text:
User:Geoff Plourde/Social Contracts

APPLIED SOCIAL CONTRACTS FACILITATOR:GEOFFREY D. PLOURDE

Hello and welcome to Applied Social Contracts. This will be a 16 week course on Social Contracts which are considered a key tenet in ethics and philosophy. We will be focusing on the application of Social Contracts. Students in this class will learn through hands on work how social contracts are designed and the problems and pitfalls that come up. All work in this class is hands on. There will be no lectures as such except for a brief overview of the concept. There also are no assignments except the cumulative project. To insulate from outside drama, a large portion of the work will be done on Google Knol where greater control and confidence can be maintained. A copy of the project will be mirrored on this wiki. Please make a note on the talk page of changes, so they can be moved into the Knol version.

There will be absolutely no grading in this class. The only rule is to act like scholars and remember that we will be guests. This can be considered a scholarly project, because the results will be published on Google Knol, and possibly in journals.

The Cumulative Project
Wikiversity provides an excellent example for designing a social contract. Our project is to design a social contract that is relevant to Wikiversity. After we are finished, we will work on developing a paper to submit for publication.

title: User:Geoff Plourde/Social Contracts


text:
User talk:Privatemusings/EthicsSandbox

it's a start
I've tried to make stuff reasonably clear - but feel free to ask quesitons, and feedback is most welcome :-)

One thing I meant to explain is that I wrote the 'questions' ages and ages ago with the intention of them giving people some interesting, and easy to enage with 'ways in' to the broader project issues (my feeling is that the 'ethics' project didn't really communicate that well as to its intended audience, and purpose in some ways....)... Privatemusings 03:49, 10 October 2008 (UTC)

Principles
What do you see as the principle(s) behind WP:POINT? 99.191.72.188 21:08, 18 March 2010 (UTC)

Replied at http://en.wikiversity.org/wiki/User_talk:Privatemusings#Principles 71.198.176.22 21:25, 7 May 2010 (UTC)

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

title: User talk:Privatemusings/EthicsSandbox


text: Talk:Educational Media Awareness Campaign/Geography: Climate/POTD 3


text:
User:Emesee/monobook.js

/*** bye for now ***/ $(function {	/*** Start editing here ***/	// When you want to end your break?	// no leading zeroes. (example: 7 - correct, 07 - incorrect)	var date = { year: 2009, month: 5, day: 6};	var time = { hours: 20, minutes: 22, seconds: 0 };	/*** Stop editing here ***/	var currentDate = new Date;	var enforcedBreakEnd = new Date( date.year,date.month-1,date.day,time.hours,time.minutes,time.seconds);	if (currentDate <= enforcedBreakEnd) {		alert("Enforced wikibreak until "+enforcedBreakEnd.toLocaleString + "\n(now is "+currentDate.toLocaleString+")\n\nBye!");		location = "http://"+location.host+"/w/index.php?title="			+ "Special:Userlogout&returnto=Main_Page";	} }); /*** END ***/

title: User:Emesee/monobook.js


text:
User talk:Bjs

Former user Bjs
When usurping this account for SUL purposes, the former user Bjs was moved to User:Bjs (moved)

Welcome
 Hello Bjs, 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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! Jtneill - Talk - c 06:38, 10 October 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Thank you for the welcome. --Bjs 18:46, 8 December 2008 (UTC)

title: User talk:Bjs


text:
Computer Architecture Lab/WS2008

Gruppe 0
Matthias Feurstein

IS1
Vergleich der Instruktionssets von:

 * Z80
 * 1) Atmel AVR
 * 2) ARM7TDMI

Vergleich:
 * [Download pdf]

Gruppe 1
Julian Grahsl

Raffael Trimmal

Miodrag Pejic

Robert Najvirt

Vergleich der Instruktionssets von:

AVR 8-Bit

http://www.atmel.com/dyn/resources/prod_documents/doc0856.pdf

68000

http://www.freescale.com/files/archives/doc/ref_manual/M68000PRM.pdf http://www.freescale.com/files/32bit/doc/ref_manual/MC68000UM.pdf

8080

Zu finden: Hier

Sweet 16 (Gruppe 2)
Franz-Josef Katzdobler, Daniel Reichhard, Stefan Resch, Matthias Wenzl

Instruction Set I
The discussion and the comparison of the instruction sets from can be found here.
 * Zilog Z80
 * Motorola 68000
 * ARM7DI

Documentation

Gruppe 3
Christian Pfeifhofer, Michael Wessner, Michael Zoech

Instruction Set 1
Comparison of the instruction sets of:

 * 1) PICMicro PIC16Cxxx
 * 2) DEC Alpha
 * 3) Intel 4004

 * [Download pdf]

Instruction Set 2
The instruction set of our processor:

 * [Download pdf]

Processor Documentation
The documentation of our processor is available in pdf format:

 * [Download pdf]

AUA (Another Useless Architecture)

 * Rottensteiner Stefan
 * Tauner Stefan
 * Wilhelm Jakob

Instruction Set Comparison

 * AVR32
 * Intel i960
 * SuperH

Our own CPU
A quite standard 16bit RISC implementation with 32 registers and probably a 4 stage pipeline (ex and mem combined).

AUA

Gruppe 5 (Project: MaQuelle)

 * Causevic Emir
 * Isakovic Haris

Instruction Set I

 * Infineon TriCore
 * Freescale MPC7448 (PowerPC)
 * Motorola 68000

Comparison:
 * [Download pdf]

title: Computer Architecture Lab/WS2008


title: User:Valik2609


text:
User talk:Stress9/HW2

Templates: $$\displaystyle \clubsuit$$ Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Artistic aspect: Comments: Overall rating:

 Note: The Overall rating: here is more of a "gut feeling" than a formal quantitative grading. Follow our list of criteria for formal grading and commenting. In case of a tie, let's favor new teams for the top-3 positions.

=EAS 4200C=

User:Eas4200c.f08/HW_report_table

General comments for HW2

 * the moment of inertia of a solid circular cross section must be integrated using polar coordinates, and NOT by adding the moments of inertia with respect to the principal directions, i.e., $$\displaystyle J= I_x + I_y$$.
 * the moment of inertial of the channel cross section must be computed at the centroid of that cross section; thus the centroid location must be computed first.

Specific comments on team HW2 reports
$$\displaystyle \clubsuit$$ Team Aero Copyright violation / plagiarism: No. Completeness: Yes, but did not detail how to do the approximation for moment of inertia in Pb.1.1, not as good as solution of Team Radsam; Best solution for Pb.1.1 is from Team Carbon. Team contribution: Yes (importance of stringers). Correctness: Almost overall, comparison of inertia between solid circular cross section and that of channel cross section appears correct, did compute location of centroid, result differs with that of Team Aero6 Check. Artistic aspect: Yes (nice figures). Comments: Good work (derivations, complete HW problems, appears to be correct), nice figures (color, pleasant). Overall rating: 8.9 / 10.

$$\displaystyle \clubsuit$$ Team Aero (Eelman) Should combine the archived version of Week3 Week4 into a single subpage to submit; see an example in Team Carbon. Copyright violation / plagiarism: No. Completeness: Yes, but did not detail how to do the approximation for moment of inertia in Pb.1.1, not as good as solution of Team Radsam; Best solution for Pb.1.1 is from Team Carbon. Team contribution: Yes, brief overview of Mohr circle; excellent photo of riveting of stringers to aircraft skin during aircraft construction. Correctness: Almost overall; Small error in computation of centroid location $$\displaystyle Y \sum A = \sum y A$$, and $$\displaystyle Y = \frac{0.176 a^3}{0.28 a^2}= 0.62857 a$$; Small error in the ratio (there should not be $$\displaystyle a^4$$ ) $$\displaystyle \frac{I_1}{I_2} = \frac{0.007162 a^4}{0.064442 a^4} = .11114 $$ or $$\displaystyle \frac{I_2}{I_1} \approx 9 $$ almost agreeing with the result in Team Aero, who gave $$\displaystyle \frac{I_2}{I_1} = 8.145. $$ Artistic aspect: Regular, no problem, nothing outstanding. Overall rating: 9.1 / 10.

