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CIVICS/Javakheti Case Study

Within the CIVICS project on Socio-economic tools for Integrated Conservation Planning in Multu-ethic South Caucasus, one of the case studies is carried out in the Javakheti region.

Akhalkalaki
The town of Akhalkalaki has a population of 14,600 (when?) and is situated on the Akhlkalaki volcanic plateau at an elevation of 1700 m above sea level.

The district has an area of 1235 km2 at a population of 62,300 (when?) (population density: 49 inhabitants/km2).

official Website

Nimotsminda
Ninotsminda district – Town Ninotsminda with the population of 6000 issituated on the elevation of 1940m above sea level.

History of Javakheti
Javakheti was an important part of the of Kartli Kingdom of Kartli. In the 11th century Akhalkalaki became the center of upper Javakheti, and Tmogvi the center of lower Javakheti. Under the Georgian Kingdom (11th-13th centuries), bridges, churches, monasteries, and royal residences (Lgivi, Ghrtila, Bozhano, Vardzia) were constructed. From the 13th century, Javakheti included the territories of Palakatsio (modern Turkey) and part of Meskheti. In the 15th century, Javakheti was governed by Samtskhe-Saabatago. In the 16th century, it became part of the Ottoman Empire.

The Georgian population of Javakheti was displaced to inner regions of Georgia - part to Imereti, and another to Kartli. Those who remained in the place became Muslims.

As a result of the struggles of the Russian Empire with the Ottomans, Russian authorities settled Christian Armenians and Greeks in the area after 1828. Armenian refugees from the genocide in the Ottoman Empire came in the early 20th century. Also a large number of Russian Doukhobor sect members settled the region.

Akhalkalaki was founded in 1064. Soon the city was destroyed in invasions of the of Georgia. In the 11th century Akhalkalaki became a political and economical centre of Javakheti. Under Ottoman rule, the city became a sanjak centre in Province, Ottoman Empire|Çıldır Eyaleti. The town was known as "Ahılkelek". After the War (1828–1829)|Russo-Turkish War in 1828–1829 the city became part of the Russian Empire. Georgian Muslims were deported to Turkey and Armenians were settled down from the Vilayet Vilayet of Erzurum].

Ecological Background
The region of Samtskhe-Javakheti is located in the south-western part of Georgia. The national park lies on a height of 1900 to 3300 m above sea-level, the whole region is formed by soft, volcanic forms, cones and clicker flows, high mountain meadows and steppes on mountain plateaus and slopes as well as lakes of volcanic origin. Six middle sized natural lakes and 60 small lakes are spread over the entire area with a total surface of 96 km². The Javakheti highland takes the second place in Georgia by concentration of wetland areas and is one of the most important reception basin in Georgia. Like Lake Arpi, the region of Samtskhe-Javakheti has a harsh, mainly continental climate, with temperature between -10 and +15°C. In winter period, the lakes are covered with 30-35 cm of ice. The yearly annual precipitation level varies between 600 and 700 mm. At the region, little sub-alpine forests can be found at 1,800-2,100 m above sea level, east to Kartsakhi Lake, at the northern slope of Childir Range. Birch (Betula litwinowii), aspen (Populus tremula) and rowan (Sorbus aucuparia) form the forests. At the upper edge of sub-alpine forests, (2000 – 2100 m above sea level) pines (Pinus kochiana) can be found.

People of the buffer zone
10 villages with 1732 households are located at the buffer zone of the national park Samtskhe-Javakheti. Traditional activities in Javakheti are animal, partially crop farming and bee-keeping (mostly in the lower eastern part of the region) and the production of related goods. Summer pastures and hayfields are natural resources and traditionally used by locals and farmers coming from other parts of Georgia. Grazing practices in soviet times were non-systemic and still are not today in the region of Javakheti. Like in Lake Arpi, poverty is high in the region. The regions’ infrastructure is weak and the supply of utility grid is poor. In addition prestudy visits have shown, that most families don’t have own cars or a possibility to leave the village for trading or other necessary issues. Also possibilities to work outside agriculture are very limited in the whole region.

Educational Institutions

 * Tbilisi State University opens in 2002 in Akhalkalaki. After 2005 the branch was closed again.

Armenians in Javakheti

 * Background on riots in 2006

Weblinks

 * Review of exsiting information sources on Javakheti Region - Prepared by ICFER

title: CIVICS/Javakheti Case Study


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User:Yuafanda

Hi, my name is Yuafanda Kholfi Hartono. I am 26 years old. I am a Database Administrator. I has been working at East Jakarta, Indonesia.

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

title: User:Yuafanda


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User talk:Mikehicks/enes100/My Work3

You're doing great workJ4knee21 (talk) 12:00, 24 April 2012 (UTC)

week1 p3 grading 1sfoerster (talk) 20:05, 24 April 2012 (UTC)
 * 0/0/0 .. nothing to grade

Were almost there man keep pushing like you have been J4knee21 (talk) 23:52, 28 April 2012 (UTC)

week 2 p3 grading 1sfoerster (talk) 17:32, 1 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 3 p3 grading 1sfoerster (talk) 13:39, 8 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 4 p3 grading 1sfoerster (talk) 20:54, 15 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

title: User talk:Mikehicks/enes100/My Work3


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User talk:Jsunday9/enes100/My Work3

Way to be big man your doing good stuff J4knee21 (talk) 12:01, 24 April 2012 (UTC)

week 1 p3 grading 1sfoerster (talk) 20:02, 24 April 2012 (UTC)
 * 0/0/0 .. nothing to grade

Keep up the good work J4knee21 (talk) 23:53, 28 April 2012 (UTC)

week 2 p3 grading 1sfoerster (talk) 17:35, 1 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 3 p3 grading 1sfoerster (talk) 13:41, 8 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 4 p3 grading 1sfoerster (talk) 20:55, 15 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

title: User talk:Jsunday9/enes100/My Work3


title: File:CORDIC.Idea.3.A.20120424.pdf


text: File:CORDIC cpp.20120424.pdf

title: File:CORDIC cpp.20120424.pdf


text: File:Cordic acc.20120424.pdf

title: File:Cordic acc.20120424.pdf


text: File:Cordic ang.20120424.pdf

title: File:Cordic ang.20120424.pdf


text:
User:Pniewski

Wikiversity Aspiration
To use the wikiversity to openly consolidate, develop, expand and share existing knowledge and experience in "The Art of Structural Engineering Scheme Design" in collaboration with other experienced/knowledgeable/enthusiastic structural and civil engineers, academics and interested members of the public.

Implementation Steps:

1. Understand the scope, structure, oppourtunities and limitations of wikiversity to best utilise it's potential. (process begun)

Got a rough idea now 12:24, 30 April 2012 (UTC)

2. Develop Draft Conceptual Strategy to achieve Wikiversity Aspiration stated above (including timetable/programme/objectives etc.)

General Strategy:

Learn through asking questions, anticipating answer, and confirming answer through research and or discussion.

Key Questions for the "The Art of Structural Engineering Scheme Design":

3. Invite colleagues to comment/contribute/collaborate on draft Conceptual Strategy and progress it's implementation (the identification and development of further steps will proceed from this stage)

Qualifications
CEng MICE - Chartered (Liscenced) Civil Engineer with the Institution of Civil Engineers

MSc - Civil Engineering Structures, City University London (Add Link to Masters Thesis)

MA (Cantab) - Engineering Graduate of Cambridge University

title: User:Pniewski


text:
Instructional design/Reducing cognitive load in multimedia instruction/Cognitive Theory of MML Continued

Remember the 5 cognitive processes -- selecting words, selecting images, organizing words, organizing images, and integrating? That is known as Essential Processing and is one part of the total cognitive demand of the learner. The arrows in the model represent this cognitive processing. The arrow from words to eyes represent printed words being seen by the eyes; the arrow from words to ears represent spoken words being heard by the ears; and the arrow from pictures to eyes represent pictures or images being seen by the eyes. The selecting arrows represent the learner’s attention to some of the auditory or visual sensations coming in from the ears or eyes. Arrows labeled organizing represent the learner's construction of a coherent verbal or a pictorial representation based, in part, from the incoming words and images. This is known as Representational Holding.

Finally, the arrow labeled integrating represents the merging of the verbal model, the pictorial model, and relevant prior knowledge. The selecting and organizing processes may be guided partially by prior knowledge activated by the learner. Another type of cognitive demand is Incidental Processing. Incidental processing are elements of the instruction that while interesting, are not essential to meaningful learning. Although not essential, their presence also requires processing and thus contributes to total cognitive demand. Cognitive Demand is a combination of all three demands. We can think of it as an equation:

Essential Processing + Incidental Processing + Representational Holding = Total Processing Intended for Learning(Demand)

As depicted in the model, all of those arrows can add up to a lot of processing demand. For the learner, this only becomes a problem if the demand exceeds the learner cognitive capacity. Let's take a look at some principals of capacity.

 * 1.	The capacity for physically presenting words and pictures is virtually unlimited

 * 2.	The capacity for storing knowledge in long-term memory is virtually unlimited.

 * 3.	The capacity for mentally holding and manipulating words and images in working memory is limited.

Given principal number 3, we now know that the working memory columns (shaded blue) in the model, are subject to the limited-capacity assumption. These demands can create drags on learner's processing capacity and can easily turn into Cognitive Overload. Now comes the dilemma. How do we as instructional designers create an opportunity for “meaningful learning” which requires copious amounts of cognition, when the learner capacity is so limited? This means we have to be attentive to learner cognitive load while still creating space for meaningful learning to take place. We can also think of “Cognitive Overload” as an equation. Learner’s intended cognitive processing(Demand) > Learner’s available cognitive capacity = Cognitive Overload In short, introduce too many concepts in too many ways and overload is almost guaranteed. So what do we do about it? We can try to reduce cognitive load by redistributing essential processing, reducing incidental processing, and/or reducing representational holding. Sounds like a neat trick you say, but how?

Click Next to find out.


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User:Amirreza Saharkhiz/enes100/My Third Work

Write problem/project Goal
What is your wording of the overall problem/project goal?

The major problem is related to the gimbal motion, the ring and solid circle can't turn so smoothly. My goal is changing attachments of the gimbal and with one hit gimbal can turn constantly.

My First Task
What are you going to do for the team this first weekend?

Making gimbal with the smooth rotation and then test the two axes of gimbal rotation for helicopter motion.

Summary of actual work over first weekend
How is what you did different than what you planned?

I wanted to change attachments of the gimbal on the base for rotating smoothly and I wanted put it fan instead of wood stick for attachment.

