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User:Egm6321.f10.team5.abc/HW2

Problem 3
Plot $$y_H^1(x)$$ & $$y_H^2(x)$$ and show that $$y_H^1(x) \ne \alpha y_H^2(x)$$ for any $$x$$ and any $$\alpha$$ that belong to $$\mathbb{R}$$ where $$y_H^1(x) = x$$ and $$y_H^2(x) = \frac x 2 \log \left(\frac {1+x} {1-x}\right) - 1$$

Solution 3

In the figure inserted above, the points of $$y_H^1(x)$$ are marked as "x" and the points of $$y_H^2(x)$$ are maked as "o".

To show that $$y_H^1(x)$$ and $$y_H^2(x)$$ are linearly independent, we use Wronskian. $$W(y_H^1,y_H^2)(x) = \left| \begin{matrix} {y_H^1} & {y_H^2} \\ {y_H^1}' & {y_H^2}'\end{matrix} \right| = \left| \begin{matrix} x & {\frac x 2 \log \frac {1+x} {1-x} - 1} \\ 1 & {\frac x {1-x^2} + \frac 1 2 \log \frac {x+1} {x-1}} \end{matrix} \right| \qquad\qquad\qquad\qquad\qquad(3.1)$$ $$= x (\frac x {1-x^2} + \frac 1 2 \log \frac {x+1} {x-1}) - (\frac x 2 \log \frac {1+x} {1-x} - 1) 1 \ne 0 \qquad\qquad\qquad\qquad\qquad(3.2)$$ Therefore we show that $$y_H^1(x)$$ and $$y_H^2(x)$$ are linearly independent.

Problem 4
Find $$F(x,y,y') = \frac {d\phi} {dx} (x,y)$$ where $$\phi(x,y) = x^2 y^{\frac 3 2} + \log (x^3 y^2) = k$$ and verify that $$F$$ is exact N1_ODE and invent 3 more.

Solution 4
First, we derive $$\frac {d\phi} {dx} (x,y)$$. $$F(x,y,y') = x y^{\frac 3 2} + \frac 1 {x^3 y^2} 3x^2 y^2 = x y^{\frac 3 2} + \frac 3 x \qquad\qquad\qquad\qquad\qquad(4.1)$$ The definition of exact N1_ODE for $$F$$ requires a function $$\phi(x,y)$$ such that $$F = \frac {d\phi} {dx}$$ to exist. Since we have the function $$\phi(x,y)$$, it is verified that F is exact N1_ODE. The following three functions are also exact N1_ODE.

1. $$F(x,y,y') = 2x$$. Then, we have a function $$\phi(x,y) = x^2$$ such that $$F = \frac {d\phi} {dx}$$

2. $$F(x,y,y') = \frac 1 x$$. Then, we have a function $$\phi(x,y) = \log(x)$$ such that $$F = \frac {d\phi} {dx}$$

3. $$F(x,y,y') = 1$$. Then, we have a function $$\phi(x,y) = x$$ such that $$F = \frac {d\phi} {dx}$$

Problem 9
Use $$\bar b(x) c(y) y' + a(x) \bar c(y) = 0$$ to find a N1_ODE that is either exact or can be made exact where $$a(x) = \sin x^3$$, $$b(x) = \cos x$$, and $$c(y) = \exp(2y)$$. Then find $$\phi(x,y) = k$$.

Solution 9
First, calculate $$\bar b(x)$$ and $$\bar c(x)$$. $$\bar b(x) = \int^x b(s) ds = \int^x \cos s \ ds = \sin x \qquad\qquad\qquad\qquad\qquad(9.1)$$ $$\bar c(x) = \int^y c(y) ds = \int^y \exp(2s) ds = \frac 1 2 \exp(2y) \qquad\qquad\qquad\qquad\qquad(9.2)$$ We express the equation completely. $$\sin x \ \exp(2y) y' + \sin x^3 \ \frac 1 2 \exp(2y) = 0 \qquad\qquad\qquad\qquad\qquad(9.3)$$ Dividing the both sides by $$\exp(2y)$$, we get $$\sin x \ y' + \sin x^3 \ \frac 1 2 = 0 \qquad\qquad\qquad\qquad\qquad(9.4)$$ To determine if the equation is exact or not $$\frac {\partial M} {\partial y} = 0 \qquad\qquad\qquad\qquad\qquad(9.5)$$ $$\frac {\partial N} {\partial x} = \cos x \ y' \qquad\qquad\qquad\qquad\qquad(9.6)$$ The eqauation is not exact since $$\frac {\partial M} {\partial y} \ne \frac {\partial N} {\partial x}$$, so it can be made exact. $$\sin x \ y' = - \sin x^3 \ \frac 1 2 \qquad\qquad\qquad\qquad\qquad(9.7)$$ Since the equation is the first-order derivative with respect to $$y$$, we need to take an integral with respect to y. $$y' = - \frac 1 2 \frac {\sin x^3} {\sin x} \qquad\qquad\qquad\qquad\qquad(9.8)$$ To express in the form of $$\phi(x,y) = k $$, we take the integration on each side. $$y = - \frac 1 2 \int \frac {\sin x^3} {\sin x} dx + k \qquad\qquad\qquad\qquad\qquad(9.9)$$ $$y + \frac 1 2 \int \frac {\sin x^3} {\sin x} dx = k \qquad\qquad\qquad\qquad\qquad(9.10)$$

title: User:Egm6321.f10.team5.abc/HW2


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File talk:World 200 BCE.PNG

I think there was agriculture in what is now the Southeastern United States at 200 BC. 208.54.86.49 23:10, 20 September 2010 (UTC)

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

title: File talk:World 200 BCE.PNG


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Northern Arizona University/Environmental Ethics/Journals/Eric's Journal

 * Leopold's Land Ethic

 * New Found Hero

 * September

 * The Howl of the Wolf

 * The Thinkers and the Workers

 * What is Fate?

 * Virtue

 * Virtue by Virtue

 * Trash Day

 * Thoreau and His Great Experiment


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Northern Arizona University/Environmental Ethics/Journals/Leopold's Land Ethic

Many of the disconnections that I find in life between humans and their environment seem to parallel Aldo Leopold's 'Land Ethic' concept. I've always wondered how is it that people can say they care about the environment after watching a documentary or hearing testimony on the matter then throw away an aluminum can or ask for a plastic bag at a grocery market? This type of disconnect seemed both fascinating and scarier-than-all-hell when I thought about it. I think a lot of this is contributed, at least in my experience in the U.S., to a diminishing essence of community. All I really know is the time and age of my generation in my experience but I would agree with Leopold when he says "The complexity of co-operative mechanisms has increased with population density, and with the efficiency of tools." I can only speak on my experiences in my generation but it seems that, especially in America, our blinded ambition to acquire the highest valued materials are keeping us from truly uniting and creating an actual community. This disconnection within ourselves is the root of our disconnect with the natural world. If we are having a difficult time to even acknowledge that we're all in this together in the man-made world then how on earth can we take the blinders off to see our interrelatedness in the natural world?

"All ethics so far evolved rest upon a single premise: that the individual is a member of a community of interdependent parts."

As an evolutionary species we are in the struggle to balance our innate ability to become better and find a higher status in life while simultaneously we are also becoming more and more aware that we have a responsibility to ourselves and the environment. The only problem is that we're fighting this message against entities in the world that do not want people to become more aware for if they did it would crash the world as we know it. E.g., if a key corporation has become "Too big to fail" then regardless of their practices it is essential that they continue doing business or we may have an economic catastrophe on our hands.

"In short, a land ethic changes the role of Homo sapiens from conqueror of the land-community to plain member and citizen of it."

This concept is probably the hardest to communicate to other human beings, especially in America simply because it would require a MAJOR paradigm shift in those that hold power in the world. In all fairness some have tried to do business more ethically but overall we still have a lot of work and a long way to go. We are raised to think the 'land of opportunity' and 'the American Dream' are things we are entitled to regardless of what or whom stands in the way. Look at pop culture today and you can see just how insensitive younger generations are to older generations and concepts such as the 'Land Ethic'.

"The ordinary citizen today assumes that science knows what makes the community clock tick; the scientist is equally sure that he does not. He knows that the biotic mechanism is so complex that its workings may never be fully understood."

This short paragraph remind me of Ken Wilber's work and the model of Spiral Dynamics (Beck/Graves). Don't sleep on this people! This concept is an awesome road map of where we are and where we're headed. The science community holds a good foothold with how we operate our world. Details, numbers, measurements, and such determine our economy and daily life. BUT, a big cause to why environmentalists are struggling to get support is because the scientific community are too focused on the details and need to ease up a bit to connect it to the bigger picture.

The best visual example I've seen on connecting us to the big picture is in the short-film, "Power of Ten".

http://www.youtube.com/watch?v=0sOPUAneCl8

This video was one of the first paradigm shifts I had in relating myself to the universe :)


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Northern Arizona University/Environmental Ethics/Journals/New Found Hero

I think I have found a new hero. Aldo Leopold has written a beautiful piece of literature entitled "A Sand County Almanac". The more that I continue my reading the more I can understand the significance of our evolution as a species and some answers to questions that have puzzled me for quite some time. Toward the end of the book is where Leopold unveils the hidden meaning behind how man perceives the world. In his Land Ethic argument there is an interconnectedness that more often than not is overlooked and has become the problem of a lot of our environmental problems today. Keeping in mind that his book was published in 1949, there are concepts inside that are timeless.

He begins his book by chronicling each month of the year and what he learns about "nature". For this entry, I will offer my thoughts on the basic concepts of each month as I go through them.

January:

Here he talks about winter slowly breaking toward spring and what he discovers around the land in Wisconsin. There are tracks in the snow that show a skunk has emerged from hibernation and has begun his journey through another period of awakening. As the snow begins to slowly melt there are hidden tunnels beneath the top layer engineered by mice that has become noticeable from anyone (or anything) that sits above. What Leopold begins to explain is his observation of life'd revival toward a new season and a new year.

