text:
User:Eml5526.s11.team01.roark/Mtg33

[[media: Fe1.s11.mtg33.djvu| Mtg 33]]: Mon, 21 Mar 11 [[media: Fe1.s11.mtg33.djvu| Page 33-1]]
 * comments on HW 4.8
 * Stigler’s law of misnomy: “Gaussian”(normal) distr -> de Moivre
 * Algorithm: al-Kharizmi
 * Calculix tutorial by Ty Beede, Mechanical hacks blog

HW 6.3:

Reproduce all steps in tutorial by Beede.

End HW 6.3

2D&3D cont’d: [[media: Fe1.s11.mtg32.djvu| p. 32-4]]

$$\displaystyle d\omega =d{{x}_{1}}d{{x}_{2}}d{{x}_{3}}=dxdydz$$

$$\displaystyle div \mathbf q=\frac{\partial {{q}_{i}}}{\partial {{x}_{i}}}=\frac{\partial {{q}_{1}}}{\partial {{x}_{1}}}+\frac{\partial {{q}_{2}}}{\partial {{x}_{2}}}+\frac{\partial {{q}_{3}}}{\partial {{x}_{3}}}$$

Where i stands for sum on the repeated index [[media: Fe1.s11.mtg33.djvu| Page 33-2]]
 * {| style="width:100%" border="0"

$$\displaystyle =\frac{\partial {{q}_{x}}}{\partial x}+\frac{\partial {{q}_{y}}}{\partial x}+\frac{\partial {{q}_{z}}}{\partial x}$$
 *  (1)
 * }
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \mathbf q={{q}_{i}}{{\mathbf e}_{i}}~,~\left\{ {{\mathbf e}_{i}} \right\}$$basis vectors Sum on i.
 *  (2)
 * }
 * }

Fourier’s law:

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

 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \mathbf q=-\mathbf K\cdot gradu$$ Isotropic Material => $$\displaystyle \mathbf K=K\mathbf I$$ where $$\displaystyle \mathbf I$$ is the identity matrix, $$\displaystyle \mathbf q=-K\,gradu$$
 *  (3)
 * }
 * }
 * }

[[media: Fe1.s11.mtg32.djvu|(7) p. 32-4]]:

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

 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle +\underbrace{div\left( K\cdot gradu \right)}_{\frac{\partial }{\partial {{x}_{i}}}\left( {{K}_{ij}}\frac{\partial u}{\partial {{x}_{j}}} \right)}+f=\rho c\frac{\partial u}{\partial t}$$
 *  (4)
 * }
 * }
 * }

With sum on i,j

title: User:Eml5526.s11.team01.roark/Mtg33


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User:Eml5526.s11.team01.roark/Mtg39

[[media: Fe1.s11.mtg39.djvu| Mtg 39]]: Fri, 8 Apr 11 [[media: Fe1.s11.mtg39.djvu| Page 39-1]]
 * Comments on HW6 (see [[media: Fe1.s11.mtg39.djvu| p. 39-6]]

HW 7.1:

(HW6.5 Continued, 2D LIBF) Initial Condition
 * 1) Static (steady state): $$\displaystyle f\left( x \right)=1$$ in $$\displaystyle \Omega =\square $$
 * 2) Dynamic (Transient): $$\displaystyle \rho c=3$$
 * {| style="width:100%" border="0"

$$\displaystyle u\left(\mathbf x,t=0 \right)=xy\,\,\forall \mathbf x\in \Omega $$
 *  (1)
 * }
 * }

2a. $$\displaystyle \begin{matrix} f\left(\mathbf x,t \right)=0,\,\forall \mathbf x\in \Omega ,\,\forall t>0 \\ g\left(\mathbf x,t \right)=2\,on\,{{\Gamma }_{g}}=\partial \Omega  \\ \end{matrix}$$

2b. $$\displaystyle \begin{matrix} f\left(\mathbf x,t \right)=1,\,\forall \mathbf x\in \Omega ,\,\forall t>0 \\ g\left(\mathbf x,t \right)=2\,on\,{{\Gamma }_{g}}=\partial \Omega  \\ \end{matrix}$$

Plot $$\displaystyle {{u}^{h}}$$ at center vs. t till convergence to steady state.

End HW 7.1

Transient analysis (heat)

[[media: Fe1.s11.mtg23.djvu|(3) p. 23-3]], s=1

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

 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \mathbf M\dot{\mathbf d}+\mathbf K \mathbf d=F\Rightarrow \dot{\mathbf d}={{\mathbf M}^{-1}}\left[ \mathbf F-\mathbf K\mathbf d \right]$$ [[media: Fe1.s11.mtg39.djvu| Page 39-2]] Initial condition
 *  (2)
 * }
 * }
 * }
 * {| style="width:100%" border="0"

$$\displaystyle u\left( \mathbf x,t=0 \right)={{u}_{0}}\left( x \right)\,\,\forall \mathbf x\in \Omega $$ where $$\displaystyle {{u}_{0}}\left( x \right)$$ e. g., [[media: Fe1.s11.mtg39.djvu|(1) p. 39-1]]
 *  (1)
 * }
 * }

Projection (1) on $$\displaystyle ~\left\{ {{b}_{i}} \right\}$$: Recall [[media: Fe1.s11.mtg15.djvu| p. 15-1]] Summary, [[media: Fe1.s11.mtg10.djvu|(1) p. 10-3]] $$\displaystyle {{w}^{h}}$$ and [[media: Fe1.s11.mtg10.djvu|(2) p. 10-3]] $$\displaystyle {{u}^{h}}$$

(1):
 * {| style="width:100%" border="0"

$$\displaystyle \left\langle w,u\left(\mathbf x,t=0 \right) \right\rangle =\left\langle w,{{u}_{0}}\left(\mathbf x \right) \right\rangle \,\,\forall w$$ Note: $$\displaystyle \forall \mathbf x\in \Omega $$, i.e., $$\displaystyle \mathbf x\notin \partial \Omega $$
 *  (2)
 * }
 * }

(2) and [[media: Fe1.s11.mtg10.djvu|(1)-(2) p. 10-3]]:
 * {| style="width:100%" border="0"

Find $$\displaystyle \left\{ {{d}_{j}}\left( 0 \right)\,\,\forall {{\mathbf x}_{j}}\notin \Omega \right\}={{\mathbf d}_{F}}\left( 0 \right)$$ st
 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * {| style="width:100%" border="0"

$$\displaystyle \sum\limits_{i}\left[ \sum\limits_{j}{\underbrace{\left\langle {{b}_{i}},{{b}_{j}} \right\rangle }_{{d}_{j}}\left( 0 \right)-\underbrace{\left\langle {{b}_{i}},{{u}_{0}} \right\rangle }_} \right]=0$$
 *  (3)
 * }
 * }

where $$\displaystyle {{\Gamma }_{ij}}$$ is from [[media: Fe1.s11.mtg10.djvu|(3) p. 10-2]]

$$\displaystyle \forall \left\{ {{c}_{i}}\forall {{\mathbf x}_{i}}\in \Omega \right\}={{\mathbf c}_{F}}$$
 *  (4)

 * }

[[media: Fe1.s11.mtg39.djvu| Page 39-3]] Recall
 * {| style="width:100%" border="0"

$$\displaystyle {{\mathbf d}_{F}}\left( t \right)= \mathbf d\left( t \right)$$ (see [[media: Fe1.s11.mtg23.djvu|(2) p. 23-3]])
 *  (1)
 * }
 * }

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

[[media: Fe1.s11.mtg39.djvu|(4) p. 39-2]] : Find $$\displaystyle {{\mathbf d}_{F}}\left( 0 \right)$$ st
 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * style="width:92%; padding:10px; border:2px solid #FF0000" |

$$\displaystyle {{\mathbf c}_{F}}\cdot \left[ {{\mathbf \Gamma }_{FF}}{{\mathbf d}_{F}}\left( 0 \right)- \mathbf G \right]=0\,\,\forall {{\mathbf c}_{F}}$$
 *  (2)

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

 * style="width:92%; padding:10px; border:2px solid #FF0000" |
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \mathbf d\left( 0 \right)={{ \mathbf d}_{F}}\left( 0 \right)= \mathbf \Gamma _{FF}^{-1}\mathbf G$$
 *  (3)
 * style= |
 * }

 * }

$$\displaystyle \eta $$ = set of all global node numbers

$$\displaystyle {{\eta }_{g}}$$ = set of global node numbers on $$\displaystyle {{\Gamma }_{g}}$$

$$\displaystyle {{\eta }_{h}}$$ = set of global node numbers on $$\displaystyle {{\Gamma }_{h}}$$

$$\displaystyle {{\eta }_{H}}$$ = set of global node numbers on $$\displaystyle {{\Gamma }_{H}}$$
 * {| style="width:100%" border="0"

$$\displaystyle {{\eta }_{F}}$$ = $$\displaystyle \eta $$ \  $$\displaystyle \left( {{\eta }_{g}} \right.$$ Strikethrough: $$\displaystyle \left. \cup {{\eta }_{h}}\cup {{\eta }_{H}} \right)$$ $$\displaystyle {{\eta }_{F}}$$ = set of global node numbers NOT on $$\displaystyle {{\Gamma }_{g}}$$ or on $$\displaystyle {{\Gamma }_{h}}$$ or on $$\displaystyle {{\Gamma }_{H}}$$ (Free) [[media: Fe1.s11.mtg39.djvu| Page 39-4]]
 *  (4)
 * }
 * }

