 39, 41, and 45 in my Engineering Notebook. Firing mechanism casing sketches are on pages 49 and 53 in my Engineering Notebook. Full assemble sketches are on pages 41, 45, and 47 in my Engineering Notebook. These sketches are made with enough detail to really start to put the whole project together. (This is exactly what I said I would do, so there are no differences to rationalize between what I decided to do, and what I actually did.)

Week4 Narrative
To serve as something to base my sketches off of, I had to use the research that I have done in the previous weeks and more. I have really had to focus on the details of the mechanics of these rubber band guns. I will post links to some of the most inspirational parts of my research. Some links will be to videos, and others will be to pictures. Also, I will copy information from other sources and paste it below to show some other ideas. I will give a brief title and/or description for each line item.

This is what the main project is based on. This is probably the best video of it because it shows it in use and up close enough to see details.

Rubber Band Gatling Gun

This is what the last session of this project was based on. We tried to get this idea to work, but it never came about. This does evidence that our ideas would have worked eventually. Also, there are a few details gleaned from this (and that previous session) carried over to this session.

Original Idea

This is an example of a machine gun that is not a gatling gun (gatling guns need to have a spinning barrel).

Machine Gun

This is an example of a locking mechanism on a free wheel driven rubber band gun. We are using this design because the rubber band is the force that drives the free wheel forward when the locking mechanism is not holding it in place (in other words, when it is free).

Free Wheel Principle

Week4 Peer Review
done (I peer reviewed my team mates' pages) Mderrick has shown many designs and helped develop the firing chamber used with the 10-count trigger set. These designs are coming to fruition with the wood I've purchased. He has truly helped this project progress from the spool-style to the trigger-style gatling rubber band gun. We need to see more actual development in the manufacturing of a rubber band gun though. Also, he has not updated his wikiversity project page in some time. CFurby 05:07, 4 December 2011 (UTC)

Complete Project Page
Follow the "project done" format.


text:
1000 Songs/Aeterna rerum Conditer--Framer of the earth and sky (Ambrose)

Framer of the earth and sky (ambrose)

1000 Songs

Text
Latin and Old English Translation

Original Latin Text

Modern English Translation

Literal Translation:

Of eternal things, the Framer, Night, who observed the day of the king, And the times you give the times, To Lift up their airs.

Herald of the day now the expression is, Watchful of the night profound, Viantibus night, the light, A night severing night.

This stirred up by Lucifer, Solves the darkness of the pole This chorus of all errors, Abandoned the ways to do harm.

This gathers the strength of a sailor Pontique grow calm seas This is the rock of the Church he Singing, refute the fault.

Let us rise up with vigor and, therefore, French lying excites And chides the sleepy, French argues that those who deny.

French singing, hope returns, Poured the safety of patients, Sword of the robber built, Returned to the faith of those who have fallen.

Jesus, look upon tottering, And we correct in seeing; If regard, the lapse of the fall, Fletuque fault solved.

You shine the light of the senses, Discuss the sleep the mind: Thee the voice of our first is sounded, And let us loose the vows to you.

Is the glory of God the Father Only to the Son and of his With the spirit of the Paraclete Both now and for all ages. Amen.

Author
Saint Ambrose wrote Aeterna Rerum Conditer in the 300s. He was largely responsible for introducing atiphonal singing in the Western chuch.

Translations/Challenges
The above old English translation is by W J. Copeland, and is in long meter. This means that this text can be easily adapted to many existing hymn tunes. Unfortunately this translation, done in the 1800s contains many out of date old English words. This can be remedied simply by changing the offending words to their more modern equivalents. For example instead of the word "hie", use the word "rush" and instead of "bestir" use "compel".

Editor's Choice
The above modern english tranlation is unmetricized and therefore is not useable for singing this hymn, thus the old English translation is the editors choice.

Music
This hymn is written in chant with some polyphony seen occasionally throughout. It was written in block notation as with most chant, and can be viewed here.

Tune
As stated above this text can be applied to many different hymn tunes because it is written in the once popular long meter.

Editor's Choice
It is very moving when sung to SOLID ROCK by Wiliam B. Bradbury

Author's circumstances
Because many others who wrote hymns at the time of Saint Ambrose wrote anonymously, many hymns are attributed to Ambrose that he did not personally compose. However, Aeterna rerum Conditer is known to be an authentic Ambrosian Hymn.

Historical setting
This was one of the first hymns of Latin Hymnody of which Saint Ambrose was a pioneer. Due partially to the decline of the Roman empire, Latin started to become the common language of the church. Thus the hymns of the era were almost universally in Latin.

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


text:
1000 Songs/Splendor paternae gloriae--O splendor of God's glory bright (Ambrose)

O splendor of God's glory bright (Ambrose)

1000 Songs

Author
St. Ambrose (c. 338-397 AD) - Original Latin and author Robert S. Bridges - English translation

Translations/Challenges
This hymn was first written in Latin and then was later translated into English. Click here to see a good side-by-side translation from Latin to English. Here is another link to show an alternative English translation by Louis F. Benson.

Tune
There are a few different tunes used for this Hymn. The first one listed is "Wareham", which was composed by William Knapp in 1738. The tune is in Long Meter and used in conjunction with Bridges' translation; a sample of it can be found here along with words to this hymn. The next tune listed for this hymn is "O Heilige Dreifaltidkeit", composed by Nikolaus Hermon in 1560. The other tune listed is "Solemnis Haec Festivitas."


text:
1000 Songs/Veni veni Emmanuel--O come O come Emmanuel

Veni veni Emmanuel--O come O come Emmanuel

1000 Songs

Text
O Come O Come Emmanuel is an English translation to the original Latin version called Veni Veni Emmanuel. It is now used as a Christmas Hymn. This link shows you more. http://en.wikipedia.org/wiki/O_come,_O_come,_Emmanuel

The Latin and English version are both listed on this link. http://www.preces-latinae.org/thesaurus/Hymni/VeniEmm.html

Author
UNKNOWN

Background
This Christmas hymn was formed by using various antiphons by an unknown author around the 12th Century.


text:
1000 Songs/Te Deum laudamus--We praise Thee O God

Te Deum laudamus--We praise Thee O God Te Deum

1000 Songs

Text
Te Deum laudamus Britannica online has some great additional facts about this ancient hymn, as well as a list of composers that have worked with the hymn in the past.

Author
Tradition holds Saint Ambrose and Augustine to be the authors in AD 387 on the event of Augustine's baptism by St. Ambrose. Also it has been accredited to St. Hilary. The Catholic forum holds the authorship to Nicetas, Bishop of Remesiana in the 4th century.

Translations/Challenges
Original translation in Latin. Translated in English A well known transliteration was written by Fr. Clarence Alphonsus (7th stanza by Msgr. Hugh Thomas Henry.)

For the setting of Holy Are You Lord the group had these challenges: it was a long text, had many themes, and it had old English language. The group had to change some of the old English words to modernize the song. The group took certain lines from the Te Deum that they liked and added some not from the Te Deum to form the song. The Te Deum could be a multi-work song project due to multiple themes within the Te Deum.

Editor's Choice
Rich Lusk points out in his "Notes on the Liturgy: Te Deum" four main attributes of what the hymn offers to those who use it.

A group of students created a new setting of part of the Te Deum. They are Sarah Arnold, Josh Maines, Spencer Pierce, and Brandon Rehn. The song was titled, "Holy Are You Lord".

We praise You O God We acknowledge You to be Lord The Father Everlasting To You all angels cry aloud

Holy, Holy are You Lord

Heaven and earth are full of your glory We sing Your praise, O God

The father of infinite majesty We praise Your true and only Son Jesus Yours is the victory In You we have overcome

You opened up the kingdom To all those who believe By Your grace and mercy You've called us Your redeemed

Holy, Holy are You Lord

Heaven and earth are full of your glory We sing Your praise, O God

Tune
Te deum is sometimes used as a bridal processional

Arrangements
by Charpentier, Marc-Antoine; John Rutter (1945); Anton Bruckner (1824-1896); Franz Joseph Hadyn

Editor's Choice
Here is a recording of "Holy Are You Lord" Te Deum

Background
For the background and some interesting facts on St. Augustine and St. Ambrose, this link is very helpful: click here

For more about Ambrosian hymnody, go to: https://en.m.wikipedia.org/wiki/Ambrosian_hymns


text:
1000 Songs/Of the Father's love begotten (Prudentius)

Of the Father's love begotten (Prudentius)

1000 Songs

Author
Written by Aurelius Predentius Clemens, mainly known as Predentius. 348A.D.-405A.D.

Translations/Challenges
Latin txt by Prudentius, tranlated into English for the English Hymnal in 1906, and an extended version by J.M. Neale.

Editor's Choice
Translation by J.M. Neale. English.

