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1000 Songs/I stretched out my hands and approached my Lord (ode 42)

I stretched out my hands and approached my Lord (ode 42)

1000 Songs

Text
This text is believed to have been taken from a book of odes written around 100 A.D. This large Syriac manuscript was discovered in 1909 by Dr. J. Rendel Harris. He translated it into English and published it under the title Odes and Psalms of Solomon (although they do not bear much resemblance to odes). For more detailed information about this book, see The New Archaeological Discoveries and Their Bearing Upon the New Testament by Camden McCormack Cobern. It is believed that they were originally written in Greek or Aramaic.

Author
Unknown

Translations/Challenges
Dr. J. Rendel Harris (whose translation can be found above) and James Charlesworth whose translation can be found here.

Editor's Choice
I prefer Harris' translation simply because of the textual rhythm and traditional language used. Contextually I would have no preference.

Music
There is a project called The Odes Project that is striving to take the Odes of Solomon and adapt them for modern worship. The texts are remaining relatively true to the original English translations and musically they sound like modern worship songs. Here is one example of Ode 42 in this project. This particular arrangement uses a beautifully written piano underscore.

Tune
During the time in which these odes or psalms were written, they were most likely sung or chanted. However, none of the original tunes have survived, as they were most likely passed down orally.


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1000 Songs/As the impulse of anger against evil (ode 07)

As the impulse of anger against evil (ode 07)

1000 Songs

Text
Ode 7 is attributed to Solomon. It is thought to have been either written originally written in Greek or Syriac.

Editor's Choice

 * 1) As the impulse of anger against evil, so is the impulse of joy over what is lovely, and brings in of its fruits without restraint:
 * 2) My joy is the Lord and my impulse is toward Him: this path of mine is excellent:
 * 3) For I have a helper, the Lord.
 * 4) He hath caused me to know Himself, without grudging, by His simplicity: His kindness has humbled His greatness.
 * 5) He became like me, in order that I might receive Him:
 * 6) He was reckoned like myself in order that I might put Him on;
 * 7) And I trembled not when I saw Him: because He was gracious to me:
 * 8) Like my nature He became that I might learn Him and like my form, that I might not turn back from Him:
 * 9) The Father of knowledge is the word of knowledge:
 * 10) He who created wisdom is wiser than His works:
 * 11) And He who created me when yet I was not knew what I should do when I came into being:
 * 12) Wherefore He pitied me in His abundant grace: and granted me to ask from Him and to receive from His sacrifice:
 * 13) Because He it is that is incorrupt, the fulness of the ages and the of them.
 * 14) He hath given Him to be seen of them that are His, in order that they may recognize Him that made them: and that they might not suppose that they came of themselves:
 * 15) For knowledge He hath appointed as its way, hath widened it and extended it; and brought to all perfection;
 * 16) And set over it the traces of His light, and I walked therein from the beginning even to the end.
 * 17) For by Him it was wrought, and He was resting in the Son, and for its salvation He will take hold of everything.
 * 18) And the Most High shall be known in His Saints, to announce to those that have songs of the coming of the Lord:
 * 19) That they may go forth to meet Him, and may sing to Him with joy and with the harp of many tones:
 * 20) The seers shall come before Him and they shall be seen before Him,
 * 21) And they shall praise the Lord for His love: because He is near and beholdeth.
 * 22) And hatred shall be taken from the earth, and along with jealousy it shall be drowned:
 * 23) For ignorance hath been destroyed, because the knowledge of the Lord hath arrived.
 * 24) They who make songs shall sing the grace of the Lord Most High;
 * 25) And they shall bring their songs, and their heart shall be like the day: and like the excellent beauty of the Lord their pleasant song;
 * 26) And there shall neither be anything that breathes without knowledge nor any that is dumb:
 * 27) For He hath given a mouth to His creation, to open the voice of the mouth towards Him, to praise Him:
 * 28) Confess ye His power, and show forth His grace. Hallelujah.

Background
Solomon is attributed to writing the Odes of Solomon. These are apocryphal and not canonical.

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


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User talk:Videopower

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Simone 20:40, 10 October 2011 (UTC)

title: User talk:Videopower


text:
1000 Songs/O Zion Haste (Mary Ann Thomson)

O Zion haste thy mission high fulfilling (Mary Ann Thomson)

1000 Songs

Author
Mary Ann Thomson was born in London in 1834, but lived in Philadelphia in 1868 when she began writing this missionary hymn.

Translations/Challenges
Since the text was originally written in English, there are no great challenges with translation. However, there is a textual challenge for contemporary editors. Recent generations often do not understand the meaning of the word "Zion" in the first line. The hymn personifies the mountain upon which Jerusalem was built, and applies it as the people of God (Isaiah 40:9). But (especially in light of the Zionist movement over the last century or so), the poetic device of addressing the church as "Zion" can be misleading. Given the challenge, what is an editor to do, when the second word of the first line begins with the letter Z? Most modern hymnals continue to print the song in its traditional form, but Word publishing, in The Hymnal for Worship and Celebration (1986) and The Celebration Hymnal (1999) place an asterisk before the word "Zion" in the text, and include a footnote explaining, "*Isaiah 40:9. By extension the word refers to the people of God." Other hymnal publishers, such as Hope publishing's Hymns for the Living Church (1974), The Singing Church (1985), and The Worshiping Church (1990) have replaced the word "Zion" with the word "Christian" or "Christians," which conveys the meaning more clearly. However, replacing the second word of a first line creates an interesting challenge to find the hymn up in an alphabetical listing of first lines! In such cases, a line in the index shows "O Zion Haste" but in some way sends the reader to "O Christian(s) haste."

Another editorial challenge, one that is hastily dismissed, is the archaic use of "thy" rather than "your" throughout the text. As with many Bible translations, the old conventions are replaced with more contemporary practices. While that works in a prose setting, hymnal editors should certainly give second thought to changing "thy mission high" with "your mission high," which sacrifices internal rhyme for ease of understanding. Besides the beauty of the vowel sounds, the poem itself is written in rather formal, profound language. If the inverted word order were fixed, all dated pronouns changed, and seldom-used vocabulary were replaced with familiar ones, the meaning of the text might be the same, but the power of the poetry would be severely compromised. Hence, the Editor's choice is to retain the original text.

Editor's Choice
See the full text here.

Tune
Mary Ann Thomson wrote the words for "O Zion haste" to match a different tune than the one to which it is so often attached today. Her favorite tune was PILGRIMS, a new tune recently composed by Henry Smart, which was matched with a hymn, "Hark, hark my soul, angelic songs are swelling" by Frederick Faber. Mary wanted to write words to go with that delightful music, and this was her grand attempt.

Ironically, just a few years later, in 1875, a musician named James Walch, who was a student of Henry Smart, was working on a new tune to go with his favorite text, "Hark hark my soul angelic songs are swelling." He completed his music in 1875, happy that he had fulfilled his ambition to write a suitable tune for that delightful text.

As history would have it, Mary's favorite tune and James' favorite text would both fall into obscurity, while his new tune and her new text would be wedded for generations to come. And so James Walch's tune is sometimes named TIDINGS, due to its marriage with this text he had never seen.