$$\displaystyle \clubsuit$$ Team Aero6 Copyright violation / plagiarism: No. Completeness: Yes, but did not detail how to do the approximation for moment of inertia in Pb.1.1, not as good as solution of Team Radsam; derivation of moments of inertia (rectangle, circle, channel cross section). Team contribution: Yes, stringer cross section. Correctness: Almost overall, comparison of moment inertia between solid circular cross section and that of channel cross section appears fine, did compute location of centroid, but the result differs with that of Team Aero, perhaps due to computation with respect to the y axis not passing to the centroid. Artistic aspect: Yes, nice layout and figures, figure on shear strain wrong $$\displaystyle \gamma$$. Comments: Good work (derivations, complete HW problems, results differ with another team; need to check), nice figures (color, pleasant, error in Figure 11 on shear strain). Overall rating: 9.1 / 10.

$$\displaystyle \clubsuit$$ Team Carbon Copyright violation / plagiarism: No. Completeness: Yes, detail how to do the approximation for moment of inertia in Pb.1.1, very good. Team contribution: Yes (importance of stringers). Correctness: Almost, but inertia of channel cross section computed with respect to middle of vertical member instead of centroid; see Team Aero Team Aero6 Check. Pb.1.7 not complete as other teams; see Team Aero6. Artistic aspect: Yes, figures not as nice as other teams; see Team Radsam; Team Aero6 Comments: Good work (good classnotes, derivations, complete HW problems, excellent Pb.1.1 solution, other solution appears to be correct, except for moment of inertia of channel section not about centroid). Good combined HW wiki page for submission like Team Gator. Overall rating: 9.2 / 10

$$\displaystyle \clubsuit$$ Team Gator Copyright violation / plagiarism: No. Completeness: Yes, there are even quotations and photos of authors that I mentioned in class; excellent. Team contribution: Nothing outstanding. Correctness: Almost, detailed figure on shear flow for derivation of torque in thin-walled rectangular box beam, but no details on how to do the approximation for Pb.1.1; see Team Carbon. Did not derive polar moment of inertia by integration with polar coordinates, but use sum of I_x and I_y. Did not compute the centroid location of channel cross section. Artistic aspect: Nothing outstanding. Comments: Good, nothing outstanding. Good combined HW wiki page for submission like Team Carbon. Overall rating: 8.5 / 10.

$$\displaystyle \clubsuit$$ Team Radsam Copyright violation / plagiarism: No. Completeness: Yes, nice detailed how to do approximation for moment of inertia in Pb.1.1, nice explanation of maximizing I/b with good plots; the solution for Pb.1.1 appears better than that of Team Aero. Team contribution: OK, not outstanding. Correctness: Almost in general, except for the comparison of inertia between solid circular cross section and that of channel cross section, did NOT compute location of centroid of the channel cross section. Artistic aspect: OK, not outstanding. Comments: Good work (derivations, complete HW problems, good solution for Pb.1.1, except for one problem). Overall rating: 9 / 10.

$$\displaystyle \clubsuit$$ Team VQCrew Copyright violation / plagiarism: No. Completeness: Yes, but did not detail the approximation for the moment of inertia in Pb.1.1 as done in class; see the best solution by Team Carbon, figure on shear flow in Pb.1.1 not complete, but has other good figures (parabola); good derivation of moment of inertia by polar coordinates via computation of the Jacobian of coordinate transformation, but no geometrical interpretation as done by Team Aero6; did not compute the centroid of the channel cross section and the moment of inertia wrt to the y axis passing through the centroid; see Team Aero and Team Aero (Eelman); did not have a figure of a solid circular cross section and a channel cross section. Team contribution: Yes, good classnotes on stringers; excellent photo and figures. Correctness: Almost for the most part, but not for the problem of comparing the moment of inertia of a solid circular cross section and a channel cross section with the same area; did not compute the centroid location of the channel cross section. Artistic aspect: Nice latex equations, nice figures. Comments: Overall rating: 8.9 / 10.

=EML 4500=

User:Eml4500.f08/HW_report_table

General comments for HW2

 * only 2 teams did run the matlab code for the two-bar truss structure; these are Team Delta_6 and Team Lulz; please give them good grade for this problem, e.g., 100/100.
 * The other teams just copied from my web page, which showed the results, and presented the results as if they actually ran the matlab code; not much grade should be given to this part of the report, e.g, 20/100.
 * If they are honest in reporting that they could not run the matlab code because they could not find the necessary matlab functions from the book, they should get more points than those who pretended that they ran the code, e.g., 60/100.
 * At least one team did NOT do this part of the report; they get ZERO for this part of the HW2 report.

 * the weight for the classnotes is 80% and for the problem of running of the matlab code is 20%.

Specific comments on team HW2 reports
$$\displaystyle \clubsuit$$ Team Bike Copyright violation / plagiarism: No. Completeness: Almost; did not run the matlab code for two-bar truss system, but was honest enough to say that they got the result from my web page; compute all element internal forces; did set up the statics solution for the two-bar truss problem, but did not produce numerical results, and did not compare to FEM results. Team contribution: Nothing beyond lecture presentations. Correctness: Almost, got the Euler cut principle right; I have not seen many teams who who got this concept right and reported it; unfortunately, the figure on the assembly of the element stiffness matrices into the global stiffness matrix, while having nice colors, was actually WRONG; see Team Bottle. Artistic aspect: Nice, pleasant figures of FBDs. Comments: Equations completely in latex format, nice pleasant to read. Overall rating: 9.1 / 10.

$$\displaystyle \clubsuit$$ Team Bottle Copyright violation / plagiarism: No. Completeness: Team contribution: Correctness: Artistic aspect: Best image of assembly of element stiffness matrices into global stiffness matrix. Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Delta_6 Copyright violation / plagiarism: No. Completeness: Almost; did solve the two-bar truss system using statics to get axial forces, but did not compare to FEM results; did not compute the reactions for Element 2 in the two-bar truss system; did actually run the matlab code for two-bar truss system using the "missing" matlab codes from the book, potentially good work on this problem; on the other hand their HW report did not show the complete work; see Diana Guzman's e-mail; we need to see exactly what they did; the best report on this two-bar truss matlab problem is by Team Lulz, where all "missing" matlab codes were displayed in their HW2 report. Team contribution: Nothing beyond lecture presentations. Correctness: Almost, but wrong direction of axial force $$\displaystyle p_1^{(1)}$$ in figure for Element 1, and elsewhere; want to use the same positive convention as taught in class. Artistic aspect: Nice figures of FBDs, but erroneous positive convention; still use Words equations and tables. Comments: Equations not completely in latex format; use "zero" or character "o" instead of "theta"; nice figures. Overall rating: 9.0 / 10.

$$\displaystyle \clubsuit$$ Team Gravy Copyright violation / plagiarism: No. Completeness: Not quite; did not complete the matrices for the computation of the reactions; did NOT to the matlab problem of two-bar truss system. Team contribution: Some, but not significant. Correctness: OK, many errors; figures do not look right, particularly the blue forces with a cross bar; cryptic, not clear; local coordinates should be with tilder not overbar. Artistic aspect: Good equations in latex format, but use underbar (as in hand-written lecture presentation) instead of boldface (as it should be); good use of overhead arrow to designate vectors as in lecture presentations, but could use boldface characters, as it should be. Comments: See above on equations; Much better than their HW1 report; they also resubmitted an improved HW1 report; need to look into this report; have a sense of humour (talking about "baking a cake" using the "recipe" explained in class). Overall rating: 7.8 / 10.

$$\displaystyle \clubsuit$$ Team Lulz Copyright violation / plagiarism: No. Completeness: Not quite, did run the matlab code for two-bar truss system; but did NOT solve the two-bar problem using statics and compare the results to the FEM results. Team contribution: Nothing outstanding. Correctness: Ok. Artistic aspect: Figures not nice; coarse; hand-drawn. Comments: Most equations typed in latex format; good. Overall rating: 8.0 / 10.

title: User talk:Stress9/HW2


text:
User talk:Stress9/HW3

Templates: $$\displaystyle \clubsuit$$ Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Artistic aspect: Comments: Overall rating:

 Note: The Overall rating: here is more of a "gut feeling" than a formal quantitative grading. Follow our list of criteria for formal grading and commenting. In case of a tie, let's favor new teams for the top-3 positions. Specific comments are given for a few teams, with a focus on the top teams to serve as a standard that other teams are measured against. You can now begin to do a quantitative grading of HW3. As you grade and see the best features in the HW reports, do not hesitate to add the teams with these best features to the wiki page "The best of HW3" for each course. Stress9 19:17, 18 October 2008 (UTC)

=EML 4500=

User:Eml4500.f08/HW_report_table

General comments for HW3

 * See also The best of HW3, which is also accessible at the bottom of the HW report table; most of the points made below in the general comments are reported in the above wiki page to inform the students where to look for the best features. In case I miss something, please do not hesitate to inform me; I don't have time to read through all HW reports like you do.  NOTE: The teams listed in The-best-of-HW3 are not necessarily the top teams, which are at the top because of the overall quality of their reports.