Tune
Of The Father's Heart Begotten, was based on the poem "Corde Natus, by Prudentius. It was translated and paired with medieval plainchant melody. So yes it was sang as a chant.      === Arrangements ===

Author biography
Pruentius was born in the Roman Province of Tarraconensis around 348 A.D. He lived his life as a Roman Christian Poet. But, before becoming a poet Prudentius practiced law with minimal success, and also served as a provincial governor. During his life we was influenced by many early christian authors such as Tertullian, and St. Ambrose. He also spent a majority of his time reading the bible, which guided him in his poetic inspiration. Two of his hymns "Of The Father's Love Begotten", and "Earth Has Many A Noble City", are still in used in modern churches today.


text:
1000 Songs/All glory laud and honor (Theodulph of Orleans)

All glory laud and honor (Theodulph of Orleans)

1000 Songs

Text
The text of the hymn poem is written by Theodulph of Orleans circa 820 in Latin. The translation shown below was translated from Latin to English by John M Neale in 1851. Another translation, supposedly by the same translator, can be found here with brief information about the text.

Editor's Choice
All glory, laud and honor, To Thee, Redeemer, King, To Whom the lips of children Made sweet hosannas ring. Thou art the King of Israel, Thou David’s royal Son, Who in the Lord’s Name comest, The King and Blessèd One. The company of angels Are praising Thee on High, And mortal men and all things Created make reply. The people of the Hebrews With palms before Thee went; Our prayer and praise and anthems Before Thee we present. To Thee, before Thy passion, They sang their hymns of praise; To Thee, now high exalted, Our melody we raise. Thou didst accept their praises; Accept the prayers we bring, Who in all good delightest, Thou good and gracious King.

Tune
The most common tune, set in 7.6.7.6 meter, this hymn poem is set to was composed by Melchior Teschner and is called St. Theodulph. An arrangement of this piece is usually played on the piano or organ, but it has been arranged for strings as well.

Author biography
Much debate has surrounded Theodulph's birth place, but there is no doubt that he served as a bishop in Spain and France. Much information has been collected and gathered about the author and his possible service to Charlemagne during the Carolingian dynasty.


text:
1000 Songs/Victimae paschali laudes--Christians to the Paschal victim (Wipo of Burgundy)

Christians to the Paschal victim (Wipo of Burgundy)

1000 Songs

Text
Poetically, the Wipo of Burgundy is presented as a sequence. The text was typically set to different renaissance and baroque tunes.

Latin Victimae paschali laudes immolent Christiani. Agnus redemit oves: Christus innocens Patri reconciliavit peccatores. Mors et vita duello conflixere mirando: dux vitae mortuus, regnat vivus. Dic nobis Maria, quid vidisti in via? Sepulcrum Christi viventis, et gloriam vidi resurgentis: Angelicos testes, sudarium, et vestes. Surrexit Christus spes mea: praecedet suos in Galilaeam. [Credendum est magis soli Mariae veraci Quam Judaeorum Turbae fallaci.] Scimus Christum surrexisse a mortuis vere: tu nobis, victor Rex, miserere. Amen.

Translations/Challenges
English : Christians, to the Paschal victim offer your thankful praises! A lamb the sheep redeemeth: Christ, who only is sinless, reconcileth sinners to the Father. Death and life have contended in that combat stupendous: the Prince of life, who died, reigns immortal. Speak, Mary, declaring what thou sawest, wayfaring: "The tomb of Christ, who is living, the glory of Jesus' resurrection; "Bright angels attesting, the shroud and napkin resting. "Yea, Christ my hope is arisen; to Galilee he will go before you." [Happy they who bear the witness Mary's word believing above the tales of Jewry deceiving.] Christ indeed from death is risen, our new life obtaining; have mercy, victor King, ever reigning! Amen.

Author biography
-Wipo of Burgundy was known for being a priest and a writer. He also served as the chaplain to the Holy Roman Emperor Conrad II.


text:
1000 Songs/Dies irae--Day of wrath O day of mourning (Thomas of Celano)

O day of wrath O day of mourning (Thomas of Celano)

1000 Songs

Text

 * Latin Text:

dies illa

Solvet saeclum in favilla:

Teste David cum Sybilla.

Quantus tremor est futurus

Quando judex est venturus

Cuncta stricte discussurus!

Dies irae

dies illa

Solvet saeclum in favilla:

Teste David cum Sybilla

Quantus tremor est futurus

Quatdo judex est venturus

Cuncta stricte discussurus!

Quantus tremor est futurus

Dies irae, dies illa

Quantus tremor est futurus

Dies irae, dies illa

Quantus tremor est futurus

Quantus tremor est futurus

Quando judex est venturus

Cuncta stricte discussurus

Cuncta stricte

Cuncta stricte

Stricte discussurus

Cuncta stricte

Cuncta stricte

Stricte discussurus!

The day of wrath, that day Will dissolve the world in ashes As foretold by David and the Sibyl! How much tremor there will be, when the judge will come, investigating everything strictly!
 * English Translation:

Thomas|of Celano] (1200 – c. 1265)

Translations/Challenges
I was able to find the English translation Here.

Music
Dies Irae Notation and Audio
 * Rhymed metrical Sequence

 * Gregorian Chant

Author biography
Thomas of Celano

Author's circumstances

 * Italian Friar

 * Wrote three Hagiographyies about Saint Francis of Assisi

Historical setting

 * twelfth century Italy

Cultural setting

 * Less than 50 miles east of Rome


text:
1000 Songs/Jesus the very thought of Thee (Bernard of Clairvaux)

Jesus the very thought of Thee (Bernard of Clairvaux)

1000 Songs

Text
Jesus, the very thought of Thee With sweetness fills the breast; But sweeter far Thy face to see, And in Thy presence rest. Nor voice can sing, nor heart can frame, Nor can the memory find A sweeter sound than Thy blest Name, O Savior of mankind! O hope of every contrite heart, O joy of all the meek, To those who fall, how kind Thou art! How good to those who seek! But what to those who find? Ah, this Nor tongue nor pen can show; The love of Jesus, what it is, None but His loved ones know.

Author
Bernard of Clairvaux

Translations/Challenges
Translated by Edward Caswall

Tune
St. Agnes

Arrangements
Same tune is found in a lower setting: Happy the Home When God Is There

Jesus, the Very Thought of Thee- A cantata by Sally DeFord Music http://www.defordmusic.com/jesustheverythoughtoftheecantata.htm

Author biography
Bernard of Clairvaux was a French abbot, confessor, and Doctor of the Church. He was a primary member in the Cistercian order. Three years after his admittance into the Cistercian order, he was sent to found a new abbey in Val d’Absinthe. He named the monastery Claire Vallée, which later evolved to Clairvaux. He died August 20, 1153 and was give the title “Doctor of the Church” by Pope Pius VIII.=== Author's circumstances ===


text:
1000 Songs/Jesus thou joy of loving hearts (Bernard of Clairvaux)

Jesus thou joy of loving hearts (Bernard of Clairvaux)

1000 Songs

Author
The text of “Jesus, thou joy of loving hearts” was strongly influenced by the poem Jesu,dulcis memoria attributed to Bernard of Clairvaux who lived from 1090 to 1153.

Translations/Challenges
“Jesus, thou joy of loving hearts” was originally written in Latin and was based off the Latin poem, “Jesu, dulcis memoria”. Dr. Ray Palmer made the first English translation of the text in 1858. In 1876, Dr. Palmer published a translation of the text in his book called The Poetical Works of Ray Palmer. Dr. Palmer made a free paraphrase of the text, so some would argue that today’s English version of the hymn was written by him. The text serves as a prayer to Jesus celebrating the Joy of his peace and continual presence.

Editor's Choice
See full text here.

Tune
The music used for this hymn was first composed in 1854 and is known as the Hesperus tune. It was first published in 1866 and was found in A Hymnal for Use in the English Church. This text and tune are still commonly found in many modern hymn books used today.

Editor's Choice
Listen to the tune here.

See sheet music here.

Author biography
Bernard of Clairvaux lived from circa 1091 to 1153. He was a very influential man to the Roman Catholic Church. The Second Crusade is said to have been inspired by his preaching. The life of Bernard of Clairvaux in general consisted of a deep devotion to the church.

Author's circumstances
Bernard of Clairvaux was born in France to a very wealthy family. His mother made sure to teach him the importance of the values of love and affection for others. His mother died when he was only seventeen years old. Upon her death, Bernard felt the call to dive deeper in to his study of the bible and theology. He became a very influential figure for the church and was essential to the establishment of several monasteries. Many of his works and accomplishments can still have an impact on Christians today.

Historical setting
Historically, monasteries have had great importance. The need for education and preservation of books were strong values that the monasteries held. Bernard of Clairvoux, as well as many other monks, served in his monastery to develop and preserve the influential works of the church.


text:
1000 Songs/Jerusalem the golden (Bernard of Cluny)

Jerusalem the golden (Bernard of Cluny)

1000 Songs

Author
Bernard of Morlaix: Born: Early 12th Century, Morlaix, Bretagne, France.