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Last week I built a gimbal that attached on the base with wood stick, and when gimbal was rotating the motion of gimbal was wove ling for this reason I wanted to change attachments. I needed some stuff that the tail of object can fix in the hole and also the head of object can turn with out going up and down in the hole. I thought fan is the best option that used in a computer but in a smaller size. The goal is using for fan for attachment, two of them that attached on the inner circle for holding a solid circle and two of them that attached on the base for holding gimbal. I found a fan that i needed to recover it first. Two fan was attached together in a hard plastic cover, the goal is to take fan apart from each other. First with screwdriver I take off first cover was attached to the solid frame with pin. For breaking a solid frame I used pliers and then I tried to fold hard plastic and it causes to breaking the frame. I broke the frame from angle and then I did same procedure for removing completely the frame but because the distance between frame and fan was so small sometimes I had to use screwdrivers for breaking. After I removed the frame around the fan there was one hole in the middle of frame for wires and also I needed to break it. The next step is taking apart of two fans from each other. At first I thought is impossible but after observing the fan I found each fan has a separate orbit with the other one. First I used screwdriver to make a gap between two orbit and I put the screwdriver between gap and I took of first fan. The other fan has a piece of plastic like a pipe shape and also one washer was attached on it. I used pliers for removing washer from pipe and then I used pliers to pullout the pipe, that was so firm. separating two fan from each other with screwdriver can damage to the fan's board but I don't need them. for the next step I cut the wires from socket to make a two fan completely separate. The last step was removing the blade from fan, I used small screwdriver for that, after removing I found a surprising thing. There is a small magnetic around a blade and it is for holding a blade when it is turning and because the friction between the blade and motor is low, fan can turn smoothly. After taking a part of fan, the fan can't turn smoothly same as before and also it has wove ling motion when its turning. I found out this choice doesn't work, I found a miro in a laser printer that can turn so smoothly. First I needed to remove the miro on the board because for attaching a solid circle to the ring, I don't have enough room. Cutting the board was so difficult because the board metal was hard and also i couldn't hold it with a clamp finally I cut it with a metal saw. The next step is, making holes on the columns bigger to attach the miro on the base. Because the tail of miro is also turning I need to attach the miro on the columns with the glue and same procedure for attaching a solid circle to the ring

My Second Task
Record what you are planning on doing for the team during the second weekend.

My plan is, attaching the gimbal with the miro for rotating more smoothly.

Summary of actual work over second weekend
How is what you did different than what you planned?

I used a new attachment for siping a solid circle in a ring so smoothly.

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

After I found a fan it's not a good choice for attachment I used a Miro for attachment. Each Miro was attached on the board and because I don't have enough room between a solid circle and ring and for this reason I needed to cut a board. I used a metal saw for cutting but because a Miro can turn, I couldn't hold it with clamp and the other problem was, board metal was hard.Finally I cut the board but because in the edge of Miro there was magnetic, It attracted some swarf of iron and causes to friction. I had to remove the swarf from magnetic fir this reason I used small flat screw drivers with the other magnetic for removing them. After cutting I needed to attach the Miro on the ring, I cut the cardboard with the cutter and I made wide hole on it then I used hot glue for attachment. I used hot glue around and under the Miro for attaching it on the rig. I needed to attach the other Miro in front of the attached one. for this reason I used ruler and I found the point on the other side of ring. I did same procedure as before for attachment. After that I needed to attach the solid circle to the ring but because those Miroes are not same the distance between ring and solid circle are not equal from each side. I measured the distance and I used piece of cardboard between solid circle and miroes for attachment. I folded cardboard 3 layers to make it enough taller for attachment I used hot glue in each times for holding the cardboard and I made a small hole on the cardboard with drill because the tip of Miro has a small solid circle then I attached one piece of cardboard to the solid circle and i used ruler for attaching the other one in front of the old one and i used hot glue for this work. after all I attached a solid circle to the the ring with hot glue. I used more hot glue around and back of each miro for holding it and know the solid circle can spin in the ring so smoothly. In the old version I used wood stick for attachments but because the friction between cardboard and wood stick was high, the solid circle can not turn freely in the ring. I needed to attach a gimbal on the base and for this reason I used drill to make holes on the vertical columns a little bigger for putting a miro in it. Fortunately the distance between two vertical columns were appropriate. After I made  holes bigger I poured some hot glue in the holes then I put the miro and I put the hot glue around the each miroes. Because those miroes are not same and one of them is bigger than the other one on the ring and the mass of bigger one is greater than smaller one for gravity force the gimbe can not be balanced. I needed to find a solution of that maybe I needed to attach gimbal to the columns unsymmetrical to keep balance. The major reason for unbalancing is a gravity force and I think if I put the gimbal on the base unsymmetrical I can overcome to gravity force. [video of new attachment], Another problem is a solid circle it's not exact in a center of ring and for this reason the orbit of a solid circle is unsymmetrical and it causes some friction to prevent a spin of circle so smoothly.

My Third task
Record what you are planning on doing for the team during the third weekend.

I plan to keep balancing gimbal on the base and also it could spin so smoothly on the base.

Summary of actual work over third weekend
How is what you did different than what you planned?

I wanted to attach gimbal on the base and it can spin around two axis freely.

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend. Finally after 3 weeks work on the gimbal and redesigning attachments I made a gimbal with cardboard that can spin around two axes so smoothly. In the final design I tried reduce friction as much as I could for sniping freely. Gimbal would better if i had better first material. materials that i used in gimbal are not functional for this reason gimbal has some problems.[video of gimbal motion]

My Fourth task
''Record what you are planning on doing for the team during the final weekend of project work

I plan to attach arduino board on the solid circle.

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Team Page
Helicopter Project, part 3


text:
User talk:Aries Eroles

 Hello Aries Eroles, 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! Jtneill - Talk - c 15:19, 24 April 2012 (UTC)

 Hello , you can call me Jacob Frank. I'd like to be your mascot and welcome you to Wikiversity. Even though I was a plain and untutored man back in 18th-century Europe, that still didn't stop me from contributing my ideas to the world. Neither should it stop you. As a religious leader who developed the doctrine of "purification through transgression," my advice to you is to be bold and to ignore all rules—yes, these are two of Wikiversity's official policies! Happy editing.

title: User talk:Aries Eroles


title: File:Beatbearing-in-action2-2.gif


text: File:1-15-08-beat bearing.jpg

title: File:1-15-08-beat bearing.jpg


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User:Aries Eroles

I am born Aries Eroles. The second child of a soldier and public school teacher. All of my three siblings are females. And most of the family are women. So I got a lot of respect towards women and also inspiration. I'd learnt to write and recite the ABC from my mother before I went to school. When I was a child, at an age which the educational system provides, still young to go to school, I always go with my mother to her teaching assignments. Even how far it is, or mountainous, nothing seemed to worry to my childish mind. Then I seetled at home when I began schooling for Day Care. I remembered my Lola bringing stuffs of food and I am almost the center of every attraction during snack times. My Lola still have a lot of energy at that time, until in my highschool years when she got a Stroke because she persisted to toil in the ricefield in a wet and rainy day given her senile years. I graduated grade school with the second highest honor, only after my considered best friend then. My high school life is the most unforgetable and pretty years and that I always wish that years shall be repeated. High school days are very bright, and very inspiring. My crushes, yeah with s, although I never concealed my admiration to them until now, continue to make an arc in my lips to smile. I am a prototype of a serious person even to my happiest times in my life. Well, at least that is the way they think to me. But other people thought me as different. So, I got the award as the Most Dilegent even though that award might be perfect for the Validictorian. Well, I still finished my high school clinging on the last of the honor list. Because of my best friend's influence (I actually have two best friends - one is male, the other is female), I took the profession he also took. And that is, the maritime. Now, I am still working on my apprenticeship hoping to get my real degree soon.

''This text also appears in my TED profile.

title: User:Aries Eroles


text:
User:Sntshkmr60

Hi! This is Santosh Kumar from India.

If you have any doubt, or want to get in touch with me, then [mailto:synaptik@india.com mail me].

title: User:Sntshkmr60


text:
User talk:1wPhipps/enes100/myWork for Part 3

week1 p3 grading 1sfoerster (talk) 19:02, 24 April 2012 (UTC)
 * 10/5/10 ... no comments on team mates discuss page for this project

week2 p3 grading 1sfoerster (talk) 16:41, 1 May 2012 (UTC)
 * 10/5/30 ... no task for 3rd week planned ... good video on shrink wrap

week 3 p3 grading 1sfoerster (talk) 12:50, 8 May 2012 (UTC)
 * 0/0/0 .. nothing to grade .. document what Josh is doing .. he is just shooting video and dumping code

week 4 p3 grading 1sfoerster (talk) 20:23, 15 May 2012 (UTC)
 * 0/0/0 ... nothing to grade


text: File:BrushlessMotorMountedInHousing.jpg

title: File:BrushlessMotorMountedInHousing.jpg


text:
User talk:Javiereduturcios/myWork3

week 1 p3 grading 1sfoerster (talk) 19:06, 24 April 2012 (UTC)
 * 0/0/0 ... nothing to grade
 * If you need help with anything just let me know ---> Mir

week 2 p3 grading 1sfoerster (talk) 17:10, 1 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 3 p3 grading 1sfoerster (talk) 13:16, 8 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 4 p3 grading 1sfoerster (talk) 20:48, 15 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

title: User talk:Javiereduturcios/myWork3


text:
User talk:Navid jahanpour/enes100/my work03

-Good job man, Keep up the good work. I am learning a lot about MOSFET-Chris Nunez week one

week 1 p3 grading 1sfoerster (talk) 19:13, 24 April 2012 (UTC)
 * 10/0/20 ... need to write what you are doing, what is frustrating you at the moment ... that kind of chaos needs to be here. Need to write down what you are going to do the next week, need to write positive comments on team mates page.

week 2 p3 grading 1sfoerster (talk) 17:48, 1 May 2012 (UTC)
 * 5/0/30 ... PLC video is not related to project, stepper motor and arduino motor shield is ... this is related ... need circuit diagrams .. need lots more documentation, less physical world work, need to write before, during and afterward, not just afterward

Good job my friend. You have taught me lots just from reading your page and working with you. - chris Nunez - week 2

Hey thank you for your input and knowledge to get this EL wire Project going. You have been great help to me and with the professor with his project. Keep up the motivation - Chris Nunez - week 3

week 3 p3 grading 1sfoerster (talk) 13:56, 8 May 2012 (UTC)
 * 10/5/10 ... you took apart the robot, nothing of value is addded and it is still not back together again

week 4 p3 grading 1sfoerster (talk) 21:11, 15 May 2012 (UTC)
 * 0/0/0 .. nothing


text:
User talk:Mir07/mywork3

week 1 p3 grading 1sfoerster (talk) 19:08, 24 April 2012 (UTC)
 * 10/5/20 ... tutorial does not add much value ... only make tutorials where there are frustration spikes ... good drawing of the enclosure ... the bridge support part confuses me ... want to see two areas, one to break a meter bridge and one to break a half meter bridge ... need positive comments in team mates current discuss page associated with this project

week 2 p3 grading 1sfoerster (talk) 17:18, 1 May 2012 (UTC)
 * 10/10/30 ... great work ... I'don't think linear accurators are what we want. The are designed to move a certain distance and vary the force to move that distance. We need something like tension testing machine. Look up these machines ... most of them are going to be super expensive, so go for a low end device.

