text:
User:Eas4200c.f08.aero6.ortega/HW4

 Comment: The deadline for HW4 was 21:00 UTC, 24 Oct 08, and the official version submitted before the deadline was 00:02, 24 October 2008 and can be found here. The above official version did not contain the list of all contributing members, who added their signature to the version 12:06, 31 October 2008 here. However, this link was not originally updated in the HW table. This updated page is identical to the version that was submitted by the deadline, except that the signatures of the Contributing Team Members have been updated, and this comment box was added. Here is a comparison between these two versions. This is a link to the updated final submission Eas4200c.f08.aero6.behnke 15:18, 12 January 2009 (UTC) (UTC)

In a single-cell airfoil, shear flow is constant.

$$q = q_{1} = q_{2} = q_{3}\! $$

$$\Theta = \frac{1}{2G \bar{A}}\, q \sum_{j=1}^{3} \frac{l_{j}}{t_{j}} = \frac{1}{2G \bar{A}}\, q \left [\, \frac{\pi\frac{b}{2}}{t_{1}} + \frac{a}{t_{2}} + \frac{\sqrt{a^{2} + b^{2}}}{t_{3}}\, \right ]$$

Knowing the dimensions of the airfoil, where $$t_{1} = 0.08\ m\!$$ and $$t_{2} = t_{3} = 0.01\ m\!$$, also $$a = 4\ m\!$$ and $$b = 2\ m\!$$, the rate of twist angle may be computed.

Also,

$$\bar{A} = \frac{1}{2} \,a\,b + \frac{1}{2} \pi \frac{b}{2}^{2} = \frac{1}{2} 4\cdot 2 + \frac{1}{2} \pi \frac{2}{2}^{2} = 5.571\ m^{2}$$

Thus the rate of twist may be computed as

$$\Theta = \frac{1}{\bar{A}}\, q \sum_{j=1}^{3} \frac{l_{j}}{t_{j}} = \frac{1}{2\, G\, \left (5.571\right )}\, q \left [\, \frac{\pi\frac{2}{2}}{0.08} + \frac{4}{0.01} + \frac{\sqrt{4^{2} + 2^{2}}}{0.01}\, \right ] = \frac{79.56\, q}{G}$$

$$\tau_{max} = \frac{q}{min[t_{1},t_{2},t_{3}]}$$

If $$\tau_{max} = \tau_{allow}\!$$ (given) and since $$q = \frac{T}{2\bar{A}}$$ then $$\ T_{allow} = 2\, \bar{A}\, \tau_{allow}\cdot min[t_{1},t_{2},t_{3}]$$

Letting $$\tau_{allow} = 100\, GPa,\ T_{allow} = 2\left (5.571\right )\left (100\right )\left (0.01\right ) = 11.14\, Nm\!$$

Specific Example
First Generalization

Find $$\Theta\!$$ as a function of $$T\!$$ and $$J\!$$ (torsional constant)

(1) $$T = T_{1} + T_{2} = 2Q_{1}\bar{A_{1}} + 2q_{2}\bar{A_{2}}$$

$$\bar{A_{1}} = ac\!$$ and $$\bar{A_{2}} = bc\!$$

rate of twist $$\Theta_{1} = \frac{1}{2G \bar{A_{1}}} \oint \frac{q_{i}}{t_{1}s}ds$$

Where $$\oint \frac{q_{i}}{t_{1}s}ds = \frac{q_{1}}{t_{1}}(2a + c) + \frac{(q_{1} - q_{2})}{t_{12}}c$$

$$\Theta_{2} = \frac{1}{2G\bar{A_{2}}}\left [\frac{2bq_{2}}{t_{2}} + \frac{cq_{2}}{t_{2}} + \frac{\left (q_{2}- q_{1}\right )}{t_{12}}c\right ]$$

$$\Theta = \Theta_{1} = \Theta_{2}\!$$

HW
The entire airfoil must twist at the same rate if it is assumed to be a rigid body. Solving for $$q_{1}\!$$ and $$q_{2}\!$$ in terms of $$T\!$$, the $$\Theta = \frac{T}{GJ}\!$$ and deduce $$J\!$$.

NACA 2415 HW
Graph a three-cell airfoil with the first partition at 0.25 chord and the second at 0.75 chord. This problem contains three unknowns...

(1) $$T = 2\sum_{i=1}^{3} q_{i}\bar{A_{i}}$$ in terms of T

(2) $$\Theta_{1} = \Theta_{2}\!$$

(3) $$\Theta_{2} = \Theta_{3}\!$$

Note that all three cells are made of the same material so they have the same shear modulus which will cancel in the following mathematics.

Find $$J\!$$

Theory Derivation
So far, we have already derived the following equations.

$$T = GJ\Theta\!$$

$$T = 2Q\bar{A}\!$$

Also the ad-hoc rate of twist equation.

$$\Theta = \frac{1}{2G\bar{A}} \oint \frac{q}{t}ds$$ Now we will derive the rate of twist equation for a non-uniform cross-section subject to twist.

The displacement $$PP\, '\!$$ due to $$\alpha\!$$:

$$\frac{PP\, '}{OP} = \tan \alpha$$

For small angles, the $$\tan \alpha = \alpha\!$$

Projecting the displacement $$PP\, '\!$$ in the direction perpendicular to $$OP\, '\!$$:

$$P\, '' = PP\, '\cos \alpha = \left (OP\tan \alpha\right )\cos \alpha = \left (OP\cos \alpha\right )\tan \alpha$$

where $$OP\cos \alpha=OP\, ''\!$$

Recall $$OP = r\!$$ (radial chord) and $$OP\, '' = \rho\!$$

$$PP\, ' = \left ( r\cos \alpha \right )\tan \alpha\!$$

where $$r\cos \alpha = \rho\!$$

and $$\tan \alpha = \alpha\!$$

So $$PP\, '\!$$ is the displacement of $$P\!$$ in the direction tangent to the lateral surface of the bar.

Strain $$\gamma = \frac{PP\, ''}{dx} = \frac{\rho\alpha}{dx} = \rho\Theta \ $$, where $$\ \Theta = \frac{\alpha}{dx}$$

Rafael made the comment in class that $$\alpha\!$$ is very small and may be denoted as $$d\alpha\!$$.

Recall Hooke's Law $$\tau = G\gamma = G\rho\Theta\!$$

$$\tau\!$$ is a variable dependent of the contour of the cross-section as is $$\rho\!$$, while $$\Theta\!$$ is relative to the x-axis. Integrating $$\tau\!$$ along the contour of the wall denoted by $$C\!$$ yields:

$$\oint_{C}\tau(s)ds = G\Theta\oint_{C}\rho(s)ds$$

where

$$\tau(s)\!$$ is $$\frac{q(s)}{t(s)}$$

$$\oint_{C}\rho(s)ds = 2\bar{A}$$

In general $$q\!$$ is constant and hence the expression from p.20.2 is derived.

Ad-hoc Rate of Twist Explanation
What is ad-hoc about the above derivation of $$\Theta\!$$ expressed on p.20.2 and the derivation of $$T = 2q\bar{A}$$?

1) strain $$\gamma\!$$ must be obtained using the displacement of $$P\!$$ in the direction tangent to $$C\!$$ at $$P\!$$, but $$PP\, ''$$ on p.20.2 is not necessarily tangent to $$C\!$$ (but very close).