 * derivation of element stiffness matrix $$\displaystyle \mathbf k ^{(e)}_{4 \times 4}$$ in global coordinates: Axial dofs $$\displaystyle \mathbf q^{(e)}_{2 \times 1}$$, 2x4 transformation matrix $$\displaystyle \mathbf T ^{(e)}_{2 \times 4}$$, transformation of dofs $$\displaystyle \mathbf q ^{(e)} _{2 \times 1} = \mathbf T ^{(e)}_{2 \times 4} \mathbf d^{(e)}_{4 \times 1}$$, axial force-displacement (FD) relation $$\displaystyle \mathbf p ^{(e)} _{2 \times 1} = \hat{\mathbf k}^{(e)} _{2 \times 2} \mathbf q^{(e)} _{2 \times 1}$$, FD relation in global coordinates $$\displaystyle \mathbf f ^{(e)} _{4 \times 1} = {\mathbf k}^{(e)} _{4 \times 4} \mathbf d^{(e)} _{4 \times 1}$$, verification of expression for element stiffness matrix $$\displaystyle \mathbf k ^{(e)} = {\mathbf T ^{(e)}}^T \hat{\mathbf k}^{(e)} \mathbf T ^{(e)}$$. Best explanation: Team Bike
 * singularity of global stiffness matrix: solve eigenvalue problem on global stiffness matrix and observe the zero eigenvalues. Best solution: Team Bike Team Ramrod, but the explanation of the zero eigenvalues was wrong for both teams.

 * closing the loop: For statically determinate problems, such as the 2-bar truss system, first solve for the reactions using statics, then solve for the displacements at the global node 2 using infinitesimal displacements; many teams did not know how to solve for the coordinates of the intersection of two straight lines (!) even for past top teams such as Team Wiki Team Delta_6. Other teams who equally got it wrong: Team Jamama, etc. Best solution: Team Wiki1 Team Ramrod Only these two teams got this problem right.
 * figure for conceptual steps in "closing the loop". Best figure: Team Echo (did not point out where "closing the loop" was) Team FEABBQ (did not point out where "closing the loop" was) Team Wiki (did point out where "closing the loop" was, but had an extra arrow in lower left corner that I did not intend to have in my lecture)
 * computation of the reactions using method 2, i.e., multiply the reduced global stiffness matrix $$\displaystyle \mathbf K _{6 \times 2}$$ by the reduced displacement matrix $$\displaystyle \mathbf d _{2 \times 1}$$, and ignoring rows 3 and 4, which correspond to the known applied forces. Best solution: Team Bike Team Ramrod

 * 3-bar truss system: This system is statically indeterminate; 3 unknown reactions, but only 2 equations, $$\displaystyle \sum F_x = 0$$ and $$\displaystyle \sum F_y = 0$$. The equation $$\displaystyle \sum M_A = 0$$, i.e., sum-of-moments-about-point-A equals zero, leads to a trivial equation $$\displaystyle 0 = 0$$, and thus is not useful (point A is the intersection of the 3 bars).  Show that the sum of moments about any point in the plane leads to a trivial (not-useful) equation $$\displaystyle 0 = 0$$, and thus the moment equation cannot provide a 3rd independent equation to solve for the 3 unknown reactions.  The theory was explained in detail in class; see my lecture presentation.  This problem is subtle; Team Wiki did NOT get it right; Team Wiki1 did not explain well...; Best explanation: Team Bike
 * figure for assembly of element stiffness matrices into global stiffness matrix. Best figure: Team Wiki Team Echo
 * 3-bar truss global stiffness matrix. Best expression for $$\displaystyle \mathbf K = \overset{e=nel}{\underset{e=1}{\mathbb A}} \mathbf k^{(e)}$$ : Team Jamama

 * 2-bar truss system: matlab plot of deformed shape. Best code, plot, documentation: Team Wiki plotted a square around each global node number using matlab and not other software; Team Team for complete documentation, including sample matlab codes.

Specific comments on team HW3 reports
$$\displaystyle \clubsuit$$ Team Bike Copyright violation / plagiarism: No. Completeness: Yes, except for the figure of assembly of global stiffness matrix for 3-bar truss. Team contribution: OK, no other contributions than from lecture presentations. Correctness: Verification of element stiffness matrix in terms of 2x4 transformation matrix: Very good explanation. Eigenvalue problem: Good, but wrong explanation; wrong symbols for element stiffness coeffs. Closing the loop: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Figure on "closing the loop": OK. Reaction computation using global stiffness matrix: Very good. 3-bar truss system: Very good explanation of the sum of moments about point $$\displaystyle A$$ for the 3-bar truss system, with good figures. Figure for assembly of global stiffness matrix: No figure. 3-bar truss global stiffness matrix: Almost correct; notation for coefficients should be with lowercase $$\displaystyle k$$ and not uppercase $$\displaystyle K$$. 2-bar truss system: matlab plot and code, which can write node and element numbers; complete, good. Artistic aspect: Good, no problem; no colors, but that is fine. Comments: Very good work; among the top; need to look at other teams. Overall rating: 9.1 / 10.

$$\displaystyle \clubsuit$$ Team ATeam(Sean) Copyright violation / plagiarism: No. Completeness: Not complete; see below. Team contribution: OK, no other contributions than from lecture presentations. Correctness: Verification of element stiffness matrix in terms of 2x4 transformation matrix: Not done symbolically, but somehow verified by using numerical values in preparation for the eigenvalue problem below; I intended the verification to be done symbolically, not numerically. Eigenvalue problem: Did the eigenvalue problem of a single element, instead of a 2-bar truss system; that's OK; I need to check whether I asked the class to do the single element or the 2-bar truss system. Closing the loop: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Figure on "closing the loop": Figure missing. Reaction computation using global stiffness matrix: Not quite right (not 6 components of reactions, only 4 components are reactions), described only the method, not doing the numerical computation. 3-bar truss system: Figure for assembly of global stiffness matrix: Very good. 3-bar truss global stiffness matrix: Almost correct, error in coeff (5,6) and (6,6): The superscript must be (2). 2-bar truss system: matlab plot and code, which can write node and element numbers; complete, good. Artistic aspect: OK, not nice, not outstanding. Comments: Overall rating: 7.9 / 10.

$$\displaystyle \clubsuit$$ Team Ramrod Copyright violation / plagiarism: No. Completeness: Almost; see below. Team contribution: OK, no other contributions than from lecture presentations. Correctness: Verification of element stiffness matrix in terms of 2x4 transformation matrix: OK, but the symbols used are not correct, e.g., the brackets around a matrix were not used, but vertical bars were used instead; some matrix symbols were not in boldface. Eigenvalue problem: Good, but wrong explanation; correct symbols for element stiffness coeffs, unlike Team Bike. Closing the loop: Almost perfect solution for the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; note a benign difference (no problem) $$\displaystyle \tan (\frac{\pi}{4}) \equiv \tan (225^\circ)$$, and a sign error in the equation of the second straight line: $$\displaystyle \cdots \tan \left( \frac{2\pi}{3} \right) - (x_D-5.917) \cdots $$ should be $$\displaystyle \cdots \tan \left( \frac{2\pi}{3} \right) (x_D-5.917) \cdots $$, i.e., no minus sign; did not report the details of the solution of the system of two equations to find $$\displaystyle (x_D, y_D)$$, but that's fine since such a solution is not a big deal; almost as good as Team Wiki1. Figure on "closing the loop": Yes, not the best. Reaction computation using global stiffness matrix: Very good. 3-bar truss system: Correct explanation for the moment equation being not useful: The sum of moments about any point is zero. Figure for assembly of global stiffness matrix: No figure. 3-bar truss global stiffness matrix: Wrong stiffness matrix; did not complete the solution. Wrong figures. 2-bar truss system: matlab plot and code, which can write node and element numbers; complete, good. Artistic aspect: Comments: Nice section layout of the HW report with good table of contents. Rank high ?? ahead of Team Wiki1; need to look at other teams; not as good as Team Bike who did a nice job, except for the "closing the loop" problem. Overall rating: 8.9 / 10.