Editor's Choice
Jerusalem the Golden By: Bernard of Cluny

Jerusalem the golden, descending from above, the city of God's presence, the vision of God's love I know not, oh, I know not what joys await us there, what radiancy of glory, what bliss beyond compare! They stand, those halls of Zion, all jubilant with song, so bright with many an angel and all the martyr throng. The Prince is ever in them, the daylight is serene; the tree of life and healing has leaves of richest green. There is the throne of David, and there, from pain released, the shout of those who triumph, the song of those who feast. And all who with their leader have conquered in the fight, forever and forever are robed in purest white. How lovely is that city, the home of God's elect! How beautiful the country that eager hearts expect! O Christ, in mercy bring us to that eternal shore where Father, Son, and Spirit are worshiped evermore

Author biography
Bernard of Cluny was an English man, but both of his parents were immigrants to the country. Much of his life was never recorded which makes this song ever more so valuable to us today. Bernard of Cluny went to the Abbey of Cluny and while he was here, he wrote some of the most popular hymns of the church.


text:
1000 Songs/Alone thou goest forth O Lord (Peter Abelard)

Alone thou goest forth O Lord (Peter Abelard)

1000 Songs

Text
Solus ad victimam procedis, Domine, Morti ter offerens quam venis tollere; Quid nos miserrimi possumus dicere Qui quae commisimus scimus te luere? Nostra sunt, Domine, nostra sunt crimina: Quid tua criminum facis supplicia? Quibus sic compati fac nostra pectora Ut vel compassio digna sit venia. Nox ista flebilis praesensque triduum Quod demorabitur fletus sit vesperum, Donec laetitiae mane gratissimum Surgente, Domine, sit maestis redditum. Tu tibi compati sic fac nos, Domine, Tuae participes ut simus gloriae; Sic praesens triduum in luctu ducere, Ut visum tribuas paschalis gratiae. --this text is based on the atonement of Jesus Christ.

=== Author === Peter Abelard

Translations/Challenges
This is the most popular translation:

Alone thou goest forth, O Lord, in sacrifice to die; Is this thy sorrow naught to us who pass unheeding by? Our sins, not thine, thou bearest, Lord; make us thy sorrow feel, Till through our pity and our shame love answers love's appeal. This is earth's darkest hour, but thou dost light and life restore; Then let all praise be given thee who livest evermore. Grant us with thee to suffer pain that, as we share this hour, Thy cross may bring us to thy joy and resurrection power. (Trans. Francis Bland Tucker 1895-1984)

Arrangements
A popular choral arrangement for "Solus ad victimam procedis" has been written by Kenneth Leighton

Author biography
Peter Abelard is most known for his early love life for a woman named Heloise. Growing up as a well know teacher, Abelard was hired by Heloise's uncle, Fulbert, to teach her. Abelard and Heloise had a romantic affair, and Heloise became pregnant. In order to please Fulbert, Abelard and Heloise were forced into a marriage. However, Fulbert believed that Abelard would back out of the marriage (although he was in love with Heloise) so Fulbert captured Abelard and had him castrated. Abelard and Heloise went to different monasteries, but ended up sending hundreds of love letters back and forth.


text:
1000 Songs/Sanctus Sanctus Sanctus--Holy holy holy

Holy Holy Holy (Sanctus Sanctus Sanctus)

1000 Songs

Author
The text is comprised of two sections from the Bible: Isaiah 6:3 and part of Matthew 21:9. The original editor who combined the text is unclear. The original text is: Sanctus, Sanctus, Sanctus Dominus Deus Sabaoth. Pleni sunt caeli et terra gloria tua. Hosanna in excelsis. Benedictus qui venit in nomine Domini. Hosanna in excelsis. which would be literally translated as: Holy, holy, holy Lord God of Hosts. Heavens and the earth are full of your glory. Hosanna in the highest. Blessed is he who comes in the name of the Lord. Hosanna in the highest.

Translations/Challenges
The English version of Sanctus has been translated many times, mostly to keep with the current language.

Editor's Choice
Holy, Holy, Holy Lord God of hosts. Heaven and earth are full of your glory. Hosanna in the highest. Blessed is he who comes in the name of the Lord. Hosanna in the highest

Tune
There is no official tune, and there have been many different arrangements of the text for Sanctus. The original was accompanied by standard plainchant.

Arrangements
The first English arrangement was written by John Merbecke in The Common Book of Prayer in 1550. This was notated in neumes.

Editor's Choice
As stated, there are many modern versions of the Sanctus to be sung by a choir. This arrangement by Craig Courtney is rather beautiful as performed by the 2009 OMEA Honors choir.

Historical setting
The historical setting of the Sanctus is interesting. The original publication of the text in English (and subsequently the music) was published in 1549 (and arranged in 1550). The original Latin text was used early in the Catholic church's history, along side other chants such as Kyrie which were part of a set loosely related to the Trisagion.


text:
1000 Songs/Discendi amor santo--Come down O love divine

Come down O love divine

1000 Songs

Author
Bianco da Siena (?-1434).

Translations/Challenges
Italian to English by Richard F. Littledale

Editor's Choice
Come down, O love divine, seek Thou this soul of mine, And visit it with Thine own ardor glowing. O Comforter, draw near, within my heart appear, And kindle it, Thy holy flame bestowing. O let it freely burn, til earthly passions turn To dust and ashes in its heat consuming; And let Thy glorious light shine ever on my sight, And clothe me round, the while my path illuming. Let holy charity mine outward vesture be, And lowliness become mine inner clothing; True lowliness of heart, which takes the humbler part, And o’er its own shortcomings weeps with loathing. And so the yearning strong, with which the soul will long, Shall far outpass the power of human telling; For none can guess its grace, till he become the place Wherein the Holy Spirit makes His dwelling.

Tune
Ralph Vaughan Williams wrote the tune found here.


text:
1000 Songs/jubilus

jubilus

1000 Songs

Author
St. Bernard of Clairvaux was a French abbot and helped to reform the Cisterian order of monks in the 12th century. He contributed many works and hymns to Christian literature.

Translations/Challenges
James W. Alexander's translation is the most accurate translation of this hymn.

Arrangements
"Jesus the Very Thought of Thee" is a paraphrased translation of this text, and far better known than any other arrangements that might exist. The popularly paired tune of this hymn was written by John B. Dykes for Hymnal for Use in the English Church and is titled ST. AGNES, after the young virgin martyr from the 3rd century.

Editor's Choice
Musically, I prefer this arrangement to any other. It is very singable and the lyrics, while still a little dated, are much easier to understand than the original translation.

title: 1000 Songs/jubilus


text:
User:Egm6321.f11.team4/HW5

= Problem R*5.1 - Equivalence of twos forms of 2nd exactness condition = From [[media:Pea1.f11.mtg22.23.djvu|Mtg 22-6]]

Find
Equivalence of the form of 2nd exactness condition:

Solution
- Solved on our own Let's assume that p=y' and q=y''.

As a result,

Author
Contributed by Chung

= Problem R*5.2 - Verification of the exactness of Legendre and Hermite equations = From [[media:Pea1.f11.mtg27.28.29.djvu|Mtg 27-1]]

Given
Legendre equation: Hermite equation:

Find
1. Verify the exactness of the designated L2-ODE-VC (Eq. 2.1, 2.2). 2. If Hermite equation is not exact, check whether it is in power form, and see whether it can be made exact using IFM with $$\displaystyle h(x,y)=x^m y^n $$ 3. The first few Hermite polynomials are given as below. Verify that the equations in (2.3) are homogeneous solutions of the Hermite differential equation (Eq. 2.2).

Solution
- Solved on our own

Part 1
Legendre equation: The first exactness condition is satisfied since the equation has a form of Eq. (2.4). Method 1 : the 2nd exactness condition In order to verify the second exactness condition, the following terms are computed.

- The second exactness condition is satisfied when $$\displaystyle n=0 $$ or $$\displaystyle n=-1 $$. Method 2 : the 2nd exactness condition Following is another condition to prove the second exactness. Using the definition of $$\displaystyle g_i := \frac{\partial G}{\partial y ^{(i)}}$$, the followings are computed.

After substituting the terms in Eq. (2.9), Eq. (2.8) becomes as following. - The second exactness condition is satisfied when $$\displaystyle n=0 $$ or $$\displaystyle n=-1 $$. Hermite equation: The first exactness condition is satisfied since the equation has a form of Eq. (2.8). Method 1 : the 2nd exactness condition In order to verify the second exactness condition, the following terms are computed.

- The second exactness condition is satisfied only when $$\displaystyle n=-1 $$, but the condition is not satisfied if $$\displaystyle n \neq -1 $$. Method 2 : the 2nd exactness condition Following is another condition to prove the second exactness. Using the definition of $$\displaystyle g_i := \frac{\partial G}{\partial y ^{(i)}}$$, the followings are computed.

After substituting the terms in Eq. (2.16), Eq. (2.15) becomes as following. - The second exactness condition is satisfied only when $$\displaystyle n=-1 $$.

Part 2
As shown in the Eq. (2.10), the Hermite equation does not satisfy the second exactness condition if n is a positive value. To see if the equation can be made exact using IFM with $$\displaystyle h(x,y) = x^m y^n $$, multiply the Eq. (2.2) by $$\displaystyle h(x,y) $$. Also, the term n in the Eq. (2.2) is replaced with $$\displaystyle \lambda $$ to avoid confusion.