Arrangements
The music is somewhat march-like in quality, with a rather high tessitura for modern congregations. It is also a rather florid, lengthy tune, not unlike florid Methodist tunes of its day (such as SAGINA by Thomas Campbell, often set with the text of "And Can It Be").

Author biography
Mary Ann Thomson was Anglican from birth, Episcopalian by virtue of moving to the United States.

Author's circumstances
The hymnwriter's young son was seriously ill with typhoid fever, when from his sick-bed he declared that he should like to become a missionary, if he recovered. The statement was doubly moving to the young mother, Mary, who realized that she would, in a sense, be losing her child. If he did not die as a child from this illness, he would be leaving for the cause of Christ. Out of this deep reflection, Mary Ann Thomson wrote as she stayed vigil by her son's bedside that night.


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User talk:U3017146/Rock climbing in the summer Olympic Games, aiming too high?

Looks promising! Rock climbing in itself is a pretty political activity too, with the age old debate between sport and trad climbing, to bolt a cliff or not, and whether climbing plastic is really climbing. You might touch on some of this along the way to your main focus of sport climbing in the Olympics, if you have room. Nice to see this topic getting picked up :) Leighblackall 22:04, 10 October 2011 (UTC)

 * I really appreciate someone who understands the various debates within this wonderful sport. I will definitely explore these aspects as i think they are massive political debates that occur within rock climbing, especially is plastic really climbing? This ties in nicely with the competition side of things. I will explore rock climbing as a business from the local level here in Canberra right through to the international level. I worked at the climbing centre in Mitchell for 7 years so have a lot of background information, i was also one of the original competitors in the Canberra Rock Squad so i have a keen interest in this topic. :) Lauren Dobson 114.73.164.164 02:20, 13 October 2011 (UTC)


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User talk:Banminnick/enes100/cupcakes

10/10/0 perfect week 0 score 10/10/30 .. good job 204.126.132.241 15:00, 26 September 2011 (UTC)

Week1 Peer Review
Ben, you have really done a very well job on Wikiversity, and all of the other work.I was reading on your individual site, it is really awesome buddy. Great job.. by the way thank you so much reminding me to fill in here.Ayapici 2 October 2011, at 12:13 (UTC)

Week 2 Peer Review
Ben, your second week task was really hard to make it work, I mean not how to connect the Kinect, it's the next step that going to be hard, like how can you capture a video or image and save it as an "stl" file right? I think you work hard on this, I was able to make the Kinect work too in class..it was fun.Ayapici 2 October 2011, at 14:58 (UTC)

10/10/10 ... good job ... would have received more push points if you had provided links to the web sites where you downloaded the software ... 1sfoerster 14:06, 3 October 2011 (UTC)

Week3 Peer Review
Hey Ben, you have really done a great job on week 3, especially the videos that you uploaded. I will be putting my week 3 and week 4 on wiki probably tonight or tomorrow...by the way we have a presentation on Wednesday too.Week3 Peer Review 10 October 2011, at 12:00 (UTC)

title: User talk:Banminnick/enes100/cupcakes


text: Template:Essay review

title: Template:Essay review


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Template:MEBF/2011

Instructions: This is a marking and feedback template for the book chapter exercise for the Motivation and emotion unit. This template is designed to be transcluded on a chapter talk page.

Chapter review and feedback
This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by [ starting a new section below] and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.

Simple example
See also detailed example

~ gives

-- Jtneill - Talk - c 12:55, 10 November 2011 (UTC)

Detailed example
Here's an example use of the template which includes some commonly provided feedback comments:

gives

title: Template:MEBF/2011


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User talk:Fab4187/enes100/HamV2

Week 0
hey good work creating the new project pages.Jhasslinger 02:30, 17 October 2011 (UTC)

Week 1
Your page has alot of useful information. Good work on everything Jhasslinger 20:50, 23 October 2011 (UTC)

10/10/50 ... good job 1sfoerster 18:45, 24 October 2011 (UTC)

Week 2
Good work with the presentation this week. Look forward to this weekJhasslinger 23:07, 30 October 2011 (UTC)

10/10/20 ... good decision tree 1sfoerster 19:39, 31 October 2011 (UTC)

Week 3
Page looks good. Great work on the team done page. Jhasslinger 23:18, 6 November 2011 (UTC)

10/10/20 ... 1sfoerster 20:28, 7 November 2011 (UTC)

Week 4
10/10/30 ... 1sfoerster 21:53, 14 November 2011 (UTC)

Good job on this project it was great working with you and good luck on your next project Jhasslinger 03:41, 12 November 2011 (UTC)

title: User talk:Fab4187/enes100/HamV2


text:
User talk:Ezarate

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title: User talk:Ezarate


text: User:Marjoleinkl

title: User:Marjoleinkl


text:
Category:Ancient Egyptian

This category is for pages related to Ancient Egyptian.

title: Category:Ancient Egyptian


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Category:Egypt

This page is for pages related to Egypt.

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User:Semi-truckinjurylawyer

The user page has been blanked to hide links to userfied linkspam pages, see history to find pages

title: User:Semi-truckinjurylawyer


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User:Semi-truckinjurylawyer/An Overview of the Types of Trucks that Appear On Our Roads

Page blanked in lieu of deletion, to allow user to recover content for possible usage. Linkspam.


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User:Semi-truckinjurylawyer/Texting While Driving-Stats and Information

Page blanked in lieu of deletion, to allow user to recover content for possible usage. Linkspam.


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User:Semi-truckinjurylawyer/Text messaging Whilst Driving-Stats in addition to Details

Page blanked in lieu of deletion, to allow user to recover content for possible usage. Linkspam.


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User:Semi-truckinjurylawyer/The Issues Surrounding Distracted Driving

Page blanked in lieu of deletion, to allow user to recover content for possible usage. Linkspam.


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User:Semi-truckinjurylawyer/Vehicle Accident Facts and People Data: Annual Reviews, Fatality Details and Individual Injury Information

Page blanked in lieu of deletion, to allow user to recover content for possible usage. Linkspam.


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User:Semi-truckinjurylawyer/Truck Incident Numbers in America

Page blanked in lieu of deletion, to allow user to recover content for possible usage. Linkspam.


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User:Semi-truckinjurylawyer/Exactly what are usually the actual Main Causes with Vehicle Incidents in the united states?

Page blanked in lieu of deletion, to allow user to recover content for possible usage. Linkspam.


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User talk:Supermanfan76

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User talk:Mjdamasio

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:04, 11 October 2011 (UTC)

title: User talk:Mjdamasio


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User talk:Burgerbelly

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User talk:Tmollohan

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title: User talk:Tmollohan


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User talk:Marjoleinkl

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:10, 11 October 2011 (UTC)

title: User talk:Marjoleinkl


text:
User talk:Semi-truckinjurylawyer

Your page creations
I'm concerned that your page creations are at or beyond the edge as far as possible conflict-of-interest and linkspam are concerned. I'm accordingly moving all these pages to your user space for review. I think it likely that you could, in fact, make positive and acceptable contributions to Wikiversity, and some of what you have written may be acceptable if it is not, for example, copyright violation, which I have not yet checked.