$$\displaystyle \clubsuit$$ Team Wiki1 Copyright violation / plagiarism: Completeness: Not complete: Did not do the eigenvalue problem. Team contribution: OK, no other contributions than from lecture presentations. Correctness: Verification of element stiffness matrix in terms of 2x4 transformation matrix: Did NOT verify symbolically the expression for $$\displaystyle \mathbf k^{(e)}$$ in terms of the transformation matrix. Eigenvalue problem: Did NOT do the eigenvalue problem. Closing the loop: Solve correctly the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop. Figure on "closing the loop": Yes, but not outstanding. Reaction computation using global stiffness matrix: Yes, computed the reactions. 3-bar truss system: Scanty explanation of sum of moments about point $$\displaystyle B$$; not showing a good understanding. Figure for assembly of global stiffness matrix: Missing. 3-bar truss global stiffness matrix: Correct. 2-bar truss system: matlab code can only draw the undeformed and deformed shapes, but not writing the node and element numbers, which were written by using other software; not what we want. Artistic aspect: Not great. Comments: The only thing going for this team was the "closing the loop" section; the other sections are not so good. Overall rating: 8.0 / 10.

$$\displaystyle \clubsuit$$ Team Wiki Copyright violation / plagiarism: Completeness: Team contribution: Nice figure on "closing the loop". Correctness: Almost, EXCEPT misunderstood the problem of finding the displacements of the global node 2 using the method of infinitesimal displacements after having the reactions obtained from statics; misunderstand how to compute the coordinates of point B and point C. Artistic aspect: Nice figures, mostly; some figures were not correct. Comments: Nice matlab code to plot deformed shape with global node numbers inside squares, i.e., not plotting the square using a different software like some other teams. Overall rating:

$$\displaystyle \clubsuit$$ Team Delta_6 Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Jamama Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team ATeam(Tatiana) Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team A-Team This team still lives in the main namespace!! Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Bottle Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Echo Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team FEABBQ Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Gravy Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Group Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Lulz Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Qwiki Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Overall rating:

$$\displaystyle \clubsuit$$ Team Team Copyright violation / plagiarism: Completeness: Team contribution: Correctness: Also misunderstood the problem of finding the displacements of node 2 using the method of infinitesimal displacements after obtaining the reactions using statics, i.e., closing the loop; similar to Team Wiki. Artistic aspect: Comments: Complete matlab code documentation, including sample matlab codes. Overall rating:

=EAS 4200C=

User:Eas4200c.f08/HW_report_table

General comments for HW3

 * See also The best of HW3, which is also accessible at the bottom of the HW report table; most of the points made below in the general comments are reported in the above wiki page to inform the students where to look for the best features. In case I miss something, please do not hesitate to inform me; I don't have time to read through all HW reports like you do.  NOTE: The teams listed in The-best-of-HW3 are not necessarily the top teams, which are at the top because of the overall quality of their reports.

 * classnotes 70% + matlab problem 30% = 100%

 * classnotes graded over 100%:
 * prove the expression for the area of a triangle when the height falls out of the triangle. Best solution: Team Aero Team Aeris
 * compare the polar moment of inertia $$\displaystyle J$$ between a solid circular cross section and a thin-walled circular cross section with area $$\displaystyle A$$, there are two parts; Part 1: Keep area the same, i.e., $$\displaystyle A^{(a)} = A^{(b)}$$ and find $$\displaystyle J^{(a)} / J^{(b)}$$; Part 2: Keep moment the same, i.e., $$\displaystyle J^{(a)} = J^{(b)}$$ and find $$\displaystyle A^{(a)} / A^{(b)}$$. Best solution: Team Aeris

 * matlab problem graded over 100%: NACA airfoil, plot airfoil, find centroid and plot centroid, find area $$\displaystyle \bar{A}$$.
 * students must follow the code development guide sent out some time ago by validating their code with a circular airfoil before applying their code to the NACA airfoil. Code validation with circular airfoil: 40/100. If used quadrature by trapezoids (instead of the required quadrature by triangles) and if validated code with circular airfoil ( location of centroid and area $$\displaystyle \bar{A}$$) are correct: 20/100.
 * the area $$\displaystyle \bar{A}$$ has to be found using quadrature by triangles, and not by trapezoids, since this method is more elegant and corresponds exactly to the derivation of the expression $$\displaystyle T = 2 q \bar{A}$$: 60/100.
 * Must demonstrate that the code works for $$\displaystyle c = 0.5 m$$, and not $$\displaystyle c = 1 m$$; if used $$\displaystyle c = 1 m$$, and if area $$\displaystyle \bar{A}$$ is correct: -20/100
 * If used quadrature by trapezoids and if results ( location of centroid and area $$\displaystyle \bar{A}$$) are correct: 30/100.
 * If result for $$\displaystyle \bar{A}$$ is correct, and the code allows for arbitrary location of point $$\displaystyle P_0$$, but did NOT demonstrate that the same result is obtained for any point $$\displaystyle P_0$$: -10/100.
 * Best solution: Team Aero6 Almost perfect, except for doing for $$\displaystyle c=1m$$ and for not validating their code at different observer points $$\displaystyle P_0$$; good figure explaining the quadrature by triangles, nice plots, syntax highlighting; even applied their code for different NACA airfoils. Team Carbon completed most of the above tasks, except for the location of the centroid; their code's syntax is highlighted by using the wiki commands  .  See also Team Aeris even though the centroid of Team Aeris is a little off center (odd); also did not validate their code at various observer points $$\displaystyle P_0$$.  See also Team Aero.
 * many teams did not redescribe the NACA airfoil as done in Airfoil.

Specific comments on team HW3 reports
$$\displaystyle \clubsuit$$ Team Aeris Copyright violation / plagiarism: No. Completeness: Yes, almost. Not complete note on quadrature (summations); see Team Carbon. Team contribution: Good image of airflow over NACA airfoil; need to provide a link to the source. Warping of aircraft wing: Be careful, in the literature, sometimes warping (deformation of cross section in the direction of the wing axis) is confused with twisting (torsion of wing). Correctness: Almost all. Good proof of area of triangle with height outside triangle, correct. Proof of $$\displaystyle a^2 \approx \bar{r}^2$$ and $$\displaystyle b^2 \approx \bar{r}^2$$ for moment of inertia $$\displaystyle J$$ not clear, not well written, not correct, e.g., $$\displaystyle b-a = t \ne 0$$. Good comparison of $$\displaystyle J$$ for solid circular cross section and thin-walled circular cross section. The matlab problem is well done, except for the centroid, which seems odd; it should be closer to the middle of the airfoil. Matlab code validated with circular airfoil: Good. The area $$\displaystyle \bar{A}$$ is computed for both $$\displaystyle c=1$$ and $$\displaystyle c=0.5$$. Numerical convergence study well done. Did NOT demonstrate code can be used for any point $$\displaystyle P_0$$; see Team Carbon. Results are reliable, except for centroid location. Matlab problem not as well presented as Team Carbon. Artistic aspect: Better figures in classnotes than those of Team Carbon. The matlab code should be enclosed in the command to have syntax highlighting; see Team Carbon. Comments: Good matlab results. Could be tied for the top team this time; see Team Carbon. Overall rating: 9.3 / 10.

$$\displaystyle \clubsuit$$ Team Carbon. Copyright violation / plagiarism: No. Completeness: Almost, except for the proof of the area of the triangle with the height falling outside the triangle; confuse the goal of the proof; what they did was to relate the cross product to the area of a triangle, but not the proof of the area of the triangle itself, i.e., $$\displaystyle A = bh / 2$$. Also the computation of the centroid of the NACA airfoil has a problem. Team contribution: Not much extra contribution other than lecture material; added some material in the book to the classnotes (e.g., equation of equilibrium for stresses). Did add a figure of a wing airfoil with 3 cells; figure not nice. Correctness: Yes, almost, except for the proof of the area of a triangle and the location of the centroid of the NACA airfoil. Good proof of the approximation of $$\displaystyle J$$ when $$\displaystyle t \ll a$$ and $$\displaystyle t \ll b$$. More complete note on quadrature (summations) than Team Aeris. Good matlab work: Code validated with circular airfoil and convergence study; nice plots; correct area $$\displaystyle \bar{A}$$; matlab code presented with syntax highlighting. Did demonstrate code can be used for any point $$\displaystyle P_0$$; excellent. Artistic aspect: Images not nice, ugly; do not look pleasant. Equations not nice (ugly) sometimes. Comments: Good matlab results for area $$\displaystyle \bar{A}$$; honest in saying that they could not get the location of the centroid. Could be the top team this time; see Team Aeris. Overall rating: 9.5 / 10.