It is assumed that the Eq. (2.13) is exact. Then, the integrating factor $$\displaystyle h(x,y) $$ can be obtained by utilizing the second exactness condition as following. With the terms computed above, the two equations below which represent the second exactness condition are exploited. First, substitute the terms in the Eq. (2.14) into the Eq. (2.16). The only way the Eq. (2.17) is satisfied is to set n equal to zero. With knowing n=0, substitute the terms in the Eq. (2.14) into the Eq. (2.15). The both sides of the Eq. (2.19) are equal only when the coefficients of $$\displaystyle x^{m-1}, x^m $$ are zero. Then the following is concluded. The first equation in the Eq. (2.20) implies that $$\displaystyle m=0 $$ or $$\displaystyle m=1 $$. Then $$\displaystyle \lambda $$ is determined using the second one in the Eq. (2.20). Since n is determined to be zero already, m can not be zero. Hence, m is chosen to be one and $$\displaystyle \lambda $$ is 2. Here, the exactness of the Hermite equation with $$\displaystyle h(x,y) $$ is justified. In order to prove the second exactness of the Hermite equation, the Method 2 is used. Using the definition of $$\displaystyle g_i := \frac{\partial G}{\partial y ^{(i)}}$$, the followings are computed. After substituting the terms in Eq. (2.32), Eq. (2.31) becomes as following. - Hermite equation with IFM $$\displaystyle h(x,y) = x $$ is exact.

Part 3
Hermite differential equation is known to have a polynomial solution, which has following form. Compute the first and the second derivative of Eq. (2.34) with respect to x, Substitute Eq. (2.34), (2.35) into Eq. (2.2), Shift the first summation up by two units, The second summation starts at n=1, while the other summations start at n=0. Following justifies the second summation starting at n=0. Combine all summations in Eq. (2.37), Hence, the following recurrence relation is obtained from Eq. (2. 39). Simplify Eq. (2.40), Using the recurrence relation in Eq. (2.41), the Hermite polynomials given in the problem are obtained. Let the initial conditions and $$\displaystyle \lambda $$ be as follows. Then, - Hence, Hermite polynomial is $$\displaystyle H_0(x) = 1 $$ in this case.

Let the initial conditions and $$\displaystyle \lambda $$ be as follows. Then, - Hence, Hermite polynomial is $$\displaystyle H_1(x) = 2x $$ in this case.

Let the initial conditions and $$\displaystyle \lambda $$ be as follows. Then, - Hence, Hermite polynomial is $$\displaystyle H_2(x) = 4x^2-2 $$ in this case. = References =
 * Hermite Polynomial, WolframMathworld

Author
Contributed by Shin

= Problem R*5.3 Method of undetermined coefficients = From [[media:Pea1.f11.mtg30.djvu|Mtg 30-3]]

Given
Given L4-ODE-CC,

$$\displaystyle X^{(4)} - K^4 X = 0 $$  (3.1)

Assuming,

$$\displaystyle X(x) = e^{(rx)} $$  (3.2)

and substituting this in Eq. (3.1), we get 4 solutions for r,

$$\displaystyle r_{1,2} = \pm K $$

$$\displaystyle r_{3,4} = \pm i \, K $$   (3.3)

Find
Expressions for X(x) in terms of $$ \displaystyle \cos K x, \ \sin K x, \ \cosh K x, \ \sinh K x $$

Solution
- Solved on my own

We can write final solution X(x) as,

$$\displaystyle X(x) = \sum_{i=1}^4 C_i e^{(r_i x)} $$  (3.4)

Substituting all the ri values from Eq. (3.3),

$$\displaystyle X(x) = C_1 e^{K x} + C_2 e^{-K x} + C_3 e^{iK x} + C_4 e^{-iK x} $$  (3.5)

Expanding the exponential terms into sin, cos, sinh and cosh terms, we get,

$$\displaystyle X(x) = C_1 \cosh K x \ + C_1 \sinh K x \ + C_2 \cosh K x \ - C_2 \sinh K x \ + C_3 \cos K x \ + i C_3 \sin K x \ + C_4 \cos k x - \ i C_4 \sin k x $$  (3.6)

for X(x) to be real, imaginary part in above Eq. (3.6) must be real, i.e. (C3 - C4) must be imaginary

$$\displaystyle C_3 - C_4 = ib_4 $$

and, (C3 + C4) must be real,

$$\displaystyle C_3 + C_4 = b_3 $$

Therefore, C3 and C4 will be given by,

$$\displaystyle C_3 = \frac{1}{2}(b_3 + ib_4) $$

$$\displaystyle C_4 = \frac{1}{2}(b_3 - ib_4) $$

This means C3 and C4 given above are complex conjugates.

Therefore, we get final solution to be,

$$\displaystyle X(x) = (C_1 + C_2) \cosh K x + (C_1 - C_2) \sinh K x + b_3 \cos K x - b_4 \sin K x $$  (3.7)

Author
Contributed by Ankush

= Problem R*5.4  - Find $$\displaystyle y_{xxxxx} $$ in terms of the derivatives of y with respect to t= From [[media:Pea1.f11.mtg31.djvu|Mtg 31-1]]

Given
In Euler L2-ODE-VC, suppose: $$\displaystyle x=e^t $$.

Find
$$\displaystyle y_{xxxxx} $$

Solution
- Solved on my own Since:

So:

Author
Contributed by YuChen

= Problem R*5.5  - Solve y and plot the solution= From [[media:Pea1.f11.mtg31.djvu|Mtg 31-3]]

Given
Euler L2-ODE-VC:

and trial solution:

with boundary conditions:

Find
The solution $$\displaystyle y(x) $$ and plot it.

Solution
- Solved on my own Substitute $$\displaystyle x^r $$ for $$\displaystyle y $$ in equation (5.1):

So the characteristic equation:

So the solution is:

Use the boundary conditions:

So the solution is:

Plot $$\displaystyle y(x) $$.

Matlab Code:

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

 * style="width:50%; padding:10px; border:1px solid #888888" align="center" |
 * style="width:50%; padding:10px; border:1px solid #888888" align="center" |
 * }
 * }
 * }

Author
Contributed by YuChen

= Problem R5.6: Equivalence of Two methods to solve Euler Ln-ODE-VC = From [[media:Pea1.f11.mtg31.djvu|Mtg 31-5]]

Given
Given Euler Ln-ODE-VC,

$$ \displaystyle \sum_{i=0}^n a_i x^i y^{(i)} = 0 $$  (6.1)

where, $$ \displaystyle y^{(i)} $$ is ith derivative of y w.r.t. x,

Two methods of solving above equation,

Method 1:

Stage 1: Transformation of variables

$$ \displaystyle x = e^t $$  (6.2)

Stage 2: Trial Solution

$$ \displaystyle y = e^{rt} ,\ {\color{red} r = \text{constant}} $$  (6.3)

Method 2: Trial Solution

$$ \displaystyle y = x^{r} ,\ {\color{red} r = \text{constant}} $$  (6.4)

Find
Show equivalence of methods 1 and 2 shown above in Eq. (6.2), (6.3) and Eq. (6.4) respectively

Solution
- Solved on our own Let's take method - 2 shown in Eq. (6.4), first. Differentiating Eq. (6.4) w.r.t. x, we get

$$ \displaystyle y_x = y' = r x^{r-1} $$  (6.5)

For, ith derivative of y w.r.t. x, i.e. y(i), we have,

$$ \displaystyle y^{(i)} = r(r-1)...(r-i+1)x^{(r-1)} $$  (6.6)

Substituting Eq. (6.6), i.e. definition of y(i) in Eq. (6.1), we get,

$$ \displaystyle \sum_{i=0}^n a_i x^i r(r-1)...(r-i+1) x^{(r-i)} = 0 $$  (6.7a)

$$ \displaystyle \sum_{i=0}^n a_i x^r r(r-1)...(r-i+1) = 0 $$  (6.7b)

Eliminating xr, which is a common factor in the all the terms of above summation, we get,

$$ \displaystyle \sum_{i=0}^n a_i r(r-1)...(r-i+1) = 0 $$  (6.7c)

So, we solve the above equation for r, and that provides us solution for Eq. (6.1).