One of my concerns is that the pages are not set up or organized as educational resources, with appropriate titles. They are more of the character of essays that might be provided as subpages of some overall educational resource.

Thanks for helping improve Wikiversity. --Abd 13:17, 11 October 2011 (UTC)

Some of these pages are strangely garbled, with links to an attorney web site inserted as apparent linkspam. For example, User:Semi-truckinjurylawyer/Exactly what are usually the actual Main Causes with Vehicle Incidents in the united states? contains lines like this: Numerous people ponder exactly how semi truck accident attorneys occur. The bold text is a link to Golberg and Osborne, truckaccidentlawyers.com. I've never before seen such blatant, out-of-place linkspam actually created in that form by a linkspammer; rather we see links like that inserted into an existing page. I've looked to see if the page is copied from elsewhere, it hasn't shown up in searches so far.

I'm tagging the pages with a slow deletion tag, to give you some time to refactor the content into something that might be usable. Linkspam is not allowed, but if you are creating useful resources, some kinds of useful links might be allowed. Most administrators would probably have deleted this on sight, and I might end up there myself, but I'd like to offer you the opportunity to cooperate. I am blanking all the pages with a note, you can access your content using the History tab. Thanks for considering this. --Abd 15:28, 11 October 2011 (UTC)

title: User talk:Semi-truckinjurylawyer


text:
User talk:Apro29

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title: User talk:Apro29


title: File:DigitalDesign.20111010.pdf


text:
User:John Bessa/ArtSci

"The art of science and the science of art."

ArtSci departs entirely from didactic education to a pure project-based education system that brings the little red schoolhouse in the 21st Century; naturally it is wiki-based, and it also approaches the Whole Systems Model that can be seen in wiki structure and the Agile information systems design. Much of the education model can be applied to existing academy-based education, though it is hoped that educators would finally depart the 2500 year old system for current thought that links the natural human with the current highly-effective information structure. Much of this integration is described in Middle School Science, as well as many ways of bringing in students' everyday reality into the school for scientific analysis and artistic application.

's wireless installation in Nova Scotia, Canada. These must have been exceedlingly aesthetic in real life, and the vacuum tube has proved to be the most effective way to reproduce sound, but has been deprecated by easier to use transistor-based circuitry]]

Key to current education is continuing education, which is applied in an attempt to reverse present American decline by converting factories abandoned by oligarchic capital (yet still owned and allowed to decay while jobs and products go for want) into democratic production environments.

Evaluation
I think in this type of new (or restored pre-classical) education, the sticky part is evaluation. It would be ideal to eliminate it, but that is impractical, does not assure that the learners are moving up to expert (which is something society wants to know). This model attempts to allow learners to reach and practice at their levels of potential (as in self-actualization), and avoids the unstandardized nature of narrative evaluations (which can be quite wordy and subjective).

Model
I think the goal has to be to keep it light, so that students feel attracted to the seminars. I did evaluation on a boat contruction / designing forum, and it worked great, I evaluated on how "human" responers where as "human 1.0." is totally human. People who gave reasonable suggestions, which were about angle of heel, got high-human ratings, others tell me I am stupid, for instance, got low human rating.

From my on-line counselling course, I realize that there need to be levels. As we will use Agile concepts of cyclic learning with milestones, then proficiency in commenting earns the marks to move. That is, if you have thought-out ideas, then you get + marks.

 *  ++  You really get the topic. If you can see effects of the topic to related issues, meaning contiguous or neighboring issues, then you are acheiving an important current-education goal, which is seeing the world as a Whole systems model:  +++ .
 *  +  You can move on to the next topic.
 *  0 (or even)  You can practice this topic in the real world.
 *  none yet  Keep at it, you will get there!

I think that, for evaluation, anybody can go back and update their material (keeping within word limits) to improve their evaluation, and hence the effect of their research and synthesis on WV policy. In other words, + 's mean effect on the environment.

Also, collaboration is a must here as with every wiki effort, so the effort to mutually improve writing with "co-synthesis" should also get ++ by virtue of being mutual.

title: User:John Bessa/ArtSci


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User talk:Mondephile

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To insert arabic numbers, use the template ( . Here are the ten numerals and how to produce them: I'm afraid there's currently no way of inserting arabic numerals into the quiz-setup. Simone  19:53, 11 October 2011 (UTC)

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User talk:Stargoat~enwikiversity

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

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Hello,

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

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

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File talk:@soccer.jpg

Please hold fire on this, Daniel is my student at the University of Canberra, and is learning the intricacies of copyright. I know he does own the rights to this image, but he doesn't know about marking it CC here. When we see each other in class, I will walk him through it, and encourage him to load to Commons, with a better file name. Leighblackall 21:35, 11 October 2011 (UTC)

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User talk:JonathanStone/Football Economics: A comparative analysis of player wages and salaries between the elite football leagues

Hi Jonathan, sorry to take so long in placing a comment and suggestions here on your talk page. You should blend the outline, into the introduction now. The outline was your pitch to the journal, now they have accepted your proposed essay, you don't need an outline, the introduction can take most of what you say there. Also, try to relate the issue of player salaries, to local club policies and practices. The inclusion of the table is very interesting and good start. Reading through your outline/intro, I also felt myself asking what these massive salaries are actually spent on. Is it true that it all goes to the player only? Or is it distributed through the player's agents, coaches, therapists, charities etc? Good to watch you develop this essay. Leighblackall 21:45, 11 October 2011 (UTC)


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text: User:Bilby/Template

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Tectonic hazards/Seismic performance evaluation

Seismic performance evaluation is a formal procedure to quantify the level of actual or anticipated seismic performance associated with the direct damage to an individual building subject to a specified ground shaking.

The best way to do it is to put a model that simulates the building structure on a shake-table that simulates the earth shaking and to watch what may happen next (if you have no time to stand out in the field and wait for a real earthquake to strike, which is called a field testing). Such kinds of experiments were performed still more than a century ago. Another way is to evaluate the earthquake performance analytically.

The very first earthquake simulations were performed by statically applying some horizontal inertia forces, based on scaled peak ground accelerations, to a mathematical model of a building. With the further development of computational technologies, static approaches began to give way to dynamic ones.

Traditionally, numerical simulation and physical tests have been uncoupled and performed separately. So-called hybrid testing systems employ rapid, parallel analysis using both physical and computational tests.


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Motivation and emotion/Book/2011/Consumerism and emotion

Overview

There are many reasons to shop: wants, needs, boredom, anxiety, and the (shopping) list goes on. For some, shopping can become a problem when they literally consume more than their budget, home or health can cope with. What is presented here is an informative guide as to why people buy impulsively, and specifically how retailers manipulate motivations and emotions through the five senses to make consumers buy more.

This chapter is aimed at the many people who find they return home from a shopping outing with items they never intended to get. These items are hereafter defined as impulse purchases. Perhaps the most commonplace example of this is the last minute checkout chocolate grab. Whilst people with more serious compulsive tendencies may find some interesting insights within the chapter, this information and empirically supported self-help tools are provided to assist rein the average person’s impulsive spending. As such, this chapter is for you if you answer yes to any of the following questions.
 * 1) Do you often leave the shops with more items than you had planned on buying?
 * 2) Do you 'pop to the shops' only to return home much later than you had hoped?
 * 3) Do you go with a focus to only visit certain stores, and end up browsing in others?
 * 4) Are you curious how retailers manipulate your behaviour to make you do any of the above?