Example 1:

Boundary conditions [[media: Fe1.s11.mtg38.djvu| p. 38-2]]

Mesh [[media: Fe1.s11.mtg29.djvu| p. 29-2]]

$$\displaystyle \eta =\left\{ 1,2,3,...,16 \right\}$$

$$\displaystyle {{\eta }_{F}}=\left\{ 5,6,7,9,10,11,13,14,15 \right\}$$

$$\displaystyle \underbrace_{9\times 9}=\left[ \left\langle b\underbrace{_{i}}_{Row},b\underbrace{_{j}}_{Col} \right\rangle ;\,\,i,j\in {{\eta }_{F}} \right]$$

End Example

[[media: Fe1.s11.mtg39.djvu| Page 39-5]]

title: User:Eml5526.s11.team01.roark/Mtg39


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User talk:MikeBeckett

Hi MikeBeckett 21:03, 23 May 2011 (UTC)

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Category:Eml5526.s11.roark

Jimmy Roark

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User:Eml5526.s11.team01.roark/Mtg41

[[media: Fe1.s11.mtg41.djvu| Mtg 41]]: Wed, 13 Apr 11 [[media: Fe1.s11.mtg41.djvu| Page 41-1]] HW 7.2:

Continued

2) Transient Analysis:

Initial Condition

$$\displaystyle u\left( \mathbf x,t=0 \right)=u_{s}^{h}\left(\mathbf x \right),~\forall \mathbf x\in \text{ }\!\!\Omega\!\!\text{ }$$

$$\displaystyle \dot{u}\left(\mathbf x,t=0 \right)=0,~\forall \mathbf x\in \text{ }\!\!\Omega\!\!\text{ }$$

$$\displaystyle T=4,~f\left(\mathbf x,t \right)=0$$in $$\displaystyle \text{ }\!\!\Omega\!\!\text{ }$$

Plot $$\displaystyle {{u}^{h}}\left( \underbrace{\mathbf 0}_{Center},t \right)$$ vs t for $$\displaystyle t\in \left[ 0,2{{T}_{1}} \right]$$

Produce a movie of the vibrating membrane.

End HW 7.2

Semidiscrete equation

Similar to [[media: Fe1.s11.mtg23.djvu|(3) p. 23-3]] with s=2

$$\displaystyle \mathbf M\ddot{\mathbf d}+\mathbf K \mathbf d=\mathbf F$$

$$\displaystyle \mathbf z:=\left[ \begin{matrix} \mathbf d \\ {\dot{\mathbf d}} \\ \end{matrix} \right]=\left[ \begin{matrix} {{\mathbf z}_{1}} \\ {{\mathbf z}_{2}} \\ \end{matrix} \right]\Rightarrow \dot{\mathbf z}=\left[ \begin{matrix} {\dot{\mathbf d}} \\ {\ddot{\mathbf d}} \\ \end{matrix} \right]=\left[ \begin{matrix} {{\mathbf z}_{2}} \\ {{\mathbf M}^{-1}}\left(\mathbf F-\mathbf K\underbrace{\mathbf d}_ \right) \\ \end{matrix} \right]$$

$$\displaystyle \mathbf z\left( 0 \right)=\left[ \begin{matrix} \mathbf d\left( 0 \right) \\ \dot{\mathbf d}\left( 0 \right) \\ \end{matrix} \right]$$

Matlab ode45 [[media: Fe1.s11.mtg41.djvu| Page 41-2]]

HW 7.2:

continued

3) Transient Analysis: Similar to (2) but with non-symmetric u_0

$$\displaystyle u\left(\mathbf x,t=0 \right)=\left( x+1 \right)\left( y+\frac{1}{2} \right)cos\left( \frac{\pi }{2}x \right)cos\left( \frac{\pi }{2}y \right),~\forall \mathbf x\in \text{ }\!\!\Omega\!\!\text{ }$$

Non-symmetric “bubble” (should produce sloshing vibration)

plot {(x+1)*(y+0.5)*cos(x*pi/2)*cos(y*pi/2)},-1<=x<=1,-1<=y<=1 [[media: Fe1.s11.mtg41.djvu| Page 41-3]]

$$\displaystyle u\left( \mathbf x,t=0 \right)=0,~\forall \mathbf x\in \text{ }\!\!\Omega\!\!\text{ }$$

$$\displaystyle T=4,~f\left(\mathbf x,t \right)=0$$in $$\displaystyle \text{ }\!\!\Omega\!\!\text{ }$$

Plot $$\displaystyle {{u}^{h}}\left( \underbrace{\mathbf 0}_{Center},t \right)$$ vs t for $$\displaystyle t\in \left[ 0,2{{T}_{1}} \right]$$

Produce a movie of the vibrating membrane.

End HW 7.2

Triangular element as quad element with 2 identical nodes

Local node list = {1,2,3,4}

Global node list={205, 51, 51,102}

[[media: Fe1.s11.mtg41.djvu| Page 41-4]]

HW 7.3:

Let $$\displaystyle \text{ }\!\!\Omega\!\!\text{ }$$=circle with unit radius. Find static solution such that T=4, $$\displaystyle f\left(\mathbf x \right)=1$$ in $$\displaystyle \text{ }\!\!\Omega\!\!\text{ }$$, g=0 on $$\displaystyle {{\Gamma }_{g}}=\partial \Omega $$ to 〖10〗^(-6) accuracy @ center. Use both quad and triangular element. Symmetric => Use ¼ of meshes. Plot deformed shape in 3-D.

End HW 7.3

[[media: Fe1.s11.mtg41.djvu| Page 41-5]]

Comments on HW6 continued:

HW6.10, mixed boundary conditions.

HW 7.4:

Redo HW 6.10.

End HW 7.4

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

WF: Similar to [[media: Fe1.s11.mtg34.djvu|(7) p. 34-3]], with
 * style="width:2%; padding:1px; border:2px solid #FF0000" |
 * style="width:2%; padding:1px; border:2px solid #FF0000" |
 * {| style="width:100%" border="0"

$$\displaystyle \tilde{k}\left( w,u \right)=\underset{\text{ }\Omega \text{ }}{\mathop{\overset – {\mathop{\int }}\,}}\,\nabla \text{w}\cdot \mathbf{K}\cdot \nabla \text{ud}\Omega \text{ +}\underset{\text{ }\Gamma {{}_{\text{H}}}}{\mathop{\overset – {\mathop{\int }}\,}}\,\text{wHud}{{\Gamma }_{\text{H}}}$$
 *  (1)
 * }
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \tilde{f}\left( w \right)=\underset{\overset – {\mathop -\int }}\,\text{whd}{{\text{ }\!\!\Gamma\!\!\text{ }}_{\text{h}}}+\underset{\overset – {\mathop \int }}\,\text{wH}{{\text{u}}_{\infty }}\text{d}{{\text{ }\!\!\Gamma\!\!\text{ }}_{\text{H}}}\underset{\text{ }\!\!\Omega\!\!\text{ }}{\overset – {\mathop \int }}\,\text{wfd }\!\!\Omega\!\!\text{ }$$
 *  (2)
 * }
 *  (3)
 * style= |
 * }
 * }

$$\displaystyle {{\eta }_{F}}=\underbrace_{Nat\,bc}\cup \underbrace_{mixed\,bc}\cup \underbrace_{remaining}$$

[[media: Fe1.s11.mtg39.djvu|Ex 1 p. 39-4]]: $$\displaystyle {{\eta }_{R}}=\left\{ 6,7,10,11 \right\}$$

$$\displaystyle \tilde{\mathbf c}=\left[ \begin{matrix} \underline \\ {{\mathbf c}_{F}} \\ \end{matrix} \right]=\left[ \begin{matrix} \underline \\ \begin{matrix} {{\mathbf c}_{h}} \\ {{\mathbf c}_{H}} \\ {{\mathbf c}_{R}} \\ \end{matrix} \\ \end{matrix} \right]$$ and $$\displaystyle \tilde{\mathbf d}=\left[ \begin{matrix} \underline \\ {{\mathbf d}_{F}} \\ \end{matrix} \right]=\left[ \begin{matrix} \underline \\ \begin{matrix} {{\mathbf d}_{h}} \\ {{\mathbf d}_{H}} \\ {{\mathbf d}_{R}} \\ \end{matrix} \\ \end{matrix} \right]$$