What I begin to notice while reading through the month of January is how the domino effect of life continues. The interesting point that I gather while I continue to read is that there doesn't seem to be an originating piece that has tip off this chain of events. More and more do I see a relation of one event or thing to another.

February:

In this chapter is where Leopold has really begun to open my mind. He talks about collecting wood for his furnace and the process of cutting a tree. Most people wouldn't think much below the surface when chopping down a tree or cutting one up into pieces small enough to fit inside of a wood furnace. He begins to explain how each motion of a saw goes back in time through a tree's rings. One can learn a lot from this process in a field called dendrology. Depending on the size of the ring one can see whether a drought or forest fire existed...in that year! As he continues through each year he relates it to events that were going outside of that tree such as when he says "We cut 1906, when the first state forester took office, and fires burned 17,000 acres in these sand counties; we cut 1905 when a great flight of goshawks came out of the North and ate up the local grouse (they no doubt perched in this tree to eat some of mine)."

The way he describes the relevance of each ring contained within a tree made me realize that there is wisdom not to be overlooked in the "land" of our world. Life did not start nor will it stop by our human ideas. Man's disconnect with the natural world is his assumed understanding of it. We DO want to think of things in a quantitative manner but unfortunately we have marginalized the qualitative aspects of our thinking. In my humble opinion, Plato was a genius at explaining the qualitative significance of the world in which we inhabit. Two concepts that have stuck with me are Plato's Allegory of the Cave and his interpretation of the Visible World vs. the Intelligible World.

March I will skip.

April:

In this month he explains how farms built upon riverbanks can be marooned by floods due to the melting of snow further upstream. He continues on to talk about how geese and birds react to the changing in the weather (and in particular with the floods) and begin their "claim" on the surrounding areas that other mammals and such do not have access to due their "floating" ability. It is not long into this text that he begins explaining the "battle" of brush fires that played an integral role in the prairies in the Wisconsin/Illinois area. Not until the arrival of a new animal, the settlers, was this process interrupted. The bur oak began taking over much of the prairie land because of man's intervention of the fires. He also goes on to talk about the dance of the woodcock in this time and brilliantly says "It is fortunate, perhaps, that no matter how intently one studies the hundred little dramas of the woods and meadows, one can never learn all of the salient facts about any one of them."

As I understand it, I begin to see that Leopold is admitting to himself that there are activities in the woods that don't necessarily need our understanding of it for it to exist. It's almost as if he is trying to rollback the argument of man's thinking especially when he says things like "Engineers did not discover insulation; they copied it from these old soldiers [bur oak trees] of the prairie war [the fires that raged throughout the prairie grasses]." Man would love to take credit for his understandings as if he created it. Thinking about this I am reminded of Benjamin Franklin. He did not "discover" electricity. I'm sure many before him had seen lightening in the sky yet because he puts his stamp of discovery on it he is now credited with this revolutionary element of our world. How often has man tried to take credit for something that preceded his understanding of it?

To be continued...


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Northern Arizona University/Environmental Ethics/Journals/September

As I sit here looking out over the canopy that covers most of the town of Flagstaff I am reminded of the stories told of Leopold's realization on his farmland in Wisconsin. I'm not sure if anyone notices the little intricacies of what has adapted, over time, to the arrival and expansion of humans on this plot of "land". Oddly enough I do not hear many birds. Nothing but the occasional chopping of wood or hammering of some project that someone has undertaken. In the distance a train rumbles through as its echoes reverberate throughout the forest. Where have all the birds gone? I'm not an expert on the migration or local ecology of birds but I would have guessed that with such an abundance of real estate I would be listening to a symphony of calls and cackles rather than the high-pitch grumblings of the nearby yapper-dog. Perhaps Leopold and I have both experienced the quiet setting of September.

I find it interesting that we debate and toil over land management issues while all other species just continue to use the land the way they always have. We, humans, have used our greatest ability, thought, to complicate and redefine a very simple stage for us to perform on. How often do people think of the crow that flies overhead or the movement of the leaves indicating a push of air? Such an amazing act to witness yet we're more concerned with what time our favorite tv show comes on or making it to an important meeting. What can be more important than witnessing the glorious motion of life and time and space?

When I look out and see the slow motion of the swaying trees and all the interrelated motions of creatures that share the land, I feel that I'm connected to them by the simple statement "I am". We all share this. We may not share the same home or inhabit the same body but we all form an "I Amness" in our experience. My experience, in this sense, is no different than the ponderosa pine or the black lab or my neighbor. There is a subjective nature that we all share yet there are objective divisions that disable many of us to see our interrelated bonds. My body, my thoughts, and all that I see are nothing more than objects, quantifiable organizations of matter cooperatively working side-by-side to continue this thing called life. But what is it about this "life" that connects me to the past? What is it about this life that connects me to you or any other organism? There is a part of me that observes everything including myself. This "I Amness" of realization connects me back to every living thing that has ever witnessed, even if only for a short moment, its own existence. Am I to think that a dog has never realized its own self? How would a dog 'know' to get excited when its owner comes home? Is there not some memory indicating to that animal that it has experienced a moment of I Amness that it desires to experience again?


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Northern Arizona University/Environmental Ethics/Journals/The Howl of the Wolf

If there is such a thing as Gaia or Earth itself being an organism with all of its biota being the different organs that make up the whole, are some of us humans nothing more than a cancerous cyst? Some people see working for the earth as a responsibility to the land and themselves. How often does a hard day's work seem rewarding of itself? I have never met such grounded individuals as those who find meaning in their relationship with the earth and one another. Their energy sort of describes their story as one can get a sense that of the balance these people find in life.

When I think of a serene mountainside or an untouched riverbank I imagine what Jesus and Buddha must have been thinking when they would retreat to nature to discover their relationship to the cosmos. What clarity and simplicity that can be found in the wilderness! To become the Witness as opposed to telling the world what it is. To observe history, the present, and the unknown all in one place, all in one moment. The wilderness is a place that makes use of all known and unknown senses to all living creatures.

In nature there is no room to frustrate any of the mechanics that aid in its continuation. The delicate balances of the natural world depend on all the elements and the processes that have created and maintained much of what exists on this planet to remain untampered by Human's concept of time. The natural world itself does not know time. Much of the animal kingdom do not know what time is. Only Human's interpretation seems to be at fault for the many miscalculations of our world. To think that we can put characters that we call numbers to represent an eternity of prior and continued existence is beyond any realm that a human being can experience. Isn't that what we attribute to be the duty of God? When did humans decide to take matters into their own hands? Was this the fault of Eve? Do we blame some ancient relative for inventing Human's first tool? Where did we go wrong and how do we begin the process of damage control? Can we control the damage we've made for the biological sphere by which we inhabit?


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Talk:Motivation and emotion/Textbook/Emotion/Anxiety

Acknowledgements
I would like to thank Suzy, Sandra, Brigette, Michelle, Leigh, James and Todd for their support in compiling this chapter. Thanks guys :-) - User:Gajah, Dec 2010

Feedback on draft plan
Wow - this is impressive in scope, ambition and strategy. My main concern would be that it that it's probably overly ambitious for the assessment exercise! (It represents a professional quality, however, that is more than worth aspiring to). On the one hand, this may not mean changing much e.g., go for 5 quiz questions rather than 10 etc. On other other hand, it is probably a comment/reminder to focus on the core objectives (agree about defining the purpose - which I see as explaining and summarising psychological theory and research about anxiety as an emotion). Also perhaps consider psycho-evolutionary theory. It occurred to me that perhaps Parts 1 and 2 might be switched e.g., introducing anxiety in the context of a broader understanding of emotion and perhaps other related emotions, then going on to discuss theories and research about anxiety in the next section, followed by or accompanied by the specific example of PTSD. I like the "arousal" opening - I think that should work well - as should the other attention to orienting the reader. The detailed description of what is intended for each section is also excellent. In addition, the "extra features" are excellent - but I would emphasise the other parts first, and these parts second (e.g., multimedia would be excellent, but can also time be consuming to develop). I hope these thoughts help - inspirational stuff and I'm keen to use this as an example plan for others. Let me know if I can anything else. Sincerely, James -- Jtneill - Talk - c 02:31, 21 September 2010 (UTC)

Hey, I was just checking out your topic involving emotion-anxiety. I am doing the motivational aspect. I really like your ideas. PTSD, good choice !! Also if you'd like some ideas on symptoms, treatment or anything like that, nightmares, intrusions etc. I may be of some assistance, I've read alot about that some time back. User - Hamish24

Feedback
-- Jtneill - Talk - c 21:59, 11 November 2010 (UTC)
 * 1) I've added a feature box for the interview with Sandra - how did you get this into screenr!? (I didn't know that was possible).
 * 2) At this stage I've just a quick look through to wikify a few things on your page - I'll come back later to look in more detail at the content, but I think in general the structure is looking clear, disciplined and educational (esp. the recaps and activities).