2) $$\tau = \frac{q}{t}$$ is obtained from the ad-hoc assumption that $$\tau\!$$ was uniform across the wall thickness.

3) Inconsistency in assumption on size of $$ \alpha \!$$: to get line $$PP\, '$$, we assumed $$ \alpha \!$$ small; to get $$PP\, ''$$,we assumed $$ \alpha \!$$ is finite $$ (cos(\alpha) \!$$ and $$ P = r(cos(\alpha) \!$$; then we reintroduce small $$ \alpha \!$$ following that.

-

Formal Justification by Elasticity Theory
A. Kinematic Assumption

$$U_{x}(y,z) = \Theta\Psi(y,z)\!$$

Where $$\Theta\!$$ is a constant with respect to $$x\!$$ for a uniform bar.

$$U_{y}(x,z) = -\Theta xz\!$$

$$U_{z}(x,y) = \Theta xy\!$$

To transfer equations in Sun[2006] to those using a unified notation, all that is needed is a cyclic transformation of variables. Thus the following relationships may be expressed:

$$\epsilon_{xx} = \epsilon_{yy} = \epsilon_{zz} = \gamma_{yz} = 0\!$$

$$\epsilon_{xx} = \frac{\delta u_{x}(y,z)}{\delta x} = 0$$

$$\epsilon_{yy} = \frac{\delta u_{y}(x,z)}{\delta y} = 0$$

$$\epsilon_{zz} = \frac{\delta u_{z}(x,y)}{\delta z} = 0$$

$$\gamma_{yz} = \frac{\delta u_{y}(x,z)}{\delta z} + \frac{\delta u_{z}(x,y)}{\delta y} = 0$$

since $$\frac{\delta u_{y}(x,z)}{\delta z} = -\Theta x$$

and $$\frac{\delta u_{z}(x,y)}{\delta y} = \Theta x$$

There are six strain components in a 3D derivative, even though the strain matrix is represented as shown below

$$ \epsilon_{ij} \Big|^{i=x,y,z}_{j=x,y,z} = \begin{bmatrix} \epsilon_{xx} & \epsilon_{xy} & \epsilon_{xz} \\ \epsilon_{yx} & \epsilon_{yy} & \epsilon_{yz} \\ \epsilon_{zx} & \epsilon_{zy} & \epsilon_{zz} \end{bmatrix}$$

The matrix can also be represented as

$$\begin{bmatrix} \epsilon_{11} & \epsilon_{12} & \epsilon_{13} \\ \epsilon_{21} & \epsilon_{22} & \epsilon_{23} \\ \epsilon_{31} & \epsilon_{32} & \epsilon_{33} \end{bmatrix}$$

$$\epsilon_{12} = \epsilon_{21} \!$$  and  $$\epsilon_{xy} = \epsilon_{yx}\!$$

Therefore, there are six independent components of $$\epsilon$$

There is a similar situation for the stress tensor.

The symmetry of $$\epsilon$$ is not related to isotropy. Isotropic elasticity is related to the material behavior

Due to the stress-strain relation... $$\sigma _{xx} = \sigma _{yy} = \sigma _{zz} = \tau _{yz} = 0 \!$$

Tensorial Notation
The strain state can be represented as a tensor in multiple ways. The first uses the coordinate axis as subscripts to indicated directions. A second more universal method uses numbered indexes.

$$ \underline{\epsilon} = \begin{bmatrix} \epsilon_{xx}     & \epsilon_{xy} & \epsilon_{xz}      \\ \epsilon_{yx} & \epsilon_{yy} & \epsilon_{yz} \\ \epsilon_{zx}     & \epsilon_{zy} & \epsilon_{zz} \end{bmatrix} = \begin{bmatrix} \epsilon_{11}     & \epsilon_{12} & \epsilon_{13}      \\ \epsilon_{21} & \epsilon_{22} & \epsilon_{23} \\ \epsilon_{31}     & \epsilon_{32} & \epsilon_{33} \end{bmatrix} $$

The numbered indexes allow for the use of more generalized formulas in terms of indexes i and j. For instance, the strain equation can be written as:

$$\epsilon_{ij} = \frac{1}{2}(\frac{\partial{u_{i}}}{\partial{x_{j}}} + \frac{\partial{u_{j}}}{\partial{x_{i}}}) $$

Where in $$\epsilon_{ij}$$, $$i$$ corresponds to the row and $$j$$ corresponds to the column and:

$$x \longrightarrow x_{1}$$

$$y \longrightarrow x_{2}$$

$$z \longrightarrow x_{3} $$

Relating strains and stresses to Young's Modulus, E, Poisson's Ratio, $$\nu$$, and the Shear's Modulus, G
Most materials have a Poisson's Ratio between 0 and 0.5
 * Steel for example has a $$\nu = 0.3$$
 * Rubber has a $$\nu = 0.5$$
 * Cork has a $$\nu = 0$$

Normal Strains:
 * $$ \epsilon_{xx} = \frac{\sigma_{xx}}{E} - \frac{ \nu \sigma_{yy}}{E} - \frac{ \nu \sigma_{zz}}{E}$$

 * $$ \epsilon_{yy} = \frac{\sigma_{yy}}{E} - \frac{ \nu \sigma_{xx}}{E} - \frac{ \nu \sigma_{zz}}{E}$$

 * $$ \epsilon_{zz} = \frac{\sigma_{zz}}{E} - \frac{ \nu \sigma_{xx}}{E} - \frac{ \nu \sigma_{yy}}{E}$$

Shear Strains:
 * $$ \gamma_{xy} = 2 \epsilon_{xy} = \frac{ \tau_{xy}}{G}$$

 * $$ \gamma_{xz} = 2 \epsilon_{xz} = \frac{ \tau_{xz}}{G}$$

 * $$ \gamma_{yz} = 2 \epsilon_{yz} = \frac{ \tau_{yz}}{G}$$

Due to symmetry of the $$ \epsilon_{ij}$$ matrix, $$\epsilon$$ and $$\sigma$$ can be represented in column form:
 * $$\begin{Bmatrix}

\epsilon_{ij} \end{Bmatrix}$$ = $$\begin{Bmatrix} \epsilon_{11} \\ \epsilon_{22} \\ \epsilon_{33} \\ \epsilon_{23} \\ \epsilon_{31} \\ \epsilon_{12} \\ \end{Bmatrix}$$    and      $$\begin{Bmatrix} \sigma_{ij} \end{Bmatrix}$$ = $$\begin{Bmatrix} \sigma_{11} \\ \sigma_{22} \\ \sigma_{33} \\ \sigma_{23} \\ \sigma_{31} \\ \sigma_{12} \\ \end{Bmatrix}$$ Using Hooke's Law for isotropic elasticity:
 * $$\begin{Bmatrix}