Now, for method - 1, we will try to get the same form as in Eq. (6.7c)

Stage 1: Substitute x = et in Eq. (6.1), we write yx as,

$$ \displaystyle y_x = y_t \frac {dt}{dx} = e^{-t} y_t $$
 (6.8)

Stage 2: Substitute y = ert,

Using above we can write yt as, r*ert. Substitute this into Eq. (6.8), and we get,

$$ \displaystyle y^{(1)} = y_x = re^{rt}e^-t = r e^{(r-1)t} $$
 (6.9)

Performing another differentiation of above equation to get yxx, we get,

$$ \displaystyle y^{(2)} = y_{xx} = \frac {d}{dx} (y_x) = \frac {d}{dx} (r e^{(r-1)t}) = \frac {d}{dt} (r e^{(r-1)t}) \frac {dt}{dx} = r(r-1) e^{(r-1)t} e^{-t} = r(r-1)e^{(r-2)t} $$
 (6.10)

We can see that as done above for y(2), we can write in general for y(i), we can write,

$$ \displaystyle y^{(i)} = r(r-1)...(r-i+1) e^{(r-i)t} $$
 (6.10)

Substituting definitions of both x and y as seen in Eq. (6.2) and Eq. (6.10) respectively, into Eq. (6.1) we get,

$$ \displaystyle \sum_{i=0}^n a_i e^{it} r(r-1)...(r-i+1) e^{(r-i)t} = 0 $$
 (6.11a)

Above can be simplified to following form very easily (combining both the exponential terms in above expression),

$$ \displaystyle \sum_{i=0}^n a_i e^{rt} r(r-1)...(r-i+1) = 0 $$
 (6.11b)

Since, e(rt) is not dependent on i, we can take this term out of the summation as a common factor, and write rest of the terms as,

$$ \displaystyle \sum_{i=0}^n a_i r(r-1)...(r-i+1) = 0 $$
 (6.11c)

Above Eq. (6.11c) is exactly same as Eq. (6.7c), and therefore it proves that by both methods 1 & 2 we will get same values for r, and hence both methods are equivalent.

Author
Contributed by Ankush

= Problem R*5.7-Euler L2-ODEs = From [[media:Pea1.f11.mtg32.djvu|Mtg 32-1]]

Given
Characteristic equation

Find
1.1) Find $$a_2, a_1, a_0$$ such that (7.1) is characteristic equation of (7.2)

1.2) 1st homogeneous solution : $$y_1(x)=x^\lambda$$

1.3) Complete solution : Find c(x) such that $$y(x)=c(x)y_1(x)$$

1.4) Find the 2nd homogeneous solution $$y_2(x)$$

2.1) Find $$b_2, b_1, b_0$$ such that (7.1) is characteristic equation of (7.3)

2.2) 1st homogeneous solution

2.3) Complete solution : Find c(x) such that $$y(x)=c(x)y_1(x)$$

2.4) Find the 2nd homogeneous solution $$y_2(x)$$

Solution
- Solved on our own

Part 1.1
Assume that the trial solution is following. Then, compute the first and the second derivatives of the trial solution,

Substitute the equation (7.4), (7.5), (7.6) into (7.2) and simplify the equation,

Then, we get

Compare (7.8) to (7.1),

Comparing the coefficients of LHS and RHS,

Part 1.2
From the characteristic equation in Eq. (7.1), the solution of the characteristic equation is determined as follows.

Hence, the 1st homogeneous solution can be

Part 1.3
Compute the first and the second derivatives of Eq. (7.13),

Substitute (7.13) and (7.14) into (7.2) and simplify the equation, The first term in Eq. (7.15) cancels out using Eq. (7.2). Then, Substitute coefficients and homogeneous solution,

Let $$\displaystyle c^{\prime}(x)=z(x) $$,

Then, compute the function $$\displaystyle c(x) $$,

As a result,

Part 1.4
From 1.3, the general homogeneous solution is From (7.12), $$\displaystyle y_1(x)$$ is $$\displaystyle x^\lambda$$.

So, $$\displaystyle y_2(x)$$ is

Part 2.1
The trial solution for the Euler equation with constant coefficient:

Compute the first and the second derivatives

Substitute (7.23),(7.24),(7.25) into (7.3) and simplify it,

Then,

Compare LHS and RHS,

Part 2.2
From (7.1), $$\displaystyle r=\lambda$$, As a result,

Part 2.3
Compute the first and the second derivatives

Substituting (7.25),(7.26) and (7.27) into (7.3)

From (7.3),

Then, Substituting coefficients and homogeneous solution, Then, Solve (7.33),

As a result,

Part 2.4
From 2.3, the general homogeneous solution is From (7.29), $$\displaystyle y_1(x)$$ is $$\displaystyle e^{\lambda x}$$.

So, $$\displaystyle y_2(x)$$ is

Author
Contributed by chung

= Problem R*5.8 - Variation of parameters = From [[media:Pea1.f11.mtg32.djvu|Mtg 32-2]]

Given
A General non-homogenous L1-ODE-VC (Linear, 1st order, Ordinary Differential Equation with Variable Coefficient), which can be written in the form given below, The form can be written as,

Find
Find the particular solution, $$\displaystyle y_P(x) $$ by the use of the method of variation of parameters after knowing the homogeneous solution $$\displaystyle y_H(x)$$, i.e., let $$\displaystyle y(x) = A(x)y_H(x)$$, with $$\displaystyle A(x)$$ being the unknown to be found.

Solution
- Solved on our own For particular solution, $$\displaystyle y_P (x) $$, the use variation of parameters requires $$\displaystyle y_P(x)$$ to be following, for $$ n^{th} $$ order non-linear homogenous ODE. For our case, n = 1, therefore we get, It is important to note for method of variation of parameters that above, $$\displaystyle c_1 $$ is a function of $$\displaystyle x $$, and is determined by substituting the particular solution. Thus, Substitute Eq. 8.5 into Eq. 8.6 to get, and, rearrange the terms, Therefore $$\displaystyle A(x) $$ is given by, Integrate both sides w.r.t. x, Substituting for the expression of $$\displaystyle y_H(x) $$ from the homework problem 2.17 into above, we will get,

Therefore particular solution can finally be written as,

Author
Contributed by Shin

= Problem R*5.9 Special IFM Solution= From [[media:Pea1.f11.mtg32.djvu|Mtg 32-7]]

Find
Special IFM to solve for general $$\displaystyle f(t)$$

Solution
- Solved on our own First, find integrating factor $$\displaystyle h(t,y)$$ Suppose $$\displaystyle h(t,y)$$ is a function of $$\displaystyle t$$, thus $$\displaystyle h(t,y)=h(t)$$

Rearrange Eq 9.2, we have Thus Where $$\displaystyle p:=y'$$

According to the 2nd Exactness Condition We have Substituting Eq 9.8~9.13 in Eq 9.6, we get Now we assume $$\displaystyle h(t)=e^{\alpha t}$$, where $$\displaystyle {\alpha}$$ is a constant

So Eq 9.14 can be expressed as Then we try to reduce order for Eq 9.2 and express Eq 9.2 as We can get

Therefore, we have Rearrange Eq 9.16, we have Using $$\displaystyle h(t)=e^{{\beta}t}$$, where $$\displaystyle {\beta}=\frac{\bar{a_0}}{\bar{a_1}}$$

Thus, we can get

Therefore, we have

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

$$ \displaystyle y(t)={{C}_{1}}{{e}^{-\alpha t}}+{{C}_{2}}{{e}^{-\beta t}}+\frac\int{{{e}^{(\beta -\alpha )t}}\left( \int{{{e}^{\alpha t}}f(t)dt} \right)dt}$$ (Eq 9.21) Where $$\displaystyle {C_1}$$ and $$\displaystyle {C_2}$$ are constants.
 *

 * }

Author
Contributed by Kexin Ren

=Contributing Members=

title: User:Egm6321.f11.team4/HW5


text:
Building code

Building code is a set of rules on a building design, construction, testing, inspections, and maintenance to protect public health, safety and welfare. Building codes are usually created or enforced by the government, who may inspect buildings to make sure they follow the rules.

A building code may provide rules for many different things. The building may need to follow rules about providing parking or affecting traffic. There will be rules about making the building safe during disasters, such as fires, earthquakes, and tornadoes.

The rules used on a specific building may be very different depending on where the building is and what it is used for. For example, a house will have extra rules about making sure people can live there, while a hotel will have extra rules about fire exits.

Earthquake requirements
Any building code has either some minimum requirements for seismic loads (prescriptive code) or some seismic performance rules (performance-based code).

Seismic design is based on procedures meant to protect structures that may experience earthquake impact. However, a design which blindly follows seismic code rules does not guarantee safety against collapse or serious damage.

title: Building code


text:
User:S Larctia/Full custodianship stats

Support

 * 6 users.

-
 * 2 Bureaucrats
 * 2 permanent custodians.
 * 1 probationary custodians.
 * 1 user.

Oppose

 * 2 users.

-
 * 1 probationary custodian.
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Both opposing users are banned at en.wikipedia.

Neutral

 * 1 user

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title: User:S Larctia/Full custodianship stats


text:
Easy Math Formulas

Three - Dimensional Figures - Volume

In books, formulas are known as difficult by many people. Kids end up with harder - and longer to use - formulas. These formulas are almost garanteed to make a child make a mistake. Teenagers are expected to already learn them, and In college, sometimes instruction is what they should've learned in high school. But there are formulas out there that are easy to use in geometry.

For example, take a cube or rectangular prism. The formula? Bh. Now, this may confuse you. I mean, two simple letters, with one capitalized? That is very confusing at first. But, there is a meaning faster than what is taught. The B stands for Area of the base. The H stands for Multiplyed by the height. This formula is very similar.