Where $$\displaystyle {{\mathbf d}_{h}}$$ and $$\displaystyle {{\mathbf d}_{H}}$$ overlap$$\displaystyle {{d}_{13}}$$, and $$\displaystyle {{\mathbf c}_{E}}$$ and $$\displaystyle {{\mathbf c}_{H}}$$ overlap$$\displaystyle {{c}_{13}}$$. [[media: Fe1.s11.mtg41.djvu| Page 41-6]]

$$\displaystyle {{\mathbf c}_{E}}=\left[ \begin{matrix} {{c}_{1}} \\ {{c}_{2}} \\ {{c}_{3}} \\ \begin{matrix} {{c}_{4}} \\ {{c}_{8}} \\ {{c}_{12}} \\ {{c}_{16}} \\ \end{matrix} \\ \end{matrix} \right]$$

$$\displaystyle {{\mathbf c}_{h=}}\left[ \begin{matrix} {{c}_{14}} \\ {{c}_{15}} \\ {{c}_{13}} \\ \end{matrix} \right]$$

Matrices overlap with $$\displaystyle {{c}_{13}}$$

$$\displaystyle {{\mathbf c}_{H=}}\left[ \begin{matrix} {{c}_{13}} \\ {{c}_{5}} \\ {{c}_{9}} \\ \end{matrix} \right]$$

$$\displaystyle {{\mathbf c}_{R}}=\left[ \begin{matrix} {{c}_{6}} \\ {{c}_{7}} \\ {{c}_{10}} \\ {{c}_{11}} \\ \end{matrix} \right]$$ [[media: Fe1.s11.mtg41.djvu| Page 41-7]]

From [[media: Fe1.s11.mtg41.djvu|(1) p. 41-4]]

$$\displaystyle \underset{\text{ }\Omega \text{ }}{\mathop{\overset – {\mathop{\int }}\,}}\,\nabla {{w}^{h}}\cdot \mathbf K\cdot \nabla {{u}^{h}}d\text{ }\Omega \text{ }={{\left[ \begin{matrix} \underline \\ {{\mathbf c}_{h}} \\ {{\mathbf c}_{H}} \\ {{\mathbf c}_{R}} \\ \end{matrix} \right]}^{T}}\left[ \begin{matrix} {{\mathbf K}_{EE}} & {{\mathbf K}_{Eh}} & {{\mathbf K}_{EH}} & {{\mathbf K}_{ER}} \\ {{\mathbf K}_{hE}} & {{\mathbf K}_{hh}} & {{\mathbf K}_{hH}} & {{\mathbf K}_{hR}} \\ {{\mathbf K}_{HE}} & {{\mathbf K}_{Hh}} & \mathbf K_{HH}^{H} & {{\mathbf K}_{HR}} \\ {{\mathbf K}_{RE}} & {{\mathbf K}_{Rh}} & {{\mathbf K}_{RH}} & {{\mathbf K}_{RR}} \\ \end{matrix} \right]\left[ \begin{matrix} \underline \\ {{\mathbf d}_{h}} \\ {{\mathbf d}_{H}} \\ {{\mathbf d}_{R}} \\ \end{matrix} \right]$$

From [[media: Fe1.s11.mtg41.djvu|(1) p. 41-4]]

$$\displaystyle \underset{\overset – {\mathop \int }}\,wHud{{\text{ }\!\!\Gamma\!\!\text{ }}_{H}}={{\left[ \begin{matrix} \underline{{{\mathbf c}_{E}}} \\ {{\mathbf c}_{h}} \\ {{\mathbf c}_{H}} \\ {{\mathbf c}_{R}} \\ \end{matrix} \right]}^{T}}\left[ \begin{matrix} {} & {} & {} & {} \\   {} & {} & {} & {}  \\   {} & {} & \mathbf K_{HH}^{H} & {}  \\ {} & {} & {} & {} \\ \end{matrix} \right]\left[ \begin{matrix} \underline \\ {{\mathbf d}_{h}} \\ {{\mathbf d}_{H}} \\ {{\mathbf d}_{R}} \\ \end{matrix} \right]$$

Taking a look at$$\displaystyle \mathbf K_{HH}^{H}$$, a 3x3 matrix, the top H is a conductance contribution from $$\displaystyle {{\text{ }\!\!\Gamma\!\!\text{ }}_{H}}$$, the first lower H is the rows $$\displaystyle {{\eta }_{H}}$$ and the second H is the columns $$\displaystyle {{\eta }_{H}}$$. [[media: Fe1.s11.mtg41.djvu| Page 41-8]] From [[media: Fe1.s11.mtg41.djvu|(2) p. 41-4]]:

$$\displaystyle \underset{\text{ }\!\!\Omega\!\!\text{ }}{\overset – {\mathop \int }}\,wfd\text{ }\!\!\Omega\!\!\text{ }={{\left[ \begin{matrix} \underline{{{\mathbf{c}}_{E}}} \\ {{\mathbf{c}}_{h}} \\ {{\mathbf{c}}_{H}} \\ {{\mathbf{c}}_{R}} \\ \end{matrix} \right]}^{T}}\left[ \begin{matrix} F_{E}^{f} \\ F_{h}^{f} \\ F_{H}^{f} \\ F_{R}^{f} \\ \end{matrix} \right]$$

From [[media: Fe1.s11.mtg41.djvu|(2) p. 41-4]]:

$$\displaystyle -\underset{\overset – {\mathop \int }}\,whd{{\text{ }\!\!\Gamma\!\!\text{ }}_{h}}={{\left[ \begin{matrix} \underline{{{\mathbf{c}}_{E}}} \\ {{\mathbf{c}}_{h}} \\ {{\mathbf{c}}_{H}} \\ {{\mathbf{c}}_{R}} \\ \end{matrix} \right]}^{T}}\left[ \begin{matrix} \underline –  \\ F_{h}^{h} \\ {} \\   {}  \\ \end{matrix} \right]$$

From [[media: Fe1.s11.mtg41.djvu|(2) p. 41-4]]:

$$\displaystyle \underset{\overset – {\mathop \int }}\,wH{{u}_{\infty }}d{{\text{ }\!\!\Gamma\!\!\text{ }}_{H}}={{\left[ \begin{matrix} \underline{{{\mathbf{c}}_{E}}} \\ {{\mathbf{c}}_{h}} \\ {{\mathbf{c}}_{H}} \\ {{\mathbf{c}}_{R}} \\ \end{matrix} \right]}^{T}}\left[ \begin{matrix} \underline –  \\ {} \\   F_{H}^{H}  \\ {} \\ \end{matrix} \right]$$

$$\displaystyle {{F}_{13}}=\begin{matrix} F_{H,13}^{f} \\ \equiv  \\ F_{h,13}^{f} \\ \end{matrix}+F_{h,13}^{h}+F_{H,13}^{H}$$

title: User:Eml5526.s11.team01.roark/Mtg41


text:
The History of the Paralympic Movement in Australia

MOBILE VERSION | PROJECT BLOG | EMAIL LIST

Our first objective is to create at least stub articles on Wikipedia for all Australian Paralympic medalists, their coaches, and pages for Australia at each of the Paralympic Games. At the same time we are scanning images and documents, and creating audio and video for uploading to Wikimedia Commons. In this work we hope to build and sustain a volunteer editing community on Wikipedia and Wikimedia Commons, by engaging existing editors and training new ones. We want to work with this editor community to continuously improve the Wikipedia coverage of Australia at the Paralympics.

The APC has contracted sport historian Murray Phillips at the University of Queensland to participate in this effort, and to compile a Wikibook drawing from the Wikipedia and Commons work, to be called The History of the Paralympic Movement in Australia. This Wikibook will be produced into a printed and bound format as well as the online format.

If you would like to join in on this effort, please find us at the meetings and workshops being organised around Australia, or through the various page links below.

Links

 * HoPAU portal on Wikimedia Outreach
 * HOPAu blog and email list
 * Wikipedia Book: Australia at the Paralympics
 * Wikipedia Book: Australian Paralympians
 * Meetings and Workshops
 * /Media coverage/ – Logging media coverage of HOPAu
 * /Tender/ for the original description and plan for this project.

Wikipedia

 * Recent changes to pages in the category 'Australia at the Paralympics'
 * Recent changes to pages in the category 'Australian Paralympic medalist stubs'
 * Recent changes to pages in the category 'Paralympic gold medalists for Australia'
 * Recent changes to pages in the category 'Paralympic silver medalists for Australia'
 * Recent changes to pages in the category 'Paralympic bronse medalists for Australia'
 * Wikipedia portal: Paralympics articles
 * Recent Changes to the Infobox for Australia in the Paralympics

Wikimedia Commons

 * Wikimedia Commons: Images from the Australian Paralympic Committee

Research

 * /All pages/ – An initial survey of pages on Wikimedia Foundation projects relating to Australia and the Paralympics
 * APC topic list – A list of topics that are possible from some APC records at hand
 * Quality statistics – this revision shows the stats when the this Wikiversity page was created.  this revision shows the stats when the press releases went out.