\epsilon_{11} \\ \epsilon_{22} \\ \epsilon_{33} \\ \gamma_{23} \\ \gamma_{31} \\ \gamma_{12} \\ \end{Bmatrix}$$ = $$\begin{bmatrix} \frac{1}{E} & -\frac{\nu}{E} & -\frac{\nu}{E} & 0 & 0 & 0 \\ -\frac{\nu}{E} & \frac{1}{E} & -\frac{\nu}{E} & 0 & 0 & 0 \\ -\frac{\nu}{E} & -\frac{\nu}{E} & \frac{1}{E} & 0 & 0 & 0 \\ 0 & 0 & 0 & \frac{1}{G} & 0 & 0 \\ 0 & 0 & 0 & 0 & \frac{1}{G} & 0 \\ 0 & 0 & 0 & 0 & 0 & \frac{1}{G} \\ \end{bmatrix}$$ $$\begin{Bmatrix} \sigma_{11} \\ \sigma_{22} \\ \sigma_{33} \\ \sigma_{23} \\ \sigma_{31} \\ \sigma_{12} \\ \end{Bmatrix}$$
 * or
 * $$\begin{Bmatrix}

\epsilon_{11} \\ \epsilon_{22} \\ \epsilon_{33} \\ \epsilon_{23} \\ \epsilon_{31} \\ \epsilon_{12} \\ \end{Bmatrix}$$ = $$\begin{bmatrix} \frac{1}{E} & -\frac{\nu}{E} & -\frac{\nu}{E} & 0 & 0 & 0 \\ -\frac{\nu}{E} & \frac{1}{E} & -\frac{\nu}{E} & 0 & 0 & 0 \\ -\frac{\nu}{E} & -\frac{\nu}{E} & \frac{1}{E} & 0 & 0 & 0 \\ 0 & 0 & 0 & \frac{1}{2G} & 0 & 0 \\ 0 & 0 & 0 & 0 & \frac{1}{2G} & 0 \\ 0 & 0 & 0 & 0 & 0 & \frac{1}{2G} \\ \end{bmatrix}$$ $$\begin{Bmatrix} \sigma_{11} \\ \sigma_{22} \\ \sigma_{33} \\ \sigma_{23} \\ \sigma_{31} \\ \sigma_{12} \\ \end{Bmatrix}$$

Airfoil Study Using Matlab
The airfoil was then evaluated by using the program from multiple points within the airfoil. The point of origin, $$P_{o}$$, was changed multiple times while sweeping through smaller arcs. The combination of these arcs encompassed the entire airfoil. The procedure was as follows.

1. Set $$P_{o} = D$$, then sweep from point B $$ \rightarrow $$ L $$\rightarrow $$ E

2. Set $$P_{o} = E$$, then sweep from point B $$ \rightarrow $$ F

3. Set $$P_{o} = F$$, then sweep from point E $$ \rightarrow $$ H

4. Set $$P_{o} = G$$, then sweep from point H $$ \rightarrow $$ T $$\rightarrow $$ F

Matlab Certification

 * I, the undersigned, certify that I can read, understand, and write matlab codes, and can thus contribute effectively to my team.

Kris Loper Eas4200c.f08.aero6.loper 19:51, 22 October 2008 (UTC)

Scott Chastain Eas4200c.f08.aero6.chastain 22:09, 23 October 2008 (UTC)

Matt Inman Eas4200c.f08.aero6.inman 23:58, 23 October 2008 (UTC)

70.171.31.121 03:58, 26 October 2008 (UTC)

Eduardo Villalba Eas4200c.f08.aero6.villalba 18:19, 27 October 2008 (UTC)

Contributing Team Members
Kris Loper Eas4200c.f08.aero6.loper 19:51, 22 October 2008 (UTC)

Scott Chastain Eas4200c.f08.aero6.chastain 22:11, 23 October 2008 (UTC)

Matt Inman Eas4200c.f08.aero6.inman 23:58, 23 October 2008 (UTC)

MarlanaBehnke Eas4200c.f08.aero6.behnke 12:06, 31 October 2008 (UTC) (previously forgot to log in)

Felipe OrtegaEas4200c.f08.aero6.ortega 18:15, 27 October 2008 (UTC)

Eduardo Villalba Eas4200c.f08.aero6.villalba 18:19, 27 October 2008 (UTC)

title: User:Eas4200c.f08.aero6.ortega/HW4


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

title: File:SAR0801map2a.gif


text:
User talk:Angela f

Well done
Good job on setting up your account,. Let me know if I can do anything as you go along. 'Official' Wikiversity welcome below. -- Jtneill - Talk - c 03:00, 14 October 2008 (UTC)

 Hello Angela f, 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.
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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! Jtneill - Talk - c 03:00, 14 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.

E-portfolio
Ok, I hope this works. I seem to have spent a long time getting my head around this forum. James, is this where i paste my eportfolio which is currently in a word doc? Anyone else with suggestions to increase my level of competence with this welcome! Thanks Angela
 * Hi Angela! This is your "talk" or "discussion" page, so is a good place for questions, discussion, etc. You can paste the text from a word doc into your user page: User:Angela f which I've set up with some help links and project boxes. I'd suggest you might start 'slowly' i.e., paste a bit, save it, see how it looks. And then feel free to ask here about how it can be made to look the way you want. Then, try pasting the rest. I'll keep an eye out. -- Jtneill - Talk - c 03:03, 14 October 2008 (UTC)

Conversion
Worked well, but if you want automatic table of contents, you would need to add headings. Up to you. Help:Headings. -- Jtneill - Talk - c 02:41, 31 October 2008 (UTC)

title: User talk:Angela f


text:
User:Angela f

Week 1 / 2

Lecture #1:

Introduction

Points of interest from Lecture #1 included;

What is Social Psychology?

Examines human behaviour in a social context.

 * What?
 * What can go wrong?
 * What can go right?

Foci;

 * The self
 * Evolutionary
 * Cultural

Themes;

 * Cross cultural
 * Australian
 * Social Technology
 * Experimental

'''How the thoughts feelings and behaviours of an individual are influenced by the actual imagined or implied presence of others. (from Allport, 1935)'''

Examine through; ABC Model

 * A= Affect
 * B = Behaviour
 * C = Cognition

Contexts and dimensions;

 * Person to person
 * Group to person
 * Person to group
 * Group to Group

Interdisciplinary overlap;

Sociology (group) ---Social Psychology- Psychology (individual)

3 Domains;

 * Social perceptions
 * Social influence
 * Social interaction

Social psychology studies the individual within the group.

Reflection

Social psychology seems a fascinating subject and one i have intrinsically been drawn to all my life. In a way, my attraction to pursuing a career in psychology is in part due to my interest in the social, inter-group and intra-group aspects of human behaviour.

James briefly discussed ‘Dunbar’s number’. This theory proposes a maximum possible number of social relationships for any individual (= 150?). Believed to be an upper cognitive limit. Fascinating!

Q. How does this apply?

Q. Is there a range for different individuals dependant on personality type?

Q. How does this relate to memory?

I’m looking forward to learning more about Social Psychology, why we behave the way we do and the role of genetics/nature in our interactions and group processes, as opposed to cultural/learned influences.

Lecture #2;

The Social Self

Points of interest from Lecture #2 included;

The Social Self;

 * Self concept
 * Agent Self
 * Public Self

‘I am’… Statements

Construction of Self largely a social process

‘Self’ expand and contracts to include the immediate space around you (e.g. personal space) and even further to areas of investment/ownership..(e.g. Home, car, children)

The ‘Cult of the Self’ (criticism of Western obsession with self interest)

Self Constructs;

 * Self-esteem
 * Self-concept
 * Self-efficacy
 * Self-congruence

Rogers Self-Congruence Construct;

 * Ideal self/perceived self
 * Feedback
 * Actual self
 * Incongruence?