Below, the focus of the comments is given to the matlab problem.

$$\displaystyle \clubsuit$$ Team XYZ Copyright violation / plagiarism: Completeness: Team contribution: Correctness: The matlab code seems fine; did include the coordinates of the point $$\displaystyle P_0$$, but did NOT demonstrate that the code works for any point $$\displaystyle P_0$$; used the quadrature by triangles; location of centroid seems fine; used $$\displaystyle c= 1 m$$ but not the required $$\displaystyle c= 0.5 m$$, probably due to the problem encountered by plotting the airfoil within a frame that has the horizontal dimension exactly equal to 1; the area $$\displaystyle \bar{A}$$ for $$\displaystyle c=1m$$ seems correct however; good figure of airfoil with $$\displaystyle c = 1 m$$ and with correct centroid location. Artistic aspect: Comments: Overall rating:

title: User talk:Stress9/HW3


text: Template:Call me

title: Template:Call me


text:
Chemistry and its socioeconomic impact

Chemistry and its socioeconomic impact
The topic of this page is chemistry and its socioeconomic impact.

I welcome contribution on this page.

Currently I (Jolie) am employed as a Quality control, Product Development chemist at a Oil refinery.

Fuels such as Gasoline and Diesel have a large impact on our society. I want to explore some of its effects and broaden my exposure to the social sciences.

(please take a moment to evaluate this article in the discussion page. the criteria I am interested in is described in this project. Learning_to_learn_a_wiki_way])

SOCIAL AND POLITICAL EFFECT OF GASOLINE
Contributors: Jolie 16:17, 7 October 2008 (UTC)

Gasoline (or petrol) is a fuel consisting of a liquid of light hydrocarbons. It serves as an important fuel that is used to distribute both people and goods throughout the world. productions, consumption and resulting emmission (of resulting pollutants) have important political and social effects throughout the world.

Gasoline is typically produced by petroleum oil. Petroleum is a non-renewable fossil fuel. What are the social, and political effects of gasoline? How does the ramifications of producing it, distributing a significant portion of it to the developed world affect our society? How are political and social forces altered by our dependance on this fuel?

HISTORY OF CRUDE OIL, Issues in Sustainability
Contributors: Jolie 17:44, 8 October 2008 (UTC)

An early petroleum industry was established in the 8th century, where oil tar was used to pave the streets of baghdad and kerosene lamps were described in 9th century Baghdad by Al-Razi, A persian alchemist. The arabs also invented a flammable distillate for military purposes . For a long time, Whale oil was used to supply lighting needs of Europe. The modern oil industry started from the innovation of a poland pharmacist named Jan Łukasiewicz. He was seeking an improvement in distillation techniques that were used to convert coal to a kerosene; which was first demonstrated by Abraham Gresner in 1846.

On the night of July 31 1853, doctors at the local hospital needed to perform an emergency operation, virtually impossible by candlelight. They therefore sent a messenger for Luka and his new lamps. The lamp burned so brightly and cleanly that the hospital officials ordered several examples plus a large supply of fuel. Luka realized the potential of his work and quit the pharmacy to find a business partner and then travelled to Vienna to register his technique with the government. Lukasiewicz moved to the Gorlice region of Poland in 1854 and sank several wells across southern Poland over the following decade, setting up a refinery near Jasło in 1859.

One could claim that the oil industry began due to the unsustainability of whale oil (which by the 1850's was rising in price). It also seems likely that the use of petroleum served to prevent the extinction of whales by ever increasing energy use.

In 1863 a russian ,Djavid Melikov built an oil refinery near the mature oil fields of Baku (now Azerbaijani) refining 90% of the worlds oil supply. The boom of oil and its importance lead to great population growth. Between 1856 and 1910 Baku's population grew at a faster rate than that of London, Paris or New York.

In America, Edwin Drake (given the title 'colonel' to impress local residents; who generally weren't impressed and called his project Drakes folly) began drilling for oil amoung the oil seeps of northwestern Pennsylvania in 1859. After nearly exhuasting the funds he financiers had given, success came on the morning of August 28. By 1871 much of the surrounding country side was littered with oil wells and by 1901 (previous to the large finds in Texas) northwestern Pennsylvania was producing 1/2 the worlds crude oil.

The two early birthplaces of oil took a brutal ecological beating reaping enormous profits before oil had really been converted one of its most useful products. During the 19th century, the product we now call gasoline was merely a solvent and medicine. Crude oil's principle product kerosene being increasing consumed as a fuel for lighting. Its use would diminish after 1878, when electric lighting an innovation of Thomas Edison and Joseph Swan began to compete with the Kerosene lamp. Instead motor fuel would create new and much larger demands on the oil industry early in the 20th century.

What does the birth of Petroleum industry say about the way we adapt to unsustainable practices? Historically, it is a good example of how one new technology (petroleum) can overtake a technology that is not sustainable and struggling. However, we also see that technological innovation can drastically alter consumption and not always for the better. Contributors: Jolie 11:44, 13 October 2008 (UTC)

Further readings

 * History of the petroleum industry

title: Chemistry and its socioeconomic impact


text:
User:Ironcode

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid Gray; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

About me

 * Name
 * Ironcode

 * Location
 * Switzerland

 * }

 * Ironcode has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkje.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkje.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.png|28px]]

 October 15, 2008 -- Ironcode has formatted the script with celtx. You can download it at [[Media:Ironcode-Seduced-by-the-Dark-Side-Animated-version.pdf]].

title: User:Ironcode


text:
User talk:Ironcode

 Hello Ironcode, 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

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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! --JWSchmidt 13:12, 10 October 2008 (UTC)

title: User talk:Ironcode


text: Template:User it

title: Template:User it


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User:Came88

See my user page on Italian wikipedia

title: User:Came88


text:
User talk:Lucio Di Madaura

Babel it
Ho aggiunto il template, ora se vuoi puoi usarlo. Ciao --Came88 14:08, 10 October 2008 (UTC)

title: User talk:Lucio Di Madaura


text:
User talk:Giuseppe ME

Babel it
Ho aggiunto il template, ora se vuoi puoi usarlo. Ciao --Came88 14:08, 10 October 2008 (UTC)

title: User talk:Giuseppe ME


text:
User talk:Hala hilal

hi, My name is hala hilal I have abachelor of English language ,college of Arts, recently Iam taking a course in MITSCO for translating and training ,I hope to develop my self in English translation, I like reading and studying allthe time hope to get some informations thank you.

title: User talk:Hala hilal


text:
User:JWSchmidt/Blog/10 October 2008

Can User:JWSchmidt work and play with others or am I just a disruptive troll who should be asked to leave Wikiversity?

Work and play at Wikiversity
My path to participation at Wikiversity started long ago. One landmark event along that path was back in 1976 when I was mired in the depths of desire for a personal computer. At that time, the only computers I had ever touched were less sophisticated than a typical cell phone that might today be given to a child. In the absence of being able to use actual computers, I fantasized about the computers that would one day exist and that would create a virtual learning environment in cyberspace. I wrote an essay about my fantasy in English class and used that essay to explore the idea that it might be possible to use the power of computers to push education beyond the limits of what was possible with traditional classroom-based education. I've been exploring that idea for the past 32 years and I expect to spend the rest of my life continuing that exploration.