It’s not just you
It seems from research that the problem of impulse buying is not restricted to a few individuals. Most notably, Inman, Winer, and Ferraro (2009) explored the statistics of unplanned or impulse purchase occurrence across America. They calculated the baseline probability of making such a purchase during a shopping outing is 46%. Furthermore, depending on one’s circumstances this may incrementally increase approximately 10%. For example if the shopper is female and familiar with the store, frequency of unplanned purchases rises to around 66%. To add further complication, they discovered in-store displays and shopping all aisles could (literally) be among the most costly contextual factors. Under the right circumstances, the probability of unplanned purchases is as much as 93% (Inman et al., 2009). From these figures, it is then fair to assess that at one time or another, anyone is vulnerable to impulsive spending.
 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: Black; margin-left: auto; margin-right: auto"
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Expectancy-value theories of goal setting
Unless ones earnings are limitless, there is no way to purchase all that the heart may desire. Expectancy-value theories of Motivation and goal setting|goal setting may help explain how and why consumers choose to buy some items over others. Baumgartner and Pieters define goals as being persistent, valuable, and achievable plans, according to the individual. Goals are the mechanism by which people engage in approach or avoidance behaviours. The researchers explain that goals are selected according to a person’s assessment of its desirability and feasibility. This is essentially the premise of the expectancy-value theory: if the goal has an achievable outcome that has highly desirable value to the individual, it will be chosen over others (Baumgartner & Pieters, 2008). Goal selection then provides energy and direction for certain behaviours. However, these ideas only partially explain the underlying processes of consumer goal pursuit.

Expectancy theory does have a shortcoming in this context and that is to describe what occurs when consumers struggle with a purchasing decision. Goals can have simultaneous desirable and undesirable consequences (goal ambivalence) and even compete if both are highly weighed in importance (goal incompatibility; Baumgartner & Pieters, 2008). The competition between goals to take priority adds pressure to consumer decision-making. Worse still, shopping without a clear goal in mind can become characteristic of impulse spending (Peck & Childers, 2006).Therefore selecting a goal is a potentially difficult and yet crucial task for consumers. Whilst there may be many factors to aid in evaluating goal’s suitability, perhaps for the consumer this is where affect steps in.

What is consumer emotion?
Affect, or otherwise referred to as emotion or mood, is defined as an internal feeling state (Cohen, Pham, & Andrade, 2008). When goals compete, one explanation is that affect itself may become the end goal or a motivator throughout the process (Baumgartner & Pieters, 2008). Consider the conflict between the long-term desire to lose weight versus the want of a delicious dessert. The immediate feeling of satisfaction provided by the dessert is easier to anticipate than any future emotional rewards offered by weight loss, hence people often act to achieve immediate positive feelings (Cohen et al., 2008; Pham, 2004). As per expectancy-value theory, affect offers a readily achievable and valuable goal. In doing so it lends itself to the decision-making process and influences goal choice. Knowing this, advertisers and retailers tap in to emotions and aim to make products more attractive and attainable (Baumgartner & Pieters, 2008).

There are three different types of affect and each offers a unique perspective of shopper affective influences. As defined by Cohen et al. (2008), integral affect relates to the feelings aroused by the specific object under purchase scrutiny. They suggest the features of the object, be it the smell and taste of a luscious coffee or the sight of an infuriating advertisement, elicit feelings to add to the product's interpretation of favourability. The experience of integral affects are often so reinforcing that they can hinder impulse control, especially when deciding between satisfying current hedonic needs and the latter consequences (like eating that dessert now and regretting it on the waist-line later, Pham, 2004). Feelings can also be elicited by things other than specific consumer products. Of the last two terms, incidental affect is the contextual mood under which the item is assessed, including shopper environment influences and shopper temperament (Cohen, et al., 2008). Indeed, for most individuals, there is pleasure to be found in the shopping environment (Cox, Cox, & Anderson, 2005). That retail environment, or ‘servicescape’ as it is sometimes known, is important to shop designers as it can be manipulated to get consumers in the shopping mood (Bitner, 1992).

Alternatively, task-related affect is somewhat harder for the retailer to control. It relates to feelings caused by the process of making purchasing decisions or product evaluations (Cohen, et al., 2008). Consider for example the stress, effort and perhaps disappointment involved in rejecting (or accepting) the dessert. All three kinds of affect; integral, incidental and task-related, have long been acknowledged to aid in the overall appraisal of a purchase target (Pham, 2004). Therefore it is necessary to more closely examine retailer tactics aimed at emotions.

Servicescape model
There are multiple elements that a retailer could consider adjusting to increase impulse sales. In a very comprehensive fashion, Bitner (1992) proposed the servicescape model in which store layout, ambient conditions and store signage (or symbols) all might be regarded to play a role in manipulating consumer physiological, emotional and cognitive processes. Her work explicitly regarding emotion suggests it exists along two measurable planes: pleasure and arousal. In contrast to expectancy theory, Bitner explains that these are responsible for driving in-store approach or avoidance behaviours. Therefore what is presented here is research supporting this idea of emotions as driving forces for consumer behaviour and what retailers can manipulate within the servicescape to appeal to them. More specifically, the focus concerns the most elementary form of environmental processing an individual can undertake, and that is through the five senses.

The senses
"Almost all unplanned buying is a result of touching, hearing, smelling or tasting something on the premises of the store (Underhill, 1999, p. 158)."

Sight
Colour

If the sight of natural elements like wood are ‘pleasing to the eye’ for most individuals (Bitner, 1992), then the use of colour may have many applications in the store environment. Among the first to describe its uses in a retail context were Bellizzi, Crowley and Hasty (1983). Their research suggested cooler colours of blue and green stimulate pleasant feelings. The optimum level of arousal invoked by cooler colours enables relaxed browsing and does not detract from the product or experience at hand. It is useful for increasing time spent in-store, which in turn allows staff to up-sell and increases impulse purchases (Bellizzi & Hite, 1992).

Furthermore Bellizzi et al. (1983) also found that colours in the warm spectrum like red and yellow have servicescape implications. These colours have attraction appeal with practical uses for catching the eye and drawing customer’s attention. As such they can be useful for store entrances or for sale signage. Bellizzi et al. (1983) clarify warm colours are not recommended for bulk usage as it can become irritating and distracting on a larger scale. This may lead to customers prematurely leaving the store. Noting this idea, there is clearly some reason why stores continue to use warm tones to great advantage.

As the other measure of emotion, arousal offers a slightly alternative view for the usefulness of warm colours. Van Rompay, Tanja-Dijkstra, Verhoeven, and van Es (in press) differentiated warmer and cooler tones as capable of provoking high arousal and low arousal feelings, respectively. Moreover, they clarified certain colours can invoke more pleasure and suitable arousal levels depending on the shopper’s motivation.