Distorted perceptions of the NON-DEPRESSED;

 * Positive illusions
 * Overestimate good personal qualities and level of control over life events
 * Underestimate faults
 * Optimistic

Reflection;

One concept that drew me in today was the concept that there are multiple selves that we manifest in different situations.

Q. Does the number of roles you play in your life influence the development of multiple ‘selves’? or is the multiple self construct more/less applicable to individuals with certain types of personalities or interactions styles?

I can see how defence mechanisms could develop by virtue of the advantage of being able to protect self-esteem by being able to attribute different behaviours to different aspects of a complex self.

The ‘fuzzy boundaries’ between Self, culture, group memberships and environment is an important consideration. The Self is so much more than a simple concept of ‘I am’. There are so many influences on the self, and in turn, so many influences that ‘the self’ has on others and the environment.

When considering the construct of the self ‘expanded’, are my children part of my ‘self’? It seems a little parochial to define myself this way, but I cannot deny the impact the role of mother has had on who I am. Not just as ‘a mother’ either, but as THEIR mother. Their personalities and individual needs have influenced the expression of different aspects of my ‘self’.

I can see the value of Roger’s concept of Self-congruence to clinical applications. The incongruence caused by the gap between the ideal self and the actual self. I think this theory could illustrate the development of a vast number of dysfunctional behaviours, depression and anxiety responses.

Q. How does the self-concept develop through adolescence?

Q. Are there any mechanisms specific to adolescence?

Tutorial # 1

 * Introduction to unit and assessment
 * Get to know you activities (exploring self concept and group affiliation)
 * Cultural affiliations included;
 * Gender
 * Occupation
 * Marital status
 * Parental role
 * Religion
 * Ethnicity
 * Age group

Week 3 / 4

Points of interest from Lecture # 3;

Social Thinking;

 * Arguably the most important topic as it provides the basic building blocks of other applied psychology
 * Influenced by behaviourism & later cognitive Psychology
 * Social Thinking = Social Cognition
 * Thoughts
 * Perceptions
 * Attributions
 * Heuristics, Errors & Biases

The Duplex Mind;

 * Automatic; fast, approximate, estimates, effortless, unconscious.
 * Conscious; slow, deliberate, considered, effortful, conscious.

Cognitive Miser Theory

 * Human brain; energy consuming
 * Short cuts to conserve energy; Relies on Schemas, Scripts and Stereotypes
 * Under stress; increased reliance on auto

Perceptions affected by;

 * Priming
 * Framing
 * Typical vs. Unusual

Attributions;

 * Give sense of cognitive control
 * Help predict future events
 * Allows for appropriate responses
 * Driven to find ‘causes’
 * Internal vs. External attributions
 * Tend toward ‘interna’ attributions of others

Attribution Theories;

 * Heider’s “Naïve Scientist’ (everyone’s instinctual attributions)
 * Internal vs. External
 * Correspondent Inference Theory; behavioural causes stable qualities of actor (blame the actor not situation)

Fundamental Attribution Error; (F.A.E.)

 * Overestimate the role of internal factors in others behaviour
 * Also known as Correspondence Bias

Why?

 * Behaviour more noticeable than situation
 * Cognitive misers
 * Insignificant weight to situation
 * Richer ‘trait-like’ language

Reflections on Lecture; Week 4

Ghosts of Rwanda DVD

 * Rwanda (Africa)
 * Hutus
 * Tutsis
 * Prejudice
 * Aggression
 * Fear
 * Self Preservation
 * Global Disconnection
 * Civil War
 * Genocide

I was deeply affected on so many levels and in so many ways by the images in the documentary.

As a human being, as a Western bystander, as a woman, as a mother.

The Horror, trauma, violence and pure fear transmitted through the images and the emotion in the voices of the survivors. I felt a mixture of shock, and not surprisingly grief. However I wasn’t prepared for the level of guilt and associated anger that was surging through me.

The guilt of my membership of the Western world that not only did nothing, but worse seemed ridiculously blind and mute. I was an adult university student during this time and I have only a vague memory of the civil war in Rwanda. Despite my acute awareness of the impact of genocide as my father in-law is, himself, a survivor of the Nazi POW camps. Why didn’t I know more about this.. why didn’t i pay more attention to what was said?

As a woman, this sort of violence holds additional fears associated with sexual assault and degradation that seem inevitably inflicted.

As a mother, my grief and horror nearly overwhelmed me. I was unable to sleep well last night and when i briefly did i was plagued by the images from the film. I don’t resent the intrusion of these thoughts and images. Despite the fact that they are so desperately disturbing I need to see, hear and think about this horror. Without awareness I think nothing will ever be real.

Some quotes from the film keep returning to me. They seem to encapsulate essential themes relevant to analysis through a social psychology / prejudice theory lens.

From the Westerners:

“Fear for American Lives” (Lane)

“The US has no Friends.. they have ‘Interests’. The US has no interests in Africa” (Lake)

“ It wasn’t part of my instructions to be empathetic” (Bushnell)

“ The US found it hard to ‘believe’ that someone could be planning something that heinous”

From The Murderers:

“ I have heard that the Tutsis aren’t even from Rwanda.. i heard they came from somewhere else.. Egypt maybe, or someplace else…”

“ It was as if we had been taken over by Satan.. You could not do those things and be yourself!.. it was the work of Satan”

From a victim:

“I pretended to be dead. I hid among the dead bodies…covered in blood. One of them stood on my head.. he looked at my wounds and shook me. Then he dropped me and said ‘this thing is dead’. “

Several salient thoughts arise.

Was this act of Genocide Inhumanity, or more terrifyingly, the basic human condition?

If as Baumeister and Bushnell assert in the Text (Ch 12, pg 411) “prejudice is natural” and “ deeply rooted in the human psyche.” should we be shocked?

With both sides claiming oppression, with fear of others perceived differences, and with the basic instinct for members of other groups to protect their own members first and foremost, is it a surprise that this horror came to be… or is it more surprising that it doesn’t happen more often?

Anan claimed that the UN initial position was based on the idea that “shining a light’ on the aggressors and “making them aware that international community was aware of what they were planning” was a way to make them moderate their own behaviour.

Does this work?

I have considered this question myself in the context of a potential essay question. I am interested in the question of, if ,by making group/interpersonal interactions explicit, giving the individuals involved the concepts and labels “shinning a light “on it as Anan said, can lead individuals to self moderate their behaviour. “Culture saying No” very loudly, in a way.

Q. Why in the new millennium, don’t people see themselves as part of the Human group?

Q. Why do we search to differentiate ourselves from the most basic membership?

Baumeister and Bushman (Ch 12 pg 414) assert that there is an evolutionary basis to group formation. The competition for basic resources, Ignorance, and our human history of not interacting with members from other groups has led us to this time and place.

Q. Does this mean if we were a little more evolved we would see ourselves as part of the larger Human group? Or does our Psyche’s innate self serving bias and striving for self-esteem mean we will always be searching for ways to differentiate ourselves from each other?