Recent changes
category=The History of the Paralympic Movement in Australia order=descending ordermethod=lastedit mode=unordered shownamespace=true


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University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg1

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 1: Tue, 24 Aug 10

[[media: 2010_08_24_15_22_30.djvu | Page 1-1]]
- course website, wiki - high-speed trains German transrapid (electromagentic attraction) Japanese MAglev (electrodynamic repulsion) Grench TGV (wheel on rail) Vu Quoc and Olsson 1989 CMAME vehicle/structure interaction, where vehicle is the high speed maglev and the structure is the the flexible guideway

[[media: 2010_08_24_15_22_30.djvu | Page 1-2]]
$$ Y^1(t)= \ $$ nominal position of wheel (w/o guideway definition) $$ S=x^1 \ $$, horizontal coordinate $$u^1 (S,t)= \ $$ axial deformation (displacement) of guideway, where $$t \ $$ is the time parameter $$u^2 (S,t)= \ $$ transverse deformation (displacement) of guideway $$u^2_{,s}:=\frac{\partial u^2(s,t)}{\partial S} \ $$, where := means equal by definition (non symmetric) NOTE: $$ \Delta\ $$ and def are symbols (no direction) $$ A:=B \ $$ means A is defined by B

[[media: 2010_08_24_15_22_30.djvu | Page 1-3]]
$$ A=:B \ $$ means B is defined by A Axial displacement under moving wheel/magnet $$ =u^1(Y^1(t),t) \ $$ Where $$ s=y^1(t) \ $$ General setting: $$ f(S,t) \ $$, where $$ S=Y^1(t) \ $$ where $$ \dot y ^1 = \frac{dY^1}{dt} $$ Where $$ f_{,s}(Y^1,t)=\frac{\partial f}{\partial S} \ $$ and $$ f_{,ss}(Y^1,t)=\frac{\partial ^2f}{\partial S^2} \ $$


text:
University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg11

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 1: Thur,24Aug10

[[media: 2010_09_16_13_50_21.djvu | Page 11-1]]
[[media: 2010_09_14_15_00_52.djvu | HW P.10-4 (continued)]] 2) Assume $$ a_1(x) \ne 0 \forall \ x \ $$, [[media: 2010_09_14_15_00_52.djvu | Eq(8) P.10-3 ]] becomes $$ y'+\frac{a_0(x)}{a_1(x)}y=\frac{b(x)}{a_1(x)} \ $$ Where $$ \frac{a_0(x)}{a_1(x)}= P(x) \ $$ and $$ \frac{b(x)}{a_1(x)} = Q(x) \ $$ from [[media: http://uf.catalog.fcla.edu/uf.jsp?Ntt=king+differential+equations&I=1&Submit=Find&N=20&S=0781249404236215&Ntk=Keyword&V=D&Nty=1#top | K.p.512]] Find expression for $$ y(x) \ $$ in terms of $$ a_0, a_1, b \ $$. 3) $$ a_1(x)=x^2+1 \ $$ $$ b(x)=2x \ $$ $$ a_0(x)=x \ $$ NOTE: [[media: http://uf.catalog.fcla.edu/uf.jsp?Ntt=king+differential+equations&I=1&Submit=Find&N=20&S=0781249404236215&Ntk=Keyword&V=D&Nty=1#top | cf. to K.p.512]] 1) [[media: http://uf.catalog.fcla.edu/uf.jsp?Ntt=king+differential+equations&I=1&Submit=Find&N=20&S=0781249404236215&Ntk=Keyword&V=D&Nty=1#top | K. etal.]] did not derive expression [[media: 2010_09_14_15_00_52.djvu | Eq.(1)p.10-3]] $$ h(x)=e^{\left [ \int_{}^{x} a_0(s)\, ds \right ]} \ $$ "pulling rabbit out of hat" 2) $$ \oint_{}^{x} f(s)\, ds:= \int_{}^{x} f(s)\, ds \ \equiv \int f(x)\, dx$$ without constant in [[media: http://uf.catalog.fcla.edu/uf.jsp?Ntt=king+differential+equations&I=1&Submit=Find&N=20&S=0781249404236215&Ntk=Keyword&V=D&Nty=1#top | K.2003]]

[[media: 2010_09_16_13_50_21.djvu | Page 11-2]]
Lecture: $$ \int_{}^{x} f(s)\, ds = \int f(x)\, dx+k= \oint_{}^{x} f(s)\, ds+k \ $$ [[media: 2010_09_14_15_00_52.djvu | Eq.(6)p.10-3]] :2 constants $$ k_1 \ $$ and $$ k_2 \ $$ [[media: 2010_09_14_15_00_52.djvu | Eq.(1)p.10-3]] : $$ h(x) \rightarrow \ k_1 \ $$ [[media: 2010_09_14_15_00_52.djvu | Eq.(6)p.10-3]] : $$ \int_{}^{x} h(s)b(s) \, ds \rightarrow \ k_2  \ $$ But [[media: 2010_09_14_15_00_52.djvu | Eq.(5)p.10-2]] is L1_ODE_VC HW: $$ \alpha\ \ $$ Show that $$ k_1 \ $$ is not necessary. HW: $$ \beta\ \ $$ Show [[media: 2010_09_14_15_00_52.djvu | Eq.(6)p.10-3]] agrees with [[media: http://uf.catalog.fcla.edu/uf.jsp?Ntt=king+differential+equations&I=1&Submit=Find&N=20&S=0781249404236215&Ntk=Keyword&V=D&Nty=1#top | K.p.512]], i.e. $$ y(x)=Ay_H(x)+y_P(x) \ $$ HW: $$ \gamma\ \ $$ Find $$ y_H(x) \ $$ independant, i.e. solve $$ y'+a_0y=0 \ $$ $$ \delta\ \ $$ How about $$ y_P(x) \ $$ ? $$ \Rightarrow \ \ $$ Variation fo parameters (later)

[[media: 2010_09_16_13_50_21.djvu | Page 11-3]]
A class of exact N1_ODE: Recall [[media: 2010_09_14_15_00_52.djvu | Eq.(7)p.10-1]] (Case 1) One possibility to satisfy this condition: Consider: Where Eq(6) is a L1_ODE_VC (not necessarily exact, but can be made exact: integrating factor method) Application: Consider $$ a(x)= x^4 \ne \ b(x)= x \Rightarrow \ \bar b \ (x) = \frac{1}{2}x^2 \ $$ $$ k=10 \ $$ F09: Find $$ h(x) \ $$ such that Eq.(7) is exact

[[media: 2010_09_16_13_50_21.djvu | Page 11-4]]
Question: But Eq.(6)p.11-3 is linear! Find N1_ODEs that are exact or can be made exact by integrating factor method.


text:
University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg3

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 3: Thur, 26 Aug 10

[[media: 2010_08_26_14_53_13.djvu | Page 3-1]]
NOTE: - page numbering 3-1 defined as meeting number 3, page 1 - T = torque [[media: 2010_08_24_15_22_30.djvu | Fig.p.1-1]] - HW* [[media: 2010_08_26_13_57_13.djvu | Eq.(3)P.2-1]] : "Ordinary" Differential Equation (ODE) order = highest order of derivative Nonlinearity = What is linearity? ; use intuition for now, formal definition soon. System has 3 unknowns: $$ y^1(t) \ $$ $$ u^1(s,t) \ $$ $$ u^2(s,t) \ $$ $$ \equiv \ $$ Partial Differential Equations (PDE) 3 equations are coupled $$ \Rightarrow \ \ $$ Numerical Methods Simplify for analytical solution [[media: http://clesm.mae.ufl.edu/~vql/pdf/jam.1989.vuquoc.olsson.pdf| Ref:VQ&O 1989]] 2nd Order $$ \rightarrow \ \ $$ 2nd Order nonlinear $$ \rightarrow \ \ $$ linear unknown varying coefficient $$ \rightarrow \ \ $$ known varying coefficient

[[media: 2010_08_26_14_53_13.djvu | Page 3-2]]
Note: Math structure of coefficient $$ c_i(Y',t) \ $$ for $$ i=0,1,...3 \ $$ is known, but not their values until $$ u^1 \ $$ and $$ u^2 \ $$ are known (solved for) General structure of Linear 2nd order ODEs with varying coefficients (L2_ODE_VC) where $$ y''=\frac{d^2y}{dx^2} \ $$ $$ x= \ $$ independant variable $$ y(x)= \ $$ dependant variable (unknown function to solve for) Many applications in engineering are a result of solving PDEs by separation of variables. Some examples include, but are not limited to: Heat, Solids, Fluids, Acoustics and electrmagnetics. Examples of these types equations are: the Helmholz equation: $$ \Delta\ X+k^2X=0 \ $$ and the Laplace Equation: $$ \Delta\ X=0 \ $$ [[media: Egm6321.f09.mtg28.djvu| Ref F09 Mtg.28]], [[media: Egm6321.f09.mtg29.djvu| Ref F09 Mtg.29]] , [[media: Egm6321.f09.mtg30.djvu| Ref F09 Mtg.30]]

[[media: 2010_08_26_14_53_13.djvu | Page 3-3]]
In 3_D, $$ x=(x_1,x_2,x_3) \ $$ Where the lowercase $$ x \ $$ in the first term $$ X(x) \ $$ is defined as $$ x=(x_1,x_2,x_3) \ $$ and $$ X_1(x_1)X_2(x_2)X_3(x_3) \ $$ is the separation of variables Where $$ \xi\ \ $$ in the first term $$ X( \xi\ ) \ $$ is defined as $$ \xi\ =( \xi\ _1, \xi\ _2, \xi\ _3) \ $$ and $$ X_1( \xi\ _1)X_2( \xi\ _2)X_3( \xi\ _3) \ $$ is the separation of variables Separated equations for $$ i=1,2,3 \ $$

[[media: 2010_08_26_14_53_13.djvu | Page 3-4]]
Simplify: $$ \xi\ _i \rightarrow \ x \ $$ $$ X_i ( \xi\ _i) \rightarrow \ y(x) \ $$ $$ g_i ( \xi\ _i) \rightarrow \ g(x) \ $$ $$ f_i ( \xi\ _i) \rightarrow \ a_0(x) \ $$ [[media: 2010_08_26_14_53_13.djvu | Eq.(3)p.3-3]]: Where $$ \frac{g'(x)}{g(x)} = a_1(x) \ $$ Particular case of [[media: 2010_08_26_14_53_13.djvu | Eq.(1)p.3-2]] Linearity: Let $$ F(.) \ $$ be an operator. $$ u \ $$ and $$ v \ $$ are 2 possible arguments (could be functions) of $$ F(.) \ $$ $$ F( \alpha\ u+ \beta\ v = \alpha\ F(u) + \beta\ F(v) \ $$ Where $$ \alpha\ \ $$ and $$ \beta\ \ $$ are any arbitrary number.