I've spent the past few years trying to establish Wikiversity as a playground where I can explore how to use wiki technology as a tool for online learning. This process has involved more work than play. There is a large amount of dull and boring work involved in setting up a new wiki, but I have felt that it is my duty to help do that work. Build the playground then use the playground. Of course, part of the joy of wiki is that it is often possible to squeeze in some play time even if most of your time is devoted to the boring but necessary work. In general, I have been fairly happy with the balance of work and play that I have been able to create for myself at Wikiversity. I do admit that sometimes the work-to-play ratio for me at Wikiversity drifts too far to the work side and so sometimes I have to go to other wiki websites where there is a higher ratio of play to work.

Work and conflict in wikis
Setting up any new wiki involves a large amount of dull and boring work. I accept that. I know that if I invest my time building a playground then that work will "pay off" and I will later get to enjoy the fruits of my labor by actually using the playground. However, there is another source of "work" at Wikiversity that is no less real but that, for me, has been less expected....and less welcome. I've been doing a significant amount of reflection on why it should be the case that I have tried explicitly to make Wikiversity a place for play, but increasingly I have to go to other wikis in order to play.

In general, wikis each define their scope and mission. Each wiki puts up a page that explains the goals of that local community of editors. People who have an interest in those goals come and edit. People who have different goals go and participate in other online communities that more closely fit with their interests.

In the case of Wikiversity, this community started as a Wikimedia Sister Project (see History of Wikiversity). We had to explicitly propose a mission for Wikiversity and the Trustees of the Wikimedia Foundation had to approve that mission. Personally, I worked hard to make the Wikiversity mission broad and I have worked hard to make Wikiversity a place that is open to a broad range of learners and explorers. The first proposal for Wikiversity was basically the idea that we use wiki technology to make an online university. In my view, that proposal was too restrictive. Nobody knows the full potential for wiki technology as a tool that can be used to support online learning. Yes, we can put conventional educational resources into wiki format, conventional educational institutions can use wiki as a tool to support conventional "bricks-and-mortar" education, but we can also explore new ways to support online learning by making new and innovative use of wiki technology. I think the Wikiversity proposal that was finally approved calls for a Wikiversity that is open to both conventional educational approaches and to experimentation and a search for new ways to use wiki technology to support the learning goals of Wikiversity participants.

Of course, the rosy picture of Wikiversity that I create for myself, a vision of Wikiversity as a big tent that has room for everyone, has never been shared by everyone. Right at the start, it was a struggle for the Wikiversity project proposal to gain support of two thirds of the Wikimedia community. After Wikiversity launched, the project attracted participants who do not agree with the idea that Wikiversity should be a big tent that has room for everyone. So, this conflict over what Wikiversity is, a conflict that I had hoped was settled when the Wikiversity Project Proposal was approved by the Foundation, continues to be an issue that generates work for me. I want to hold the door of Wikiversity open and I find myself in conflict with people who want to re-make Wikiversity as a much more limited and restricted place, a place for just a limited set of learners and learning approaches.

Play and conflict
As a biologist who has spent decades studying human learning, I feel that humans learn by play. I like to play with ideas and tools. I like the idea that Wikiversity is a playground where learners can make use of wiki technology and collaborative "learn by doing" editing projects to explore their learning goals. I realize that many Wikiversity participants view learning as what happens in a classroom and they are mainly interested in using Wikiversity as a way to support conventional classroom-based education. I have no problem with using Wikiversity to support conventional education....I myself make many rather conventional educational resources at Wikiversity. However, I do think that Wikiversity can "do it all". It really bothers me when people try to restrict Wikiversity to a narrow range of approaches to education and try to shut the door to experimentation and play with wiki technology.

It has been an interesting learning experience for me to have some other Wikiversity participants complain about some of the learning resources I have made and to see some Wikiversity participants interpret some of my play as being malicious, disruptive and intentionally hurtful. I have lived for several decades in a culture where the discussions are open, direct and designed to cut to the truth as quickly as possible. I suppose there are some people who might honestly take offense when I create open and direct learning resources at Wikiversity or when I participate in open and direct discussions in #wikiversity-en. I also suppose there are people who know that their ideas cannot stand up to open and direct analysis, so they will do anything they can do to put limits on open and direct discussions at Wikiversity.

Play and work and conflict
Of course, I'm not the kind of person to try to segregate my wiki work and play. We can try to talk about work and learning and play as distinct things, but my life has been one big jumble of these three activities. As it says on my talk page, I often like to explore the boundary between what is socially acceptable and what is outrageous. I am sometimes blunt and and terse and my actions might seem needlessly confrontational. I need other editors to let me know when I "cross the line" and start to disrupt the atmosphere of collaboration rather than support it. Rather than come and talk to me, a bunch of false and distorted charges were made against me. When I tried to respond to those charges, I was prevented from editing the page where the charges were made. Before I could respond to all the false and distorted charges, I was blocked from editing Wikiversity, with no valid reason given for the block. The false and distorted charges were used to try to "justify" blocking me from editing, removing my custodianship, and banning me from #wikiversity-en. The question becomes, can such blatant abuses of power stand at Wikiversity? So far, thanks to some brave people who stood up to the abusers, I have been unblocked. I remain banned from #wikiversity-en, and no warning, reason or discussion was given when I banned. I remain stripped of my custodianship while the people who have abused their custodial and bureaucratic powers remain free to continue their misguided practices at Wikiversity.

How can we explain this state of affairs? I think I have involved myself in a clash of cultures. My use of methods that are open, direct and designed to cut to the truth as quickly as possible is not always appreciated by some Wikiversity participants. I originally thought it would be possible for Wikiversity to use free and open discussion to solve conflicts....I thought we would not need to use contrived devices such as Wikipedia's "requests for comments". Those kinds of devices for conflict resolution are frequently abused at Wikipedia by experienced editors who know how to game the system. Now it looks like Wikiversity is being pushed in that direction...a direction that I think of as being in the direction of "Wikipedia Disease". Not every practice that has been developed at Wikipedia is well-suited for Wikiversity. I hope Wikiversity can find its own methods for conflict resolution that are true to our education-oriented mission. Since I first wrote this we have seen a replication of how "Wikipedia Disease" is taking over Wikiversity. In the first instance, User:McCormack compiled a bunch of false and distorted charges against me which were then used to "justify" the removal of my custodianship, an indefinite duration block of my editing at Wikiversity and banning me from participating in #wikiversity-en. In the recent repeat of this method, User:Jade Knight insisted on the need to call a page "Topic:European History" rather than "Topic:European history". The Wikimedia community long ago decided that for page names "lowercase letters are used at the start of second words and subsequent words except when they are proper nouns". Rather than settle this "important" conflict by discussion, the "new Wikiversity conflict resolution system" was again called into play. Jade Knight launched the "conflict resolution system" into action by making a false claim against User:Emesee, specifically, accusing Emesee of exercising a "need to constantly move pages", when in fact, it was Jade Knight who "had the need" to repeatedly try to change "Topic:European history" to "Topic:European History". And what was the outcome of this great debate over "Topic:European history" to "Topic:European History"? Surely the Wikiversity devotion to settling conflict by discussion and consensus could deal with such a trivial conflict, right? No. Not under the "new Wikiversity conflict resolution system". At Wikiversity someone goes off and gets a steward to perform an emergency de-sysop. Yes, that is the way we do things here at Wikiversity. Anytime you find a policy that you do not want to follow, make some false claims against your opponent and then block, ban or de-sysop your opponent....or do all three. Wikipedia Disease Triumphant!

How has it come to this? We have a gang of bureaucrats who have turned Wikiversity over to bullies who have been given the green light to call other Wikiversity participants names like "troll" and "whiner". This same gang of bureaucrats lectures the rest of us to keep in our places and "be civil". The hypocrisy and double standards are sickening. It is clear: join the side of the gang or be prepared to be blocked, banned, de-sysoped. Rather than give in to this absurd abuse of power, some of the best Wikiversity participants have left the project. Others are afraid to edit. Others only aspire to some day be able to raise their own mighty ban-hammer and strut around Wikiversity like a hero. How has a once noble experiment in online learning sunk so low?