~week 2 p3 compliment Engsihn (talk) 6:10, 1 May 2012 (UTC)
 * Nice job! Looking forward to more devices to measure tension. Might be helpful to filter bridge schematics.

week 3 p3 grading 1sfoerster (talk) 13:20, 8 May 2012 (UTC)
 * 10/10/30 ... great work ... still not the device wanted. We want 1/2 of the device in question, maybe automated turnbuckle ... want one head of the instron machine you pictured

~week 3 p3 compliment Engsihn (talk) 7:22, 13 May 2012 (UTC)
 * Great work! Although machine looks expensive, hopefully you find several compatible softwares.

week 4 p3 grading 1sfoerster (talk) 20:49, 15 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

title: User talk:Mir07/mywork3


text: File:WireAttachmentInMotorHousing.jpg

title: File:WireAttachmentInMotorHousing.jpg


text:
User talk:Christopher.nunez/enes100/illuminationProject2

week 1 p3 grading 1sfoerster (talk) 19:11, 24 April 2012 (UTC)
 * 10/10/30 ... good job .. I need a parts list!

week 2 p3 grading 1sfoerster (talk) 17:51, 1 May 2012 (UTC)
 * 10/5/15 .. parts have come in ... need narrative associated with the links .. need positive comments on team mates pages

week 3 p3 grading 1sfoerster (talk) 13:59, 8 May 2012 (UTC)
 * 10/10/150 ... good job ... lets order the stuff for the next team

week 4 p3 grading 1sfoerster (talk) 21:12, 15 May 2012 (UTC)
 * 0/0/0 ... nothing to grade


text: File:NewArduinoControlSchemeForMotor.jpg


text:
User talk:Mwalker/enes100/myWorkWindTunnel2

week 1 p3 grading 1sfoerster (talk) 19:18, 24 April 2012 (UTC)
 * 10/5/5 .. half inch straws are not going to laminate the flow of air .. this is not the size I saw in a wind tunnel ... need link to normal straws ... need positive comments on team mates page

week 2 p3 grading 1sfoerster (talk) 17:56, 1 May 2012 (UTC)
 * 10/5/75 .. good work mounting and trying to calibrate the pot in order to control the fan speed

week 3 p3 grading 1sfoerster (talk) 14:02, 8 May 2012 (UTC)
 * 10/0/10 .. I can barely tell that you are trying to suggest tools to cut the plexiglass ... can it be done with the tools we have? have you tried and failed?

week 4 p3 grading 1sfoerster (talk) 21:15, 15 May 2012 (UTC)
 * 0/0/0 ... nothing to grade


text:
User talk:Kmashaye5220/enes100/myWork3

week 1 p3 grading 1sfoerster (talk) 19:21, 24 April 2012 (UTC)
 * 10/10/200 .. excellent .. wow!!

week 2 p3 grading 1sfoerster (talk) 18:02, 1 May 2012 (UTC)
 * 10/10/50 .. have 6 new (old) power supplies for you

week 3 p3 grading 1sfoerster (talk) 14:05, 8 May 2012 (UTC)
 * 0/0/20 ... I know you built another power supply ... start organizing a power supply building part for the fall .. so that everyone in the class can build one ... what supplies are we going to need, how many soldering stations, ... enough for say 30 power supplies ...

week 4 p3 grading 1sfoerster (talk) 21:23, 15 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

title: User talk:Kmashaye5220/enes100/myWork3


text:
User talk:2jjones/enes100/Mywork3

week 1 p3 grading 1sfoerster (talk) 19:21, 24 April 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 2 p3 grading 1sfoerster (talk) 17:57, 1 May 2012 (UTC)
 * 10/5/30 ... good work, keep it up

week 3 p3 grading 1sfoerster (talk) 14:03, 8 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

week 4 p3 grading 1sfoerster (talk) 15:19, 16 May 2012 (UTC)
 * 10/0/150 ...

title: User talk:2jjones/enes100/Mywork3


text:
User talk:Eshipley/my work 3

week 1 p3 grading 1sfoerster (talk) 19:23, 24 April 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 2 p3 grading 1sfoerster (talk) 18:03, 1 May 2012 (UTC)
 * 0/0/10 .. for being in class and watching me create the page for you

week 3 p3 grading 1sfoerster (talk) 14:06, 8 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 4 p3 grading 1sfoerster (talk) 21:18, 15 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

title: User talk:Eshipley/my work 3


text:
User talk:Sali6089/FanWing 2

week 1 p3 grading 1sfoerster (talk) 19:35, 24 April 2012 (UTC)
 * 10/5/80 .. great job ... need documentation on the 2 amps ... with which motor? the one pictured? how was this measured? .. need positive comments on team mates pages

week 2 p3 grading 1sfoerster (talk) 16:28, 1 May 2012 (UTC)
 * 10/10/50 .. great job .. keep it up

week 3 p3 grading 1sfoerster (talk) 12:32, 8 May 2012 (UTC)
 * 10/10/30 .. good job finding something to do to push project forward ... the current fan has the holes drilled in even spacing, why the problems all of a sudden? I don't think the pvc pipe you are sawing has the right radius to create the air flow you are interested in ...

week 4 p3 grading 1sfoerster (talk) 18:21, 15 May 2012 (UTC)
 * 10/10/30

title: User talk:Sali6089/FanWing 2


text:
User talk:Zbennett/enes100/My Work (Rube Goldberg 2)

week 1 p3 grading 1sfoerster (talk) 19:45, 24 April 2012 (UTC)
 * 10/10/80 ... great idea ... really pushing project forward .. erica is not on the project, lsun has not created a new user page so I can grade is his work ... can you fix this?

week 2 p3 grading 1sfoerster (talk) 16:38, 1 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 3 p3 grading 1sfoerster (talk) 12:47, 8 May 2012 (UTC)
 * 10/0/50 ... no comments on team mates pages, nothing planned .. good videos and work done

Week 4 comment: Nice work on the string belt, Zach. For future purposes those would be much better than anything else - Sam

week 4 p3 grading 1sfoerster (talk)
 * 10/10/50 ... good work


text:
User talk:Touelia/enes100/Weekly Report Project 3

week 1 p3 grading 1sfoerster (talk) 19:54, 24 April 2012 (UTC)
 * 10/5/30 ... great job with the links, the next step is to expand this into a security system that involves cameras in the other rooms ... need to work on a USB wireless link system that can separate into multiple channels in the room.

week 2 p3 grading 1sfoerster (talk) 17:03, 1 May 2012 (UTC)
 * 10/5/30 ... great job with the links and trying to find zoom information, make sure this moves into the project summary page ... need to comment on team mates pages

week 3 p3 grading 1sfoerster (talk) 13:23, 8 May 2012 (UTC)
 * 10/10/30 ... good job testing ispy, but why two or more cameras? The goal right now is to get one camera working ... one camera working taking pictures that Allen can sort into folders and I can count. We need a folder structure and examples to start working with.

week 4 allenad (talk) 13:06, 14 May 2012 (UTC)
 * Good job for the whole project, you really were the greatest factor in pushing this project forward.

week 4 p3 grading 1sfoerster (talk) 20:39, 15 May 2012 (UTC)
 * 10/10/30 ... finally getting started !


text:
User talk:Allenad/enes100/Weekly documentation project 3

week 1 p3 grading 1sfoerster (talk) 19:55, 24 April 2012 (UTC)
 * 10/5/0 ... nothing of value, nothing to repeat ... need positive comments on team mates pages

week 2 p3 grading 1sfoerster (talk) 17:01, 1 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

Allen, when do you want me to start sending you pictures so you can see if picasso can read faces?

week 3 p3 grading 1sfoerster (talk) 13:21, 8 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

I tired to get images for you to work on but it took awhile to setup yawCam. If we had more time, this project would have been completed. We'll get it next time.

week 4 p3 grading 1sfoerster (talk) 20:38, 15 May 2012 (UTC)
 * 0/5/0 ... nothing to grade


text:
User talk:J4knee21/enes100/My Work3

week 1 p3 grading 1sfoerster (talk) 20:03, 24 April 2012 (UTC)
 * 10/10/30 .. good start . should be able to print on makerbot what you are drawing

week 2 p3 grading 1sfoerster (talk) 17:34, 1 May 2012 (UTC)
 * 10/10/200 .. incredible ... keep up the work

week 3 p3 grading 1sfoerster (talk) 13:40, 8 May 2012 (UTC)
 * 10/5/50 .. keep it up ... wow!

week 4 p3 grading 1sfoerster (talk) 20:55, 15 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

title: User talk:J4knee21/enes100/My Work3


text:
User talk:Pjmarsden/enes100/My work Music

week 1 p3 grading 1sfoerster (talk) 20:07, 24 April 2012 (UTC)
 * 10/5/10 .. no positive comments on your team mates pages ... get the jameco project site linked up

Team member comment Kyle Gallun 20:46, 30 April 2012
 * Hell of a job on some of those solder points on the MIDI shield. I thought it was going to be much more difficult. Let's get started on some programming and the assembly of the BeatBearing. I want to get this done before the semester is over.

week 2 p3 grading 1sfoerster (talk) 17:59, 1 May 2012 (UTC)
 * 10/5/50 .. good pictures of soldering

Team member comment Kyle Gallun 19:12, 7 May 2012
 * Nice CAD model! Hopefully you can make that at work this week and we can wire up the main board.

week 3 p3 grading 1sfoerster (talk) 13:42, 8 May 2012 (UTC)
 * 10/10/20 ... pro/e is the best 3d software because it forces you to do the job right the first time.

Team member comment Kyle Gallun 10:31, 15 May 2012
 * It's been fun working with you on this project. It's a shame we couldn't finish.

week 4 p3 grading 1sfoerster (talk) 20:58, 15 May 2012 (UTC)
 * 10/0/150 .. great job !


text:
User talk:Amirreza Saharkhiz/enes100/My Third Work

week 1 p3 grading 1sfoerster (talk) 20:12, 24 April 2012 (UTC)
 * 10/10/50 ... keep up the good work

week 2 p3 grading 1sfoerster (talk) 17:43, 1 May 2012 (UTC)
 * 10/5/75 ... keep it up .. need to make positive comments on team mates pages

week 3 p3 grading 1sfoerster (talk) 13:55, 8 May 2012 (UTC)
 * 10/10/50 ... sounds good ... maybe mount everything on the board ontop of a pc fan in the room .. then don't need to worry about inside ring not spinning.

week 4 p3 grading 1sfoerster (talk) 21:08, 15 May 2012 (UTC)
 * 0/0/0 ... nothing done


text:
User:Lsun224/enes100/My Work 1

Write problem/project Goal
Construct a Rube Goldberg Machine

My First Task
Look up examples of Rube Goldberg Machines. Continue work on Stepper Motor/Arduino combo for use in moving the gears

Summary of actual work over first weekend
Work went according to plan

Week1 Narrative
Tried playing with the arduino again over the weekend. The arduino itself still works and software is running correctly, but the motor is not working. Copied code from the arduino website but it did not work. Soldering may still be faulty on the wire connections. Will try to fix on Wednesday. It is also possible that the code I used is incorrect for the type of motor i have. Found a site that has some interesting info on contests and winning designs, etc.