Feedback
Overall, this chapter is looking pretty solid. The extra resources are excellent and the structure is good. I think Part 1 and 2 could do with some more work since at the moment it mostly consists of somewhat separate one-sentence paragraphs. Mainly, try to explain anxiety as an emotion or in relation to emotion. Otherwise, this is looking like a solid and interesting chapter, with lots of examples and interesting links, side boxes, interactive quizzes etc. -- Jtneill - Talk - c 11:56, 14 November 2010 (UTC)
 * Introduction
 * 1) Maybe move the first paragraph into the previous section (about PTSD)
 * Objectives
 * 1) Clear; good
 * Part one: Emotion and Anxiety - Emotion
 * 1) Reference four second duration?
 * 2) Good to see the interlinking with the Ekman and facial expression chapters; however, I'm not sure that this is best focus since Anxiety isn't one of his core emotions. Do any of the core/basic emotion models include Anxiety - why or why not? This could help to give more a lead in to the next section. At least perhaps try to be clear - is an anxiety an emotion? a mood? A bit of both? Is it a secondary emotion?
 * 3) Consider, perhaps, what is the opposite of anxiety
 * Part one: Emotion and Anxiety - Anxiety
 * 1) OK - anxiety is explained/defined but maybe just help address the previous question and set up the next section
 * 2) Interesting content, but seems to be a series of somewhat disconnected ideas/sentences.
 * Part two: The Effect of Anxiety on Emotion
 * 1) Interesting content, but seems to be a series of somewhat disconnected ideas/sentences.
 * Part Three: Post Traumatic Stress Disorder (PTSD)
 * 1) Effects of PTSD on Emotion - Important stuff, because it connects anxiety and emotion.
 * 2) Section Recap - besides military combat, what other situations could cause PTSD?
 * Activities
 * 1) Activity 1: Maybe tailor to anxiety more specifically (maybe combine with Activity 4)
 * Glossary
 * 1) Good
 * References
 * 1) Good
 * External links
 * 1) Well selected
 * Answers to quizzes
 * 1) Very good
 * Style
 * 1) Fantastic use of additional video material
 * 2) Excellent use of sideboxes to highlight key terms and concepts
 * 3) Use sentence casing for image captions
 * 4) Direct quotes - no italics, use double-quotation marks and cite page #s
 * 5) Remove middle % for "(Fernandez-Dols, Carrera, De Mendoza & Oceja, 2007; & Miyamoto, Ellsworth & Uchida, 2010)."
 * 6) Repeated citations within a paragraph do not include the year, e.g., (DSM-IV-TR, 2009) but then (DSM-IV-TR) in the same paragraph.

-- Jtneill - Talk - c 02:57, 13 December 2010 (UTC)

-- Jtneill - Talk - c 12:28, 14 December 2010 (UTC)


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Northern Arizona University/Environmental Ethics/Journals/Nicole's Journal

Journal #1

“The Land Ethic” is a part of Leopold’s book that I have studied in a few classes so far in college. Though I have studied it before, I have found a new, deeper meaning in Leopold’s words. He questions our values, our responsibilities, and our actions. Leopold asks if our moral considerations should be extended so that we will recognize a responsibility towards the land. After all, we are a part of the land; we do live on it, farm it, hunt its creatures for food, and use it to build our houses. Why should we ignore it as a separate entity that should not be respected? The land is a functioning ecological system that changes over time. If we do not respect it, the land will not continue to flourish and remain useful. According to Leopold, we need to recognize that not only are individuals connected to one another, but individuals are also connected to the biotic community. We must recognize our obligations to the land because we are part of that biotic community. What we do affects the land.

This is an important concept for humanity to consider: we should make the land part of our values system and we should extend our social conscience to the land. We should stop thinking of it only in terms of economic gain. This way, the land can be conserved and respected. Humanity needs to think of what is ethical and what is right when thinking about land use. Strong sets of values have evolved over time regarding how we treat other humans and it is time to extend those values to the land reevaluate our views towards nature. A land ethic is an important concept because the land has largely been ignored as our values and morals have evolved. Instead of just thinking of the land as something to be used, we need to think of it as a living entity and think about what is fair to the land.

I think this is the most important part of the land ethic. People who have no morals towards the land tend to abuse it and destroy it. Those who value the land may act differently by using only what they need and conserving the rest. We must love and respect the land, otherwise we may not have any land left to use. Reexamining our values in regards to land may show us a lot about our society that we have not noticed before. Perhaps by treating the land with more respect we may learn to show more respect towards others and be more appreciative of the things we have, as they were all given to us by the land. ________________________________________________________________________________________________________________________________________

Journal #2

The month of February spoke to me more than any other chapters so far in A Sand County Almanac. His poetic and rhythmic prose drew me in from the start. Leopold’s telling of chopping down a tree really opened my mind to new ideas. Not only was he talking about the actual physical action of cutting the tree, he was telling the story of the tree. As he cut through the trunk of the tree, each ring revealed a different event in history. Though the rings of a tree represent its age, they can also show periods of drought or fires. It is amazing how so much can be learned from just a tree trunk. The rings of a tree are like its autobiography, except more elegant and alluring. One can learn so much about natural history and the life of a giant wonder. Trees are a keeper of the past and should be appreciated as such.

This chapter shows that there is so much to learn from nature. Trees hold much of our past in its rings, and should be respected. Leopold also makes the point that we are not the only ones who are important. The rings of the tree reveal a past that is separate from human culture. The tree lives its entire life in a field while wars are going on across the world and civilization is being built nearby. This shows that humans are not all-important.

Life does just fine without us and there is plenty of history in the natural world that we do not create. This chapter is kind of humbling, as the tree holds so much of the past inside of it and yet humans think that we are the only ones with wisdom. There is much to be learned from the land that we overlook so often. By learning from and revering the land, we can better our society and ourselves. ___________________________________________________________________________________________________________________________________

Journal #3

“The Marshland Elegy” may be one of my favorite sections of A Sand County Almanac. I found it to be especially heartbreaking, but engaging at the same time. I was saddened to hear how humans came in and just destroyed a beautiful natural area that was once so full of life. Leopold tells us of his love for a marsh near his home that is home to many animals, including cranes. He talks about the history of this marsh, and how it dates back to the Ice Age. There is much inherent value here because there is so much history and so many animals that call it home. But when the farmers move in because they see economic value in the land, everything is destroyed. The farmers irrigate their dry lands by creating an irrigation system out of the marsh, thus damaging the natural beauty and the entire ecosystem. Fires ravage the area and only a small area remains for the cranes to call home. The conservationists come in and try to save the area, but still cause harm to the ecosystem with roads and visitors. Though the marsh is somewhat restored, it is still damaged and may never be the same again. Leopold argues that none of this should have happened. If we would just let nature be wild as it is intended to be, the environment would be in a better condition. In order to conserve nature, we must leave it alone; leave it wild. We need to adjust our values system- instead of trying to fix everything or gain some economic value we should just let nature be. Humans are not the keepers of the land; rather we should respect it as a wonderful part of the earth and let it be wild.

Perhaps Leopold is raising the question of why we think we should be in control of nature. By adding a human factor to the previously untouched marsh, humans have changed its future forever. Instead of leaving it wild and letting the animals and plants flourish there, we have decided that it is something that we can benefit from economically and that we have the right to use it. The only value we tend to see in something is its economic value. We just want to use nature because it is ours- the previous animal tenants have no say as to how it is used. If humanity could adjust its values system, perhaps we would no longer continue to come in and conquer nature, use it, then leave the land ravaged and poor. Leopold observed how when the farmers left the land because it produced poor crops, that the only expression they showed was disgust for the smell. They felt no remorse for the devastation of the land.

Leopold continues to show us that humans have little respect for the land. “The Marshland Elegy” is a strong example of his urge for us to change our values. This chapter draws from “The Land Ethic” and gives a descriptive and heart-breaking example of our current values system. We cannot leave the land wild it seems, we have to make it our own, put our signature on it, then when it is of use to us no longer, we leave it destroyed and desolate. _________________________________________________________________________________________________________________________________________

Journal #4

Mary Austen’s Land of Little Rain describes the desert as a less beautiful, less attractive place than the lush parts of the world. But even so, the desert has its own beauty and worth. Austen views the desert as a unique and amazing place that is vastly different than any other place she has been. Though the desert is almost unbearable because of the extreme heat and dryness, Austen proposes that the harsh desert can do much to improve the character of man. The desert is a vast land separated from the rest of the world, and a person can achieve peace of mind by experiencing this place.

Austen’s proposal leaves me with much to think about. There are many places in the world that are much different than the places in which we build cities and live. Though humans inhabit deserts now, this barren land was once secluded from the construction and consumption of humans because of its harsh and dangerous conditions. Now that humans know how to irrigate and harness energy, the desert has become a highly populated place in which people probably should not have ever civilized. The desert is unforgiving, but it seems even more unforgiving that people have built giant metropolises where every backyard has a swimming pool. Where does this water come from? Something else is paying the price for our desires: the environment.

Perhaps if we had taken a page from Austen, we would have preserved the desert because of what we could have learned from it. Instead of conquering it and abusing it, we could have become better people by respecting and understanding its harshness. There is still much to be learned from the desert though; maybe if I walk in Austen’s shoes, and go to a part of the desert that is still separated from the human world, I can achieve piece of mind by experiencing its unforgiving and beautiful nature. ______________________________________________________________________________________________________________________________________ Journal #5

In Thoreau’s chapter entitles “Economy,” he tries to teach us that we pay attention to the things that don’t matter. He asks: What are the true necessities of life? We buy homes that are nice because that is what other people do, therefore it is right and necessary for us to do so. When we buy a house, we invest in a loan from the bank. We end up spending the rest of our lives trying to repay the bank, who is the true owner of our house. Social conventions embody ideas that have taken shap in society and we follow them blindly. Thoreau argues that we need to get away from this problem. We need to discover what is truly necessary. Owning things is not necessary for physical well being, we need something beyond that.

We don’t need to own things to be truly happy and I have come to realize this in my own life. Objects may provide use and convenience, but I find more worth in experiences and relationships. Going for a hike provides me with much more happiness and experience than watching television ever could. I own a mountain bike, which has brought me much happiness. I did not buy the bike for status or for consumer needs, I bought it for the experiences it would provide. I am able to go to places and see things I would not have been able to see without my bike, and the fact that I paid for itself brought much satisfaction. People can still own things without being selfish and consumerist. Things are not necessarily bad on their own, it is the context in which we place them that gives them a negative meaning. A person can learn so much from the world around them by making smart choices and not buying just to have things. Ignoring social conventions is important in realizing what is really important- the simple things.