Now, let's do something like a pyramid. The pyramid is very simple; find a measurement you can divide by 3, and then multiply like a cube, or 'Bh3. Likewise, with a cone, just multiply the circle by pi. Notice how simple these formulas are?

Two - Dimensional Figures - Area

Now let's move on to two - dimensional figures. We will start with a triange. Multiply the measurements like a square or rectangle. Then divide by 2. That is also another easy way to calculate area.

With a paralellagram, There is a top measurement, and there is a base (Bottom) measurement. In order to complete this, you must average those numbers, then multiply by the height. For example, let's say the top measurement is 3, and the bottom measurement is 5. The average would be 4, the middle number. Now let's say the height is 5. 4 multiplyed by 5 is 20. That is the area.

title: Easy Math Formulas


text:
User talk:Kyla.camille

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

To get started, you may

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Simone 20:41, 19 October 2011 (UTC)

title: User talk:Kyla.camille


text: Category:Buildings

title: Category:Buildings


text:
Category:Natural events

Natural events are those which occur without human control.

title: Category:Natural events


text: Template:Building structures

title: Template:Building structures


text:
User:RB2011/Presentation

Lack of accountability
Recent NRL examples have illustrated the lack of accountability of club boards. Issues relate to lack of player consultation, sponsorship, conflicts of interest, poor decision making, and player and coaching contracts.

The presentation will provide a snapshot of this situation using examples from Penrith Panthers, Parramatta Eels and Manly Sea Eagles rugby league football clubs.

It can be viewed HERE

title: User:RB2011/Presentation


text:
Talk:Motivation and emotion/Book/Criminality

Comments
Good outline for your topic, looking forward to see where you go with this! Jackson997

I am a big fan of shows like criminal minds and am looking forward to reading your chapter to further my understanding of the topic. I do know that there a quite a number of books around on profiling if that can help you at all. EamesA 00:22, 27 October 2011 (UTC)

Hi There,If focusing on the social motivations, Normative influcences (trying to fit in) could be of use. could link this concept to the psychological need of relatedness as people are motivated to seek and maintain close warm relationships. Or possibly the social need of affiliation as people can be motivated by the fear of rejection, which in turn could influnce ones conformity/criminalty in social settings. Hope that makes sense, either or, take it as a grain of salt ;) If interested, backgroud reading can be found on pages 161 (relatedness) and 192 (affiliation)of the Reeves textbook. Any questions, let me know :) Lucas K 00:40, 27 October 2011 (UTC)

This looks like it will be really interesting! Maybe you could include a section on factors which might put people at risk or make them more susceptible to criminal behaviour - motivations for these people might differ to others? E.g. for some mental illness and drug abuse plays a part, for others it is their families who encourage them to become involved (such as in gangs), for others it's acceptance that provides motivation...the list goes on! Looking forward to reading more! ShaunaB 03:06, 29 October 2011 (UTC)

Hi Michelle, Im looking forward to watching your chapter grow! It's a very interesting topic, as well as being very broad, I look forward to seeing what you choose to focus on. goodluck :) Jemmasanderson 00:02, 3 November 2011 (UTC)

Hey, great work so far! Maybe you could include a section on the consequences of criminal activity and how this might influence an individual to engage in such activity. If there were severe penalties such as the death penalty for crimes such as shoplifting or drink driving would people be less likely to engage in these activities? Good luck with finishing up! Tashc 10:19, 3 November 2011 (UTC)

Fascinating topic! I look forward to reading it! haha I love how you said "perhaps it has been you involved in criminal behaviour", very engaging, you had me hooked to read on! This may or may not be relevant, but it could be interesting to touch on, different countries have difference views on what crimes are, and they vary in their consequences! What we consider a slap on the wrist crime = 25 year jail sentence elsewhere. What's considered criminal can depend on where you live! Good luck with it! :) A-bryant 05:49, 4 November 2011 (UTC)

Michelle, found this article. Might help http://web.ebscohost.com.ezproxy1.canberra.edu.au/ehost/pdfviewer/pdfviewer?vid=13&hid=126&sid=3eaa9e42-15b4-451f-8622-1c416e219807%40sessionmgr113 AlexMC 07:56, 5 November 2011 (UTC)

Comment by Magnolia - this would make an excellent talk for schools as an interactive presentation - really well laid out and presented - interesting content - well done

Rfoster 22:06, 9 December 2011 (UTC)

-- Jtneill - Talk - c 21:43, 10 December 2011 (UTC)


text:
Talk:Motivation and emotion/Book/Forgiveness

Comments
Hey Naomi. I was wondering if you were going to do a section on choice and how some people chose not to forgive or do not forgive as easily as others. It was just an idea that came to me as I was reading it. You may have already thought of it! I'm looking forward to reading more on this page, as the notion of forgiving is an important construct. Also, was wondering if you had considered tying in mercy with forgiveness as the two can go in hand at times. Just a thought! Thanks for listening! :) Imago 03:34, 28 October 2011 (UTC)

Good start. One section I'd like to see expanded on is the misinterpretations of forgiveness, it looks like this could be very informative and dispel popular myths regarding forgiveness. Jackson997

Hey Naomi. Good outline so far. Great topic too! I was pondering the act of forgiveness. For me forgiveness has always been a choice initially, and the emotions of forgiveness (and letting go)catch up later AFTER I've chosen to forgive. However, I have spoken to random people over the years who refuse to forgive others, and it is almost like they're waiting to "feel good" about the other person before they forgive them. I'm not sure if there is anything in the literature that talks about forgiveness being motivated by choice rather than feeling? Anyway, just a thought :-) Have a great day. TabithaJ 09:40, 20 October 2011 (UTC)

Hi, Good start, looking forward to reading this chapter. If you are interested in any further areas (not that you have to use them; I know it can be hard juggling too many sub-categories) Forgiveness might be looked at in terms of "Radical Acceptance", I've had a look for literature but at first glance couldn't find anything peer reviewed. Here's a link to what I'm talking about from a google search if you're interested. Another possible area is Forgiveness of the Self? Best of luck with the chapter :) - Jaybay 01:10, 22 October 2011 (UTC)

Love the use of quotes, really illustrates the topic you're going for in an engaging way! Jackson997 12:04, 2 November 2011 (UTC)

Hey,Forgot to mention it yesterday but you could probably use the "just world hypothesis" and kin selection. I know its to do with helping, but those theories would also be relative in the act of forgiveness, as your more likely to forgive those close to you, or those you believe have justly paid for their wrong doing. Also, could probably mention "learned helpless", as those who feel like they deserve to be treated in such a way, forgive easier. Hope that helps a little - Mlac 23:26, 2 November 2011 (UTC)

Hi Naomi, thanks for your comment on my page - yours looks great too... well done... U881426 12:04, 5 November 2011 (UTC)

Hey, Put your references in alphabetical order and italicised the journals, figured it would help. Good luck finishing it. Mlac 14:08, 6 November 2011 (UTC)

Naomi - this is a really great chapter - you did an excellent job with the graphics on the video - well done - particularly interesting was Alice in the Rawanda story - fantastic - Magnolia

-- Jtneill - Talk - c 21:23, 25 November 2011 (UTC)

-- Jtneill - Talk - c 08:18, 10 December 2011 (UTC)


text:
Motivation and emotion/Book/2011/Feedback

Overview
People may resist feedback because their self-image may be threatened if others view them negatively (Vancouver, More, & Yoder, 2008). However, if we knew that we were doing something ineffectively, would we not try to improve performance? This chapter will discuss the effectiveness of feedback for enhancing motivation and performance. The construction of feedback, its different forms (Hattie & Timperley, 2007), and expected elements for its usefulness (Norcini, 2010) will be considered in commonplace applications. Tips on best giving and receiving effective feedback are also provided.

 * Focus questions
 * What exactly is feedback?
 * How is beneficial feedback constructed?
 * How can you give better feedback to others?
 * How can you utilise feedback provided to you?

Are you hot or cold?

"You are cold! Oh you are reaching warm! And now you are hot!" Performance, in the context of this chapter, refers to achievement of a specified task in regards to accuracy and entirety (Schechner, 2002). From an early age, one can learn from the simple “Hot or Cold” game that it is beneficial to be informed about performance, namely given feedback, in order to obtain goals.

Motivation refers to one’s desire and energy to be persistently immersed in achieving a task (Kettle & Haubl, 2010). Feedback has the potential to motivate one to approximate their actions in moving toward their goals. However, effective feedback skills are rarely explicitly taught (Schechner, 2002). Going around a classroom/workplace setting and asking, “Are you doing a good job?” the predominant responses would likely be either “I don’t know” or “I think so”? These low-spirited replies put in the picture that many people receive little feedback on their performance.