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User:EGM6341.s11.TEAM1.WILKS/s11Mtg17

=EGM6321 - Principles of Engineering Analysis 1, Fall 2010= Mtg 17: Wed,29Sept10

[[media: 2010_09_29_07_17_06.djvu | Page 17-1]]
Recall: [[media: Egm6321.f09.mtg16.djvu | Eq.(1)p.16-1]] : [[media: Egm6321.f09.mtg16.djvu | p.16-1]]: If $$ h=k_1 \ $$ (constant) $$ \Rightarrow \ \ $$ Eq.(1) is satisfied, i.e., h-constant is one solution  of Eq.(1). HW: Question: Without assuming a priority that h=constant, discuss the search for the solution of Eq.(1). Application: Generate exact N2_ODEs (reverse engineering) Method: 1) Select: Where $$ p=y' \ $$ Then 2): Example 1) $$ \phi\ (x,y,p) = 4x^5p^2+2x^2y \ $$, see [[media: Egm6321.f09/Lecture_plan | F09]] for details Example 2) $$ \phi\ (x,y,p) = 3p^5 \cos x^2+2xy^3=k \ $$ $$ \phi\ _x = 3p^5 (-\sin x^2) (2x)+2y^3 \ $$ $$ \phi\ _y = 6xy^2 \ $$

[[media: 2010_09_29_07_17_06.djvu | Page 17-2]]
N2_ODE (exact): Eq.(3)p.17-1 $$ \Rightarrow \ \ $$ [[media: Egm6321.f09.mtg15.djvu | Eq.(2)p.15-2]], [[media: Egm6321.f09.mtg15.djvu | Eq.(3)p.15-2]] , [[media: Egm6321.f09.mtg15.djvu | Eq.(4)p.15-2]] Where $$ \phi\ _p = f \ $$ and $$ \phi\ _yy'+ \phi\ _x =g \ $$ Where $$ (15p^4 \cos x^2) = \phi\ _p \ $$ and $$ (6xy^2) = \phi\ _y \ $$ and $$ \left [ -6xp^5 \sin x^2+2y^3 \right ] = \phi\ _x \ $$ Show above N2_ODE (Eq.(3)) is exact. Exact condition 1: $$ f= \phi\ _p=15p^4 \cos x^2 \ $$ $$ g= \phi\ _y y'+ \phi\ _x = (6xy^2)y'+ \left [ -6xp^5 \sin x^2 + 2y^3 \right ] \ $$ Exact condition 2: HW

[[media: 2010_09_29_07_17_06.djvu | Page 17-3]]
Find first integral $$ \phi\ \ $$ :

Where you must find $$ h(x,y) \ $$ using $$ g \ $$ and $$ f(x,y,p) = 15p^4 \cos x^2=3p^5 \cos x^2 \ $$ $$ g= \phi\ _yy'+ \phi\ _x \Rightarrow \ \ $$, where $$ y'=p \ $$ 2 choices

title: User:EGM6341.s11.TEAM1.WILKS/s11Mtg17


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University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg23

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 23: Tue,12Oct10

[[media: 202010_10_12_15_02_11.djvu | Page 23-1]]


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University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg25

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 25: Thur,14Oct10


text:
University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg29

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 29: Tue, 26Oct10


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User:EGM6341.s11.TEAM1.WILKS/s11Mtg27

=EGM6321 - Principles of Engineering Analysis 1, Fall 2010= Mtg 27: Thur, 21Oct10

title: User:EGM6341.s11.TEAM1.WILKS/s11Mtg27


text:
University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg31

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 31: Thur, 28Oct10


text:
University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg33

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 33: Thur, 4Nov10

[[media: 2010_11_04_13_57_39.djvu | Page 33-1]]


text:
University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg35

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 35: Fri, 5Nov10


text:
University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg37

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 37: Wed, 10Nov10


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University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg39

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 39: Thur, 11Nov10


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University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg41

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 41: Tue, 30Nov10


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University of Florida/Egm6341/s11.TEAM1.WILKS/Mtg45

EGM6321 - Principles of Engineering Analysis 1, Fall 2010
Mtg 45: Fri, 3Dec10

[[media: 2010_12_01_16_31_38.djvu | Page 45-1]]


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The History of the Paralympic Movement in Australia/All pages

A survey of existing articles that relate to Paralympics in Wikipedia, Wikimedia Commons, Wikibooks, Wikinews and Wiktionary. This data collection was done by Laura Hale.

Wikimedia Commons
Paraylympic Related Images


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Journalism studies and Wikinews

Over the Autumn Session of 2011, a University of Wollongong Investigative Journalism course assigned students to write, review and attempt to get stories published on Wikinews. It was found that Wikinews was effective for improving participant engagement and motivation, and for enhancing the quality of submissions. Wikinews review and editorial processes assisted with assessment and moderation, and students were observed engaging in and reflecting on the real-world problems and issues of the profession as a result of the assignment. The workload of the course coordinator and assessor was shared by the Wikinews volunteer reviewers, but those reviewers - while happy to assist in this instance, voiced concerns at the sudden increase in their workload and suggested that the University expand their engagement with Wikinews to address this issue. Work continues, and it is proposed that post graduate courses set review and editorial work within Wikinews as assignments, thereby expanding Wikinews capacity to take submissions generally, and especially when undergraduate journalism course submissions come in.

Project coordinators

 * David Blackall University of Wollongong subject coordinator
 * Leigh Blackall Concept developer and support
 * Brian McNeil Wikinews contact and support

Links

 * Blackall, D. Blackall, L. McNeill, B (2012) Wikinews – a safe haven for learning journalism, free of the usual suspects of spin and commercial agendas. Refereed Proceedings of the Australian and New Zealand Communication Association conference: Communicating Change and Changing Communication in the 21st Century, ISSN 1448-4331, available at: http://www.anzca.net/past-conferences/past-conf-index.html
 * Copy on Google Docs
 * Assignment distributed to Wollongong students
 * Category of 2011 student work on Wikinews
 * Category of 2013 student work on Wikinews

Abstract
From "Wikinews – a safe haven for learning journalism, free of the usual suspects of spin and commercial agendas," Refereed Proceedings of the Australian and New Zealand Communication Association conference: Communicating Change and Changing Communication in the 21st Century, ISSN 1448-4331.

Online distributed and networked voluntary journalism, across all media, is attracting attention as an alternative news service - offering situated, active, learning opportunities for emerging journalists. The internationally oriented journalism site Wikinews is positioned to offer high-quality learning in newswriting; while emphasizing ethics, reliability and therefore accuracy. Wikinews also offers opportunities for supported production and learning in the converged media context for original investigative journalism across the print, audio and visual formats.

This paper reviews the assignment processes in two 2011 undergraduate subjects in journalism, where Wikinews was used for publishing and assessment. Wikinews was effective for improving student engagement, motivation, quality and reflection, which greatly assisted assessment and moderation. Students were observed engaging in and reflecting on the real-world problems and issues of the profession, with several reporting their higher levels of motivation and understanding. This culminated not only in the publishing of international news stories, but also saw to improvements in writing care and quality, drawing from the open source peer review and the publishing processes of Wikinews.