I think the most important part of Thoreau's "Economy" could be when he asks what is the chief end of mankind. The pursuit of virtue is his answer, and this can only be achieved when someone understands themself and what is important in their life. The ability to recognize that the simple things in life are most important and that virtue can be achieved through simplicity can change someone's life. I feel that through a connection with nature and a desire to learn more about oneself and the world around them, a person can become more virtuous and live a simpler, more meaningful life. _____________________________________________________________________________________________________________________________________ Journal #6

Throughout Walden, Thoreau urges us to find some purpose in life. We need to find what is valuable for ourselves; we cannot merely imitate our grandparents and live a life full of empty actions. We cannot accept beliefs just because they are thrown at us and have been accepted in the past by other generations. We must discover for ourselves what it is to be a person in society, and what path will lead us to virtue.

Looking at my own life this semester, I feel I have let Thoreau down. I have dedicated my life to school and work and not much else. Though school is the most important thing to me at this point in my life and I value it highly, it has overtaken all the other good aspects of my life that I have so greatly enjoyed in the past. I feel like a zombie: I wake up early, spend all day at school to come home to do a mountain of homework and then go to sleep and start all over again. Add a job to that and I have become a drone. I have made no time for myself this semester, and I feel I have missed out on experiences. Whenever I have a day off from school or work, I lay around all day to relax when I could be going for a hike or just spending the day with friends. I should stop feeling pity for myself and realize that I have great opportunities, I just have to seize them.

Perhaps I should take a page from Thoreau and find what is the purpose in my life. I know it is to work in the environmental field, but what will the greater purpose be? What will I learn from my life and others, and how will I become more virtuous? I need to take a step back and realize that killing myself over school isn’t the goal of an education, I need to take it a little easier and live more simply by not desiring physical things. Living a purposeful life will provide me with more meaning and happiness, I just have to learn to achieve that.

____________________________________________________________________________________________________________________________________

Journal #7

Thoreau goes to Walden Pond to test the growth of virtue in his own soul. The Bean Field exemplified his experiment. He planted and hoed beans and cultivated the seeds of virtue. Thoreau was concerned: the virtues that were planted were worm-eaten. To solve this, he hoed the good ones and left the bad ones. But Thoreau asked: could this all be a failure? What if the seeds are sterile and infertile? What if he was a bad gardener? Thoreau asks these questions which pertain to our ability to cultivate virtue.

As long as we are in the position to recognize that our virtues need tilling in the garden of life, we are on the right track. Thoreau examines that society is built upon a set of values, and if we change those values, we can change society. This relates to Leopold’s “Land Ethic” as Leopold calls for us to change our ethics and to include the land in our values, and this will create more harmony and peace with ourselves and nature. By planting new seeds of virtue, our virtues can evolve and society can change. We need to place value in different aspects of our lives instead of worrying about social conventions. By doing so, we can cultivate new virtue in our garden. If we write these virtues into our souls, they will become a part of us. It is interesting to evaluate and analyze our current values because once they have been examined, some seem to be unimportant and unnecessary. By taking a step back, we can weed out the bad virtue and replace them with new ideas. We can become better people with simpler, more meaningful virtues and society can grow in a healthy and positive direction.

I think Thoreau makes an interesting point here. He has removed himself from society at Walden and has the opportunity to examine our values from and outsider standpoint. By taking a step back himself, he was able to understand what is important and what is not, and how we can all come to realize these things. Thoreau was so troubled with humanity that he took spent years of his life isolated from society to try and break down the problems and come up with solutions. The Bean Field is an especially important example of his efforts, and caused me to wonder about my own values. ______________________________________________________________________________________________________________________________________ Journal #8

Emerson asks: Is there something deeply at work in laws of nature and morality? What is the connection between all these things in which we value? According to Emerson, we must study the principles of virtue and justice and examine that which they rest upon. Ethics asks us to identify how we ought to act and find what is good for its own sake. In order to answer this, we need to understand what an act really requires. Our obligations differ from our needs or desires at times and we must decide how to act.

The example of the philanthropist is a test for our own values and views on charity. We must decide what it really requires to be charitable. The philanthropist who walks around asking for money for the poor is acting out of selfish desires. He is trying to make himself feel better by helping the poor. Acting out of selfish motives will not help us to understand out moral obligations or principles of virtue. Instead, we must ask ourselves: how might I act? If I encountered a beggar on the street, what would I instinctively do and how would I feel? Perhaps this could avoid acting out of selfishness and self worth. According to Emerson, we owe the poor more than just money: they also deserve our respect. By collecting money, we are showing the poor that we are better than them and we remove the opportunity for them to succeed on their own. They come to expect our donations. By examining the reasons why we act certain ways, we can come to understand our values and realize how we ought to act. Perhaps the thing that connects laws of nature and morality to everything else is our ability to decide. If we can understand our instincts and use reason to explain our actions, we can decide to act certain ways that recognize our values and obligations.

The question of the beggar is one that has raised questions in myself. Growing up I was taught to not talk to or acknowledge homeless people on the street because it is not safe. I feel about the same today, I am nervous a homeless person will steal my purse or act out, thus I largely ignore them. However, I do feel bad that I am so lucky to have a positive life and that others do not share the same fortune. But if I feel bad for the poor, I don’t give them money or raise funds, I help them in other ways. I volunteered at a food pantry in high school and learned a lot from that experience. I realized that everyone is the same no matter their income or where they live. Homeless people are still personable and friendly, they just need a little extra help and compassion. All that is really necessary is to treat them with respect. ______________________________________________________________________________________________________________________________________ Journal #9

I can’t seem to write enough about Self-Reliance. This essay has so much to it! Examining it even further has led me to think more about myself and my life. Emerson tries to create a case-by-case method by which we can examine our values and principles. Through examination and experimentation, our morals will be tested and the good principles will be kept and the poor ones will be weeded out. Eventually, our tested ideas will lead to abstract principles, then to moral law. If we judge in independence from the accepted moral standards, we can learn how to examine our own principles.

Thinking for ourselves is the most important step in this process. I feel so many people are afraid to think outside of the box because they fear the judgment and opinion of others. People are so keen to please others, but do they even know why they feel they need to do so? Emerson explains that it does not matter what societal norms are forced upon us, we should think for ourselves and not worry what others say; it is through self expression that we can achieve a sense of enlightenment and purpose. It is only through independence can we begin to examine the way we live and experiment with our principles. Society puts too much pressure on us to conform and live a “good” life. But what does that even mean?

I have been experimenting in my own life and have been trying to figure out what is really important to me. I have weeded out the unnecessary things and have tried to not focus too much on material things. Feeling some independence from society’s pressures to act a certain way is kind of nice. Lately, going to yoga has helped me to learn to act for myself and to live in the present. It is not important to obsess over material things or to stress myself out about not being like others. It is my independence and uniqueness that makes me who I am. In yoga class, everyone is at a different level and do not have the same abilities. My teacher tells us not to worry about how far everyone else can reach in a pose, rather it is more important to focus on our own practice and work on self-improvement. It is not necessary to worry about what others can do sometimes, it just creates unneeded stress. By focusing on the present and on my thoughts, I can become more self-reliant and in tune with my body and mind. I get so much satisfaction from going to yoga and practicing for myself. I don’t have to worry about anything else but my practice. The pressures of society do not phase me, as they are not really important. ______________________________________________________________________________________________________________________________________ Journal #10

Emerson says that all laws evolve, which implies that principles of inquiry are evolving, as well as the goals. In the modern period we have come to question the goals and methods, and Emerson thinks this is great. By doing so, we rid ourselves of biases and prejudices and can make progress in our lives. He says that down deep, ideas are not static, all ideas change. He goes on to say that the oversoul is the impotence of growth of all ideas. Emerson’s most grand hypothesis is that God is the oversoul- the one unifying principle: “We see the world piece by piece, as the sun, the moon, the animal, the tree; but the whole, of which these are shining parts, is the soul.”

This essay truly interests me, as it relates to a topic that we are discussing in my Nature and Values class. All semester, we have been tackling the problem of religion versus evolution, and have discussed the role of God in other ways rather than the traditional Christian view. One scientist, Kenneth Miller, proposed that God is not active in every aspect of our lives and does not determine our fate. Instead, what God is is a unifying force. He set the ball in motion to create our world- but let life come to creation on its own and let life come about naturally as a grand experiment. Miller says that God is not active in evolution or “Intelligent Design,” whatever people believe, but that his ultimate goal was for there to be an intelligent being that could come about through natural process that could some day come to recognize Him.

The idea of God as the oversoul, as the unifying factor in life is very interesting to me. I struggle to recognize and accept the views of traditional Christianity because it just does not make sense to me. I think it is important to theorize about different methods of how the universe works, and understand that ideas, just like life, evolve. It is difficult to sum everything up into one theory, but I find it interesting how Emerson relates the evolution of ideas to the many parts of human life and of nature. All the parts are connected in an intricate balance, and underneath it all is something that allows us to learn and to grow and to reach towards goals. All life is not predetermined, we have the ability to change our ideas and our principles.


text:
User:Egm6321.f10.team1.allen/HW2

Given
$$ a_1(x)y'+a_0(x)y=b(x)\ $$

Find
1) Find Solution in terms of $$ a_0\ $$, $$ a_1 \ $$ and $$ b \ $$  for $$ y(x)\ $$ Assuming $$ a_1(x)=1 \ $$ $$ a_0(x)=x \ $$ $$ b(x)=2x+3 \ $$ 2) Find Solution in terms of $$ a_0\ $$ , $$ a_1 \ $$  and $$ b \ $$  for $$ y(x)\ $$ Assuming $$ a_1(x)\ne \ 0\ $$ for all x 3) Find Solution in terms of $$ a_0\ $$, $$ a_1 \ $$ and $$ b \ $$  for $$ y(x)\ $$ Assuming $$ a_1(x)=x^2+1 \ $$ $$ a_0(x)=x \ $$ $$ b(x)=2x \ $$

Solution
$$ Part \ 1) $$

$$ \frac{dy}{dx}+xy=2x+3 $$

The integrating factor is shown and solved for below.

$$ h(x)=\exp\int x \ dx $$

$$ h(x)=\exp(\frac{1}{2}x^2) $$

Multiply both sides by the integrating factor yields

$$ \exp(\frac{1}{2}x^2)\frac{dy}{dx}+\exp(\frac{1}{2}x^2)xy=\exp(\frac{1}{2}x^2)(2x+3) $$

$$ D_x[\exp(\frac{1}{2}x^2)y]=\exp(\frac{1}{2}x^2)(2x+3) $$

$$ \exp(\frac{1}{2}x^2)y=\int\exp(\frac{1}{2}x^2)(2x+3) \ dx $$.