Without feedback, one, in a sense, walks blindly – goals may be attained accidently, or alternatively, never accessed due to aimless searches (Folkman, 2006). Furthermore, people tend to like to hear what is consistent with their own viewpoints and oppose ideas divergent to their beliefs (Hathaway, 2006). Defensiveness may escalate when one receives constructive feedback, guarding the reasons behind their actions (Folkman, 2006). Those providing the feedback may consequently be put off to give feedback in the future. This negative cycle distorts the potential for individuals to achieve to their full potential. Learning the skills to give and receive effective feedback enhance realisation of the quality of individual actions, turning strengths into long-term advantages (Negru, 2009).

 * Pre-quiz

{I try to understand feedback from the other person's point of view and preferred communication style. + True - False
 * type=""}

{I end a feedback session with an action plan to move forward. + True - False
 * type=""}

{I am willing to admit to and learn from questions about my performance on a task. + True - False
 * type=""}

{Rather than avoiding feedback I attempt to turn every feedback session into a useful encounter. + True - False
 * type=""}

If you answered most of the questions with 'true', your skills for giving and receiving feedback effectively may be well developed. If you predominantly answered 'false', you are one of many and your feedback skills could benefit from further development - you have come to the right place!

Characteristics of the term 'feedback'
Feedback is conceptualised as information concerning one’s actions/performance (Cianci, Schaubroeck, & McGill, 2010). It highlights status between present level of performance and desired/expected level of achievement (Negru, 2009). Feedback is usually provided by an agent, examples including teachers providing corrective information, peers suggesting alternative approaches, and parents offering support (Hattie & Timperley, 2007). The main purpose of feedback is to reduce discrepancies between current performance and a goal (Negru, 2009).

The feedback loop
Albert Bandura (1982) contended that giving individuals a specific goal and a means to evaluate their progress greatly increases the likelihood that they will achieve it. Fitting this outline, a feedback loop is a system of continuous monitoring of progress in the direction of a goal (Howie, Sy, Ford, & Vicente, 2007). Information provided by agents initiates thought about options for improving performance in the future, consequent actions advancing one closer and closer to their goal. However, individuals need to keep in mind that the past is unchangeable. Rather than causing regret of actions, feedback aims to enhance learning to improve future choices for optimal performance (Howie et al., 2007).

Three key questions to be answered by feedback
For feedback to be effective, Hattie and Timperley (2007) suggest that three questions should be answered.

Where am I going?
As feedback aims to inform individuals about the quality of their actions, goals should specifically outline success criteria. Hattie and Timperley (2007) suggest that effective feedback answers the question, ‘Where am I going?’ Precise goals are expected to inform individuals about the nature of appropriate performance, also allowing evaluation of actions. This ‘feed up’ process optimally guides one to make modifications in effort, focus, and technique as appropriate (Brunit, Huguet, & Monteil, 2000). Feedback further allows individuals to set additional goals as the preceding ones are achieved. Conversely, if goals are not well-defined, feedback cannot decrease the discrepancy between recent performance and desired achievement because it is doubtful the gap will be adequately obvious for one to perceive a need to decrease it (Erez, 1977).

How am I going?
As a key purpose of feedback is to provide information about one’s progress toward goals, Hattie and Timperley (2007) advise that effective feedback should also answer the question, "How am I going?" Agents may provide information comparative to an expected standard, to past performance, and/or to success/failure on an aspect of a task (Brunit et al., 2000). When this "feed back" component is clear, detailed and unambiguous, it can be utilised to brainstorm most advantageous adaptations (Hattie & Timperley, 2007).

Where to next?
Hattie and Timperley (2007) finally contend one should recognise "here to next?" This "feed forward" aspect potentially allows one to integrate their own point of view with another’s to consider an exhaustive list of advantageous options for future application (Cianci et al., 2010). The power of feedback in enhancing motivation and performance depends on a combination of answers to all three questions, as they typically do not work in isolation (Hattie & Timperley, 2007). The very aim, and consequent power, of feedback is to close the gap between where an individual is and where they are aiming to be. Effective feedback thus needs to outline one’s specific goal, present progress toward this goal, and subsequently suggests beneficial action in furthering progress.

Four prominent levels of feedback
Hattie and Timperley (2007) assert that there are four major levels of feedback.

Feedback about the task
Feedback can be about task accomplishment, and more specifically, how accurately a task is carried out (Hattie & Timperley, 2007). For example, a teacher may inform a student whether their work is correct/incorrect, incorporating ‘corrective’ guidelines to obtain further information (Hattie & Timperley, 2007). However, one limitation of feedback at this level is that it seldom generalises to other tasks (Black & Wiliam, 1998). It could promote concentration on the immediate components of the task, taking away from the overall strategies to accomplish a goal (Black & Wiliam, 1998).

A classic example is the difference of usefulness between providing written notes and grades to students (Erez, 1997). A grade is specific to the completed task whereas comments potentially lead to learning gains, furthering performance in future assessment items. The first study to support this found short written comments rather than grades significantly improved test performance of students in 74 classrooms (Page, 1958). Furthermore, task feedback can be delivered and received in both individual and group situations. Effectiveness, when delivered in groups, may be limited if individuals view the feedback as irrelevant to their own separate performance (Hattie & Timperley, 2007). Greater commitment and involvement in the group task may logically increase the amount one relates to the feedback, potentially improving their performance, and thus furthering the group also.

Feedback about the processing of the task
Feedback can be aimed at the process used to complete a task (Hattie & Timperley, 2007). It potentially gives an individual insight into what they have done to reach an outcome, highlighting strengths as well as areas for improvement thus providing motivation for change (Norcini, 2010). For example, an employer may say to an employee, “This article may be clearer if you use the tactics we discussed earlier.” However, feedback needs to be kept in perspective; individuals should avoid dwelling on negative aspects. They should instead acknowledge the opportunity to restrategise (Norcini, 2010), striving to attain goals with additional effort. Hattie and Timperley (2007) suggest that feedback at process level may be more effective than at the task level due to deeper learning and personal contemplation.

Feedback about self-regulation
Feedback can focus on self-regulation, that is, the way one monitors, focuses, and adjusts their actions toward a goal (Hattie & Timperley, 2007). Feedback at this level is expected to initiate self-generated thoughts (Zimmerman, 2000), mapping how to better persist on a task for the achievement of goals. In saying this, when feedback is unclear in specifying direction of improvement, benefits are understandably minimal (Kulhavy & Stock, 1989). Moreover, unwarranted success feedback leads to reinforcement of flawed behaviour (Zimmerman, 2000). Feedback givers should clarify expectations, giving recipients a chance to acknowledge such viewpoints. Although many avoid seeking feedback to sidestep possible embarrassment, it has its greatest effect when one predicts a response to be correct yet it unfolds as incorrect, simply due to greater efforts in understanding the error (Kulhavy & Stock, 1989).

Feedback about the self as a person
Feedback can be directed to the self (Hattie & Timperley, 2007), characteristically expressing positive evaluations of performance. For example, “You did a great job because you completed the task by applying the correct concept”. Such appraisals support self-efficacy, potentially enhancing performance. Praise may act as a reinforcer, motivating one to repeat and develop acknowledged actions (Tanaka, 2001). However, approvals such as “Good effort” seldom have effectiveness in enhancing performance. Praise directed away from the task rarely provides answers to any of the three fundamental questions of effective feedback, so is unsuccessful in furthering one's skills (Hattie & Timperley, 2007).

Elements necessary for effective feedback
Feedback can result in a desire to make corrective adjustments. However, it could also be disregarded or not accepted as valid. To ensure effectiveness, agents must make appropriate judgments about when, how, and at what level to provide feedback (Hattie & Timperley, 2007). The precise elements expected to be necessary for its usefulness include specificity, timeliness, and manner (Norcini, 2010).

Specificity
Feedback works best when it relates to a specific goal (Norcini, 2010). “Doing better” is not a plan for improvement. If recent actions have been unsatisfactory in attaining a goal, one not only needs to do better, but one should approach the task differently (Idosn & Higgins, 2000). Keeping feedback objective and unambiguous increases its power (de Luque & Sommer, 2000). If a manager tells an employee “You acted unprofessionally”, they are not providing direction for improvement, rather commenting on attitude. Instead, they could indicate the employee spoke rudely. With informative feedback the employee is empowered to focus on correcting the behaviour that showed the lack of professionalism (Idosn & Higgins, 2000). In saying this, it is commonsense that different individuals benefit from different feedback approaches. For example, de Luque and Sommer (2000) found students from collectivist cultures preferred indirect feedback, at group focus. Students from individualist cultures preferred more direct feedback particularly related to effort, at individual focus.

Timeliness
If improvement needs to be made in one’s performance, the sooner they become aware of it the sooner they can work on correcting it (Forster, Grant, Idson, & Higgins, 2001). Furthermore, if one has reached or exceeded a goal, the quicker they receive positive feedback, the more rewarding it can be (Forster et al., 2001). However, Clariana, Wagner, and Roher Murphy (2000) found that the effectiveness of delayed compared with immediate feedback varied depending on the difficulty of a task. They suggested that difficult items may entail greater contemplation, where delayed feedback offers a beneficial break to do this, while easy items do not require this processing and so delay is both pointless and unfavourable.