Tutorial #2Week 4

Communication

Levels:

 * Shallow (Greetings, small talk, info/facts)
 * Deep (Thoughts and emotions)

Channels:

 * Verbal (10% -20%)
 * Non-verbal (Body language, Facial expressions, Clothes, Voice tone. (80% - 90%)

2 most common Communication models:

 * Transmission Model; Encode, transmission, decode.
 * Active listening / Feedback loop

Communication Activity:

 * Blindfolded participant, guided through obstacle course only by verbal vs. guided using visual and verbal.
 * Indicated how much of our interactions are non-verbal!

Week 5 / 6

Points of interest from Lecture #5

Prejudice

Prejudice stems from natural human tendency to categorise

 * Prejudice = Attitude
 * Racism = Behaviour
 * Stereotypes = beliefs about group traits
 * Stereotypes = Heuristics
 * Discrimination = Unequal treatment based on group membership
 * Subtypes = Categories for people who don’t fit the stereotype e.g. ‘career woman’

Aversive Racism = simultaneous egalitarian values & negative feelings

Key terms:

 * Out-group (them)
 * In-group (us)
 * Out-group homogeneity bias
 * In-group bias
 * Minimal Group effect
 * Confirmation Bias
 * Stereotype threat

Cultural differences in prejudice

England = Class

India = Caste

Australia & America = Racial

Modern Racism vs. Old-fashioned Racism

 * Less direct vs. Open/Overt

Contact can decrease prejudice and stereotyping, BUT only under the right circumstances

 * equal status
 * positive interactions
 * out-group members perceived as typical of group

Tutorial #3;

Prejudice

Tutorial Content;

 * Video’ Jane Elliot ‘Australian Eye’
 * Discussion of ‘Australian Eye’
 * Discussion of Prejudice and related Concepts
 * Key terms
 * Discussion of ‘ Ghosts of Rwanda’ DVD

Notes, observations and reflections on Video;

During the first ten minutes of the film the workshop has not ‘officially’ started yet, however Elliot is already creating an ‘in-group’ verses ‘out-group’ effect with subtle but effective strategies such as speaking politely and individually to ‘brown eyes’ in contrast to speaking rudely, critically and collectively to ‘blue eyes’.

Elliot subtly utilises ‘Social Categorisation’ by labelling both verbally, and physically the different groups, separating groups into different lines, tables, seating and rooms.

Evidence quickly emerges of participants using ‘self serving bias’ and ‘Attribution error’.

‘Minimal group Effect’ is established before the workshop even begins with participants immediately aligning themselves with others in their group they do not even know, yet showing little empathy for others they do know who are now ‘out-group’ members.

Interestingly, it is two older, white, males who have the first and most aggressive reactions to the treatment they receive. They are both extremely vocal about their rights and demand to be treated ‘fairly’. Both end up in opting to be excluded from the workshop.

While all the participants in the workshop have volunteered to participate in a reconciliation and anti racism workshop, only one member of the ‘brown eye’ group disagrees with the behaviour expected of them, and the way the ‘blue eye’ members are being treated.

Comments on the feelings and thought participants had during the workshop that I feel reflect the effect of prejudice.

Significant ‘Blue Eye’s’ comments;

 * “I felt insignificant”
 * ‘I felt worthless’
 * “I was afraid of being belittled”
 * “It’s not much fun … completely illogical abuse all day!”
 * “We were forced to conform to an unfair system….. even though the spirit was jumping up and down, we would try to conform”

Significant ‘Brown Eye’s’ comments;

“I Felt relaxed, comfortable, equal. I didn’t want to give it up!”

Week 10 / 11

Points of interest from Lecture week #10

Relationships

 * Affiliation = the need to belong
 * Interpersonal = Attraction vs. repulsion
 * Rejection/ Social exclusion

Need to belong NOT uniquely human

Elements of Attraction;

 * Matching Hypothesis = Similarity
 * Ingratiation = actively trying to make someone like you
 * Reinforcement theory
 * Reciprocity; liking begets liking
 * Gain loss hypothesis; others who dislike you then like you, increases your liking of them

Self- monitoring

 * Field dependent = High self-monitoring
 * Field independent = Low self-monitoring

‘Thin Slices’ Research (from e reserve)

In the lecture James mentioned research by Gottman in an article by Gladwell that is on e-reserve.

Reflection #1

This is amazing research that looks at Gottman’s ‘Thin Slices’ theory. The idea that with the right decoding information, researchers can predict with astounding accuracy, the probability of divorce for a couple. The time frame started higher in the early phases of the research but eventually was able to be effective on just two minutes of observation! The idea of impression formation being so instantaneous and accurate drew me in. I wondered whether the concepts of ‘first impressions’ and impression formation were relevant. It doesn’t however appear to be quite that simple, but with the right decoding information such as understanding the predictive value of criticism, facial expressions, eye rolling and expressions of contempt, a very brief analysis seems to yield an incredible amount of information. There is also discussion about the ideal ratio of affection and anger in interactions. Interesting to read that the couples who ‘never argue’ or seem happy, are not the ones who end up avoiding divorce. The ratio of disagreement to affection seems to be far more relevant.

Wish I had done my essay on this topic now!

Reflection #2

James and I discussed the theory raised in lectures this week that people are either ‘field dependent’ or ‘field independent’.

I see myself as very field dependent in terms of my interactions and behaviours. For example, in both my work life and personal life I tend to be able to adapt myself effectively to a broad range of settings (High in self monitoring). I think I converse easily with people from diverse backgrounds and walks of life, and tend to do this by being a chameleon. I do not think that I ‘fake’ behaviours or opinions, I am however aware of the appropriate ‘schema’ for different social settings. I have often been told that I am high in emotional intelligence, and I am often conscious of my own strategic thinking (in the nicest possible way!) when I am relating to others. Given that I seem very field/situation dependant..

Q. Could that be why I find answering personality test measures so difficult, and my results are so variable?

Interestingly, a similar observation about the author’s own personality is mentioned in a recent publication entitled ‘Rise’ by Ingrid Poulson (2008). Poulson’s central theme of ‘Resilience’ is explored through the story of her recovery from the tragic personal experience of the violent murder of her Father and two young children, in their home, by her estranged husband while Poulson was reporting the ex-husband’s breach, of a restraining order.

Poulson’s subsequent analysis of her personality and the underlying resilience that allowed her to eventually recover and ‘rise above’ the tragedy included a discussion regarding her observations and assumptions about the perceived inconsistencies in her personality and behaviour. Poulson makes observations in her self-analysis, describing personality and behaviours that were situation based and highly dependant on context. The author investigates concepts of ‘field dependence’ as a possible basis for these personality variations and discusses their value in respect to increased levels of personal resilience.

Q. Are personality tests results equally reliable for highly field dependant individuals as compared to those who are highly field independent?

Q. Does an individual’s ‘field dependence’ affect the validity of personality tests such as the MBTI, NEO-R and MMPI-2?

Points of interest from Lecture week #11

Groups

Leadership

 * Applied social influence
 * Central to understanding group behaviour
 * Leadership = person, role, situation
 * Individual difference still believed to be key (skills & traits)

Study of groups relevant to

 * Group dynamics
 * Organisational Psychology

Key Terms

 * Social facilitation
 * Social Inhibition
 * Social Loafing
 * Social Loafing

Group

 * 2 or more, with some sort of interdependence/commonality.
 * Groups = Favoured by evolution

Advantages of human groups

 * Role division
 * Accumulated knowledge / education
 * Economic exchange = goods / services / money
 * Economic exchange = goods / services / money

Social Facilitation Theory

 * Presence of others increases dominant response (either success or failure)
 * Also found in animals
 * Zijonc’s ‘Drive Theory’ Experiments with cockroaches!
 * Also found in animals
 * Zijonc’s ‘Drive Theory’ Experiments with cockroaches!