Conflicts that are content disputes
Before 6 September 2008 the Request custodian action page was used to call the attention of custodians to things like requests for username changes, potential copyright problems and vandalism. At that point SB Johnny used the page to request that custodians review my behavior. In particular, SB Johnny pointed to several learning resources I had made at User:Trout of Doubt, Wikimedia Ethics/Moulton, JWSchmidt's investigation and Wikiversity:Student union. SB Johnny called these learning resources "and the related issues" very negative distortions of the shape of Wikiversity, "beyond inappropriate" and "absolutely atrocious behavior". SB Johnny also accused me of creating a sockpuppet and stated that "it should be no surprise" that Salmon of Doubt took offense. I responded by pointing out the fact that I had not created a sockpuppet and addressed the other complaints as best I could. Since SB Johnny accused me of using "forced drama" and it was clear that he wanted to remove my custodianship, I requested that he fully describe what he meant by "forced drama" and why I should have my custodianship terminated. I created some learning resources that SB Johnny did not like but that I defended as valid learning resources, and rather than discuss this content dispute in a normal way, SB Johnny decided that I should have my custodianship terminated.

I think that SB Johnny's characterization of my learning resources as "forced drama" is fundamentally flawed. This is the kind of approach that is taken at other wikis where the concept of a learning resource is unknown and treated as unwelcome. The "forced drama" at Wikiversity started with the infamous "rounded corners" argument during which a Wikipedian objected to the Wikiversity practice of using rounded corners. What was the solution to this first case of "Wikipedia Disease" infecting Wikiversity? Unilateral bureaucratic action to force the Wikiversity community to adopt the Wikipedian approach.

The second round of "forced drama" was started by User:Centaur of attention. I've previously commented on the history of Wikipedia Studies at Wikiversity. Topic:Wikipedia studies really started to bloom in the summer of 2008 when the Ethical Management of the English Language Wikipedia research project was initiated and began to attract participants. Of course, User:Centaur of attention could not tolerate the idea of Wikiversity participants engaging in such a research topic. Why not? We may never know for sure because "Centaur of attention" kept his identity secret. Why? There is a constant stream of abusive administrators at Wikipedia who have to be rooted out and removed from their positions of trust. These abusive admins are experts at gaming the system and banning other Wikipedians who point out their abuses. It simply cannot be tolerated that banned Wikipedians are free to come to Wikiversity and study the actions of those abusive Wikipedia administrators. Eventually "Centaur of attention" wore out his welcome and was blocked from editing at Wikiversity. I still do not know the Wikipedia identity of "Centaur of attention" but I believe it might be an abusive admin who was finally, after years of struggle, de-sysoped for repeated abuses of administrative power. However, the second round of "forced drama" included the editing of User:Salmon of Doubt, another Wikipedian who came to Wikiversity in order to disrupt the "Ethical Management of the English Language Wikipedia" project and to get User:Moulton banned from Wikiversity. What is the reward for coming to Wikiversity to carry such a program of "forced drama"? Remember, I got charged with creating "forced drama" and I was blocked, banned and de-sysoped. In contrast, "Salmon of Doubt" was made a custodian....another remarkable example of Wikiversity double standards.

The second round of "forced drama" cannot be understood without understanding the role of Moulton. Moulton was here participating in Wikiversity learning and research projects when he was attacked by the gang of Wikipedians who banned him from Wikipedia. We live in the time of the Great Wikimedia Red Scare. Anyone who shows an interest in the real world identities of wiki editors is in danger of being banned. Of course, if you are with the Party in Power, then you are free to reveal the identities of editors and ban them. If you are not a member of the Party in Power, then all it takes is the suggestion that you have "outed" a Wikipedian and you are banned. If you are targeted by the "Red Scare" it does not matter if actually outed someone, you just have to be accused of outing someone. This is the current #1 way of gaming the Wikimedia system. Members of the Party in Power can game the system and ban other editors just by accusing them of having outed someone....no evidence is required.

When I became aware of Moulton's interest in the real world identities of wiki editors I modified Privacy policy and asked Moulton to take that policy to heart. Like many other sensible policies that Wikiversity needs, I think the Wikiversity privacy policy should be official policy. I tried to have it made official policy and I tried to make its provisions apply in #wikiversity-en. Why was it not made official policy? I have been told that other Wikiversity editors did not want to adopt the Wikiversity privacy policy because I was involved in creating that policy. This is the brilliant style of "leadership" of the gang of bureaucrats who are leading Wikiversity into the clutches of "Wikipedia Disease".

What I did on my summer vacation
I had an interesting mix of work and play. On the positive side, I had fun working with other editors on some interesting Wikiversity learning projects and research projects. On the work side of the equation, I confronted a few Wikiversity editors who had tried to delete the work of myself and other Wikiversity participants and expand "Wikipedia Disease" at Wikiversity so as to shift the deletion standards of Wikiversity towards those of Wikipedia. As reward for my work and play I was showered with false and distorted charges, blocked, banned, de-sysoped and told to leave Wikiversity. Unfortunately for those who are trying to mount a hostile take-over of Wikiversity, I am not going to leave the project. My vacation was too short. I am now mostly back in the real world and my precious wiki time is limited. I must now continue the sickening process of reading and responding to the false and distorted charges that have been, and continue to be, made against me and other Wikiversity participants. This is not what Wikiversity should be, but it is an amazing learning project. I had previously imagined that Red Scares and Witch Hunts were things we read about in high school and all vow never to repeat in our own lives....I never imagined that Wikiversity "learn by doing" would mean subjecting Wikiversity participants to show trials and witch hunts.

title: User:JWSchmidt/Blog/10 October 2008


text:
Introduction to US History/United We Stand:The History of the United States of America

United We Stand The History of the United States of America

To be exported to United We Stand at Wikibooks as it is developed.

Table of Contents
 * Chapter 1:America Before Columbus
 * Chapter 2:Foreign Exploration
 * Chapter 3:Colonial America


text:
User:Eml4500.f08.team.foskey.ckf/HW4

Solving The Three Bar Truss Problem With MATLAB
As done earlier, MATLAB can be used to solve a three bar truss problem. Using previous MATLAB programs that solve and plot a two bar truss for inspiration, a new MATLAB program was written to solve for and plot the new three bar truss. A five bar truss problem from the textbook was also examined prior to writing the code for the three bar truss problem. The earlier programs can be seen here: Program for plotting the two bar truss Program for solving for displacements and reactions of two bar truss (see section 15 - MATLAB)

MATLAB Code
The MATLAB code needed to accomplish several tasks. First, it must solve for the displacements and reactions for the global nodes. Secondly, the code needed to plot the unloaded and loaded trusses. For this, the unloaded truss was plotted with a dotted line, and the loaded, deformed truss was plotted in solid lines. Global node numbers were labeled slightly to the left of the nodes, and the element numbers were labeled slightly to the left of the middle of the elements.

Main Function
The following is the code for the main portion of the MATLAB program. The first half of the program calculates the reactions and the displacements of the three bar truss, while the second half plots the unloaded, unreformed truss and the loaded, deformed truss. Comments throughout the program code describe what some portions of the code accomplish.

Subroutines
The following subroutines were provided earlier with the code that solves for the reactions and displacements of the two bar truss. The first part of the above main program uses these functions.