Integration then yields

$$ \exp(\frac{1}{2}x^2)y=2\exp(\frac{1}{2}x^2)+\frac{3}{x}\exp(\frac{1}{2}x^2)+C $$.

Divide both sides by $$ \exp(\frac{1}{2}x^2) $$ gives the final result

$$ y=2+\frac{3}{x}+\frac{C}{\exp(\frac{1}{2}x^2)} $$.

$$ Part \ 3) $$

$$ (x^2+1)\frac{dy}{dx}+xy=2x $$

Divide through by $$ (x^2+1) $$ to obtain

$$ \frac{dy}{dx}+\frac{x}{x^2+1}y=\frac{2x}{x^2+1} $$.

The integrating factor is shown and solved for below.

$$ h(x)=\exp\int\frac{x}{x^2+1}dx $$

$$ h(x)=\exp(\frac{1}{2}ln(x^2+1)) $$

$$ h(x)=(x^2+1)^\frac{1}{2} $$

Multiply both sides by the integrating factor yields

$$ (x^2+1)^\frac{1}{2}\frac{dy}{dx}+xy=2x $$

$$ D_x[(x^2+1)^\frac{1}{2}y]=2x $$

$$ (x^2+1)^\frac{1}{2}y=\int2x \ dx $$

Integration then yields

$$ (x^2+1)^\frac{1}{2}y=x^2+C $$.

Divide both sides by $$ (x^2+1)^\frac{1}{2} $$ gives the final result

$$ y=(x^2+C)(x^2+1)^\frac{-1}{2} $$.

Author

INSERT SIGNATURE HERE

Given
Eq6, p.10-3 $$ y(x)=\frac{1}{h(x)} \int_{0}^{x} h(s)b(s)\, ds $$ and Eq1, p.10-3 $$ h(x)=e^{ \int_{0}^{x} a_0(s)\, ds } $$

Find
$$ \alpha\ $$ Show that integration factor, $$k_1\ $$, is unnecessary $$ \beta\ $$ Show that Eq6, p.10-3 agrees with King et.al. p.512 i.e. show that $$ y(x)=Ay_h(x)+y_p(x)\ $$ $$ \gamma\ $$ Find $$ y_h(x)\ $$ independantly. i.e. solve $$ y'+a_0y=0\ $$

Solution
$$ \alpha ) $$ If you use $$ \int P(x) \ dx + K_1 $$ instead of $$ \int P(x) \ dx $$,

you will have an integrating factor of $$ h(x)=\exp K_1\exp(\int P(x) \ dx) $$ instead of $$ h(x)=\exp\int P(x) \ dx $$.

If you multiply both sides by the integrating factor you will obtain

$$ \exp K_1 \exp(\int P(x) \ dx)\frac{dy}{dx}+\exp K_1 \exp(\int P(x) \ dx)P(x)y=\exp K_1 \exp(\int P(x) \ dx)Q(x) $$.

As you can see, $$ \exp K_1 $$ will cancel out of the equation rendering it unnecessary.

$$ \cancelto{}{\exp K_1} \exp(\int P(x) \ dx)\frac{dy}{dx}+\cancelto{}{\exp K_1} \exp(\int P(x) \ dx)P(x)y=\cancelto{}{\exp K_1} \exp(\int P(x) \ dx)Q(x) $$.

$$ \beta ) $$ The equation $$ y(x)=\frac{1}{h(x)} \int_{0}^{x} h(s)b(s)\, ds $$ is based off of $$ \frac{dy}{dx}+a_0(x)y=b(x) $$.

It is comparable to $$ y_p=\exp(-\int P(t) \ dt) \int^x Q(x)[\exp(\int^s P(t) \ dt] \ ds $$ which is based off of $$ \frac{dy_p}{dx}+P(x)y_p=Q(x) $$ in K. et al p. 512.

So $$ a_0(x)=P(x) $$ and $$ b(x)=Q(x) $$.

Using the above statements and $$ h(x)=\exp(\int^x P(t) \ dt) $$ yields $$ y_p=\frac{1}{h(x)} \int_{0}^{x} h(s)b(s)\, ds $$.

$$ \gamma ) $$ Since $$ \exp(x) $$ is repeating after integration, it is ideal for this solution.

Through an educated guess, $$ y=C\exp(-a_0x) $$ where C is any arbitrary constant.

Egm6321.f10.team1.allen 03:45, 22 September 2010 (UTC)

title: User:Egm6321.f10.team1.allen/HW2


text:
User:Numnimjeaztii

Hi! Brian My name is Chalinee Deeprasertkul, and you can call me Noon. I was borm on August 5, 1990. I am 20 years old. I live with my family at Pinklao.

This is my homework for welcoming to MUIC http://www.youtube.com/watch?v=xlaaZ4uAPtE

Specification iPhone CPU Speed 600MHZ Storage 8Gb, 16Gb, or 32GB Bus Speed 100MHZ Cache Size L2 Cache Size

iPad CPU Speed 1GHZ Storage 16GB, 32GB, or 64GB solid state

Blackberry CPU Speed 624 MHZ Storage 256Mb MicroSD

Netbook Toshiba NB 200 CPU Speed Intet Atom Processor N280 1.60GHZ Storage 1024 MB DDR2 SDRAM Bus Speed 667 MHZ Cache Size 512 KB L2

which device is more technologically advance and why? In my opinion, iPAd is more technologically advance because it uses touch screen system which is very easy to use. Moreover,it very portable if we compared with other types of Notebook.

title: User:Numnimjeaztii


text:
User:Egm6321.f10.team2.sahin

Homework#1

Homework # 2

title: User:Egm6321.f10.team2.sahin


text:
User talk:Jsanchez 6776

 Hello Jsanchez 6776, 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. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:18, 21 September 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 21 September 2010 (UTC)

title: User talk:Jsanchez 6776


text:
User talk:Sincross

Hey u!

Assignment 2 - VDO
http://www.youtube.com/watch?v=F6Gjlw-Fqao Name- Apicha Laosaengthong ID- 5180761

Assignment 3 - Ipad, Iphone, BB
Between BB, Ipad, Iphone, BlackBerry has the slowest processor, which differs according to the model but none exceed 1Ghz. Iphone4 and Ipad use the same processor with 1GHz speed. Their storage capasity is the same as well (16GB or 32GB). However, in term of performance there's no big different as they use the same cpu (Apple A4). But if asking which is more advance, I would say that Iphone4 is more advance because it's better in terms of portability, variety, and battary durability.

But in case of netbook, I put netbook in different catagory from the Ipod, Iphone, and BB. The specifications are obviously different. It's more like a smaller size notebook, the hardwares are similar to notebook rather than a mobile phone. In term of performance, it's obviously much faster than all the 3 equibment. It's performance varies according to the specifications. But most netbook use cpu with the speed of 1.2Ghz or 1.6Ghz.

In 'my' conclusion, IPHONE WINS!

title: User talk:Sincross


text:
Motivation and emotion/Book/2010/Procrastination/Answers to procrastination crossword

Answers to Procrastination Crossword

Accross 3. Procrastination associated with sensation seeking and self-control: AROUSAL 4. Common strategy used to set good goals SMART 9. Necessary to help us overcome procrastination by helping to override dominant destructive, irrational or undesirable behaviours SELF CONTROL 10. The irrational belief that one will finish a task on time WISHFUL THINKING 11. Procrastination associated with self-worth and self-esteem AVOIDANT 12. The main reason neurotic individuals procrastinate – they are IMPULSIVE 13. The process of delaying a task or decision until a later time, often resulting in negative affect PROCRASTINATION 14. Morningness and Eveningness traits are associated with what rhythm CIRCADIAN 15. Principle used to change procrastination tendencies, based in the operant school of thought STIMULUS CONTROL

Down 1. Arousal procrastination may occur in order to experience 'FLOW' 2. How desirable a choice is (within the Temporal Motivation Theory) UTILITY 5. Tasks are likely to be procrastinated on if they are boring and are going to be EVALUATED 6. A strategy used to protect self-esteem in the face of failure SELF HANDICAPPING 7. The Greek poet who wrote about procrastination in 800BC  HESIOD 8. Students are more likely to procrastinate on tasks provided by what age lecturers YOUNG


text:
Wikiworld - Commons and Education/Seminars on commons and education in the UTa meatspace

Seminars

October

November

December


text:
Motivation and emotion/Book/2010/Learned helplessness

Overview
Learned helplessness theory relates to the psychological phenomenon whereby individuals exposed to uncontrollable events learn that their responses and event outcomes are independent of each other. Such learning can lead to an expectation within the individual that responses are futile which can then generalize to new situations and interfere with future learning (Alloy, Peterson, Abramson, & Seligman, 1984).