The Hawthorne Effect

 * Increased performance consciously AND unconsciously due to being observed

‘Prototypical’ group member = often becomes Leader.

Anonymity decreases motivation in groups = Social Loafing

Optimal Distinctiveness theory = Balance b/w Belongingness and distinctiveness

Brainstorming = NOT most creative, best quality or quantity

Risky Shift = Now called; Group polarization e.g groups ‘egging-on’ to extremes

Researchers

 * Tajfel = minimal group experiments
 * Sherif = Boys camp studies

Theories

 * ‘Great Man’ Theory
 * Levine’s 3 styles (Autocratic, democratic, lase-faire)
 * Path – Goal Theory
 * Task Oriented vs. People Oriented
 * Contingency Theory

Most Important = Leadership style must fit the situation

What is power??

 * Ability to get someone to do something you want,
 * Make things happen the way you want
 * Extent of force one person can exert on others

Tutorial # 4

Cross Cultural Training

Tutorial Content;

 * Cross Cultural training exercise
 * Examining Someone’s ‘Name Story’ and Cultural Identity
 * Definitions/ Conceptualisation and Discussion of;
 * Culture
 * Culture Shock
 * Cross Cultural Training
 * Cultural Adjustment

What is Culture?

Shared;

 * beliefs,
 * behaviours,
 * language.

What is Culture Shock?

Experiences of being immersed in another culture

Initially feelings of;

 * Interest and excitement.
 * The appeal of the exotic
 * A ‘honeymoon’ phase of novelty

Followed by feelings of;

 * Fear/ nervousness
 * Confusion/ misunderstanding
 * Not knowing how to act appropriately
 * Suffering from lack of shared language

Interestingly, when we discussed our name stories and cultural identity, many Anglo-Australians like myself didn’t have strong attachment to a ‘cultural identity’ associated with their names, and also identified themselves as belonging to a culture based on their current life style, experiences, primary occupation and marital status. While the individuals who were born in other countries, or for whom English was not a first language, related strong ‘name stories’ and identified themselves most closely with a traditional ethnic cultural group. The group (including myself) also seemed to view these individual’s stories as more interesting.

Q. Do Anglo-Australians not have a unifying culture or do they just not recognise that they do?

Week 12 / 13

Lecture Topics ;

 * Pro-social Behaviour
 * Environmental Psychology

Australian Zeitgeist

Tutorial Content;

 * Definitions and Discussions; Social Capital

Social Disengagement

Australian Zeitgeist;

 * Hugh Mackay Audio
 * Hypothetical; Social issues program development

.

Definitions/ Conceptualisations;

Social Capital;

 * A recently popularised term used to describe a society’s social (ie non economic) resources.
 * Referring to the quality of social networks and community involvement.
 * Dynamic and inclusive, positive connections with trust, good will and interaction.
 * Interconnectedness and understanding rather than isolation
 * Facilitate healthy / civil development of society

Social Disengagement;

 * Isolation from society in the collective sense.
 * ‘Normed’ disconnection.
 * Illustrated by USA book title “Bowling Alone”

Australian Zeitgeist;

 * ‘Spirit ‘/ ‘Flavour’ of the times.
 * Collective consciousness
 * Representative of time and place

Audio of Manning Clarke Address by Hugh Mackay

Titled; “ Social Disengagement: A Breeding Ground for Fundamentalism”

Hugh Mackay;

 * Australian Social Psychologist
 * Interviews general population
 * Considered to have ‘finger on the social pulse’
 * Pioneer of quantitative research
 * Studies attitudes and behaviours of Australian populus.

Four Main areas of revolution in Australian Society in the last half of the 20th Century;

 * Gender
 * Economy
 * Technology
 * Identity
 * Identity

I found Mackay’s speech to be thought provoking and engaging. The discussions of recent cultural revolutions in Australia (as outlined above) provided a clear, description of historical influences on the current social climate. However, I also felt that there was a tone to the speech that was surprising from such an celebrated academic and social commentator.

While Mackay outlined illuminating social trends and statistics, I found a pessimistic, superior arrogance to his discussion.

Although obviously intelligent, educated, knowledgeable and politically correct, he sounded somewhat arrogant, judgemental and prejudiced. Examples include his comments on religious groups such as the Pentecostal movement, people who have been diagnosed with a mental illness requiring medication, People choosing not to have children or, to have fewer than the average.

I agree and do feel strongly about Mackay’s comments on Australia reaching a point where the economic status gap, degree of difference between the Rich and the Poor, has increased to the point of destroying Australia’s egalitarian ethos.

I wonder if Mackay would give a similar speech in 2009?

Many of his arguments were based on predictions drawn from statistics on birth rates, and housing and environment impact.

It is interesting to note that there has been a sudden, dramatic shift in these areas since this speech as well as a dramatic change in Australian government.

The economic climate has taken a downturn, birth rates are at the highest they have been since the 1970’s, housing affordability has impacted on the number of young adults now living with their parents, and extended families returning to live together, and Climate change has firmly established itself as an issue on the general population and government agenda.

The issues Mackay raised of Leadership, materialism, parental responsibility and the ‘self first’ culture (the ‘me’ generation) are all very pertinent to the social climate of the new millennium.

Hypothetical

Australia is currently experiencing high levels of Social disengagement.

'''Highlight a relevant social issue/ issues currently facing Australia. '''

Design a program to address these issues.

Our Proposal for funding;

Issues;

 * Decreasing birth rates
 * Increasing Divorce rates
 * High levels of parental depression and anxiety
 * High levels of Financial stress and Debt
 * Status of Child rearing
 * Parental responsibility
 * Disengagement with community

Aims;

 * To stabilize birth rates
 * To decrease divorce rates
 * To decrease levels of depression and anxiety
 * To decrease financial pressure on families
 * To improve the status of women
 * To improve the status of The family
 * To improve the status of child rearing
 * To increase ‘social capital’
 * To promote community involvement and interconnectedness

Proposal;

To adopt a model of paid parental leave and child care based on models that have proved successful in countries such as Finland.

Model includes;

 * 80% of pre leave wage paid to one parent for the first two years after the birth of a child.
 * Leave funded by government
 * No government subsidised childcare available for children under two yrs of age, unless in emergency circumstances.
 * Child Care free for children over the age of two years
 * Establish open Family-Community Centres engaging a broad range of Childhood services and para-professionals including; support groups, playgroups, early childhood educators, health care professionals, mental health services, community support and education representatives etc..
 * Paid leave contingent on regular contact with the centre and engagement in essential programs.

Other proposals in the tutorial group;

 * 1) Integrating cultures through educational and exchange programs
 * 2) Decreasing the Divorce rate through stricter legislation against speedy marriage and divorce
 * 3) War on Debt and materialism through tighter controls on credit.
 * 4) Increasing Political engagement by utilising modern technology such as T.V. info slots summarizing events in government and politics that day and txt votes on key daily issues and decisions.