In the study by van Rompay et al. (in press) browsers (or recreational shoppers) were more invigorated and indulgent in a red shopping environment. Whereas, the same red store was too distracting or arousing to allow easy concentration for goal pursuit. Ultimately, shoppers with a goal discovered the optimum level of arousal and greater pleasure in a more relaxing blue store. This would seem to somewhat contradict Bellizzi et al.'s (1983) statement that red should be used modestly, but instead offers a more useful interpretation. That is, colour can be used according to the store’s target demographic or shopper style. In doing so it creates the perfect incidental mood and potentially minimises negative task-related affect

Layout

Store layout is a critical visual element for stores to consider, as a poor layout impedes the view and manoeuvrability within a store. Bitner (1992) stressed that organised layout was most important when shopper motivation is goal oriented, or when time might be limited. A disordered layout would not be conducive to positive task-related affect and certainly increase arousal to an irritating level in a supermarket. Indeed, Bäckström and Johansson (2006) analysed interviews from a large participant sample and found this is the case for display and store layout. Alternatively, more chaotic servicescapes offer optimum levels of arousal for recreational shoppers, increasing their browsing times and purchases (Kaltcheva & Weitz, 2006). Again it seems that intended arousal levels should be matched to the environment and intended demographic.

Taste
Food sampling

Food sampling presents the most obvious of ‘taste’ sense experience and appeals to each of the three types of affect. In a field experiment, Heilman, Lakishyk, and Radas (2011) found 73% of shoppers took food samples on offer, especially if those items were hedonistic treats like ice-cream or if they were hungry. Samplers had a 52% increased buying rate between those who planned the purchase and those who did not. It was also likely that up to 60% switched from their usual brand of purchase, which is detrimental to the consumer if the sampled brand is more expensive. In other ways the study showed sampling added to the enjoyment of shopping (incidental) and inferred that it makes decisions easier (task-related) by increasing product familiarity and appeal (if taste was liked; integral).

Touch
Peck and Childers (2006) propose that consumers without a clear purchase goal, such as browsers, more readily process hedonic-orientated touch sensory information. In other words, they use touch to seek enjoyment and arousal from the environment. Similar to the idea of Pham (2004), Peck and Childers clarify that in a cognitively demanding servicescape, (e.g. supermarket) the consumer turns to the simpler affective system and senses to make a decision. In their study, shoppers were observed to buy fruit on impulse more frequently if they touched it first. Moreover, using a priming sign over the fruit suggesting customers “feel the freshness” of the product increased both the touch-rate and impulse purchases. The implications are that touching a product appeals to integral affect and aids the product’s evaluation of suitability.

Hearing
Music

Few shopping outings are accompanied with silence. The importance of ambient sound, particularly music, for store experience is nearly indisputable. The review of this topic’s empirical evidence by Jain and Bagdare (2011) clearly supports this idea. As per Bitner’s (1992) model, Jain and Bagdare summarise music’s effects to include cognitive, emotional and physiological responses. Indeed they confirm that these all flow into behavioural responses, such as spending or even willingness to loiter, when used appropriately. In another example, Broekemier, Marquardt, and Gentry (2008) found in-store music that was both happy and liked had the strongest effect on shopping intentions due to its ability to incite pleasure and optimal arousal. Music is therefore interpreted to manipulate incidental affect to create a more positive evaluation of the product and experience.

Smell
Ambient scent

Like music, the ambience effects of scent have also been researched. Doucé and Janssens (in press) confirmed that ambient scent like lemon-mint can increase pleasure and arousal, create a more positive evaluation of the store and products, and also manipulate intentions to visit the store in the future. The results are similar also to Mattila and Wirtz (2001) who found that lavender and grapefruit scents can be especially pleasing, and lead to favourable appraisals of the environment, customer satisfaction, approach rate and impulse buying. However, their findings suggested that this occurred most reliably when in-store scent and music were congruent, or suitably matched in their arousing abilities.

Critique the collective senses
If research suggests that certain colours, scents and types of music are best manipulating consumer behaviour to sales advantage, then it is questionable why stores do not appear identical. This is where image congruency enters. Congruency within the servicescape means that the individual factors in the servicescape compliment each other and combine in harmony. This should be true for the collective portrayal of the store; the servicescape should suit the store’s desired image, demographic and shopping motivation (Bitner, 1992).

More specifically, it appears that matching the shopper style to the optimal level of arousal for the store’s purposes is also highly effective (Verplanken & Sato, 2011). Indeed, from the senses research presented above, many clarify affect and arousal congruency as a critical factor (e.g. Jain & Bagdare, 2011). Theoretically, the holistic view of the servicescape is how the consumer categorises the store, thereby assessing its suitability for goal attainment.

From an emotional perspective, congruent feelings and arousal levels enable smoother and faster judgement, whereas inconsistency flags that something is ‘not quite right’ (Pham, 2004). This pause may be all that is necessary to shatter the customer’s expected outcomes (as required by expectancy theory) and deflect approach behaviours. Critically speaking, it is perhaps the most important element to consider when analysing any individual factor and consumer outcomes.

One further difficulty in analysing sense research is that there may be cross-contamination between sensory inputs. In the evidence presented here, there was often no way to discern if the psychological impact (e.g. arousal) and observed behaviour (e.g. impulse buying) was specifically due to one sensory input alone. For example, in Peck and Childers (2006) fruit touching study, the participants may have been swayed by the smell of ripe fruit as well as the touch.

Another limitation was that only some of the sense elements of the servicescape were considered. Indeed there are multiple factors that have been considered by research and shown to manipulate consumer emotions and buying behaviours (for example social interactions, see Bitner, 1992). These are a potential significant contributing factor in impulse spending outcomes and should be considered in future chapters. However there is still much useful advice to be garnered from this specific field for those who wish to control consumption.

Quiz: Making sense of the senses
Think the servicescape image of a JB Hi-Fi store (pictured right): the mayhem of displays, bright yellow signs with bold red writing, and blaring modern music. In analysing the above information, which of the following statements are true or false about that servicescape. { They consider most of their customers to be task-focussed and goal driven, hence they utilise warm tones to make their shopper's task easier. - TRUE. + FALSE.
 * type=""}

{ They use warm tones to catch attention and draw customers into the store. +TRUE. - FALSE.
 * type=""}

{ The environment would be highly pleasurable for recreational shoppers. + TRUE. - FALSE.
 * type=""}

{ The colour scheme, chaotic layout, and music discourage loitering and browsing. - TRUE. + FALSE.
 * type=""}

{ Moderately loud, modern music is likely to enhance the atmosphere and experience for their target audience. +TRUE. - FALSE.
 * type=""}

{ Through the sense of touch they appeal to hedonic-seeking browsers by providing try-before-you-buy displays of games and electronic devices. + TRUE. - FALSE. {| cellpadding="10" cellspacing="5" style="width: 100%; background-color: Black; margin-left: auto; margin-right: auto"
 * type=""}
 * }
 * style="background-color: mistyrose; border: 3px solid PaleVioletRed; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Self-regulation
As one researcher stated, it is a logical extension that impulse buying is due to a failure of self-regulation (Verplanken & Sato, 2011). Therefore one may employ self-regulation to adjust psychological processes and subsequent behaviours to keep consuming activities appropriately in check (Vohs, Baumeister, & Tice, 2008). Vohs et al. (2008) describe a four-part recipe for self-regulation:

 * 1) Set goals that are unambiguous, realistic, and consistent with personal standards;
 * 2) Be motivated to attain the goal;
 * 3) Keeping standards in mind, plan and monitor goal progress; and
 * 4) Use willpower and self-control to stay focussed and driven toward the goal.