Reflections from coordinators
From the point of view of one of the "senior editors" on Wikinews, the most troublesome concern over a significant number of students being assigned to publish on Wikinews is that the project has a small core of contributors and reviewers. Being myself in full-time employment in addition to contributing to Wikinews and carrying out administrative duties, I felt I was not able to devote sufficient time to constructively critiquing student work; however, I would argue students would face the same lack of mentoring in a first placement with any mainstream publisher.
 * Brian McNeil

Going into this project, I had no experience with editing Wikinews, or any other MediaWiki for that matter. I was however, attracted to the principles of the project, and impressed by the policies and processes in place at Wikinews. Brian's responsiveness to our enquiries was particularly encouraging, and I thank him very much for his support throughout this pilot. I particularly note his concerns for the workload placed on the Wikinews volunteers, and we must consider what can be done to minimize this, while at the same time working to expand that volunteer base so that Wikinews can continue and grow.
 * David Blackall

Additionally, through numerous conversations with Leigh, I've become inspired at the prospect of using Wikinews and Wikiversity to set up open courses, with robust assignments, that theoretically at least, make it possible for more people to learn the skills of journalism, and perhaps even reduce the cost of obtaining a formal qualification, if that were needed. To this end, I've been working with Leigh, developing my skills in the use of these wikis, to prepare and publish another course on Video journalism. I will be running this subject in 2013, and look forward to seeing if our ideas have a chance of flourishing.

As an educational designer working in universities, I'm looking for ways to make the boundaries between formal and informal education more permeable. In proposing this project, it seemed to me that if Journalism students were being asked to prepare news stories, that there would be benefit in them being asked to publish their news stories on a channel like Wikinews. When we investigated the viability of this idea, we came to see Wikinews as an ideal extension to the assignment, given the strict diligence to verifiable sources and copyright outlined in the projects policies, and demonstrated in practice. We realised that it would be a real challenge for the students to successfully publish a story to Wikinews. I also wondered if the Wikinews platform and processes might be a way to effectively reduce the marking workload of the course assessor, if that diligence in the Wikinews editorial could be sustained and trusted. Facing the reality of the impact this project had on the Wikinews volunteers, it occurs to me that we must also develop a post graduate course with assignments in Wikinews review and editing, so to assist to develop and sustain the project.
 * Leigh Blackall

Recent changes
category=Journalism studies and Wikinews order=descending ordermethod=lastedit mode=unordered shownamespace=true

title: Journalism studies and Wikinews


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User:Vigorous action

Vigorous action/home

SUL

title: User:Vigorous action


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Paideia High School/Biographical Sketches by Thomas Jefferson

"Biographical Sketches" by Thomas Jefferson is a Paideia Unit Plan. These guidelines address teachers for the purpose of guiding instruction. See Paideia Learning Plan for the student's point of view.

Column One
Column One teaching and learning should make up about 10% to 15% of the total scheduled instructional time. It is didactic in nature and uses teacher lectures, text books or other didactic instructional materials, and questioning appropriate to this mode of education. Teaching in this mode encompasses of three facets: Exoridium, Interpretation, and Erudition.

Exordium
The Exordium is the teacher's didactic introduction to the work that is the subject of a Paideia Unit Plan. This introduction consists of both an oral and physical (or electronic) presentation of the work. For longer works, the teacher may limit the oral presentation to key parts of the work. The teacher should read texts live distinctly, accurately, and intelligently. Other works should be orally presented similarly as appropriate to the type of work. In addition, the teacher should provide high quality audio and video recordings of works if possible. Students should have a consumable print copy of the work both electronically and in hard-copy if possible.

Oral Presentation

 *
 *

Written Presentation

 *
 *
 *

Interpretation
Textual Interpretation refers to the teacher's didactic analysis of a written work in terms of the four major questions a demanding reader should ask of a text. Using the term work instead of book, these questions are: (1) What is the text about as a whole? (2) What is being said in detail, and how? (3) Is the text true, in whole or part? and (4) What of it? The Exordium begins to answer the first question because it introduces the whole text both orally and in writing (although the oral presentation may be limited in the case of longer works). It is in the Interpretation stage of Column One instruction that the teacher didactically begins to thoroughly unlock the second question. The third and fourth questions are relevant to Interpretation, but question two receives most of the teacher's attention. It is only when the student begins Column Two activities that a fuller grasp of questions three and four begins to mature in the student's mind. Consistent with the purpose of Column One instruction, the teacher is simply introducing elements of proper interpretation for the student to build on during Column Two and Column Three learning.

These questions can be appropriately modified for analysis of a work in science, mathematics, or the fine arts. Analysis of these types of works proceeds in a manner analagous to that of a text. Inasmuch as imaginative literature can be considered a work of fine art, the analogies drawn in Adler's and Van Doren's How to Read a Book can serve as a guide to other types of works too.

Interpretation of  or
In textual interpretation, the teacher didactically presents the author's key terms in the stage of Interpretation of Words and Terms. In addition, the teacher anticipates unfamiliar general vocabulary. These words and terms are given didactically, either orally or in writing, or both, but the task of interpreting is a Column Two skill of learning that the teacher must coach. Consequently, the purpose of this Column One stage is merely to point out key terms and potentially unfamiliar terms. The student must learn how to interpret. Again, this planning can be adapted to other kinds of works.

Interpretation of Key Terms
The key terms are those few words or phrases the author uses in unique, special, or important ways. . In the Column Two stage, students are coached both to find these key terms and to "unlock" them on their own. This skill is essential to analytical reading. In this Column One stage, however, the teacher points out a list of such terms. Students should understand that this listing is not necessarily exhaustive. In addition, the teacher provides students with a handful of these terms worked out in detail for consideration; it should consist of about three to five terms.
 *
 *
 *

General Vocabulary
The teacher may anticipate general unfamiliar vocabulary and point out the more difficult words either orally or in writing or both. However, defining words using context, a dictionary, or a knowlegable friend or adult (including the teacher) is a Column Two skill that must be coached. Teachers must help students build good habits of knowing the meanings of words. Dictionaries, in both electronic and book form must be available, and students must be taught how to use them. They must also be taught how to ask for definitions--a perfectly acceptible life skill commonly used by demanding readers!

 *
 *
 *

Note: If the teacher points out words in anticipation of their potential difficulty, this should be done in context by giving citations or electronically highlighting the words.

Interpretation of Sentences
One point of didactic interpretation at the level of interpreting sentences is to use grammar to get at the author's meaning. As with interpreting words and terms, this level of interpretation is also a Column Two skill that must be coached. Consequently, at the Column One didactic level, a teacher should choose a handful of the most difficult sentences in the text for demonstration. The teacher will always unlock the grammar of a few important and more difficult sentences for students independent of whether these sentences are key premeses to an argument. As appropriate to the text, a teacher should also consider demonstrating the grammar of sentences that work together as propositions in the author's most important arguments.

Another important point is to demonstrate the meter and prosody in both poetry and prose texts. This aim is in great danger of being completely overlooked or forgotten in a world where oral reading is not nearly as common as it once was. Nevertheless, great speechs often succeed in part because the author understands prosody. Lincoln's Gettysburg Address and King's I Have a Dream serve as striking examples. The teacher should select sentences or versus to demonstrate both meter and rhythm.

 * :
 * : <etc.>
 * <Third Sentence>: <explanation of meter and rhythm, consideration of overall prosody>
 * <Fourth Sentence>: <etc.>

Interpretation of Passages
At the level of passages, the full trivium (grammar, logic, and rhetoric) come into play. First, a teacher should choose one or two of the author's most important arguments for a demonstration of how to use logic as a key to interpreting a text. Next, the teacher should select several passages to demonstrate how they conform (or not) to rhetorical, poetical, and sylistic rules. These rules, of course, must be didactically taught as prerequisites to interpretation of texts.

 * <Argument>: <demonstration of both the grammar of the sentences comprising premeses and of the concluding proposition along with the logic of the argument followed by an explanation of how the arguments help to unravel the author's meaning>
 * <Passage Illustrating Rhetorical Rules>: <demonstration of the rhetorical rules and their value in the success of the author's purpose>
 * <Passage Illustrating Poetical Rules>: <demonstration of the poetical rules and their value in the success of the author's purpose>
 * <Passage Illustration Stylistic Rules>: <demonstration of the stylistic rules and their value in the success of the author's purpose>

Erudition
Erudition refers to all manner of background information assumed by or necessary to understanding or fully appreciating the text.

<Note that these categories are presented alphabetically for ease of organization>

Anthropological References

 * <information relevant to anthropological issues and discoveries--include citations--delete if not used>

Antiquarian References

 * <information about references to things no longer commonly understood because of their situation in ages past--include citations--delete if not used>

Archaeological References

 * <information about details related to archaeological discoveries--include citations--delete if not used>

Biographical References

 * <information about the author--always include>
 * <information about other textual references to important people--include citations--delete if not used>

Cultural References

 * <information and links to cultural references--include citations--delete if not used>

Ethical References

 * <information and links to ethical references--include citations--delete if not used>

Geographical References

 * <links to relevant maps--delete if not used>
 * <information relevant to geographical references--include citations--delete if not used>

Historical References

 * <information and links to historical references--include citations--delete if not used>

Mathematical References

 * <information and links to mathematical references--include citations--delete if not used>

Political References

 * The British treaty (Jay's Treaty) http://en.wikipedia.org/wiki/Jay_Treaty

Religious References

 * <information and links to religious references--include citations--delete if not used>

Scientific References

 * <information and links to scientific references--include citations--delete if not used>

Column Two
Column Two teaching consists of coaching. This mode of instruction aims at helping students to form habitual skills in the language, scientific, and fine arts. Thus, a teacher must correct students as they practice listening, speaking, reading, writing, observing with the senses unaided, observing with the aid of scientific apparatus, measuring, estimating, calculating, and exercising dexterity in the musical and visual arts. Each of these arts in turn rely upon the aquisition of fine and gross motor, imagination, and memory skills. These rules for developing Paideia Unit Plans address teachers. For their counterpart written for students, see Paideia Learning Plan.