My Second Task
Record what you are planning on doing for the team during the second weekend.

1. Experiment with new stepper motor

2. Map out motor's wiring

3. Try attaching to arduino

Summary of actual work over second weekend
How is what you did different than what you planned?

For the most part, everything went according to plan

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Began by mapping out the wires. With the pointed end up, from right to left, the pins are:

1+2: Ground

3: Doubles the speed of the motors rotation (only if plugged into the -12v)

4: If any voltage is applied, will stop the motors rotation. If touched to ground, will do nothing

5+6: Power (12v?)

Note: if you reverse the ground and power wires by accident, the motor will not spin in reverse. Rather it will spark and it will hurt. Also it will overload the power supply. Luckily it has overload safeties and still works

Closeup of the wire connections

Video of the wire test

Aside from stopping the motors rotation, still not sure what wire 4 does. According to the tutorial it is likely one of three things: touch to ground to make motor spin, touch to ground to cut speed in half, or hook to scope to see motor output. Touched it to ground and it did neither of the first two, so by elimination one possibility is that it shows the motor output. Cannot check this until returning to the lab next week. Wires keep falling apart. Need to maybe solder them togethor.

As for attaching the motor to the arduino, I believe Zach was working on hooking them up. He said something about being able to wire the two together and control the spin of the motor with the blink command. Will contact him about his progress. For now I will continue experimenting on my own with the motor and arduino as well as wire combinations with the power box

My Third task
Record what you are planning on doing for the team during the third weekend.

Continue testing wire connections and maybe incorporate arduino into tests

Summary of actual work over third weekend
How is what you did different than what you planned?

For the most part went according to plan

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Experimented with plugging the motors various wires into arduino ports. On the left side of the arduino you can plug the wire 1 into 5v or 3.3v and wire 5 into the right side where it says ground. The motor should spin. However, 3.3v is not enough power so plugging wire 1 into 3.3v will not spin the motor. Some other configurations i found: reversing the above setup wire 1 to ground and wire 5 to the 5v will turn the arduino off (we know it didn't short it out because as soon as you pull the wire it turns back on). Plugging wire 1 to 13 and wire 5 to ground will turn the LED on (even with the blink command, the LED will not turn off, but simply grow slightly dimmer). If i remember from the beginning of the semester Zach said he found a way to reverse the spin of the motor, ill ask him when i see him again. Will upload a video of weekend tests as soon as youtube decides it wants to work.

Update: Looked at Zach's page. No word on reversing motor spin with arduino. However, he says that you can control the spin of the motor with the blink command. Should be interesting to see

My Fourth task
Record what you are planning on doing for the team during the final weekend of project work.

Map out wires of new motor

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Followed according to plan

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Tested the wires with the motor, results are as follows:

From left to right with point facing up....

Pin 1+2: Ground

Pin 3: Does nothing, motor still spins normally

Pin 4+5: Power (12v? maybe 24)

Pin 6: Nothing...

Pin 7: Halves the speed when touched to ground

Not sure what pins 3 and 6 do, but the rest make sense, since they were approximately the same as with the other motor

Update: So I just remembered something....there was a tutorial here. Ok so judging from the tutorial, pin 3 is supposed to turn the motor on (which makes no sense) and pin 6 is meant to hook up to a scope to see the output of the motor

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:Lsun224/enes100/My Work 1


text:
User:Lsun224/enes100/My Work 3

Write problem/project Goal
Create a Rube Goldberg machine out of various objects including printer parts

My First Task
Begin to incorporate a ball or some sort of moving object

Summary of actual work over first weekend
Followed according to plan

Week1 Narrative
A rube goldberg machine is meant to incorporate a random assortment of contraptions that work in conjunction with each other or in a domino effect. We already have an assortment of printer gears and a motor to power them, as well as now, as Zach informs me, solonoids that strike wind chimes. However, we needed to begin to think of how to link them all together instead of having literally a giant printer mechanism connected by nothing more than proximity. I think what would be best to do is begin with something simple so I began to draw simple devices from examples i found online. I found examples that included pipes or falling obstructions and others that involved weighted sections that activate in a similar manner to a seesaw. This video also demonstrates that we can incorporate new ideas such as multiple balls and use things like race car tracks. I definitely remember seeing some metal and pvc piping in the back of the engineering room and cardboard tubes are not hard to find. Soon as I get back to the engineering room, I can begin to actually plan how to place and incorporate new pieces. Of course, first we need to start small and make sure all the gears from the printers are connected, maybe make some tracks on the gears themselves to move the ball

My Second Task
Record what you are planning on doing for the team during the second weekend.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Record what you are planning on doing for the team during the third weekend.

Test new ways of connecting the gears. Brainstorm ideas to incorporate ball

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
Record what you are planning on doing for the team during the final weekend of project work.

Test different methods of connection

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Followed according to plan

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Initially, we connected some of the gears from the same boards with heavy duty black rubber bands that were salvaged from other printers. However, we needed more connections that could were longer and able to connect the multiple boards. I had several ideas, including tape and string. I tested duct tape, masking tape, and painters tape. Painters tape was our final choice and we demonstrated that the entire board could work in synch. However, as seen in the video, the motor needs to be mounted on the board, but this can be difficult because with a 12v AC power supply, the motor only has enough torque to spin the middle gear and so if has to be mounted on that gear.

Zach had an idea that involved a loop of string with knots at random intervals. We tested that, but it turns out string only holds at the perfect tension (will not hold if too little tension and will jam gears if too much tension. However, later on we tested a loop of string with no knots and found that it worked better, was easier to assemble and move, and stronger than any tape could.

If this project is to continue to expand, we need more motors. Also, the motors spin with very little torque so we need to find a way to either increase the power to them or increase the rotational power some other way

Complete Team Page
Team Page

title: User:Lsun224/enes100/My Work 3


text:
User:Eshipley/my work 3/RobotCarCode

// Adafruit Motor shield library // copyright Adafruit Industries LLC, 2009 // this code is public domain, enjoy!

 * 1) include
 * 2) include

// DC motor on M2 AF_DCMotor motor(2); AF_DCMotor motors(3); // DC hobby servo

void setup { Serial.begin(9600);          // set up Serial library at 9600 bps Serial.println("Motor party!"); // turn on motor #2 and #3 motor.setSpeed(200); motor.run(RELEASE); motors.setSpeed(200); motors.run(RELEASE); }

int i;

// Test the DC motor, stepper and servo ALL AT ONCE! void loop { motor.run(FORWARD); motors.run(FORWARD); for (i=0; i<255; i++) { motor.setSpeed(i); motors.setSpeed(i); delay(3); } for (i=255; i!=0; i--) { motor.setSpeed(i); motors.setSpeed(i); delay(3); }  motor.run(BACKWARD); motors.run(BACKWARD); for (i=0; i<255; i++) { motor.setSpeed(i); motors.setSpeed(i); delay(3); } for (i=255; i!=0; i--) { motor.setSpeed(i); motors.setSpeed(i); delay(3); } }

title: User:Eshipley/my work 3/RobotCarCode


text:
User:Onigetsu

†~♠~†I'm just a girl with a love for reading, writing, drawing, history, and learning languages.†~♠~†

title: User:Onigetsu


text:
TESOL/Time

Still
Still is used for things that are continuing.

 * She is still studying. (She was studying before and she continues studying now.)
 * In ten years she will still be studying. (She will continue studying and not stop after 10 years.)

still ... not is about the past, as opposed to not ... yet, which is about the future.

 * She still has not found what she is looking for. (She was searching in the past.)
 * We haven't run out of gas yet. (We may run out in the future.)

Yet
Yet is about things that we expect.

 * The soup is not cool yet. (Soon it will be cool and we can eat it.)
 * Has she emailed you yet? (I expect her to send an email soon.)

Already
Already is for things that happened early, often earlier than expected.

 * You have finished your homework already? That was fast!

Quiz1
{Use still, yet, and already to finish this story. I was born in 1975. In 1980, I was only five but I { already _7 } knew I wanted to be an artist. I had not entered middle school { yet _7 } so I couldn't study art in school. Instead of painting in school I painted at home, and by the time I was ten I had { already _7 } learned how to paint flowers very well. I continued painting in middle school and high school, and when I went to college I was { still _7 } into painting so I decided to major in it. By my second year I had { already _7 } painted something for an exhibition. I was very skilled but { still _7 } not making very much money from painting. In fact, I had not sold a single painting { yet _7 }, but I { still _7 } kept trying and in my third year of university I sold my first painting. It was a painting of a rose. I can { still _7 } remember how happy I was after I sold it.
 * type="{}"}

quiz2
{She ________ studying. + is still - has already - has yet - is not yet
 * type="[]"}
 * Correct! "Still" is used for things that are continuing.
 * Incorrect. "Already" is used for things that happened early.
 * Incorrect. "Yet" is about things that we expect.
 * Incorrect. This doesn't fit the context.

{In ten years she ________ studying. + will still be - will already be - will not yet be - will yet be
 * type="[]"}
 * Correct! She will continue studying and not stop after 10 years.
 * Incorrect. "Already" is used for things that happened early.
 * Incorrect. This doesn't fit the context.
 * Incorrect. "Yet" is about things that we expect.

{She ________ found what she is looking for. + still has not - not yet has - already has - yet has not
 * type="[]"}
 * Correct! "still ... not" is about the past.
 * Incorrect. "not ... yet" is about the future.
 * Incorrect. "Already" is used for things that happened early.
 * Incorrect. This doesn't fit the context.

{We ________ run out of gas. - still have not + haven't ... yet - have already - have yet
 * type="[]"}
 * Incorrect. "still ... not" is about the past.
 * Correct! "not ... yet" is about the future.
 * Incorrect. "Already" is used for things that happened early.
 * Incorrect. This doesn't fit the context.

{The soup ________ cool. - is still not - is already + is not cool yet - has yet
 * type="[]"}
 * Incorrect. "Still" is used for things that are continuing.
 * Incorrect. "Already" is used for things that happened early.
 * Correct! "Yet" is about things that we expect.
 * Incorrect. This doesn't fit the context.

{Has she ________ you? - still emailed - already emailed + emailed you yet - not yet emailed
 * type="[]"}
 * Incorrect. "Still" is used for things that are continuing.
 * Incorrect. "Already" is used for things that happened early.
 * Correct! "Yet" is about things that we expect.
 * Incorrect. This doesn't fit the context.