These steps can be applied to many personal areas requiring self-control, such as dieting and impulse spending, but there are further cautionary notes that Vohs et al (2008) make. Firstly, each element is necessary in maintaining firm, self-regulated behaviour. If one is weak, the rest may fail. However, insufficient monitoring toward goal progress is perhaps the most common reason why goals are not attained. Therefore strengthening this element may aid many people improve self-regulation. Nevertheless, even plans made with the best intentions can go awry.

The fourth element of self-control is perplexing in that the individual may have it in abundance when forming the plan, but over time it seems to fold. Bruyneel, Dewitte, Vohs & Warlop (2006) support previous findings regarding self-control depletion and expands on it by identifying that consumers increasingly become more susceptible to affective or hedonic product features. They believe the sum of prior topic research suggests that the act of shopping and the shopping environment itself, engage cognitive and emotional faculties to the point where they tire. This is when the affective system takes over and eases decision-making (Bruyneel et al., 2006; Pham, 2004). More specifically Bruyneel et al. (2006) report that decreased control increased the likelihood of purchasing more expensive or more attractive products toward the end of shopping. Moreover it increased the rate of impulse purchasing for affective products (like candy) in general.

With regard to self-help, this research has many implications. Vohs et al. (2008) explain this by likening self-control to a muscle: it may tire during use but repeated ‘workouts’ will help strengthen it. In other words, whilst controlling impulse spending may be hard at first, persevere and it will become a readily available asset. At the same time, beware that exerting self-control on a repetitive basis throughout a specific occasion may weaken resolve. For example, the same way feet tire at the end of a grand shopping outing, so too will self-control and this may be when most impulse spending occurs.

To further reduce the pressure on decision-making, and therefore self-control, Bruyneel et al. (2006) also recommend creating clearly written shopping lists. They stipulate to include the preferred brand and even the amounts required. In this way it would not only provide a perfect method to monitor goal progress as advised by self-regulation theory, but would also minimise decisions to be made whilst browsing (Bruyneel et al., 2006).

Self-regulation question
{ When interpreting research of consumer self-control, which of the following might NOT be useful to the supermarket retailer? - Placing more expensive items near the purchase point or in end of isle displays. + Offering only a minimal selection of choices within a product category on the selves. - Placing more attractive items near the purchase point or in end of isle displays. - Making shoppers walk through the store by placing essential items like milk or toilet paper far away from the entrance.
 * type=""}

The take home message...(pun intended)
Whilst self-regulation provides a clear guide to creating, and sticking to a goal, there are other suggestions made by research that may reduce impulse spending. Not only did the study by Inman et al. (2009) discuss impulse purchasing statistics, they recommended several methods used by consumers to successfully reduce their probability of impulse spending. Namely these are shopping with a detailed list, paying with cash rather than cheque or credit, reducing time spent in-store, reducing the number of aisles visited, and increasing the frequency of shopping trips for groceries throughout the week to three or more. Each subscribe to the necessary formula stated by self-regulation. Particularly by creating immediately identifiable feedback of behaviour (using cash or list), and easing the burden of decision-making thereby increasing control (e.g. reducing time spent in-store).

The final element recommended by researchers to reign in impulse spending is to simply provide consumers with background information about their thought processes (e.g. Verplanken & Sato, 2011). Such is the aim of this chapter. Expectancy theory is one method to explain the process how consumers create goals, whereas self-regulation offers a guide with which to do so effectively. In addition, whilst expectancy theory claims goals direct behaviour, Bitner (1992) also offers emotions as a factor. From the evidence it seems both may have relevance to the consumer. However, what is most likely is that with or without goals, consumers do rely on emotions during decision-making. Retailers are aware of this and can target the senses to manipulate integral, incidental, and task-related emotions. Furthermore, it appears that in order for emotions to translate into action the servicescape should portray an emotionally congruent theme and offer the optimum level of arousal for its target audience.
 * }


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Talk:Motivation and emotion/Book/2011/Consumerism and emotion

Comments
Hi everyone,

Looking forward to some feedback on my draft outline. At this stage just really interested to hear anyone's ideas on the content - what might you like to read about? Most likely I will set out more subheadings and make it look 'pretty' later, so please don't worry about that too much. If you find my notes confusing, please ask and I'll ellaborate.

Many thanksHarryMMM 00:16, 12 October 2011 (UTC) Hi HarryMMM, I think this looks great - it seems to address the 'purpose' of the exercise, that is providing 'self help'. After seeing your outline, I am going to alter my draft (which is more textbook style).--Wikitwit 21:09, 12 October 2011 (UTC) Glad it inspired!HarryMMM 09:20, 3 November 2011 (UTC)

Feedback- Looks great so far love your work and creativity. Cant wait to see how the rest of your chapter progresses. Not sure if you will be discussing aeitology or is that beyound the scope of your work? Dell'Osso,(2008) found that consumersim affects a certain demographic of people more than others. Certain social, economic and familial factors appear to play a role. Miz.mira 05:37, 18 October 2011 (UTC) TA, Miz! You've made some good points but I've decided that aeitology is a bit beyond what I'm doing as I'm only going to explain how impulse spending evolves from a motivation/emotional place. As for demographics I will explain that (i believe) it affects everyone. HarryMMM 09:20, 3 November 2011 (UTC)

 * Your chapter is set up nicely, it flows well. Maybe you could mention if there are differences between age groups and consumerism? AngeM 07:57, 23 October 2011 (UTC) Thankyou!  I would've loved to explained some more about demographics, but for this chapter I thought I'd start with a broader application.  Gotta love that word limit! Thanks again. HarryMMM 09:20, 3 November 2011 (UTC)

Hi, I really like your page it's very good. Just wondering how you got pictures working because I have no idea. Also will you be talking about supermarkets advertising and how that affects consumerism?Rednoodles 21:05, 30 October 2011 (UTC) Hi Rednoodles. Are you asking about the monkeys? It was already moving when I found it, so I'm sorry I have no idea how to do it! I did consider those adds. Certainly something could be inferred about them using what I've put on the chapter (i.e. big red hands and happy music!). Unfortunately, due to space I could only limit myself to one very small chunk of research. HarryMMM 09:20, 3 November 2011 (UTC)

Hey HarryMMM I am really liking your draft so far. It is a subject that is really interesting and something I think psychologists should look at more so im really looking forward to reading this when its done. I like your use of pale colors to make it easier to read and the pun at the end of the draft, always good to ad a bit of comedy, goodluck with the rest. --EssDubz 11:02, 31 October 2011 (UTC) Thanks! Glad someone got it! HarryMMM 09:20, 3 November 2011 (UTC)

Hi HarryMMM, your page is really taking shape. Very comprehensive and thought-provoking. I like the different elements ie. taste etc. and the "take home message" - well, I really didn't need that new pair of shoes, shirt, bed linen, luxury doo dah, anyway:-) Buyer beware of emotional purchasing. Well done. Crazydaisy 03:54, 3 November 2011 (UTC) Ha! HA!  AGREE!  Writing this was good therapy for me too! HarryMMM 09:20, 3 November 2011 (UTC)

Hi there HarryMMM, thanks for the feedback I have changed my content accordingly. I have noticed some missing comma's and fullstops that you might want to change. Otherwise great book chapter. Welldone!!! Miz.mira 23:28, 5 November 2011 (UTC)

Word count

Your probably already know this. But just in case you not aware, you are over the word count. Miz.mira 03:30, 6 November 2011 (UTC)

Hi Melena, I know why you have done it, but... if you remove the Self-reg. quiz you lose 83 words. By my count you are sitting on 4,771, so you are not going to get the count down by picking away at little bits.