Column Two learning comprises 65% to 75% of scheduled learning time. It's chief charactaristic is student activity. Students must be practicing some skill or skills while the teacher corrects him or her. While athletic coaching is an obvious example of this type of instruction, debate coaching, directing a drama, art instruction, and piano lessons also represent coaching. In order to coach well, a teacher must have a repertoire of activities carefully designed to exercised desired skills. Additionally, the teacher must have a clear idea of how to correct the skills as students practice them to ensure their habitual formation.

Mnuemonic Skills
<consider this category for every unit>

Listening Skills

 * <links to additional quality recordings--include citations--delete if not used>
 * <information relevant to listening for grammatical, logical, rhetorical, poetical, and stylistic elements of the work--include citations--delete if not used>

Speaking Skills

 * <imitation of quality oral readings--should be a part of every unit>
 * <recitations from memory--should be some part of every unit>
 * <oral presentations of written work--should be a part of most units>
 * <class discussions--should be a part of every unit>
 * <recitation of the rules of reading from Adler's and Van Doren's How to Read a Book or similar rules>

Reading Skills

 * <read hard-copy with a pencil in hand--always!>
 * <marking up a text both with a pencil and electronically>
 * <inspectional reading notes as taught in Adler's and Van Doren's How to Read a Book>
 * <analytical reading notes as taught in the same work>

Writing Skills

 * <Choose phrases from text and express them in different ways>
 * <Reconstruct a previously disarranged passage from the text>
 * <Compose verses or lines in imitation of the author>
 * <Change a passage or poem of one kind into another kind>
 * <Imitate a passage>
 * <Write a composition imitating the author>
 * <Translate sentences or passages into Latin or another language>

Seminar Question Writing Guidelines
The following table serves to guide teachers in understanding the types of questions that guide good seminars and how to write them. Good seminars follow the general structure given by Mortimer Adler and Charles Van Doren in their classic How to Read a Book published by Simon & Schuster in 1972. Column one gives the four main questions that a demanding reader should ask of any book. These questions guide the types of questions and the purpose of each type used in good seminars. The last column serves to illustrate questions that might be asked of The Declaration of Independence, The Gettysburg Address, or Hamlet. This table could be easily adapted for any work of fine art like a painting or a musical score.

Specific Seminars
<Include written plans of actual seminars that have been conducted here.>


text:
User talk:Rodbourn

 Hello Rodbourn, 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! -- Devourer09 ( t · c ) 20:15, 24 May 2011 (UTC)

title: User talk:Rodbourn


text:
User talk:Faycal.09

Welcome
 Hello Faycal.09, 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! Cirt (talk) 20:48, 24 May 2011 (UTC)

-- Cirt (talk) 20:48, 24 May 2011 (UTC)

title: User talk:Faycal.09


text:
User talk:Roggertare

Welcome
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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! Cirt (talk) 20:52, 24 May 2011 (UTC)

-- Cirt (talk) 20:52, 24 May 2011 (UTC)

title: User talk:Roggertare


text:
User talk:Mikmeg

Welcome
 Hello Mikmeg, 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! Cirt (talk) 20:52, 24 May 2011 (UTC)

-- Cirt (talk) 20:52, 24 May 2011 (UTC)

title: User talk:Mikmeg


text:
User talk:L2Learner

Welcome
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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! Cirt (talk) 20:52, 24 May 2011 (UTC)

-- Cirt (talk) 20:52, 24 May 2011 (UTC)

title: User talk:L2Learner


text:
User talk:Lorenzo Flores~enwikiversity

Welcome
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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! Cirt (talk) 20:52, 24 May 2011 (UTC)

-- Cirt (talk) 20:52, 24 May 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:14, 19 April 2015 (UTC)

title: User talk:Lorenzo Flores~enwikiversity


text:
User talk:Mms.sultanpur

Welcome
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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! Cirt (talk) 20:52, 24 May 2011 (UTC)

-- Cirt (talk) 20:52, 24 May 2011 (UTC)

title: User talk:Mms.sultanpur


text:
User talk:Crudebyte

Welcome
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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! Cirt (talk) 20:52, 24 May 2011 (UTC)

-- Cirt (talk) 20:52, 24 May 2011 (UTC)

title: User talk:Crudebyte


text:
User talk:Teerapat157

Welcome
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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! Cirt (talk) 20:52, 24 May 2011 (UTC)

-- Cirt (talk) 20:52, 24 May 2011 (UTC)

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title: User talk:Teerapat157


text:
User talk:Sakthiboominathan

Welcome
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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! Cirt (talk) 20:52, 24 May 2011 (UTC)

-- Cirt (talk) 20:52, 24 May 2011 (UTC)

title: User talk:Sakthiboominathan


text:
User talk:Alex loves you

 Hello Alex loves you, 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! -- Devourer09 ( t · c ) 21:20, 24 May 2011 (UTC)

title: User talk:Alex loves you


text:
User talk:BBrookins55

 Hello BBrookins55, 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! -- Devourer09 ( t · c ) 21:24, 24 May 2011 (UTC)

title: User talk:BBrookins55


text:
Climate control/An artificial " tornado" to supplant the real thing

The title should properly be: The Containment of Small Scale Intensive Meteorolgical Events - Tornados

A practical and theoretical research project into controlling tornados " twisters " by supplanting the real thing with an artificial tornado: Given that the natural weather event, the tornado, is a comparatively small scale but very intense meteorological system, then it may be feasible to induce the occurrence of a tornado using a machine - an impellor - to create a vortex where atmospheric conditions indicate the imminence of an actual tornado. Such a device would make the tornado happen that had previously been forecast. The impellor might resemble the first stage of the early design [Frank Whittle, British inventor and pioneer of jet engines, 1946] of the jet engine but without the second gas turbine stage. This would take air at ground level around the periphery and impart a rotation to the upward stream of air in the same rotational sense and upward speed as that of a natural tornado. The area around the machine would need to be clear of every obstruction within a radius of several meters, but could have spiral ridges converging on the vertical axis of the device but following the streamlines of the winds encircling an actual tornado. However, the location of the vortex tube would be fixed to that of the impellor. This would be an active device requiring at least an initial input of energy to drive the turbine or impellor to create a rotating mass of air that would be forced at very high speed in the upward direction. An electric induction motor would rotate the impellor until the energy of the tornado caused the induction motor to become a source of electrical power, generating electricity. The power for the electric motor would be generated in situ, and not rely on the public utility.

The success of such a machine would depend crucially on the creation of a point of minimum aerodynamic energy in the vicinity of the machine thereby constraining the tornado to the place where the machine was operating. and in a few hours or days the energy of the tornado would have harmlessly dissipated.

A passive device might also be feasible.

The active version of the device could have a dual function that of an air turbine producing electricity whenever the wind speed exceeded five meters per second up to a designed one hundred meters per second and whenever the atmospheric state indicated that a tornado was about to occur then this air turbine could be automatically reconfigured into a machine that would actively contain the tornado. Since remote control would be in use, no one would be put in the least danger.

The stages would be:
 * 1) Extension of mathematical models of tornados to include active inputs of energy.
 * 2) Running the mathematical models on a computer.
 * 3) Analysis of the results.
 * 4) Practical lab experiments.
 * 5) Building a prototype.

If the feasibility of such a machine is verifiable, then an area of several km radius could be protected from tornados permanently. However, if after the third stage the concept was seen to be unviable and totally impracticable then the research work could be salvaged, recorded and then abandoned.

At the outset, very tentative theoretical research would greatly minimize the use and identify at an early stage the likelihood of success of the undertaking.

The dimensions of either device would be of the same order as the diameter of the vortex of a natural tornado at ground level.

A real tornado in the proximity of such a device might become confined to the location of the device.

Laboratory scale vortices [vortexes] in suitable fluids would establish the optimum size and parameters of such devices but especially confirm the stability of the vortex with respect to position.

If such devices could be proved and perfected, then the destruction caused by tornados would become a footnote in history. It might also prove possible to steer a tornado to a certain place where it can be controlled, since the tornado is in more or less neutral equilibrium with respect to translational displacements along the ground.

One such machine or device could be placed at the vertex of an equilateral triangle of base measuring a few kilometers [Br. kilometres] in regions that are prone to frequent tornados. In this way, places having valuable agriculture or a relatively high population density could be protected. Having done the research, the control of tornados should be well within the capability of modern technologies but the cost of such devices would have to be relatively small compared to the economic loss caused by such events. Almost needless to say, the theoretical and practical laboratory research work on the feasibility of such machines must always precede the use of serious money and resources.

The concept is to feed energy into the tornado amplifying the intensity of the encircling air stream around the tube so causing the tornado to stay in one place instead of wandering on a trail of destruction. This concept would need theoretical validation in the first instance.