The early dog experiments

Overmier and Seligman (1967) demonstrated a surprising finding. In a series of experiments investigating escape-avoidance behaviour in dogs, Overmier and Seligman (1967) discovered that dogs who had received prior inescapable electric shocks in a Pavlovian harness were later helpless when shocked in an unharnessed situation where shock could easily be escaped. In describing the unharnessed shock conditions, Seligman writes;

However, in startling contrast to this, it was discovered that dogs pretreated with inescapable shock would initially react like the naïve dog, running about and howling, but would soon cease this behaviour and begin to passively accept the shock and its shocking fate. In this way, the dog appears to give up, helplessly accepting its fate (Hiroto, 1974). What’s more, on each successive trial, this pattern of behaviour only worsened, with the animal becoming more ingrained in its passivity. If by chance any of the dogs accidentally jumped the barrier or fell outside the shuttlebox, the animal still failed on successive trials to replicate this behaviour. So while the naïve dog’s shocks were relatively minor because it could escape them, the pretreated inescapable dog’s shocks would continue for as long as the trials did (Seligman & Maier, 1968).

Overmier & Seligman (1968) dubbed this phenomenon "learned helplessness”. Citing that learned helplessness results from receiving aversive stimuli in a situation in which any contingent responses or attempts to respond occur in the presence of the aversive stimuli, and where such responses hold no significance to eliminating or reducing the severity of the traumatic stimulus.

It was shown, however, that if pretreatment and testing were 48 hours apart then the pretreated dog did not show interference on its escape/avoidance response. But if the dog responded helplessly in the shuttlebox 24 hours after initial pretreatment, then the learning of helplessness could persist for up to another 168 hours (Seligman & Maier, 1968; Overmier & Seligman, 1968).

In an attempt to verify the study, Seligman & Maier (1967) demonstrated that the passivity of the dogs was not created by incompatible skeletal responses due to the pretreatment with the electric shocks. To demonstrate this, experimenters sedated muscular movement of the dogs during pretreatment using curare. This was to ensure during testing that the results were a cognitive function of passivity rather than a muscular-skeletal reflexive response pattern. As such, dogs treated with curare replicated the response of the initial study.

Seligman and Maier’s (1967) studies added depth to the Learning Theory of the time. Where it was once proposed that explicit contiguity between events (acquisition) and explicit non-contiguity between events (extinction) produce learning, they proposed that a third variable, independence between events also produces learning. It was believed that such learning could have effects upon behaviour different from those of the two original pairing and non-pairing dimensions, in such a way that individuals could also learn that outcomes are not dependent on contingency.

Early helplessness experiments with humans
Thornton & Jacob (1971) were the first to test the learned helplessness phenomenon on humans. The first problem they encountered, however, was the reality of the subject stressor levels. All of the experiments thus far had used near traumatic shock in the acquisition phase of their experiments, and using such a shock on humans had certain ethical complications. As such, the experimenters had to moderate the stress-set levels of the experiment to a level that was unpleasant for the individual but not painful. This, however, also had impractical implications; once a shock level for an individual has been set at an unpleasant but not painful level, the individual will become accustomed to the level, and as such the conditions become predictable, and thus manageable. By making the experience seem manageable, it makes conditions unfavourable to instil a sense of helplessness.

To combat the predictability dilemma in their experiment, Thornton & Jacob (1971) resolved to use a variable level of shock, set around the individual’s unpleasant but not painful set-point, a method which effectively induced and maintained a stressed state for the individual.

While results in these first experiments were promising, and did show that learned helplessness could be replicated in humans, they weren’t amazing statistically. The experimenters attributed the lack of highly significant results to the insufficient shock level, attesting that without traumatic shock it was hard to determine what extent learned helpless could be produced in man (Thornton & Jacob, 1971).

This research was significant however, as it represented for the first time that there could be different degrees of learned helplessness; with 72% of those individuals who received a constant level of shock trying to make an escape response; while only 35% of those individuals who received a variable amount of shock trying to make an escape response. This gives evidence that there individuals can learn variable amounts of helplessness (Thornton & Jacob, 1971).

The second experiment of learned helplessness in humans was conducted by Dweck & Reppucci (1973) using problem solving tasks in children. In these experiments, the children were first presented with unsolvable problems, and then, once they’d learned helplessness, presented with solvable problems. This study was highly interesting because not only did it replicate the learned helplessness experiment in humans, in particular children, it also demonstrated incidents of resiliency in the face of uncontrollable outcomes. What it showed more than this, however, was that humans have habitual explanatory styles, which predispose them to specific explanatory styles that they can use when they are faced with either a controllable or uncontrollable event. This experiment was also the first to use predictive measures to determine which children were less persistent in their explanatory style, and thus more likely to take less personal control for outcomes. Similarly, it was the first research to apply cross-situational paradigms to a human helplessness study, proving the sometimes situational specificity of helpless.

Following the Dweck & Repucci (1973) study, another highly significant study was published a year later by Hiroto (1974). Hiroto’s study was the first on humans to use a loud tone as an aversive stimuli rather than an electric shock, and it was done in an effort to extend the generality of learned helplessness to other stimuli.

Hiroto’s (1974) experiment came off the back of trying to amend some of the methodological flaws of the Jacobs & Thornton (1971) experiments, which had major problems with subjects knowing too much about the experiment for the non-contingency effect to take hold, and with the pretreatment having a shock that was avoidable and thus not as effective as Hiroto liked.

Hiroto’s experiments more truly established in humans the learned helplessness deficits which had been so clearly demonstrated in previous animal experiments. The details of the experiment are as follows; in pretreatment, one group received an aversive loud noise which it could escape by pressing a button, another group received inescapable noise, and a third received no pretreatment. Then, in the testing procedure, all groups received controllable noise which they could all turn off by pressing a button. As in the animal experiments, the inescapable pretreatment group sat and took the noise without responding, while the pretreatment escape, and no-pretreatment groups, readily escaped the aversive tone by pressing the button (Hiroto & Seligman, 1975).

Hiroto’s experiments were the first to accurately reflect the strong research findings of the earlier experiments with animals. Hiroto suggested that the helplessness deficits demonstrated in his study may be due to a perceived external locus of control that had been learned by the pre-treatment no-escape human subjects (Nolen-Hoeksema, Girgus, & Seligman, 1986).

The fourth helplessness study on humans saw Hiroto & Seligman (1975) team up to attempt further helplessness investigation, especially to ascertain whether helplessness could be learned across modalities. In these experiments, individuals were pretreated with either unsolvable problems or aversive noise, and then tested afterwards on solvable problems. Although the modalities differed, one being a cognitive task and the other being an aversive stimulus, they both related in that neither could be overcome.

The results were similar to those of Hiroto (1975) and Dweck & Repucci (1974); individuals pretreated with uncontrollable conditions failed to take control in test conditions once in the shuttlebox, while those pretreated with controllable conditions and no pretreatment readily escaped the aversive stimuli or, as required, solved the problems in test conditions. But the interesting thing to come from these experiments was the outcomes in the cross-modality testing. Individuals who were pretreated in one modality (either aversive tone or unsolvable problems) showed as much helplessness in testing on the opposite modality as individuals who were pretreated to be without control in the same modality (Hiroto & Seligman, 1975). While these results were good, it is also to be noted that the subjects may have perceived the different modalities as existing within the same experiment, and as such it is hard to determine how accurate the cross-modality findings were.

The reformulated helplessness theory
The original learned helplessness theory was created before helplessness experiments were performed on human subjects. Originally, human versions of the helplessness studies were designed to replicate the findings in animals, however, greater outcomes such as depressive symptoms and self-esteem loss from depression, called for a revised edition of the helplessness theory to uncover the causality of such findings (Peterson & Seligman, 1984). The new helplessness model stated that people’s explanatory style influences the causal attributions they will make for a particular uncontrollable event, and that it is this causal attribution for a particular uncontrollable event which influences their subsequent expectations of helplessness, which then, as a result, determines how generalized learned helplessness will become for the individual (Alloy, Peterson, Abramson, & Seligman, 1984).

The role of contingency
Contingency is noted as the mediating factor in learned helplessness theory. Contingency stands as the individual’s ability to act upon their environment and ultimately change the consequences of outcomes. In a learned helplessness scenario, the individual has learned that they have no contingency over events (either specifically or globally), whether this is true or not. As such, the individual has learned that their behaviour and the situational outcomes are independent. The result of such impaired contingency also somehow affects the individual’s ability to learn new response behaviour, and as such the individual needs to be forced to make the appropriate contingency time and time again, as this is the only way it can learn to become contingent again (Seligman & Maier, 1967; Maier & Seligman, 1976; & Seligman & Garber, 1980).

The role of explanatory style
Explanatory style relates to the attribution individuals place on the causes of the events if a significant degree of ambiguity can be attributed to the outcome (Alloy, Peterson, Abramson, & Seligman, 1984). If the situation is ambiguous enough, it likely that an individual will explain the outcome of the event in a way that is consistent with how they often explain ambiguous events; projecting and imposing their own habitual beliefs for the causes of outcomes (Metalsky, Abramson, Seligman, Semmel, & Peterson, 1982). If the event is not ambiguous, it often speaks for itself, but individuals may also overshadow the true nature of those causes, in order to reflect their already established explanatory style (Peterson, & Seligman, 1984).

When individuals face a specific outcome or event, they use an explanatory style to explain to themselves why the specific of causes of an outcome have occurred. In doing this, there are three attributional dichotomies which individuals can use to explain the causes of outcomes; internal-external factors, stable-unstable factors, and global-specific factors (Peterson, & Seligman, 1984). In the internal-external dichotomy, the individual is attributing the cause of the outcome to the contingency they applied to it (an internal factor), or attributing the cause of the outcome to something situational or contextual (an external factor). With the stable-unstable factor, the individual can either attribute the cause of the outcome to something pervasive and long lasting (a stable factor), or to something transient (an unstable factor). With respect to the global-specific factor, the individual can relate the cause of an outcome to something that either affects all outcomes (a global factor), or to something that affects only this outcome (a specific factor). As such, the explanations people give for specific outcomes influences their expectations regarding future outcomes, which in turn ends up influencing their reactions to outcomes, and can result in an underpinning explanatory style which perpetuates experienced helplessness and low self-esteem (Nolen-Hoeksema, Girgus, & Seligman, 1986).