Maybe at the very start DELETE: It is impractical to advise becoming completely self-sufficient; grow vegetables, raise livestock, knit clothes, and you may never need to shop again. Problem solved That's another 24 words.

And I'd be looking long and hard at the food sampling section, again it's really harsh but you could KEEP: Taste sampling appeals to each of the three affect types to increase shopper pleasure as seen in Heilman et al. REMOVE APOSTROPHE (2011). DELETE: study, sampling added to the enjoyment of shopping (incidental). It increased product exposure even to those who did not sample, thereby increasing product familiarity. In this way it may ease stress of deciding between products (task-related). The same can be said if the product taste was liked (integral), the product achieves the necessary familiarity and desirability to be purchased. Critically, the findings of Heilman et al. (2011) do suggest an increase in impulse purchases after taste testing, but even planned purchases may be swayed to the store’s advantage (i.e., the sampled....)I didn't capture that last bit) Again, I get what you are doing but you cover this sort of stuff elsewhere. The reinforcement of your arguement is great (seriously), but you have to ask, can I live without it? It's 90 odd words.

Pain in the proverbial I know, but they are just some quick thoughts.AlexMC 07:06, 6 November 2011 (UTC) Many thanks Alex for taking the time to look at my page. I really appreciate it.

Also thanks to everyone who contributed to this page and offered advice on Moodle. Glad it is finished! Bring on multimedia presentations! Good luck with your own pages. HarryMMM 21:45, 6 November 2011 (UTC)

What a great topic - you hit the nail on the head - congratulations - a great story for a women's magazine - well done - Magnolia

Rfoster 06:50, 28 November 2011 (UTC)

-- Jtneill - Talk - c 12:32, 10 December 2011 (UTC)


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User:Vugar 1981

Vugar 1981 is a user on Wikimedia wikis such as Wikipedia, Wikisource, Wikinews and more. I am a native Azerbaijani speaker and I also speak Turkish. My home wiki is the Azerbaijani Wikipedia. If you have any problems or want to discuss anything with me, feel free to go to my talk page on Metawiki or on the Azerbaijani Wikipedia.

title: User:Vugar 1981


text:
User talk:Forseobuildingservice

No promotional content, please
Hello, the pages that you recently created seem to be advertisements or otherwise promotional. This is not acceptable on any Wikimedia wikis, and such content will be removed on sight. If you persist in this unacceptable behaviour, your account may be blocked and/or the domain(s) blacklisted. Thank you, Mathonius 01:42, 12 October 2011 (UTC)

title: User talk:Forseobuildingservice


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User:Melicajen

This page has been create for demonstration purpose for my Communication Technology class at East Mississippi Community College, in Mayhew, MS.

title: User:Melicajen


text:
Wind engineering

Wind engineering studies effects of wind on the buildings and its possible damage or problems to their inhabitants. From the point of structural engineering, it is interested in strong winds, which may cause discomfort, as well as extreme winds, such as in a tornado, hurricane or heavy storm, which may cause widespread destruction.

Wind engineering needs information from meteorology, fluid dynamics, mechanics, and a number of special engineering disciplines including aerodynamics, and structural dynamics. The tools may also include atmospheric models, atmospheric boundary layer, wind tunnels and computational fluid dynamics models.

Other pages

 * Earthquake engineering
 * Vibration control

Other websites

 * International Association for Wind Engineering
 * American Association of Wind Engineering
 * UK Wind Engineering Society
 * Wind Energy Technology Centre

title: Wind engineering


text:
User:Emeral

Alexander Rogachev

title: User:Emeral


text: File:Fanwing 3D Model.jpg

title: File:Fanwing 3D Model.jpg


text:
Engineering Projects/Corn Starch/Howard Community College

 * /fall2012/
 * /Fall 2011/


text:
Engineering Projects/Corn Starch/Howard Community College/Fall 2011

This section is for team pages doing the Corn Starch project
 * /501_Speakers/


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Engineering Projects/BallBot/Howard Community College/Fall2011/501 BBotz2

Problem Statement
Get a basketball to balance on a 3 wheeled base and then control the wheels individually to rotate and sping the basketball without allowing it to fall out from the wheels.

Team Members

 * Corey
 * Kang
 * Teddy Hanson

Story
Based on this video the goal of the project is to first build a robot upon which a basketball can be mounted and the wheels can be controlled individually to spin the basketball around without losing control or causing the basketball to fly off the wheels. Then the goal would be to make that same robot balance on the basketball and move around while maintaining balance.

Decision List
Dismantle Tribot.

Program an Arduino instead of using the boards the Tribot came with.

Material List
Arduino

Wowwee Tribot and all attached pieces it comes with from box.

Screwdriver.

Software List
Arduino

Java (to program Arduino)

Time
Estimated time spent dimantling Tribot ~4 hours with 2 focused solely on the base.

6+ hours minimum to program Arduino, this includes time spent to learn Java from scratch.

Tutorials
Free Java tutorials and lessons

Next Steps
Write a program to control the wheels individually and work with the remote of the Wowwee Tribot. The current remote and boards interface still, but the wheels cannot be controlled individually as the project stands. Also, with the physical construction of the ballbot a base is needed to mount the wheels on and the power source needs to be moved from between the wheels, probably lowered to serve also as a bridge between the base and wheel tripod where the wheels will be mounted. Also, wheels motors may have to be moved closer together, but this may not be possible as new ways to hold the motors may need to be devised(they are currently in their original base and secured solidly).


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Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS 2

Problem Statement
CURRENTLY BEING UPDATED Bridges Phase II: The principle purpose of the second portion of this project is to actually build and load test the spaghetti bridge that was designed in the 1st portion of the project. Based on the design rules, the the bridge was designed to support the maximum amount of weight possible. It is our intent to document the entire process of building the bridge creating a tutorial for the best method of creating a strong bridge with a strong bonding method to support and or exceed the maximum load amount. Please see the "Summary" for additional information regarding the specifications of the bridge as it was design and the method that will be used for load testing.

Team Members

 * Di Zhang
 * Syed Sami Ahmed
 * DivaEngineer

Summary
The focus of the project is to actually build and load test the pasta bridge that was design in the previous project. In addition to that, we will document the entire process in an attempt to create a tutorial for the process/strategy of gluing the pasta pieces of the bridge together to create a strong bond. This tutorial can potentially be used as a source of information for future teams attempting to design a pasta bridge and eliminate the frustration of trying to figure out the correct method of bonding the pasta pieces in such a manner that will actually contribute to the overall strength of the bridge. We have used previous design max loads as a standard for our design and will follow the plans created for putting the bridge together. Each week our team will meet to work on the completion of the build as it will take quite a bit of precision to get it done. The progress of the project can be viewed via the links below of the Team Weekly Reports.