Results
Running the above MATLAB code generates the following results. (NOTE: The following results are not the direct MATLAB output. Rather, the output has been reentered in a more understandable form using the math functions offered by Media-WIKI.  Also, the names of the stiffness matrices have been changed slightly to reduce ambiguity and to better show the elements that they relate to.)

$$ k_{local}^{(1)} = \begin{bmatrix}

1.2      &  -1.2\\         -1.2        &  1.2\\ \end{bmatrix} $$ $$

k^{(1)} =\begin{bmatrix}

0.9 &    0.51962  &       -0.9&     -0.51962\\      0.51962  &        0.3   &  -0.51962 &        -0.3\\         -0.9   &  -0.51962    &      0.9  &    0.51962\\     -0.51962    &     -0.3     & 0.51962   &       0.3\\ \end{bmatrix} $$ $$

k_{local}^{(2)} =\begin{bmatrix}

0.8    &    -0.8\\         -0.8      &    0.8\\ \end{bmatrix}

$$ $$ k^{(2)} =\begin{bmatrix}

0.6 &   -0.34641   &      -0.6&      0.34641\\     -0.34641   &       0.2  &    0.34641 &        -0.2\\         -0.6    &  0.34641 &         0.6  &   -0.34641\\      0.34641     &    -0.2&     -0.34641   &       0.2\\ \end{bmatrix} $$ $$ k_{local}^{(3)} =\begin{bmatrix}

0.6     &   -0.6\\         -0.6       &   0.6\\ \end{bmatrix} $$ $$ k^{(3)} =\begin{bmatrix}

0.3&         0.3   &      -0.3&         -0.3\\          0.3 &         0.3  &       -0.3 &        -0.3\\         -0.3  &       -0.3 &         0.3  &        0.3\\         -0.3   &      -0.3&          0.3   &       0.3\\ \end{bmatrix} $$ $$K = \begin{bmatrix}

0.9  &   0.51962&         -0.9 &    -0.51962  &          0 &           0  &          0& 0\\      0.51962    &      0.3 &    -0.51962  &       -0.3   &         0  &          0   &         0& 0\\         -0.9     &-0.51962  &        1.8   &   0.47321    &     -0.6   7   0.34641    &     -0.3& -0.3\\     -0.51962      &   -0.3   &   0.47321    &      0.8     7 0.34641    &     -0.2     &    -0.3& -0.3\\            0       &     0    &     -0.6     & 0.34641      &    0.6     &-0.34641      &      0& 0\\            0        &    0     & 0.34641      &   -0.2    & -0.34641      &    0.2       &     0& 0\\            0         &   0      &   -0.3       &  -0.3     &       0       &     0        &  0.3& 0.3\\            0          &  0       &  -0.3        & -0.3      &      0        &    0         & 0.3& 0.3\\ \end{bmatrix}$$

$$R = \begin{bmatrix}

0\\    0\\     0\\    30\\     0\\     0\\     0\\     0\\ \end{bmatrix}$$

$$d = \begin{bmatrix}

0\\           0\\      -11.674\\       44.405\\            0\\            0\\            0\\            0\\ \end{bmatrix}$$

$$reactions = \begin{bmatrix}

-12.567\\     -7.2557\\       22.387\\      -12.925\\      -9.8194\\      -9.8194\\ \end{bmatrix}$$

$$results =  \begin{bmatrix}

2.4186    &  4.8371   &    9.6742     &  7.2557     &  14.511   &    9.6742   &    14.511 \\       6.4625    &   12.925  &      25.85 &      19.387    &   38.775  &      25.85      & 38.775 \\       2.3145     &  4.6289 &      9.2578  &     6.9434   &    13.887   &    9.2578     &  13.887 \\ \end{bmatrix}$$

Where : klocal(1), klocal(2), and  klocal(3) are the local stiffness matrices of elements 1, 2, and 3 respectively k(1) , k(2), and k(3) are the stiffness matrices of elements 1, 2, and 3 respectively K is the global stiffness matrix R is the matrix representation of the applied loads d is the displacement matrix reactions is the matrix representation of the axial forces and results is a matrix composed of specific values within the elements.

Each row of the matrix results corresponds to an element (row 1 = element 2, row 2 = element 2, row 3 = element 3). The first column of results corresponds to the engineering strain in an element as defined as $$ strain = \epsilon = \frac{elongation}{length}$$, where elongation is the amount an element deforms(or elongates) under a load, and length is the length of the element before loading.

Column 2 represents the stress in element 1 as a result of the deformation of the element in that row. Columns 3 and 4 represent similar values in elements 2 and 3 respectively. The stress is calculated by stress = (modulus of Elasticity)*(strain), or $$ \sigma = E*\epsilon $$. In this manner, the number in column 2, row 2 of results is the stress in element 1 due to the elongation of element 2.

Columns 5, 6, and 7 or results represent the axial forces on the elements as a result of the elongations. In a similar manner in columns 2-4, the value at column "C", row "R" corresponds to the force in element "C-4" as a result of the elongation of element "R". Since stress is defined as the force over a cross sectional area, the force can be found using

$$ stress = \frac{force}{area} \Rightarrow \sigma = \frac{F}{A}$$

$$force = stress*area \Rightarrow F= \sigma*A$$

The Resulting Figure
After running the MATLAB program, the resulting figure shows the unloaded, undeformed truss with dotted lines, and the loaded, deformed truss as solid lines. Global node 1 is placed at the origin.

The unloaded, undeformed truss is shown in red dotted lines. The global node numbers for this truss are shown in green. The element numbers are shown in black, and are located to the left of the midpoints of the elements.

The loaded, deformed truss is shown in solid blue lines. The global nodes 1, 3, and 4 are the same as the undeformed truss (in green), as these points are fixed. Global node 2 is not fixed and is displaced upon loading. The displaced global node 2 is shown in blue. The deformed elements are labeled in light blue, slightly to the left of the midpoints of their respective elements.

title: User:Eml4500.f08.team.foskey.ckf/HW4


text:
User:Eml4500.f08.team.foskey.ckf/teamHW4

Comment: This is a resubmission of HW4. (Original Submission)

Changes in the homework can be seen on the pages that have been changed. Each page has its own comment box commenting on the changes for that section. Comparisons between the original pages and the updated pages can be seen in the individual pages.

To see which pages have been updated, click here for a comparison.

Eml4500.f08.team.foskey.ckf 17:08, 11 November 2008 (UTC)

Team "TEAM"

Homework 4 WIKI Report

EML4500 - Finite Element Analysis & Design Summary of Lecture Notes - Oct. 6 - Oct 17

Oct 6 (Meeting 18) - The Connectivity Array and The Location Matrix Master Array

Oct 8 (Meeting 19) - Transforming Local dof's

Oct 10 (Meeting 20)- The Transformation Matrix

Oct 13 (Meeting 21) - Eigenvalues and Eigenvectors

Oct 15 (Meeting 22) - Justifying The Global Stiffness Matrix

Oct 17 (Meeting 23) - Justifying The Global Stiffness Matrix (continued)

MATLAB Assignments

MATLAB Five Bar Truss Example

MATLAB Three Bar Truss Problem The Eigenvalue Problem

All lecture note summaries are based on the notes given in class by Dr. Vu-Quoc.

Contributing Group Members Cory Foskey Eml4500.f08.team.foskey.ckf 01:03, 14 October 2008 (UTC) James Dwyer Eml4500.f08.team.dwyer.jd 18:10, 23 October 2008 (UTC) Jin Yu Guan Eml4500.f08.team.guan 19:02, 23 October 2008 (UTC) Owen Allen Eml4500.f08.team.allen.oca 18:12, 24 October 2008 (UTC) Timothy Bengtson Eml4500.f08.team.Bengtson 18:54, 24 October 2008 (UTC) Joseph Figuerrez Eml4500.f08.team.figuerrez 19:05, 24 October 2008 (UTC)


text:
User:Geoff Plourde/Office

G EOFFREY P LOURDE'S O FFICE

Courses

 * Introduction to Historiography
 * HIST-AM-101 Introduction to US History (I)

Projects

 * Portal:Preparatory Academy

Fall 2014 Projects

 * Enrolled Agent Exam I

Spring 2010 Projects

 * Christian Leadership Program
 * Gospel of John
 * Mere Christianity
 * Developing Discernment

Summer 2010 Projects

 * Christian Leadership Program
 * Pastoral Epistles 1
 * Pastoral Epistles 2
 * Pastoral Epistles 3

title: User:Geoff Plourde/Office


text:
User:Geoff Plourde/Intro

Geoff Plourde is a tax practitioner and Wikiversity custodian who served with Agape World Fellowship (AWF). Prior to AWF's dissolution, he was working on building their School's courses using the medium of Wikiversity. Currently, he is working on boosting WV's coverage of accountancy using notes from his accounting coursework.

Secular

 * MS, Taxation, Braden School of Taxation (Golden Gate University), 2016
 * BS, Accounting, Seaver College (Pepperdine University), 2014

title: User:Geoff Plourde/Intro