{You ________ your homework? That was fast! - still have finished + have finished already - have not finished yet - have yet finished
 * type="[]"}
 * Incorrect. "Still" is used for things that are continuing.
 * Correct! "Already" is for things that happened early.
 * Incorrect. This doesn't fit the context.
 * Incorrect. "Yet" is about things that we expect.

title: TESOL/Time


title: File:Signal.3.A.SimSyn.20120425.pdf


text:
User:Egm4313.s12.team11.perez.gp/R7.4

Problem Statement
Sketch or graph $$ f(x) \! $$ which for $$ -\pi < x < \pi \! $$ is given as follows:

$$ f(x) = \left | x \right | \! $$

Solution
The MATLAB code shown below was used to developed the graph of $$ f(x) = \left | x \right | \! $$:

Problem Statement
Sketch or graph $$ f(x) \! $$ which for $$ -\pi < x < \pi \! $$ is given as follows:

$$ f(x)=\left\{\begin{matrix} x, if: -\pi<x<0\\

\pi - x, if: 0<x<\pi \end{matrix}\right. \! $$

Solution
The MATLAB code shown below was used to developed the graph of $$ f(x)=\left\{\begin{matrix} x, if: -\pi<x<0\\

\pi - x, if: 0<x<\pi \end{matrix}\right. \! $$:

title: User:Egm4313.s12.team11.perez.gp/R7.4


text:
User talk:Sntshkmr60

Testing testing... "Hello, World!" Sntshkmr60 (talk) 09:38, 25 April 2012 (UTC)

title: User talk:Sntshkmr60


text:
Ancient India glossary

Abdul Rahim Khan-i-Khanan
He lived during the reign of Akbar. He translated Babur’s Memoirs from Turkish to Persian.

Abdussamad
He was honoured with the award of “zariqalam” by Akbar.

Chronological order of Ages
Palaeolithic, Mesolithic, Neolithic, Chalcolithic

Agrahara
Tax-free villages granted to the learned Brahmanas in ancient India were known as Agrahara.

Akot
A town, about 42 km from Akola, from where a stone idol of Lord Adinath, the first Jain Teerthankara, was found in 1993.

Chronological sequence of Alien Powers in India
Indo-Greeks, Scythians, Kushanas, Huns.

Amarasimha
was one of the nine gems in the court of the legendary Vikramaditya. His work Amarkosha occupies a dominant position in Sanskrit lexicography.

Amoghavarsha-I
The long ruling Rashtrakuta king (A.D. 814-78). He represented the height of development of his dynasty.

Asanga
A Buddhist philosopher. He was the originator of Buddhist Yogachara idealism.

Ashvaghosha
The spiritual adviser of Kanishka (the Kushan emperor) who took a leading part in the Fourth Buddhist Council at Srinagar which was presided by Vasumitra. He was a renowned Mahayana Sanskrit scholar and author of Sariputra-prakarana and Buddha Charitam. He was the greatest literary figure at Kanishka’s court.

Atisa Dipankara
The most famous teacher of Vikramasila university founded in A.D. 810 by king Dharmapala of Pala dynasty.

Battle of San Thomas
This battle during the Carnatic Wars (1746-61) definitely proved for the first time the superiority of European arms and discipline over the traditional Indian methods of warfare.

Battle of Waihand
was fought between Mahmud Ghaznavi and jaipala

Bhaskaravarman
The king of Kamarupa (Upper Assam). He was a contemporary of king Sasanka of Gauda and was his arch-enemy. Bhaskaravarman was the eastern ally of king Harsha.

Bilhana
A Sanskrit historian and poet born in Kashmir. He left Kashmir about A.D. 1065 and became the court poet at Kalyana where he wrote an epic, Vikramadeva-charita to celebrate the reign of Vikramaditya-VI, the Chalukya king of Kalyana.

Blue Water Policy
The “Blue Water” policy is attributed to Don Francisco de Almeida, the first Viceroy of the Portuguese possessions in India. His “Blue Water” policy was to be powerful at the sea instead of building fortresses on Indian land.

Boghaz Koi inscriptions
are important in Indian history because inscriptions of the fourteenth century B.C. discovered here mention the names of Vedic gods and goddesses.

Brahmagupta
(598-660) of Ujjain, was a great mathematician of his time.

Brahui
A language of Baluchistan. Linguistically, it is Dravidian.

Busa Munda Revolt
occurred in Bihar.

Catching the butterflies and setting them free
The prominent feature of the foreign policy of Samudragupta.

Chandernagore
A French possession before its merger with India.

Charvaka
is known as the greatest of the materialistic philosophers of ancient India.

Chauth
A tax levied by Marathas—a contribution exacted by a military leader, which was justified by the exigencies of the situation.

Coinage in Ancient India
Coins in ancient India were made of metal—copper, silver, gold, or lead. Nishka and Satamana in the Vedic texts were taken to be names of coins, but they seem to be only prestige objects. Coins made of metal first appeared in the age of Gautama Buddha. The earliest were made largely of silver though a few copper coins also appear. Coins made of burnt clay belong to the Kushan period i.e., the first three Christian centuries.

Dadu
The saint from Gujarat who preached non-sectarianism in medieval times. He founded the “Brahma-Sampardaaya” (the sect of Brahma).

Dahar (or Dahir)
The Brahmana king of Sind who was defeated by the Arab invasion in A.D. 712 by Mohammadbin-Kasim, nephew and son-inlaw of al-Hajjaj, governor of Irak. The Indian ruler (Dahar) offered a brave resistance in the battle near Raor but was defeated and killed.

Darius
The Iranian ruler who penetrated into north-west India in 516 B.C. and annexed Punjab, west of Indus, and Sindh

Devapala
(A.D. 830-850) was successor to Dharmapala, the famous Pala ruler. He established the third important Pala university of Somapura. He shifted his capital to Monghyr from where he maintained diplomatic relations with the Sailendra kings of Sumatra.

Dhammapada
The first major work to say that salvation by means of devotion is open to humans regardless of birth, gender or station in life.

Dharmachakra
In the Gandhara art, it is the preaching mudra associated with the Buddha’s First Sermon at Sarnath.

First Congress Split
took place in 1907 at Surat.

First metal used by man
Zinc and copper

First Muslim invaders of India
Arabs were the first Muslim invaders of India.

First Sultan of Delhi
was Qutb-ud-din who succeeded Muhammad Ghuri as sovereign of the new Indian conquests, and from 1206 may be reckoned as the first Sultan of Delhi.

First to issue gold coins in India
Indo Greeks

First to set up department of agriculture
Muhammad-bin-Tughlaq was the first to set up a department of agriculture in India.

First to start sea trade with India
Portugal.

Gautamiputra Satakarni
The great king of Satavahana dynasty.

Gayatri mantra
is contained in Rig Veda.

Gopuram
It has been the main feature of the South Indian temple architecture.

Hasan Gangoo
entitled Zafar Khan was founder of the Bahmani kingdom in Deccan.

Ibadat Khana
A building at Fatehpur Sikri where Akbar held discussions on religious matters.

Ibn-Batuta
A great scholar and traveller from South Africa who came to India in A.D. 1333 during the reign of Mohammad Tughlak and wrote about him.

Iqta
It was the land-grant system adopted by Ala-ud-din Khilji to grant his officers as reward for services rendered. Qutabuddin Aibak was assigned the first iqta in India by Mohd of Ghor.

Jimutavahana
A famous jurist of medieval India (fifteenth century). His work Dayabhaga is a commentary on the srutis, specially on Manu.

Kalachuri era
counted from A.D. 248, it was mostly current in Central India. Their capital was Tripuri near Jabalpur. Kalachuris were the feudatories of the Pratiharas but soon acquired independence.

Karshapana
The most commonly used coin in the Chola kingdom.

Khiraj
The land tax imposed by Mohd-bin-Qasim after the Arabs’ occupation of Sind.

Magazines started by National leaders
Young India (M.K. Gandhi); Kesari (B.G. Tilak); New India (Annie Besant); Bengali (S.N. Bannerji).

Maski Rock edict
This minor Rock-edict is the only edict in which Ashoka refers to himself as the king of Magadha.

Moplah Rebellion
broke out in Malabar (Kerala) in August 1921.

Nastaliq
A Persian script used in medieval India.

Nauroj festival in India
Balban introduced the famous Persian festival of Nauroj in India.

Nicolo Conti
The Italian foreign traveller who visited Vijayanagar about A.D. 1420 during the reign of Deva Raya-II.

Palas
who controlled most of Bengal and Bihar, was the third power involved in the three-sided conflict between Rashtrakutas and Pratiharas over the control of Kanauj. Pala dynasty was established by Gopala in the eighth century A.D. He attained renown from the fact that he was not hereditary king but was elected.

Paragana
During the rule of the so-called Slave dynasty in India, the empire was divided into provincial units called Paraganas placed under the charge of a military officer.

Prakrit
This language received royal patronage during the reign of Satavahanas.

Rajsekhar
The Sanskrit poet who lived in the court of Mahendrapala-I.

Ratika
or rati is a weight between 1.5 to 3 Gunjas; between 5 to 8 grains of rice. It was the basic weight (measure) in ancient India.

Ratnakara
denoted the Arabiasn Sea in ancient Indian historical geography.

Rishabha
is supposed to be the mythical founder of Jainism.

Sardeshmukhi
An additional levy of 10%, which Shivaji demanded on the basis of his claim as the hereditary Sardeshmukh (chief headman) of Maharashtra.

Shahrukh
It was silver coin of the Mughals.

Sharada script
The Kashmiri language was originally written in Sharada script.

Subuktigin
The first Turkish invader of India.

Tanka
A silver coin of the Sultanate period of India.

Tehqiq-i-Hind
Alberuni’s work on India. It contains observations on Indian civilization which are remarkably incisive and acute.

Turushkadanda
A tax collected by the Gahadavalas during the early medieval India.

Vagbhata
is regarded as unrivalled in his knowledge of the basic principles of Ayurveda.

Vatapi (or Badami)
now in the Bijapur district of Karnataka, where Pulakesin I, founder of the Chalukya dynasty in the middle of the sixth century, established himself as lord of Vatapi or Badami (capital of Chalukyas). It is well-known for Chalukyan sculpture found in the cave temples here.

Vidushaka
the constant companion and confidant of the hero in Sanskrit dramas, was nearly always a Brahmin.

Vikramasila University
A great Tantrik University founded by the Pala king Dharmapala in A.D. 810. It was a hotbed of moral corruption, sorcery and idolatry. In A.D. 1198, the soldiers if Ikhtiar Khilji razed the structure to the ground and killed every monk in the University.

Wood's Despatch of 1854
It related to educational reforms. Lord Dalhousie took measures to carry out the scheme embodied in the famous despatch of Sir Charles Wood (July 1854) which embraced vernacular schools throughout the districts, and above all the glorious measures of grants-in-aid to all schools, without reference to caste or creed.

Yakshagana
The south Indian dance tradition that appeared for the first time in the Vijayanagar period.

Zabti System
was introduced by Akbar for land revenue administration. In Zabti system, land was measured and assessment of land revenue was based upon it.

title: Ancient India glossary


text:
General Studies

This course covers the syllabus of General Studies under Indian Civil Service Examination.

Syllabus
General_Studies/Syllabus

Preliminary

 * 1) Current events of national and international importance.
 * 2) History of India and Indian National Movement.
 * 3) Indian and World Geography - Physical, Social, Economic Geography of India and the World.
 * 4) Indian Polity and Governance - Constitution, Political System, Panchayati Raj, Public Policy, Rights Issues, etc.
 * 5) Economic and Social Development - Sustainable Development, Poverty, Inclusion, Demographics, Social Sector initiatives, etc.
 * 6) General issues on Environmental Ecology, Bio-diversity and Climate Change - that do not require subject specialisation
 * 7) General Science.