Team Weekly Reports

 * /Week 0 (October 09 - October 15, 2011)/

Poster
Link to pictures:

Material List
Link to Glue gun tips Link to Zita Spaghetti Link to another long spaghetti


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User:Dzhang2680/enes100/bridges/501 DAS 2

Link to project 501_DAS_2 team page.

Give instructor top 3 project choice list
I stay on the spaghetti bridge project.

Write problem statement
Since I haven't got any response from the meter long spaghetti website, the first problem will be if we can get the kind spaghetti we want. If we can't, what should we do to build the middle part of the bridge? How to develope the gluing technique?

Assign Task1
Try to finish the sketch on the big piece of paper of the bridge. Test a way to glue the spaghettis or pasta.

Compare actual work done to Task1
Found a way to glue the pasta. Start working on building parts

Week1 Narrative
Link to pictures:

Link to Glue gun tips

Link to Zita Spaghetti

Link to another long spaghetti

I am working on testing gluing technique this week. Firstly, I hot glued the long skinny spaghettis. The hot glue dried way faster than epoxy, so it was easier for me to group the spaghettis and make them stick to one another. However, the hot glue wasn't really strong, since it was only applied on the outside surface of the group spaghettis, not filling in the gap. I was thinking of applying one more code of epoxy after using the hot glue to shape the spaghettis. Since we are using the small tube kind pasta for the arch part of the bridge, we can connect each small pieces of tube pasta using hot glue, then apply epoxy inside of the tube to make the arch stronger. The reason that I was thinking of coding epoxy inside of the tube pasta was the glue is suppose to be used only for connecting the spaghettis but not code the wholde bridge. If we do it inside of the tube, people won't know we glue the whole bridge, the only glue they can see is the hot glue on the connecting part. I haven't done any test about applying another code of epoxy yet. Next step, I am going to test it. Here is what I am going to do. Use hot glue to connect the tube pastas, then use a q-tips or small brush apply epoxy inside the tube. Everytime I connect a new piece of tube pasta, I will apply epoxy inside.

Week1 Peer Review
Link to Syed Sami Ahmed_Peer Review Page

Link to Angele_DivaEngineer__Peer Review Page

Assign Task2
Apply epoxy inside of the tube pasta when building the arch.

Compare actual work done to Task2
We started building the arch. New problem arised and we tried to solve it.

Week2 Narrative
Link to the pictures:

This week I am working on building the arch part of the bridge. Since Angel had all the material and she was sick at home, we couldn't get the Rigatoni pasta, Syed went to Walmart to buy two pakages of Rigatoni. I tried to glue and connect the pasta using hot glue first, and then using epoxy to have another code on top. In this way, I can connect pasta easily and the arch will be strong enough. Since I need to angle pasta from one another to make the curve, there will be gap between two pieces of pasta which is hard to glue and the arch won't be strong enough. The best way I can think of so far was to shape the pasta to certain angle so that each two of them can be tightly connected. Professor Forester showed us a machine to cut pasta. I will try to find out a better way to use it next.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Use the cutting machine to shape spaghettis and try to connect them with an angle to make the curve.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

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

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

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


text:
User:Sahmed1890/enes100/bridges/501 DAS 2

Link to project 501_DAS_2 team page.

Week0 Activities
Staying on the Bridges project...

We now have to start building the actual bridge for this phase of the project..

We still haven't got any more information on the one-meter long spaghetti... So we still don't have the material required to start building the bridge..

Sketching the bridge on a piece of paper...

Week1 Activities
The main aim was to start with the actual construction for the arc. I bought two boxes of Barilla Rigatoni pasta which is the one we will be using for the construction of the arc. Now we have to test it using the glue gun and also the epoxy glue to find out which is better suited for this pasta. We met on Tuesday to start building the structure for the arc. We used the hot glue gun on the rigatoni pasta to stick them together. But the glue gun is not strong enough to hold the pieces in places. So we have to find another alternative. We are going to try out with the Epoxy glue. Another main problem is the shaping of the arc. Since we need it in an arc shape we have to be very precise with the cutting. A solution is to use the cutter which is there in the lab. Mr. Foerster showed it to me and i think it is very good for the purpose. Now will try that also. Another method of bending the pieces of pasta is to steam boil it. Have to boil a pot of water and cover it with aluminium foil and make a small hole on the foil to let steam pass out. Keeping the pasta in the steam vent will soften it and it will be easy to bend it. Then we can cool it to make it hardened again. Will try this method too Using the glue gun to glue the pasta together.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Week2 Activities
I used the hot glue gun on the pasta to stick them together. However i noticed that we do not need to coat the entire pasta with glue because the pasta itself is very strong and is very difficult to break with bare hands.

However, after applying the hot glue i found out that the hot glue isn't strong enough to hold the pastas together. It breaks apart at the slightest of pressure. Now this is not good for a bridge that is supposed to hold a lot of weight.

Hence, we encountered another problem.

Used the cutting machine which Mr.Foerster showed me the other day to cut the pasta into a specific shape. The cutting was not a huge problem but the main problem we encountered was how to hold the pasta while it is being cut. We had another holding machine which would hold the pasta while i can cut it. However we had to be very careful with the amount of pressure we put on it, because a slight variation would actually break the pasta or otherwise not hold it properly.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
So we are going to work on the cutting techniques. We also haven't yet gotten the design paper which one of the team members have drawn, and are waiting for it to go forward with the designing process. Will try different ways to glue the pasta together with the hot glue gun on the weekend.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

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

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

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


text:
User:DivaEngineer/enes100/bridges/501 DAS 2

Link to project 501_DAS_2 team page. CURRENTLY BEING UPDATED

Give instructor top 3 project choice list
Top 3 Project Choice List
 * 1-Bridges (see note below)
 * 2-Bridges (See note Below)
 * 3-Water Treatment

Note: My First and second choices for project 2 was "Bridges" as I wished to continue working on the project that I was previously assigned to in order to see the project through to completion.

Write problem statement
For project 3, I decided to remain on the "Bridges" team in order to see the project through to completion.

This phase of the project (referred to as Phase III) will be dedicated totally to the actual construction of the Bridge as it was designed in Phase IIis to actually build the spaghetti bridge that was designed in Phase I. I suggested to the team that we break the project up into phases as we realized in phase one that the actually building of the bridge was not something that could be done in a rush. The method for trying to duplicate the 2009 championship bridge would require the team to be more meticulous in the design and method of gluing the pasta pieces together. I thought that we could produce a better product and achieve the stated goal if we focused first on the design and gluing method. I realized that this could not be haphazardly done. Precision is key.

Assign Task1
This week, I corresponded with team members regarding the design that was created and we will begin to layout the pieces of the bridge and come up with systematic method of putting everything together.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Compare actual work done to Task2
Rationalize differences

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

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

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

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