I was really impressed by the Political engagement strategy. Cost effective, simple, engaging youth through appropriate technology channels. Very creative, someone should take that further!

title: User:Angela f


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Web 2.0 for Professional Use/E-Mail/General E-mail Do's and Don'ts

General E-mail Do's and Don'ts
When writing e-mails in the professional sphere, there are a number of important rules to keep in mind. By adhering to these guidelines, you and your company will look more professional and therefore receive more respect.

Be professional. (Don’t be cutesy.)
a. Use a formal tone.
 * Especially when communicating with a stranger, a potential employer, your boss, anyone in senior management or a client.

b. Make sure your e-mail address is appropriate.
 * Generally, businesses provide addresses such as JSmith@company.com. If you do not currently have a company address or you are communicating about an issue unrelated to your current employer, make sure you are not communicating for business via an unprofessional address, i.e. Sassypants557@hotmail.com.

c. No slang.

d. No emoticons.

e. No non-standard abbreviations or acronyms.

Grammar & Spelling
a. Proofread, proofread, proofread!

b. Mistakes look sloppy and unprofessional.

c. Some people recommend to leave an e-mail for a minute or two and then re-read it before sending it to ensure that everything is clearly explained and error-free.

d. Others also recommend filling in the To: field last, after you have proofread the e-mail, so as to make sure the e-mail does not accidently get sent before you have had the chance to proofread the message.#REDIRECT 1

Tone via E-mail
a. AVOID ALL CAPS—it looks like you are shouting. b. Avoid irony or sarcasm—it is not always interpreted correctly via e-mail.

E-mail Ethics
a. Don’t Bcc:
 * E-mail should be transparent and not used as a weapon.2

b. Cc: isn’t always appropriate either.
 * Don’t use cc: as a form of pressure for the original recipient.
 * Only use this option when the person in the cc: field knows why they are being copied on the e-mail.3

E-mail Formatting
a. Use plain text, not HTML to ensure that your recipient can read the e-mail.

b. Control your URLS; long URLS can be reduced at www.TinyURL.com.

Be Concise!
a. When you think it’s short enough, make it shorter!4 b. Be sure you aren’t rambling. (Partial thoughts & run-ons are confusing.) c. Short sentences are best.

Subject Line
a. Do not leave the subject blank—many people will skip over an e-mail with an unknown subject. b. The subject line is the first thing the recipient sees after your name—it is important.5 c. Summarize the message; be precise and concise.

Limit recipients
-More personalized e-mails often evoke more response.

a. Privacy is important. Some e-mail programs provide a way to limit the e-mail addresses shown to only the recipients’. b. Be cautious about “Reply All.” Only use this method when the information really is applicable to all recipients.
 * Also, habitual use of “Reply All” can be costly if you ever intend to send information about others involved to only one person.

Attachments
-Avoid whenever possible.

a. If you must attach a file, make sure it is in the most general format available. b. Often it is a good idea to ask permission from the recipient if you can send an attachment (especially if it’s over 1 Mb).6 c. Make sure the attached file has a clear, descriptive name (i.e. “Resume-Jane Doe,” not: “myresume draft 3-edited vers.”)6 d. Resize pictures to smaller proportions before inserting them to e-mails. For step-by-step instructions on how to do this, see      About.com.

Forwards
-Do not forward jokes, political propaganda or spiritual enlightenment chain e-mails to anyone’s work e-mail.

a. Ask if they have a personal e-mail and send it there instead. b. If you do forward something to “all contacts,” make sure you know who “all contacts” includes.7 c. Many people find chain e-mails annoying. Make sure your recipients appreciate your forwards.

When looking for a response
a. Make it clear that you would like a response. b. If you aren’t getting one, write this exact e-mail (nothing more) and it usually drastically increases the reply rate: c. If you get ANY type of response, even an unfavorable one, consider it a win.4 d. Only discuss one subject per e-mail.
 * “I was under the impression that you were the person that ___________. Should I be trying to contact someone else?”4

Courtesy
a. Let people know their e-mail has been received. b. Answer e-mails as swiftly as possible. c. Set your system clock right. d. Only mark an e-mail “high importance,” “high priority” or “urgent” if it truly is. Also beware that not all email systems will recognize this mark. e. When replying to an e-mail, include the message thread to provide reference and context for the recipient. f. If you receive a “flame,” or a personal attack via e-mail, make sure you take a few minutes to cool down before responding. Only respond with things that you would say to the person face-to-face.6 Remember, e-mail can’t be recalled.

Be responsible.
a. Work e-mail is a public document.
 * If you wouldn’t hang it on the bulletin board, don’t put it in an e-mail.
 * E-gossip can easily be forwarded on to other co-workers, or even your boss!8
 * One analogy to think of is that e-mails are like postcards—people other than the recipient can easily read them.9

b. E-mail is forever.
 * Everyone involved in the transactions— the sender, the recipient and any computer system involved with transmitting the e-mail— may have copies and there is no way of knowing how long those copies will exist.

c. Know that your work e-mail may be monitored. d. For the above reason, never e-mail a prospective employer from a work e-mail address. e. Use current Anti-virus Software and keep it up to date.

Legal Issues
a. Many laws associated with traditional writing DO apply with e-mail correspondence. b. The contents of an e-mail may be copyrighted, meaning that the author of the e-mail can control how and/or when the information is used.9 c. The 1st Amendment applies to e-mail. But, so do the regulations and laws that limit free expression.9 d. Add disclaimers to your e-mails to help protect your company from liability.3

When to communicate without e-mail
a. Don’t use e-mail as a copout. If a phone call is in order, call them. Some suggest that if an issue requires more than three e-mails then it should be discussed over the phone. Another measurable mark is the length of the e-mail…over five blackberry screens or one to two print screens of information deserves a phone call.2 b. It is rarely, if ever, appropriate to discuss salary, promotions or confidential information over e-mail. Instead, send a one-line message: “I’d like to schedule a meeting about my performance. Thanks.”8


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Talk:Cymraeg 1/Lesson:Simple Conversation of Welsh

Someone who has no experience whatsoever with Welsh would find this lesson almost unlearnable; no pronunciation lesson has been given up to this point, and grammar is not explained at all. The Jade Knight (d'viser) 11:22, 14 October 2008 (UTC)