According to the learned helplessness theory, the type of explanations individuals make regarding the control they influence over an outcome, determines whether their helplessness in the situation will also be marked by low self-esteem, and whether or not their helplessness in this situations will carry-over to other situations, and will continue across time (Seligman, Abramson, Semmel, & Von Baeter, 1979). If, when an individual faces a situation they cannot control, they attribute their lack of control to their own inability (an internal factor), the ever-present nature of their inability (a stable factor), and the consistency of their inability across all situations (a global factor), then that individual is likely to approach the next situation they face, regardless of how controllable it is, with the established notion that they are helpless to affect the outcome in a favourable way (Alloy, Peterson, Abramson, & Seligman, 1984).

With regards to the difference between ambiguous and non-ambiguous events, it is important to note the distinction between the causal explanation and the expectation of consequences. An individual’s explanatory style will usually predict helplessness deficits, but there can sometimes be inconsistency, such as if the circumstance is particularly non-ambiguous. In such circumstances, an individual’s habitual explanatory style may not accurately reflect how they explain a particular event’s outcomes (Peterson, & Seligman, 1984).

The effects of learned helplessness on the individual
In studies which demonstrated people’s changing explanatory style, from a more internal locus of control to a more external locus of a control (where the individual perceives less control), Dweck & Reppucci (1973) found that reactive frustration became less constructive the less control an individual perceived they had over the outcomes of an event. It was also found that debilitating anxiety reaction scores increase and facilitating anxiety reaction scores decrease as the individual’s perceptual notion of control moved further away from the self.

Many cognitive and behavioural effects are caused by learned helplessness. Hiroto and Seligman (1975) cite that due to the close nature of learned helplessness and depression, many of the same characteristics are present, such as self-devaluation, psychomotor retardation, and feelings of sadness. Many other deficits have been cited, such as passivity; poor problem solving; anxiety; hostility; (and in contrast) a lowering of aggression; a lowering of appetitive drives; a set of neurochemical deficits; and an increase in susceptibility to disease (Peterson, & Seligman, 1984; Peterson & Barrett, 1987). Generally, however, the effects of learned helplessness can be seen to have a negative effect on three broad psychological constructs; motivation, cognition, and also emotion (lowered self-esteem) (Nolen-Hoeksema, Girgus, & Seligman, 1986).

Evidence from studies on American freshmen university students, showed that those students who exhibited the learned helplessness explanatory style of attributing (citing internal, stable, and global causes) were much more at risk for poor grades in their first year of college. Similarly, even when controlling for factors like ability and depression, such attributional styles were also correlated with a lack of academic goals, as well as a failure to use academic advising services, factors which also happen to correlate strongly with good grades (Peterson & Barrett, 1987)

Another study regarding the role of helplessness and rheumatoid arthritis sufferers showed that the levels to which individuals are depressed by their condition (a condition which is renowned to imbue depression), was more reflective of the patient’s explanatory style than it was of the severity of the individual’s condition. Such that, despite the severity of the individual’s condition, it was the belief in their ability to control or cope with their disease that determined their level of depression, rather than the reality of their subjective condition (Smith, Peck, & Ward, 1990).

Learned helplessness and depression
In the reformulated model of learned helplessness, Abramson, Seligman, & Teasdale (1978) proposed that certain attributional styles may predispose individuals to have depressive reactions to certain negative life events. Results show that individuals who have a explanatory style of attributing negative outcomes to global causes show greater potential, compared to people who do not attribute to global causes, of generalizing learned helplessness to new situations (Alloy, Peterson, Abramson, & Seligman, 1984; Nolen-Hoeksema, Girgus, & Seligman, 1992). But attributional style itself does not cause depression, rather, it is the occurrence of a bad outcome, or the expected occurrence, and the individual’s perception of that event using a depressive explanatory style (attributable to internal, stable, and global factors), that causes the depression to take place (Seligman, Abramson, Semmel, & Von Baeter, 1979).

Seligman (1978) considers learned helplessness to be at least some type of subclass of depression, with the reason being that depressed subjects and non-depressed subjects made helpless show the same behavioural deficits in experiments relative to normal controls. Nolen-Hoeksema, Girgus, & Seligman (1986) hypothesise that learned helplessness may be born out of depression, such as where a traumatic life event can induce a depressive state, with the helplessness surrounding the incident (such as the death of a parent) flowing on to other aspects of the individual's life, ensuring a ripple effect and possibly producing a maladaptive explanatory style. So what started out as a genuine uncontrollable event, with an appropriate depressive response, could end up affecting the individuals coping mechanisms in such a way that, although the depression of the original event may subside, the individual may have acquired a resilient negative explanatory approach that could leave them open to depression when faced with a future negative life event.

An interesting finding to come out of learned helplessness and depression studies is that those individuals with depression more accurately judge the amount of control they have over events (Alloy, & Abramson, 1982), as opposed to non-depressed individuals who falsely attribute the amount of control they have over events, particularly in events where winning or skill is involved. This false attribution has been named as an ‘illusion of control’, and it is something that depressed individuals don’t fall privy to as they fail to see themselves and their contingencies in an optimistic light. In general, depressed individuals accurately assess their impact on events and, unlike nondepressed people, do not overestimate the limited amount of control they have over objectively controllable events that were associated with failure. It should be noted, however, that depressed individuals also underestimate the amount on control they could have on certain controllable events (Alloy, & Abramson, 1982).

Learned contingency/optimism
An important finding to come out of all learned helplessness literature is that it has been shown that prior escapable shock serves to protect an individual against any interference on any following helplessness trials, and that any learned helplessness can be alleviated by a therapeutic procedure of forced responding (Thornton, & Jacob, 1971). Similarly, individuals might be somewhat immunized against the debilitating effects of traumatic events by having had prior experience with contingent control over such trauma. If deficits were caused by a traumatic event, then an effective method of therapy is to present the same traumatic event to an individual but in a context where their responses are favourably contingent toward the outcome (Seligman, & Maier, 1968).

In studies on life insurance salesmen (Seligman & Schulman, 1986), and college students (Peterson & Barrett, 1987), it was shown that individuals with an optimistic explanatory style (external, unstable, and specific) were more likely to remain persistent in the face of setbacks and adversity. In effect, such persistence enables the individual to continue, as opposed to giving up in the learned helplessness explanatory style, which in turn leads to more opportunities for success. Such an effect can have reinforcing potentials on an individual’s already established explanatory style, making that style more likely to continue in the event of future causal attributions.


text:
Motivation and emotion/Textbook/Introduction/Relationship between motivation and emotion

Relationship between motivation and emotion
Motivation is the causal energy and direction underlying behaviour.

Emotion is the combined physiological and cognitive subjective feeling state.

Emotions can energise and direct motivations.


text:
Motivation and emotion/Textbook/Acknowledgements

Thanks to the primary authors - an intrepid group of 70 or so third year undergraduate psychology students in the Motivation and Emotion unit (2010) at the University of Canberra (UC) who each wrote a textbook chapter. Doing so contributed 50% of grade for the unit. We were also priveleged to have the participation of John Schmidt, a long-term Wikiversity contributor, who contributed an impressive chapter about Hunger.

Thanks to a key advisor and champion of this project, Leigh Blackall. Thanks also to Danny Munnerley, Matt Bacon, and Leonard Low from the UC Teaching and Learning Centre for support for the $5000 Blended Learning Hothouse Grant (although not a cent was spent and the money was returned to UC).

Thanks to the Wikimedia Foundation for hosting Wikiversity, a free and open educational wiki which has provided the hosting and editing platform for developing the book. Wikiversity was also used to support the teaching of the Motivation and emotion (7124-6665) unit at the University of Canberra (including lecture and tutorial notes and assessment tasks).

Thanks to PediaPress, and particularly Volker Hass, for helpful advice about developing the printable version.


text:
Talk:Shear Force and Bending Moment Diagrams

A few comments
This is really an superb coverage of SFD & BMD. All the complicated topics are covered in lucid language & its really very worth for all engineers. I had some minor doubts mentioned as below -

1. Will the concept of SFD & BMD differ for various types of support (such as rollers, or cantilever)

2. Thanks a lot for the valuable techniques. It was really fun filled to learn SFD and BMD from your page. It will be great if you include topics on Macaulay's method, Double integration method etc for bending of beams.

--41.133.21.67 09:37, 14 October 2012 (UTC)This was absolutely brilliant. Thank you, as an architect trying to teach tructures to architecture students, it was simply put and concisely explained. Graphic quality to the article is fantastic. Architects understand pictures! Many Thanks Ken Stucke. South Africa.

I found this far more useful than the textbook and the lecture notes I have. My thanks to you.

Thanks a lot sir, for such an interesting and useful material.--Rajeev

Some very usefull information. would be nice if you wrote some about Torsional moments as well.

-Thanks. sorry, I never did anything on torsional moments.

--Mack paris 10:33, 14 October 2010 (UTC)could you please add something about moments and couple along with the diagram.--Mack paris 10:33, 14 October 2010 (UTC)

-Sure. Hope what I added helps. Taltastic 23:24, 17 October 2010 (UTC)

The explanation provided here with simple and easy to understand figures are absolutely brilliant. Looking forward to your continuation, sir. Please do go ahead sir. Your article has conveyed the ideas way easily than when I tried even harder to understand what my sir was trying to explain, by complicating it in class.

By the way sir, just 1 doubt. " Taking moments about A (clockwise is positive): 40·2 - 20 + 6·R2 = 0 "

This is the line I've picked from your example about point moments. I believe the equation should be: 40*2 - 20 - 6*R2 = 0

Thanks again for this brilliant article. Looking forward..

- Deepak.ail 10:49, 18 October 2010 (UTC)

--Thanks a lot for the positive feedback, and thanks for calling me Sir :) And yes, you were right about my mistake, thanks for noticing. Taltastic 21:33, 19 October 2010 (UTC)

Fantastic article, really helped me with pre exam study.