Mains
The main Examination is intended to assess the overall intellectual traits and depth of understanding of candidates rather than merely the range of their information and memory.

ESSAY Candidates will be required to write an essay on a specific topic.

GENERAL STUDIES

The questions will be such as to test a candidate’s general awareness of a variety of subjects, which will have relevance for a career in Civil Services.

PAPER - I

 * 1) History of Modern India and Indian Culture
 * 2) Geography of India
 * 3) Constitution of India and Indian Polity
 * 4) Current National Issues and Topics of Social Relevance

PAPER - II

 * 1) India and the World
 * 2) India’s Economic Interaction with the World
 * 3) Developments in the Field of Science & Technology, IT and space
 * 4) International Affairs and Institutions
 * 5) Statistical analysis, graphs and diagrams

2 Markers

 * Glossaries: Ancient India, Astronomy, Geology

Lists

 * List of National Institutes in India

title: General Studies


text: File:Cordic acc.20120425.pdf

title: File:Cordic acc.20120425.pdf


text: File:ArVrmyhCEAIuTYB.jpg

title: File:ArVrmyhCEAIuTYB.jpg


text:
University of Florida/Egm4313/s12.team8.dupre/R7.3

Problem Statement
Find: (a) The scalar product $$\displaystyle < f,g> .$$ (b) The magnitude of $$\displaystyle f $$ and $$\displaystyle g $$. (c) The angle between $$\displaystyle f $$ and $$\displaystyle g $$. For: (1) $$\displaystyle f(x)=cos(x), g(x)=x $$ for $$\displaystyle -2\leq x\leq 10 $$. (2) $$\displaystyle f(x)=\frac{1}{2}(3x^2-1), g(x)=\frac{1}2{(5x^2-3x)} $$ for $$\displaystyle -1\leq x\leq 1 $$.

Solution (1)
(a) We know that $$\displaystyle < f,g>=\int_{a}^{b}f(x)g(x)dx $$ Plugging in our given $$\displaystyle f $$ and $$\displaystyle g $$ functions: $$\displaystyle \int_{-2}^{10}xcos(x)dx $$    (7.3.1) Integrating (7.3.1) by parts where: $$\displaystyle du=cos(x),v=x,u=sin(x),dv=dx $$ We find: $$\displaystyle \int vdu=vu-\int udv $$ $$\displaystyle \int xcosx=xsinx-\int sinxdx $$ This leads us to the solution: $$\displaystyle =xsinx+cosx+C     (7.3.2)$$ where C=0.

(b) We know that the magnitude of a function is obtained as follows: $$\displaystyle \parallel f\parallel ==[\int_{a}^b{f^2(x)dx}]^{1/2} $$ Plugging our given values in and using trigonometric identities: $$\displaystyle \parallel f(x)\parallel =[\int_{-2}^{10}{cos^2(x)dx}]^{1/2}=[\int_{-2}^{10}{(\frac{1}{2}(cos(2x))+\frac{1}{2})dx}]^{1/2} $$    (7.3.3) Using u substitution on (7.3.3) to integrate, where: $$\displaystyle u=2x,du=2dx $$ We find: $$\displaystyle \frac{1}{4}\int_{-2}^{10}cos(u)du=\int_{-2}^{10}\frac{1}{2}dx $$ This leads to: $$\displaystyle [\frac{1}{2}(sinxcosx+x)\mid _{-2}^{10}]^{1/2} $$ And allows us to solve for our answer: $$\displaystyle \parallel f(x)\parallel =2.47 $$ Doing the same process (without needing to integrate by parts) for our given g function: $$\displaystyle \parallel g(x)\parallel =[\int_{-2}^{10}x^2dx]^{1/2} $$ $$\displaystyle \parallel g(x)\parallel =[\frac{x^3}{3}\mid _{-2}^{10}]$$ Giving us our final magnitude of: $$\displaystyle \parallel g(x)\parallel =18.33 $$

(c) We know that: $$\displaystyle cos(\theta )=\frac{}{\parallel f\parallel \parallel g\parallel }    (7.3.4)$$ Plugging in solved values shows: $$\displaystyle cos(\theta )=\frac{-7.68}{(2.478)(18.33)} $$ Leading us to: $$\displaystyle \theta =1.74 radians $$

Solution (2)
(a) We know that $$\displaystyle < f,g>=\int_{a}^{b}f(x)g(x)dx $$ Plugging in our given $$\displaystyle f $$ and $$\displaystyle g $$ functions: $$\displaystyle \frac{1}{2}\int_{-1}^{1}(3x^2-1)(5x^3-3x)dx $$    (7.3.5) Integrating (7.3.5), we find: $$\displaystyle \frac{1}{2}[\frac{15}{6}x^6-\frac{14}{4}x^4+\frac{3}{2}x^2\mid _{-1}^{1}]$$ This leads us to the solution: $$\displaystyle =0 $$

(b) We know that the magnitude of a function is obtained as follows: $$\displaystyle \parallel f\parallel ==[\int_{a}^b{f^2(x)dx}]^{1/2} $$ Plugging our given values in and using trigonometric identities: $$\displaystyle \parallel f(x)\parallel =[\int_{-1}^{1}(\frac{3}{2}x^2-\frac{1}{2})^2dx]^{1/2}=[\frac{9}{20}x^5-\frac{x^3}{2}+\frac{x}{4}\mid _{-1}^{1}]^{1/2}$$    (7.3.7) This allows us to solve for our answer: $$\displaystyle \parallel f\parallel =.632456$$

We now obtain the magnitude of the g function in the same way, as follows: $$\displaystyle \parallel g(x)\parallel =[\int_{-1}^{1}(\frac{5}{2}x^3-\frac{3}{2}x)^2dx]^{1/2}=[\frac{25}{28}x^7-\frac{3}{2}x^5+\frac{3}{4}x^3]\mid _{-1}^{1}]^{1/2}$$ Which leads up to our final magnitude: $$\displaystyle \parallel g(x)\parallel = .5345 $$

(c) We know that: $$\displaystyle cos(\theta )=\frac{}{\parallel f\parallel \parallel g\parallel }    (7.3.4)$$ Plugging in (7.3.8) and (7.3.9) shows: $$\displaystyle cos(\theta )=\frac{0}{(.632456)(.5345)} $$ Leading us to: $$\displaystyle \theta =\frac{\pi}{2} $$ radians


text:
User:1sfoerster/enes100/myWorkOnInkJetHack/button

/* InkJetEncoderCount Turns on and off a light emitting diode(LED) connected to digital pin 13, when moving inkjet printhead. This light is blurry, so added counter and serial port monitor output. The circuit: * LED attached from pin 13 to ground * one of the outputs of the inkjet encoder is attached to pin 2 created 2012 by Scott Foerster based upon the Button Example This example code is in the public domain. */

// constants won't change. They're used here to // set pin numbers: const int buttonPin = 2;    // the number of the encoder output is pushed into const int ledPin = 13;      // the number of the LED pin int Cnt = 0; //counting number of shadows

// variables will change: int buttonState = 0;        // variable for reading the pushbutton status

void setup { // initialize the serial communications: Serial.begin(9600); // initialize the LED pin as an output: pinMode(ledPin, OUTPUT); // initialize the encoder output: pinMode(buttonPin, INPUT); }

void loop{ // read the state of the encoder output buttonState = digitalRead(buttonPin);

// check if the encoder is HIGH. // if it is, the buttonState is HIGH: if (buttonState == HIGH) { // turn LED on: digitalWrite(ledPin, HIGH); Cnt++; // print the counter value: Serial.print(Cnt); Serial.println; }  else { // turn LED off: digitalWrite(ledPin, LOW); } }


text:
Talk:Putt Putt/Howard Community College/Spring2012/p501acm

5/100 points ... this page needs work 1sfoerster (talk) 20:53, 15 May 2012 (UTC)

100 points 1sfoerster (talk) 13:52, 17 May 2012 (UTC)


text:
User:JBers/enes100/My Work3

My First Task
What are you going to do for the team this first weekend?

Summary of actual work over first weekend
How is what you did different than what you planned?

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Second Task
Record what you are planning on doing for the team during the second weekend.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
/turnFanOnAndOff/[IR Sensor Controls Fan with Arduino] Code and video demonstration

/Turn2FansOnAndOff/[QRE1113 Digital IR Sensor Runs 2 Fans with Arduino] Code and video demonstration

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
How is what you did different than what you planned? This week more time was spent working with the motorshield and arduino to figure out how to power the propulsion fans. I also worked on expanding the code for the prop fans.

Week3 Narrative
This week my primary focus is on getting both of the hovercraft fans to run via the arduino and motorshield.

Because the motors in the hovercraft change direction by switching the power and ground back and forth, I will need to use the H-bridge and the higher power capabilities of the MotorShield. I am going to follow the example found in the Arduino software named MotorParty. It is located in the MotorShield sub-menu. [Fan Direction Switching with Arduino and MotorShield]

My Fourth task
During the final week of the project I aim to step up the power output on the MotorShield in order to get the fans moving at a high enough rate to actually propel the hovercraft in a straight line. Also aim to integrate the IR sensor so that the hovercraft will only move along a black line on the floor.

Summary of actual work over fourth weekend
I am doing exactly what I had planned. I am expanding the Aduino Example "MotorShield/MotorParty" in order to run both hovercraft fans at once.

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend. Usign the Emample MotorShield/MotorParty, I explanded on the code to run both fans. This was done by first identifying and deleting any extra lines of coding that would not be needed for this project. I deleted terms relating to the running of servo and stepper motors because for the hovercraft project I will only be using DC Motors.

The following Link contains the code used to create basic forward and reverse functions from the Hovercraft using the Arduino and MotorShield. Initially only powered with the USB cable, both fans would not run simultaneously. With the addition of the DC Power adapter, both fans began spinning, however would not match rates. With the addition of the Hovercraft's 12volt battery, both fans began operating at full speed, as to be expected. /HovercraftFansRunOnMotorShield/ Video of both fans operating can be seen HERE.

Now that both fans can be run using the MotorShield, the next step is to integrate the IR Sensors into the programming in orer to get the Hovercraft's fans to respond to the values coming through the IR Sensor. The goal of this is to control the Hovercraft in such a way that it can follow a path defined by a continuous black stripe.