Furthermore, Kettle and Haubl (2010) hypothesised that the mere anticipation of proximate feedback would enhance performance. Recruited students were required to give a four-minute oral presentation rated on a scale from 0 (poor) to 10 (excellent). Participating students were informed of a specific amount of anticipated feedback delay, which ranged from 0 (same day) to 17 days, and consequently asked to predict their grades. Students expecting to receive feedback quickly predicted that their grades would be worse than students who were to receive feedback later (Kettle & Haubl, 2010). This may be because when expected feedback is more immediate, so is the threat of disappointment. The desire to avoid disappointment is a powerful motivator (Kettle & Haubl, 2010). This study asserts that the mere anticipation of more rapid feedback improves performance (Kettle & Haubl, 2010).

Manner
Positive feedback gives emphasis to improvements thus acting as positive reinforcement (Van Houten, 1980), encouraging recurrence of that behaviour. Perceiving higher self-efficacy increases efforts and consequently improves performance (Vancouver et al., 2008). Negative feedback generally focuses on information about failure, tending to act as punishment that discourages the behaviour (Idson, & Higgins, 2000). Thorndike’s (1913) Law of Effect conceptualises that behaviours leading to a satisfying state of affairs are strengthened, while behaviours leading to an unsatisfying state of affairs are weakened (in Daniels, 2000). Based on this view, both positive and negative feedback should enhance performance as one reinforces “correct” behaviour and the other punishes “incorrect” behaviour. However, Cianci et al. (2010) discuss individuality. At failure, some people give up, while others try harder. Similarly, when receiving success feedback, some individuals tend to sit in their glory, while others pursue with greater efforts. Nonetheless, to enhance performance, feedback should both reinforce valuable actions to be repeated and constructively outline direction for the future (Tanaka, 2001).

Direction for future studies
One predominant limitation of considered studies is reliance on only one type of feedback. In real-life settings individuals confront a large amount of feedback messages which can be contradictory, positive or negative, and can come from various sources (Negru, 2009). Although it would be complex for experimental research to reconstruct the density of real-life contexts, future researchers may provide participants with more types of feedback messages during the pursuit of a task (Negru, 2009), assessing which components are most influential on performance.

Tips for giving feedback

 * Be specific: It would be more advantageous to say "The report you turned in was well-written as your points about the budget were clear" than "Good report." The first statement describes exactly what is seen as positive. Feedback should reflect observable behaviour (Idosn & Higgins, 2000).
 * Use descriptive language: Judgemental language, such as saying an action was ‘terrible’, tends to evoke anger and disregard of the feedback message. Focus should be on detailed descriptions (Hattie & Timperley, 2007).
 * Be direct: Feedback provided in general terms may create misunderstandings. Agents need to be objective in order for communication to be clear (Idosn & Higgins, 2000).
 * Point feedback toward behaviour that can be controlled: Focus on a specific behaviour, not the person (London, 1995). Statements should focus on what or how the task was undertaken, not why (London, 1995). Start with a positive comment, consequently highlighting areas in which performance could improve.
 * Consider timing: Feedback is generally most useful when communicated at the earliest opportunity as events are fresh within individuals’ minds (Venables & Fairclough, 2009).
 * Plan feedback: Being clear about what one would like to say helps conversation flow in covering necessary issues (Daniels, 2000). Agents may check with the receiver to make sure they understood what was communicated (Daniels, 2000).
 * Make it a positive experience: Recognition of effective performance is a powerful motivator. Most people want to obtain more recognition, so are stimulated to repeat acknowledged behaviours (Daniels, 2000). However, it is important not to slot in constructive feedback between too many positives as this could lead to a misunderstanding in the take-home message (Daniels, 2000).
 * Use "I" statements: Agents should give feedback from their perspective to avoid labelling the receiver, focusing on behaviour only (Tanaka, 2001). Rather than saying, “You were rude”, it would be more effective to say, “I was upset when you put me down in front of the teacher this morning.”
 * Follow up: Useful feedback uses past actions as a springboard to help the receiver develop effective plans for future actions. Set goals and monitor progress (Tanaka, 2001), making adjustments along the way.

Tips for receiving feedback

 * Seek feedback: Sometimes it is hard to perceive personal strengths and/or weaknesses, making it beneficial to ask for feedback (both positive and negative) from a variety of sources (Folkman, 2006). To attain aims, it is optimal to welcome suggestions for improvement.
 * Listen actively: Ask clarifying questions in order enhance understanding (Folkman, 2006). Doing so helps the giver know the receiver is concentrating. It may be valuable to probe for details and ask for examples, making a clear distinction between current and desired status of behaviour (Tanaka, 2001). The better one understands any discrepancies, the easier it is to formulate a plan to change (Tanaka, 2001).
 * Avoid debates: Reacting defensively/angrily are ways of deactivating the value of feedback (Tanaka, 2001). When conversations transfer into arguments, individuals are no longer open to hearing what the other person is saying. It is also tempting to make excuses when we receive redirection. However, you must instead focus on the details that will help you identify what you need to change (Hathaway, 2006).
 * Do not ask for explanations: It is natural to want an explanation for the feedback one receives. However, focus should instead be given to understanding the behaviour and optimal actions to enhance future performance (Folkman, 2006).
 * Show appreciation: Saying “Thank you” provides a message that the receiver appreciates the giver’s effort in providing feedback, whether or not complete agreement exists (Norcini, 2010). This encourages feedback in the future.
 * Break feedback down: Do not automatically assume the giver is right or wrong (Hathaway, 2006). Paraphrase what has been said to ensure understanding. Break down any phrase that is causing problems to make sure value is accurate. One may then set realistic goals which may consequently improve performance (Hathaway, 2006).
 * Do not obsess: Feedback is based on one person’s perceptions of another’s actions (Folkman, 2006). Some of it the receiver may agree with, yet some they may not. Individuals should select what they foresee as worthy of their attention, and begin addressing necessary issues. Receivers should best aim to recognise the positive intention of feedback, and embrace the chance to enhance future performance (Folkman, 2006).
 * Be aware of nonverbal language: Make eye contact with the giver. Maintain a constant tone and volume of voice when responding (Hathaway, 2006). Note your body posture.

Conclusion
Feedback highlights where one’s current performance is in relation to a goal. The model proposed in this chapter discussed three major feedback questions: "Where am I going?", "How am I going?", and "Where to next?". Answers to these questions can increase effort and motivation at task persistence, decreasing discrepancy between current and desired outcomes, consequently enhancing performance. The model distinguishes between four levels of feedback: the task, the processing, the regulatory, and the self levels. To be effective, feedback ought to be specific, timely, and presented in a planned manner. When you make a conscious choice to give and receive feedback you make obvious that feedback is a powerful means of personal development.

Effective feedback can make all the difference between success and failure, emphasising what is working and what is not working.


title: User:U3014461


text:
User talk:U3014461

 Hello U3014461, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 02:36, 20 October 2011 (UTC)

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Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 02:36, 20 October 2011 (UTC)

title: User talk:U3014461


text: User:KristaLeanne

title: User:KristaLeanne


text:
User talk:KristaLeanne

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 02:37, 20 October 2011 (UTC)

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Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 02:37, 20 October 2011 (UTC)

title: User talk:KristaLeanne


title: User:U3035473


title: User:U3033746


text:
Bridge structure

A bridge is a structure to cross an open space or gap. Bridges are mostly useful for crossing rivers, valleys, or roads by vehicles but people have also used bridges for a long time for walking. Bridges called highway overpasses are used to avoid traffic control.

Bridges also have uses in the military. Military bridges have to be portable, so that they may be easily moved to the front lines, and so they are much more complex than regular civilian bridges.

Types of bridges
There are five major structural types of bridges:
 * beam bridges
 * cantilever bridges,
 * arch bridges
 * suspension bridges and
 * cable-stayed bridges

title: Bridge structure


text: Template:Civil engineering

title: Template:Civil engineering


text:
American Society of Civil Engineers

The American Society of Civil Engineers (ASCE) founded in 1852 to represent members of the civil engineering profession worldwide is the oldest national engineering society in the United States. Its world headquarters is in Reston, Virginia.

Mission
ASCE's mission is to provide essential value to its members and their careers; to its partners and to the public. ASCE seeks to provide value by:
 * Developing leadership skills in its members and supporting civil engineer leaders;
 * Facilitating advancement of the technology utilized by the profession;
 * Encouraging and providing tools for lifelong learning within the profession;
 * Advocating infrastructure and environmental stewardship; and
 * Promoting professionalism and the civil engineering profession.

Other websites

 * ASCE (Official Website)
 * Levees.Org Grassroots organization critical of the ASCE's investigation into the New Orleans area levee failures.
 * YouTube video Satire spoofing cozy relationship between ASCE and Army Corps of Engineers
 * Video about ASCE selected Seven Wonders of the Modern World. A virtual satellite tour made with Google Earth (02:38)
 * Report Card Official Web Page 2009 Report Card for America's Infrastructure.

title: American Society of Civil Engineers


text:
Wikiversity talk:Uploading files/Fair use audit

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