A practical arrangement is a vertically mounted cylinder and around the periphery there are vertically set curved blades disposed at a suitable pitch co-axial with an inner cylinder having blades of complementary pitch, the two contra - rotating cylinders being connected by an epicyclic gear [explained in Wikipedia]. This would generate electricity most of the time. At times where a tornado was expected, the electricity generator would be supplied with electric power and drive the cylinders that would act as an impellor to impart continuous upward motion and circular movement to a mass of air.SHAWWPG19410425 17:16, 9 June 2011 (UTC)

The air turbine principle could be verified and then the efficiency estimated using a small plastic scale model turbine set in a wind tunnel. The total power would be proportional to the area of the outer cylinder presented to the wind. This is measured by the height of the cylinder times the diameter. A cylindrical turbine of large diameter in relation to the height is clearly much more stable. The direction from which the wind came is immaterial. It is the asymmetry of the blades around the cylinder that is expected to cause the cylinder to rotate. This would be proved experimentally on a scale model. The purpose of having a contra - rotation is to greatly improve the efficiency of the wind turbine function. One cylindrical rotor would be sufficient. The area as measured above of a final prototype could be similar to the area swept out by a conventional horizontally mounted wind turbine.

Such a dual purpose turbine could pay for itself and protect the property in the vicinity.SHAWWPG19410425 17:16, 9 June 2011 (UTC)

Study by SHAWWPG19410425SHAWWPG19410425 07:52, 8 June 2011 (UTC)


text:
User:RantarouKotobuki

 * ja:User:寿蘭太郎
 * wikt:ja:User:寿蘭太郎
 * w:ja:User:寿蘭太郎

 * w:User:RantarouKotobuki
 * wikt:User:RantarouKotobuki

title: User:RantarouKotobuki


text:
The History of the Paralympic Movement in Australia/List of priority topics

 * 1996 (Atlanta)
 * 2000 (Sydney)
 * 2010 (Vancouver)


text:
The History of the Paralympic Movement in Australia/List of contributors

 * Laura Hale - Researcher, librarian, primary source materials, writer
 * Graham87 - Disability (vision) consultant, reviewer, community support
 * Leigh Blackall - Project management, communications, community support
 * John Vandenburg - Advisor, community support, reviewer

Editors nominated by early members of the team

 * Courcelles - Notability issues, community outreach, article review
 * Nick-D - Sourcing issues, Australian content, Australian community outreach
 * Hawkeye7 - Sourcing issues, Australian content, Australian community outreach
 * Rebecca - Community outreach, review, Australian content
 * Bib - Editing, sourcing issues
 * Andjam - Editing, Australian content

Creators of paralympic related Wikipedia articles
Below is a list of Wikipedia Users who have created 3 or more articles that relate to Australian Paralympics:

 * Zanimum (Nicholas Moreau) created:
 * Louise Sauvage
 * Eliza Stankovich
 * Christie Dawes
 * Waacstats (Neil Edwards) created:
 * Richard Colman
 * Lisa McIntosh
 * Lee Cox (athlete)
 * Kerrod McGregor
 * Julie Smith (athlete)
 * Evan O'Hanlon
 * Christine Wolf
 * Brad Scott (Paralympian)
 * Aaron Chatman
 * CloCkWeRX created:
 * Sarnya Parker
 * Neil Fuller
 * Anthony Clarke (judoka)
 * Andjam created:
 * Scott Adams (skier)
 * Michael Milton
 * Australia at the 2006 Winter Paralympics
 * Bib created:
 * Australia at the 1984 Winter Paralympics
 * Australia men's national wheelchair basketball team
 * File:Australian Paralympic Committee logo.png
 * Frank Ponta
 * User:Aridd created:
 * Tim Sullivan (athlete)
 * Siobhan Paton, Lisa Llorens
 * Elizabeth Kosmala
 * Australia at the 2010 Winter Paralympics
 * Australia at the 2008 Summer Paralympics
 * Australia at the 2000 Summer Paralympics


text:
User talk:RantarouKotobuki

Welcome
 Hello RantarouKotobuki, 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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 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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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! Cirt (talk) 00:43, 25 May 2011 (UTC)

-- Cirt (talk) 00:43, 25 May 2011 (UTC)

title: User talk:RantarouKotobuki


text:
User talk:Baiji

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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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! Cirt (talk) 00:44, 25 May 2011 (UTC)

-- Cirt (talk) 00:44, 25 May 2011 (UTC)

title: User talk:Baiji


text: Journalism studies and Wikinews/Articles


text: Journalism studies and Wikinews/Lectures


text:
English Language Reference Desk/Archives/2011

Q
Is it correct to use " an empty glass of water" ?

 * No. You could say "an empty water glass", meaning one normally used for water, but now empty. StuRat 00:58, 26 March 2011 (UTC)


text:
User:Diane M Phillips/Exploring Neoliberal Modes of Governance and Conceptualizing the Future of University Social Science Research Practice in Australia

Title
Study Working Title: Exploring Neoliberal Modes of Governance and Conceptualizing the Future of University Social Science Research Practice in Australia.

Author: Diane Phillips

Key words: Neoliberalism, Research Governance, Governmentality, Policy, Social Science, Research Practice, Discourse, Power and Dominance.

Quote
"“ Here we seek to describe how power seeps into the very grain of individuals, reaches right inside their bodies, permeates their gestures, their posture, what they say, how they learn to live and work with other people” (Foucault: 1979: 28)"

Overview of the research study
This proposed study, is a qualitative research project which plans to explore, unpack and analyse the Neoliberal ideas that are situated and embodied in research governance and impact on research practice in Universities today. This research project can be classified as a having political, economic and sociological underpinnings. The study will examine the way integrated system of research governance; practice and discourse are constituted as different forms of power and domination in the everyday and how this impacts on research practice. This will be achieved through an analysis of governance structures, policies, events, processes and activities such as focus group and interviews that are considered to be bounded by discourse and practice. The theorists that underpin this research project are based on critical theory, they include Michel Foucault’s Archaeology (2002), Genealogy (1975) and Governmentality (1982/1983) and Dorothy Smith’s Critical Institutional Ethnography (2005).

Neoliberalism in action surfaces as globalization, deregulation and the global marketization of knowledge. In Universities Neoliberalism can be seen as corporatized culture, decentralization of goods and services, outsourcing of public services and the implementation of performance management. It is a space where creativity, entrepreneurship, innovation and commercialisation are key performance indicators that are linked to organisational goals. Neoliberalism surfaces in our daily work as procedures, routines, training and normalisation of ideas. These concepts have been termed ‘new colonization’ (Rose, 1999) or reform that has resulted in institutional changes to; labour, regulation, policy and institutional governance and increased accountability and calculability in Universities. Universities have in place “standards, protocols, and auditing systems that shape conduct at a distance… and are a contemporary forms of ordering in an variety of social domains” (Higgins, Kitto and Larner, 2009: 1). Added to this there appears an increased need for entrepreneurship, innovation and creativity knowledge and skills resulting in changes to institutional and individual’s values, goals, ethics (Marginson, 2009) and behaviour.

Over the last 20 years there has been a great deal of research conducted at the global and broader policy level in higher education and University sectors by many scholars. Simon Marginson’s in his 2010 project titled, Global Creation: Space, Mobility and Synchrony in the Age of the Knowledge Economy, 2010, Jane Keyway’s, Globalising the Research Imagination, 2008, and Elaine Martin Changing Academic Work, 1999 are examples of this body of work. Marginson specifically works from a Structural paradigm that believes humanity can be understood by means of a structure and organisation.

The following scholars have undertaken work from a broader political and governance perspective and their research focuses on how regimes of ordering have impacted on society. Mitchell Dean in Governmentality, Power and Rule in Modern Society, 2009; Nikolas Rose in Powers of Freedom: Reframing Political Thought in1999; and Peter Miller in Political power beyond the State: problematics of government in 2010: Workcover new regimes of governance. These critical scholars sit within a theoretical space where they have applied post Foucauldian, post modern and post structural perspectives. This project too will explore this context from the above ontological space. Epistemologically and methodologically the project will also focus on practice as a vital element of discursive formation to map Neoliberal ideas in research governance and practice in Universities.

To explore this context an ethno-methodological approach will be applied based on Dorothy Smith’s Critical Institutional Ethnography (2005). Smith sates that an ethno-methodological approach is an appropriate method for exploring and analysing the political, economic and social context (1987) or condition in the University sector of higher education. The process will identify Neoliberal thought though literature and theory; observe by means of shadowing; analyse institutional and governmental documentation; conduct interviews and focus groups; collect histories and narratives; reflect in a fieldwork journal; map discourse and practice and connect it to Neoliberal ideas (discursive formation) and finally be reflective and look back into practice (Foucault, 1979) a second time. This approach will determine the regimes of knowledge, modes of ordering, relations of power as the real unseen affects that shape (Foucault, 1979) research governance and practice.


text:
User talk:Wltr22

Welcome
 Hello Wltr22, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Cirt (talk) 06:38, 25 May 2011 (UTC)

-- Cirt (talk) 06:38, 25 May 2011 (UTC)

title: User talk:Wltr22