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:JBers/enes100/My Work3


text:
User:JBers/enes100/My Work3/turnFanOnAndOff

//Code for the QRE1113 Digital board //Outputs via the serial terminal - Lower numbers mean more reflected //3000 or more means nothing was reflected.

int infrared = 2; //connected to digital 2

void setup{ Serial.begin(9600); //establish motor direction toggle pins pinMode(12, OUTPUT); //drive motor -- HIGH = forwards and LOW = backwards //Sets initial direction of drive motor digitalWrite(12, HIGH); }

void loop{ int QRE_Value = readQD; Serial.println(QRE_Value); }

int readQD{ //Returns value from the QRE1113 //Lower numbers mean more refleacive //More than 3000 means nothing was reflected. pinMode( infrared, OUTPUT ); digitalWrite( infrared, HIGH ); delayMicroseconds(10); pinMode( infrared, INPUT );

long time = micros; //time how long the input is HIGH, but quit after 3ms as nothing happens after that while (digitalRead == HIGH && micros - time < 3000); int diff = micros - time; if (diff < 300){ //set drive motor backwards direction digitalWrite(12, HIGH); } else{ //   //Setting drive motor //   //set drive motor forward direction digitalWrite(12, LOW); } return diff; }


text:
User talk:B9 hummingbird hovering/Blog/Personal Weblog

Hi to everybody, I love this work in this web page, you are writing down with great writing! This web page is much enlightening! My name is Rosen, I Live on Berlin, and I will be a follower of this page, my hobbies may not be in the best interest of everyone but I will tell them anyway I am very found of swimming as well as movies, and I also listen a lot Shakira on my parties, I´m single now so male users....Just flirting with you guys lol :)! I already tried online dating It did not work out very well.... I wrote this comment cause as I previously mentioned I really like this web site I also have a forum just as you, but mine is vey different from this, it is about free poker money....:) I will also have to apologize for my writting it is the only way I found to communicate with you guys.... Good Night to everybody, Bye bye


text:
File:Toc.JPG

Licensing
for school project

title: File:Toc.JPG


text: File:R6.4 add.png

title: File:R6.4 add.png


text: File:R6.4 - y2, y4, y8 - homogeneous only.png


text: File:R6.4 - y2, y4, y8 - particular only.png


text: User:Morriswa

title: User:Morriswa


text: File:R6.4 - y2, y4, y8 - Code.png

title: File:R6.4 - y2, y4, y8 - Code.png


text:
User:Egm4313.s12.team8.tclamb/R7-2

=R7.2 - Animate a standing wave=

Problem Statement
Plot the truncated-series:
 * $$u(x,t)\,=\,\sum\limits_{j=1}^n a_j \cos(c \omega_j t) \sin(\omega_j x)$$

with $$n$$ sufficiently high to have an accurate approximation of the original function, and for:
 * $$t\,=\,\alpha p_1\,=\,\alpha \frac{2\pi}{c \omega_1}\,=\,\alpha\frac{2L}{c}$$
 * $$\alpha\,=\,0.5,\,1,\,1.5,\,2$$

and:
 * $$\omega_j\,=\,j\frac{\pi}{L}$$
 * $$a_j\,=\,\begin{cases} 0 \text{ for } j=2m \text{ (even)} \\ -4 / (\pi^3 j^3) \text{ for } j = 2 m + 1 \text{ (odd)} \end{cases}$$

Create an animation of the wave motion in gif format.

Level 2 Solution
We generated an animation of the solution for varying n and holding x and t steady with the following Mathematica code:
 * [[Image:test - Mathematica Code.png]]

As apparent from the following animation of the wave, for $$n > 4$$, there is negligible change in the form of the approximate solution.
 * [[Image:test.gif]]

Nevertheless, we used $$n=200$$ because we could. It doesn't hurt to use a higher accuracy, but increasing n any further would result in extremely slow evaluation. The following Mathematica code generated the following graphs for $$\alpha\,=\,0.5,\,1,\,1.5,\,2$$:
 * [[Image:alpha Mathematica Code.png]]
 * [[Image:alpha = 0.5.png]]
 * [[Image:alpha = 1.0.png]]
 * [[Image:alpha = 1.5.png]]
 * [[Image:alpha = 2.0.png]]

We generated the animation of the wave motion for $$n = 200$$ over three periods in x, and one period in t with the following Mathematica code:
 * [[Image:wave - Mathematica Code.png]]

As apparent from the following animation of the wave, this is a standing wave.
 * [[Image:wave2.gif]]

=R6 Level 2 Report Additions=

R6.4
We used the following Mathematica commands to solve for the analytical solution in the case n=8, the output is also shown:

We used the following Mathematica commands to generate plots for the homogeneous, particular, and complete solutions:

Plot of homogeneous solution $$ y_{h,n}(x) $$

Note the scale on the vertical axis as the homogeneous solution behaves exponentially and reaches a large magnitude of $$10^8$$ over the interval.

Plot of particular solution $$ y_{p,n}(x) $$

Note the significantly smaller scale on the vertical axis as the particular solution oscillates to a magnitude of less than 1 over the interval.

Plot of complete solution $$ y_{n}(x) = y_{h,n}(x) + y_{p,n}(x)$$

Here the complete solution is shown to be completely dominated by the homogeneous solution. This is expected due to the exponential behavior of the homogeneous solution.

R4.4
The following code generates the plot for $$y_{11}(x)$$:

Here $$y_{11}(x)$$ is the Taylor series expansion about 0 and $$y_{11,ext}(x)$$ is the Taylor series expansion extended about 0.9. The plot shows that extending the expansion has no significant effect on the accuracy of the solution.

As for the discrepancy between our plot and the TA's, we are unable to identify the cause, as his solution does not show the input used for n=11. However, our version of the plot clearly shows convergence up through x=2 before diverging, as expected from graphs of n<11:
 * [[Image:Egm4313.s12.team8.tclamb.r4.4.4.png]]

=Division of Labor=

To finish the Level 2 R7 and R6 Additions, we met in Marston regularly over the past week. For R6.4's Additions, Kyle rendered Thomas's Mathematica code from R6 Level 2 and uploaded it to Wikiversity. Thomas made minor modifications to the code to generate separate plots of both the homogeneous and particular solutions, and Kyle uploaded and commented on these alongside the prior plots of the complete solution. For R6.5's Additions, we discussed what to add and also spent a while experimenting, trying to determine how exactly the TA went wrong in his solutions. However, this proved fruitless without the TA's input. As before, Thomas rendered the graph, and Kyle organized the information. Finally, for R7.2 Thomas had previously written code for the Level 1 solution of the problem. With a few minor modifications, we arrived at the Level 2 solution and animation.

title: User:Egm4313.s12.team8.tclamb/R7-2


text: File:R6.5 - y11 - Mathematica Code.png

title: File:R6.5 - y11 - Mathematica Code.png


text: File:R6.5 - y11.png

title: File:R6.5 - y11.png


text: File:Alpha = 0.5.png

title: File:Alpha = 0.5.png


text: File:Alpha = 1.0.png

title: File:Alpha = 1.0.png


text: File:Alpha = 1.5.png

title: File:Alpha = 1.5.png


text: File:Alpha = 2.0.png

title: File:Alpha = 2.0.png


text: File:Test.gif

title: File:Test.gif


text: File:Test - Mathematica Code.png

title: File:Test - Mathematica Code.png


title: File:Wave2.gif


text: File:Wave - Mathematica Code.png

title: File:Wave - Mathematica Code.png


text:
User:Baron Wasteland

Chinese...Japanese...Look At These

title: User:Baron Wasteland


title: File:Signal.3.A.SimSyn.20120426.pdf


text:
User:Lotje

Lotje

title: User:Lotje


text:
Engineering Projects/ComboLockPick

Problem Statement (Finish description)
Mechanism attached to a computer that can open a Masterlock combination lock.

Design

 * The algorithm or steps to figuring out the combination of a Masterlock manually are well known.
 * Videos exist on how to do this.
 * The goal is to automate this process.
 * This design section here focuses on the mechanical subsystems and electrical components:

Implement
This section focuses on the software.

Operate
Operation manual, troubleshooting manual would go here.

Demo
presentation

Next Steps

 * Spin Off Project: Design knob grabber in openSCAD and then print on makerbot so can grab any serrated knob in the future
 * Mount new stepper motor
 * Redo gears so that stepper motor has really small one on it's shaft and really big one on the knob shaft
 * Work on code that tests solenoid, switch and stepper motor, then start doing some reliability testing
 * Find the combination of a lock by hand using one of the internet video's
 * Write receiving processing sketch running on computer and sending arduino sketch that communicate through a USB cable

title: Engineering Projects/ComboLockPick


text:
User:Je7den/enes100/My Work3

Write problem/project Goal
My goal is to either finish the programing part of combo lock pick, or the mechanical side that will include the devise that tests if the lock is unlocked.

My First Task
What are you going to do for the team this first weekend?

Summary of actual work over first weekend
How is what you did different than what you planned?

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Second Task
Record what you are planning on doing for the team during the second weekend.

Summary of actual work over second weekend
I started to look at the old project from fall semester and find where they stalled out. I haven't yet put a summary of their findings on my page and still need to do that. However I also found that I will probably have to follow one route, either the programming side with the specific algorithm or the mechanical side and develop the device that pulls on the lock to test it.

Week2 Narrative
There is a formula that you can use with the lock that allows you to reduce the possible combinations from 64,000 to 100 reducing the time it would take you to solve the lock from one week to just about ten minutes. When programmed into the arduino this same formula can be used to automatically solve the lock. This is explained in the picture below.

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
''Record what you are planning on doing for the team during the final weekend of project work. ''

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Team Page
ComboLockPick

title: User:Je7den/enes100/My Work3


text: File:Cordic acc.20120426.pdf

title: File:Cordic acc.20120426.pdf


text: File:Cordic ang.20120426.pdf

title: File:Cordic ang.20120426.pdf


text:
MediaWiki:Blocklist-by

Blocking custodian

title: MediaWiki:Blocklist-by


text:
Instructional design/Digital story/This checklist

Digital Storytelling Checklist
Check “yes” or “no” for each content area included or not included in your digital storytelling plan. An effective plan will score no less than 85 percent “yes.” (26 of 30)

 * Classroom Implementation

1. Introduction to Digital Storytelling

Direct attention: present DS example		____ Yes	____ No

Introduce task 					____ Yes	____ No

Invite reflection: What is digital storytelling? ____ Yes	____ No

Define Digital Storytelling 				____ Yes	____ No

Provide example/nonexample			____ Yes	____ No

Provide multiple DS representations		____ Yes	____ No

2. Story Roadmaps

Define story arc	 				____ Yes	____ No

Provide simple story arc example			____ Yes	____ No

Practice: write out story arc from example	____ Yes	____ No

Invite reflection					____ Yes	____ No

Define story mapping				____ Yes	____ No

Provide story map examples			____ Yes	____ No

Practice: create story map from examples		____ Yes	____ No

Invite reflection					____ Yes	____ No

Provide multiple DS representations		____ Yes	____ No

Handout: Story arc, story map examples		____ Yes	____ No

3. Digital Storyteller’s Toolbox

Introduce DS tools					____ Yes	____ No

Provide examples of tool use			____ Yes	____ No

Provide nonexamples of tool use			____ Yes	____ No

Practice: realistic DS scenario/define tools	____ Yes	____ No

Invite reflection					____ Yes	____ No

Provide multiple tool representations		____ Yes	____ No

Handout: List of approved tools, uses		____ Yes	____ No

4. Transfer: Put skills to work

Learners conceive/map a DS project 		____ Yes	____ No

Learners practice using tools			____ Yes	____ No

Learners create a DS project			____ Yes	____ No

Handout: Grading/scoring rubric			____ Yes	____ No

 * Assessment

DS tool practice benchmarks, grading rubric	____ Yes	____ No

Story arc/map grading rubric			____ Yes	____ No

DS project grading rubric				____ Yes	____ No


text:
Instructional design/Digital story/Digital storytelling checklist

Check “yes” or “no” for each content area included or not included in your digital storytelling plan. An effective plan will score no less than 85 percent “yes.” (26 of 30)