--== Thanks! ==

Really Interesting! I am going to university this year to study civil engineering and find this article very helpful. Is this a writing error?

"If you slice the cube in half halfway up"

BTW This article is written very well. All you need to know really is some basic mathematical concepts (e.g. how to draw a diagram) and the concept of moments. Please continue to make more articles. I personally (considering my career) would prefer any article related to civil engineering.

Thanks once again! :)

--92.15.215.59 18:00, 14 January 2011 (UTC)

Thanks for the nice message! nope, not an error. I may continue writing articles one day, right now I have to find a job... Taltastic 14:34, 15 January 2011 (UTC)

Doubt.
Hello Sir,

I have a doubt to draw Shear force Diagram for a beam when a force is acting at the point. For instance, in the example, Why do you have to consider both E and E' while drawing SFD??

- So let me first check something, you understand how the method I have taught works. i.e. you know which situations to take the shear force before and after, and you know which situations to it just at the point. However you don't understand WHY you are doing this. I'm afraid I can't think of a good way of explaining why, other than to say that at C the point force of 40N up, causes the shear force to increase by 40N (i.e. go from -10N to 30N. so from c to c')Taltastic

Thanks!
You nailed it!! Thank you for the effort..

This is very very helpful!

Thanks a ton.....
This is worth reading and remembering......All that what looked so complicated in the school back then, you have nailed it here so effectively.....that it gets registered easily in the users' minds. Thanks for your help.

Thanks
Thank You so much, It helped me recall the basics I learnt at school.

i found this extremely easy to understand in comparison to most websites and textbooks (pdfs included) THANKS =)

Thanks an Ocean...
I like this article. I understand shear and bending moments diagrams clearly now.

Please improve this article if you can. Thanks

Shear Force at Point
In the example under the heading "Basic Shear Diagram" you have a point force of 20N acting down. I understand the need to sum the forces before and then after the 20N force which gives you a straight vertical line on the diagram. My confusion is involving what is the shear exactly at that point of the 20N acting down? Since according to the diagram which displays the strait vertical line starting at 10N at the top and -10N at the bottom, would the Shear force exactly on the 20N point be 20N, 10N (as it is before the force has acted), -10N (as it is after the force has acted) or 0N (Since the line crosses 0)? Thank You! --Bmullin (discuss • contribs) 01:54, 12 February 2013 (UTC)

I'll be honest, I'm not an expert on the topic. However, I suspect that on the 20N point, you would say that there is a shear force transition from -10N, to 10N. (So the shear force isn't a single value, like -10N,0N,10N or 20N). Taltastic (discuss • contribs) 01:48, 14 February 2013 (UTC)

What is shear force?
As stated in the example here, it is understandable that when the force is applied to an object it is redistributed all over. However the distribution cannot be linear as suggested in diagrams, having an instant rise or fall at a definite point, in an elastic case, it is very hard to visualize. The only explanation of this phenomena could be that we consider the object totally inelastic for consideration of the Shear Force. Hence rendering it to be proofing against inelastic failure. Please elaborate if this is the case or if there is another explanation.

Thank You!

You make an interesting observation...To quickly answer your question - no, you will still get a uniform shear force distribution even when the material is elastic! I think I gave too brief of an explanation on page on what shear force is, so I will write a better one (with pictures). Give me a week or 2 to do it :) Taltastic (discuss • contribs) 15:13, 20 May 2013 (UTC)

why are the right portions covered with paper? I mean why the loads towards the right hand side neglected while considering the moments?

Moments and bending moments are 2 different things. When you work out moments, you look at both sides. But when you work out bending moments you only look at one side. I've chosen the left side. Let me know if that doesnt answer your question/you have more questions Taltastic (discuss • contribs) 20:19, 12 November 2013 (UTC)

Hello Sir! This article was simply amazing, helped me a lot. But i have doubt,

Y do we have to calculate shear force before and after at a particular point? And What does maximum bending moment indicate?

The shear force before a point is different to the shear force after a point, sometimes. Which is why you have to calculate both, and show them on the diagram. To try to answer your next question: In all the examples I've shown in this document, you can imagine that the beam will bend under the forces/moments its experiencing. This is because the forces are producing a bending moment at a given point on the beam. It is that bending moment which causes the beam to bend at that point. The more bending moment there is at that particular point, the more the beam will bend at that particular point.Taltastic (discuss • contribs) 20:54, 27 November 2013 (UTC)

IT IS PERFECT,thanks a lot

Thank you for the topic on SFD and BMD, was finding it difficult to recollect after my Engineering days. Found your topic very easy to follow. Please continue with such basics of Engineering.

Regards

Can I get some similar examples of SFD and BFD for roller support and Cantilevers.

Thanks
This helped me :) Thanks a lot

THIS IS SUPERB! Please create more tutorials on....

 * 1) Thin-walled pressure vessels
 * 2) Axial loading
 * 3) Stress and Strain
 * 4) Piles, pad footings and retaining walls
 * 5) Fluid Statics
 * 6) Centre of Gravity, Centroid, and Moments of Inertia

Your way of teaching is really easy to understand. Thank you very much.

Thanks
Super and crystal clear explanation, I have read many books and articles and was totally confused about SFD and BMD. I am very thankful to the writer about clearing my doubts on sfd and BMD in a simpler way.

Left on Resource page at by User:Umashankarshastry, 24 November 2016

I question the validity of this statement in Uniformly Distributed Load (UDL)
I think an IP editor made a valid point about the diagram shown. It seems to be only an approximation. The IP editor wrote:

 * Oh no, this is wrong, the placement of the force along the x-axis will influence the deflection of the beam. With your logic (whoever wrote this), we could spread out the load over the entire beam and it would be equivalent, but everyone knows a force applied directly above or near the supports will not bend the beam anywhere near as much as if you apply the same force at the center. 30N distributed over an area of the beam will not deflect it as much as 30N concentrated at the center...

See this edit. Could somebody look into this? --Guy vandegrift (discuss • contribs) 03:15, 20 August 2017 (UTC)

 * Those loads are not equivalent for bending moment and shear force under the uniformly distributed load. Reaction forces will be the same, Shear force and bending moments will be equivalent between the uniformly distributed load and the supports. They will differ over the centre section where the loads are different. IP editor is correct in their reasoning. Pbsouthwood (discuss • contribs) 12:09, 19 October 2017 (UTC)

Thank you both for looking into this. I wrote this article. And yes you are right, these situations are not equivalent for the reasons you've mentioned. Diagram B is a simlification of Diagram A, and should be done in order to help with plotting shear force and bending force diagrams. Hopefully I've that more clear now. Please edit if you don't believe that I have made it clear.Taltastic (discuss • contribs) 08:38, 21 October 2017 (UTC)

thanks for the article, I was totally confused by all the lectures & assignment. Yet, it is very easily understandable in succinct language here. Really appreciate. --JY 14:16, 17 November 2017 (UTC)

Units
Shouldn't the units of Bending Moments be Nm, not N? Your BMD's vertical axes all show units of Newtons, not Newton-meters. by Turbocentric | 21 March 2018

 * Please review. -- Dave Braunschweig (discuss • contribs) 00:00, 22 March 2018 (UTC)

 * Yes, I agree that there is a problem. The person might mean the contribution of bending-moment (per meter).  If these calculations are correct (a BIF "if"), then this needs to be clarified.--Guy vandegrift (discuss • contribs) 13:25, 22 March 2018 (UTC)

 * Thank you for spotting, and yes it is a mistake I made. I made a note in the document to make this clear to readers. Taltastic (discuss • contribs) 21:10, 13 October 2018 (UTC)


text:
User:Nateeh

Name: Natee Hankudtum

ID: 5180051

Age: 19

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E-mail: nhankudtum@hotmail.com

Asus 1201N Specs: CPU - Intel Atom 330 1.6GHz Bus Speed - 533MHz FSB Cache Size - 1MB Storage - 2GB DDR2 SODIMM - 250GB SATA

Best PC: http://configure.us.dell.com/dellstore/config.aspx?c=us&cs=19&fb=1&l=en&oc=DPDWDU1&s=dhs&vw=icon

Welcome to MUIC video: http://www.youtube.com/watch?v=0aLj3kB5qLc

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User talk:JangNutthanicha

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User:Pork bone

Netbook >> Lenovo Ideapad S10-2  Cpu Speed : 2.1 GHz  Bus Speed : 800 MHz Cache size : 1 MB L2 cache Storage : RAM DDR3 2GB

I think the most advance device in term of performance is Netbook because all the specs above is larger than other 3 devices. However, each given device has different purposes of usage for example iphone and Blackberry are basically used as a cell phone. But netbooks are used as a real computer to perform program tasks.

Purit Rityingyong 5180320 Sec.2 Puree Rityingyong 5280380 Sec.2

-- Assignment : Welcome to MUIC VIDEO

http://www.youtube.com/watch?v=XtPLVfAQqW4 --

My name is Purit Rityingyong ID::5180320 Sec.2

Right now I'm studying at Mahidol University International College majoring in Finance.

This is my third year already and I take Computer Essential as a free elective course on this trimester.

I'm writing this page in order to complete the first assignment on Computer Essential (ICNS 141)

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User talk:Marattimitault

Hi! My name is Maz

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WELCOME TO MUIC
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BLACKBERRY curve
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I PHONE 3Gs CPU and speed: 600 MHz, 256 MB of RAM Cache size: L1 cache size of 32 KB I-Cache, 32 KB D-Cache, L2 cache size of 256 KB Bus speed: 150mhz Storage: 8GB, 16GB, 32 GB IPAD CPU and Speed: 1.67 GHzBus speed:167 MHzCache Size: 512 KBStorage: 16GB, 32GB, 64G

From out of the three, ipad is the best because there is more storage and it is much faster than the bb and i phone.

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