Classroom Implementation
1. Introduction to Digital Storytelling

Direct attention: present DS example		____ Yes	____ No

Introduce task 					____ Yes	____ No

Invite reflection: What is digital storytelling? ____ Yes	____ No

Define Digital Storytelling 				____ Yes	____ No

Provide example/nonexample			____ Yes	____ No

Provide multiple DS representations		____ Yes	____ No

2. Story Roadmaps

Define story arc	 				____ Yes	____ No

Provide simple story arc example			____ Yes	____ No

Practice: write out story arc from example	____ Yes	____ No

Invite reflection					____ Yes	____ No

Define story mapping				____ Yes	____ No

Provide story map examples			____ Yes	____ No

Practice: create story map from examples		____ Yes	____ No

Invite reflection					____ Yes	____ No

Provide multiple DS representations		____ Yes	____ No

Handout: Story arc, story map examples		____ Yes	____ No

3. Digital Storyteller’s Toolbox

Introduce DS tools					____ Yes	____ No

Provide examples of tool use			____ Yes	____ No

Provide nonexamples of tool use			____ Yes	____ No

Practice: realistic DS scenario/define tools	____ Yes	____ No

Invite reflection					____ Yes	____ No

Provide multiple tool representations		____ Yes	____ No

Handout: List of approved tools, uses		____ Yes	____ No

4. Transfer: Put skills to work

Learners conceive/map a DS project 		____ Yes	____ No

Learners practice using tools			____ Yes	____ No

Learners create a DS project			____ Yes	____ No

Handout: Grading/scoring rubric			____ Yes	____ No

Assessment
DS tool practice benchmarks, grading rubric	____ Yes	____ No

Story arc/map grading rubric			____ Yes	____ No

DS project grading rubric				____ Yes	____ No


text:
General Studies/Syllabus

General Studies is an important part of the Indian Civil Service Examination. Syllabus of the gs papers in both prelims and mains are clearly notified by UPSC

Preliminary

 * 1) Current events of national and international importance.
 * 2) History of India and Indian National Movement.
 * 3) Indian and World Geography - Physical, Social, Economic Geography of India and the World.
 * 4) Indian Polity and Governance - Constitution, Political System, Panchayati Raj, Public Policy, Rights Issues, etc.
 * 5) Economic and Social Development - Sustainable Development, Poverty, Inclusion, Demographics, Social Sector initiatives, etc.
 * 6) General issues on Environmental Ecology, Bio-diversity and Climate Change - that do not require subject specialisation
 * 7) General Science.

Mains
The main Examination is intended to assess the overall intellectual traits and depth of understanding of candidates rather than merely the range of their information and memory.

The scope of the syllabus for the optional subject papers for the examination is broadly of the honours degree level i.e. a level higher than the bachelors degree and lower than the masters degree. In the case of Engineering and law, the level corresponds to the bachelor's degree.

Essay
Candidates will be required to write an essay on a specific topic. The choice of subjects will be given. They will be expected to keep closely to the subject of the essay to arrange their ideas in orderly fashion, and to write concisely. Credit will be given for effective and exact expression.

General Studies
General Guidelines: The nature and standard of questions in the General Studies papers will be such that a well-educated person will be able to answer them without any specialized study. The questions will be such as to test a candidate’s general awareness of a variety of subjects, which will have relevance for a career in Civil Services. The questions are likely to test the candidate’s basic understanding of all relevant issues, and ability to analyze, and take a view on conflicting socio-economic goals, objectives and demands. The candidates must give relevant, meaningful and succinct answers.

Paper - I

 * 1) History of Modern India and Indian Culture : The History of Modern India will cover history of the Country from about the middle of nineteenth century and would also include questions on important personalities who shaped the freedom movement and social reforms. The part relating to Indian culture will cover all aspects of Indian culture from the ancient to modern times as well as principal features of literature, arts and architecture.
 * 2) Geography of India : In this part, questions will be on the physical, economic and social geography of India.
 * 3) Constitution of India and Indian Polity: This part will include questions on the Constitution of India as well as all constitutional, legal, administrative and other issues emerging from the politico-administrative system prevalent in the country.
 * 4) Current National Issues and Topics of Social Relevance : This part is intended to test the candidate’s awareness of current national issues and topics of social relevance in present-day India, such as the following: (i) The Indian economy and issues relating to planning, mobilization of resources, growth, development and employment. (ii) Issues arising from the social and economic exclusion of large sections from the benefits of development. (iii) Other issues relating to the development and management of human resource. (iv) Health issues including the management of Public Health, Health education and ethical concerns regarding health-care, medical research and pharmaceuticals. (v) Law enforcement, internal security and related issues such as the preservation of communal harmony. (vi) Issues relating to good governance and accountability to the citizens including the maintenance of human rights, and of probity in public life. (vii) Environmental issues, ecological preservation, conservation of natural resources and national heritage.

Paper - II

 * 1) India and the World : This part will include questions to test candidate’s awareness of India’s relationship with the world in various spheres such as the following:- Foreign Affairs with special emphasis on India’s relations with neighbouring countries and in the region. Security and defence related matters. Nuclear policy, issues, and conflicts. The Indian Diaspora and its contribution to India and the world.
 * 2) India’s Economic Interaction with the World : In this part, questions will be on economic and trade issues such as foreign trade, foreign investment; economic and diplomacy issues relating to oil, gas and energy flows; the role and functions of I.M.F., World Bank, W.T.O., WIPO etc. which influence India’s economic interaction with other countries and international institutions.
 * 3) Developments in the Field of Science & Technology, IT and space : In this part, questions will test the candidate’s awareness of the developments in the field of science and technology, information technology, space and basic ideas about computers, robotics, nanotechnology, biotechnology and related issues regarding intellectual property rights.
 * 4) International Affairs and Institutions : This part will include questions on important events in world affairs and on international institutions.
 * 5) Statistical analysis, graphs and diagrams : This part will test the candidate’s ability to draw conclusions from information presented in statistical, graphical or diagrammatical form and to interpret them.

title: General Studies/Syllabus


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User:F of x

Montreal based hacker/teacher.

Currently working on porting my Arduino classes to Wikiversity under Project Yoreme.

Script 2 - Analog Output

title: User:F of x


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Arduino/Analog output

In this activity, we show how to dim an LED using a technique called PWM, which stands for Pulse Width Modulation.

Introduction
PWM is a technique for getting analog results with digital means. Digital control is used to create a square wave, which is a signal switched between on and off. This on-off pattern can simulate voltages in between full on (5 Volts) and off (0 Volts) by changing the portion of the time the signal spends on versus the time that the signal spends off. The duration of "on time" is called the pulse width. To get varying analog values, you change, or modulate, that pulse width. If you repeat this on-off pattern fast enough with an LED for example, the result is as if the signal is a steady voltage between 0 and 5v controlling the brightness of the LED.

In the graphic below, the space between each pair of green lines represents a regular time period of two milliseconds.

Step 1
Hook up the LED to pin 9 of the Arduino, as shown in the diagram below.

Step 2
Connect the Arduino to your computer.

Step 3
Paste the following code into Arduino and run it:

Code explanation
We have two new concepts here. The first is the “for” loop. This is a kind of control structure. This is used when we want to repeat a block of code over and over again until some condition is satisfied.

The statements inside the parentheses are what controls the conditions of the for loop. The first one sets up the loop. It is called every time the loop starts. In this example, we create an integer called “fadeValue” and set it to 255.

The next statement is checked every time the loop repeats. If it is true, the loop repeats again. If it is false, the loop stops. In this case, we check if the “fadeValue” is greater than or equal to zero.

The last statement is also run every time the loop repeats, but at the end instead of the start. In this case, we decrease the “fadeValue” by 5 every time.

The second new concept is the “analogWrite” function. This is the function that writes an analog value (PWM wave) to a pin. As such, it requires two arguments: first, the relevant pin and, second, a value between 0 and 255. Since a call to analogWrite is made on a scale of 0 - 255, analogWrite(pin, 255) requests a 100% duty cycle (always on) and analogWrite(pin, 127) a 50% duty cycle (on half the time) for example. It can be used to light an LED at varying brightnesses, like we do here, or drive a motor at various speeds, among other things.

After a call to analogWrite, the pin will generate a steady square wave of the specified duty cycle until the next call to analogWrite, or a call to digitalRead or digitalWrite on the same pin.

Generally, on current Arduinos, analogWrite only works on pins 3, 5, 6, 9, 10, and 11.

Step 4
Try changing the numbers in the for loop, and see what effect this has on the LED. You can change the initial value (currently 255), the final value (currently 0) and the step value (currently negative 5).

Step 5
Try changing the delay value, and see what effect this has.

Step 6
Using copy and paste, make a second copy of the for loop beneath the first one. In this second loop, change the initial value to 0, the final value to 255, and the step value from negative to positive 5. Also, change the greater than sign to a less than sign. The code should now look like the following:

Step 7
Try changing the values in the second loop, the way you did in steps 4 and 5, and see what effect this has.

Step 8
Make some more copies of the loop and use different values in each one. Can you think of other ways to produce different patterns, other than just making new loops one after the other?

Step 9
Once you get this running, grab your Arduino and shake it back and forth. What you are doing here is essentially mapping time across the space. To our eyes, the movement blurs each LED blink into a line. As the LED fades in and out, those little lines will grow and shrink in length. Now you are seeing the pulse width.

Attribution
Certain portions of this course are based on the Arduino documentation for PWM and used with permission under the CC-BY-SA 3.0 license.

title: Arduino/Analog output


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Engineering Projects/BallBot/Howard Community College/Spring2012/SNTeam

Problem Statement
Build robot for ENES-102 with sample code exercising all the robots.

Team Members
scott foerster

Summary
Put an overall, short one paragraph summary here.

Poster
''Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.''

Story
''Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.''

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Material List

 * 1. List materials used, quantity, size, cost.
 * 2. Describe what needs to be purchased in the future to continue working on this project.

Software List
''You installed different software packages or used already installed software. Describ the programs here.''

Time
''Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.''

Tutorials
''All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.''

Next Steps
List specific details, advice, describe the current problems that the next team faces associated with the project here.


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User:BrandonSkyPimenta

Known sockpuppeteer across Wikimedia. All accounts are locked, including this one.

title: User:BrandonSkyPimenta


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User:HTFFanBrandon04

Like all of this user's sockpuppets, it is locked globally.

title: User:HTFFanBrandon04


text:
User:ImBrandonSky

Note that this account is globally locked.

title: User:ImBrandonSky


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Category:Sockpuppets of BrandonSkyPimenta

These accounts are known sockpuppets of BrandonSkyPimenta. The accounts are not all blocked, but are locked.