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Talk:Welsh

Contributors here should try to figure out how to use Welsh Language materials as much as possible; Wikibooks already has a book in the works. Why not use it? The Jade Knight (d'viser) 11:36, 14 October 2008 (UTC)

title: Talk:Welsh


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Talk:Bystander effect

Thanks James for your help on this site...the pictures look really good! :)--Teall McQueen 11:49, 14 October 2008 (UTC)

images
I've restored some images. First was 300px|right -- but I don't see the relevance yet, and so I removed that. (The original image is at http://www.jochen-munz.de/wolkenkratzer/01_gross.jpg); it's much nicer. No clue as to licensing. It is from this page. The next was an image of the Niemoeller poem, which is quite appropos. There are many other copies of this image available. The one I am using is also on Commons, in use on Wikipedia. It's strange, though. It looks to me like it has been photoshopped, not actually photographed as-is, because of the perspective, or did they actually engrave that on stone, tilted? Did they actually engrave fine-print on the memorial? I might visit it and see for myself. Until then, someone else can research this. I looked at other images on Google image search and found no definitive result. The Wikipedia photo was uploaded as own work, but that might have been own work with photoshop! The copyright issue for the original removed photo was typical Commons hyper-technical "precautionary principle" nonsense. Nobody is going to claim copyright. And then there is fair use, which the WMF often interprets very, very strictly, which then interferes with the educational mission in favor of the "free re-use with no restrictions other than attribution" mission. Which does not mean "free" as in "free to read," but "free" as in "you can make a profit from this without any payment," because they don't allow NC licenses. There is absolutely no legal problem from using NC licensed material for educational, non-commercial usage. The real policy, though, is that any not-fully-free license must be machine-readably tagged. At this point, tagging is not necessary, because Commons, but if Commons insanity ever deletes this, a local copy can be uploaded and tagged. --Abd (discuss • contribs) 17:17, 28 November 2017 (UTC)

title: Talk:Bystander effect


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Template:Olive branch

An olive branch
==Usage==
 * Substitution:

title: Template:Olive branch


text: Category:User talk templates

title: Category:User talk templates


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User talk:Geoff Plourde/Wikiversity Preparatory Academy

Wikiversity would make a great college preparatory tool!

Consider its emphasis on writing and its extensive informal 'faculty' of acedemics (and spirit of scholarship). But I don't think that defining a program is the biggest limitation for this proposal. Rather it is the mentors that would be needed to make it work.

Wikiversity needs to build a network of mentors that are willing to help out. One thing is to make sure there is balance in the program and that each of the major subjects are covered.

I think educaters should consider bringing existing groups on here,ie 'tame' groups.

I also think there is a conflict in philosophy in this proposal. For an efficient and accreditated college prep program, we must have teachers that are trained and accomplished in the fields they teach.

However wikiversity was built with the philosophy that the learner could become the teacher; and therefore titles and acedemic distinctions are counterproductive. As a tool for life-long learning this ideal is wonderful. Scholarship is 'free' to pursue. In fact, my hope is that through the accomplishment of an extensive series of courses I can gain elgibility in wikiversity eyes, to teach in those areas.

I doubt this is considered acceptable in an accredited forum.

I have done some minor mentoring for a local GED/college prep environment. I hope that your proposal does become reality. Consider me a resource as a degreed and working chemistry professional. --Jolie 13:16, 14 October 2008 (UTC)


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Social psychology (psychology)/Guides/Week 14

Week 14

 * 1) Complete the Week 13 guide.
 * 2) There is no lecture this week. However, you can come along to a first year lecture which will be given 1 hour earlier (10.30-12.30) which is an introduction to social psychology.
 * 3) The last fortnight of the 6th tutorial will be conducted (assessment workshop).


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Introduction to social psychology/Lecture

Video

 * The power of the situation

Slides

 * Introduction to social psychology (1st year undergraduate psychology lecture slides; Slideshare, 2008)


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User:Ollamh

 * Ollamh/Wikipédia.fr

title: User:Ollamh


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Template:Social psychology (psychology)/Participants/Withdrawn

Usage

 * This template is for transcluding on the user page of participants in Social psychology (psychology) who have withdrawn their enrolment.
 * Use the shortcut SPPP2008Withdrawn
 * Use of this template will automatically categorise and list participants at Category:Social psychology (psychology)/Participants/2008/Withdrawn.


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Topic talk:Emergency Medicine

Search and rescue
See a developing learning project, SAR mission 2008 01. --Una Smith 17:59, 14 October 2008 (UTC)

title: Topic talk:Emergency Medicine


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User talk:Laguyon

Upload image
On the left sidebar of each page, there is a "toolbox" section. There, use the link Upload file to go to a page where you can upload files to Wikiversity. To upload a file from somewhere else on the web, you have to first save it to your computer; you then upload from your computer to Wikiversity. Exception: images on Wikimedia Commons do not need to be uploaded to Wikiversity at all. You just use a wikilink to them, as if they were here, and magically they appear here. --Una Smith 18:08, 14 October 2008 (UTC)

Still have not figured it out. Will keep at it.Laguyon 07:24, 15 October 2008 (UTC)

title: User talk:Laguyon


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User:Stevenarntson/The Commons/Art Walk

Today we'll go on a field trip that will take us through downtown Seattle.

Here it is on the Gmap pedometer. If you want, you can type in your weight to learn how many calories you'll burn.

The Art Walk
Originally trekked & created by Becker. Retraced and modified by Arntson.

Directions: Trek the art trek. At the end, answer the questions I have for you. From in front of AIS SC, turn right (south) and walk west across the footbridge to the stairs descending to the waterfront. Walk down the stairs to see two freestanding 3-D objects:
 * 1) “Oushi Zokei – Madoka” by Keizo Ushio and
 * 2) The figure 66 at the foot of the stairs.

Walk south along the waterfront. Two blocks south of Bell St. (just past the enormous marina entrance pole on the dock) cross to the east side of Alaskan Way and look at the sculpture in front of 1950 Alaskan Way.
 * 3) “Welcoming Spirits” (1997) by Melvin Schuler.

At the foot of the Pike (not Pine! Keep going...) Street Hill climb, observe a
 * 4) Whale carving by Pat M. Vay (1998)

Continue south. Just north of the university St. Trolley stop is
 * 5) Another whale, painted on a wall, just under the Alaskan Way Viaduct.

Go south on Alaskan way to University St. and turn left (east) to observe
 * 6) A final whale, on the south side of the same building.

In front of you is
 * 7) the Harbor Steps. The Harbor Steps is a public right-of-way, a series of fountains, a public

space, a place for public art; it is also a sculptural form. Go up the steps to 1st avenue and cross to the east side, observing
 * 8 "Hammering Man” by Jonathan Borofsky (1992) which stands in front of the Seattle Art

Museum. Continue east on University St. to 2nd Ave. On the Northeast corner of 2nd Ave and University 3rd Ave. you will see, outside Benaroya Hall,
 * 9) the Garden of Remembrance, dedicated to “Hounor our Sons and Daughters from the State of

Washington killed in the service of our nation since 1941” Here also is the entrance to the University St. Bus Tunnel. Go inside. See some flashing lights?
 * 10) “The Northern Lights” by Bill Bell. Look carefully.

Go back out the way you went in, and continue east on University St. to 3rd Ave. On 3rd Ave., turn to your left (north) and go into the foyer of Benaroya Hall. Inside, observe
 * 11) “Crystal Cascade” by Dale Chihuly—two glass chandeliers (1998)

Go south on 3rd Ave to Spring St, and turn left (East) and walk to 4th Ave. On the corner of Spring and 4th Ave, turn south and see, on the east side of the street,
 * 12) The Seattle Central Library, designed by Rem Koolhas, (completed 2004). If you have your

AIS ID or other Seattle-resident ID, you should walk in and get a library card. While you’re inside, go up to the top floor and look around. On the west side of Spring and 4th, notice,
 * 13) Henery Moore’s “Vertebrae”.

In the lobby of 1001 4th Ave, behind “Vertebrae” you will see
 * 14) Sam Francis’ untitled canvas (1979).

Continue to Madison St., and turn right (West) back to 3rd Ave. on the west side of 3rd Ave, see
 * 15) Tom Wesselman’s Seattle Tulip (1989)

Continue south on 3rd Ave to the Northwest corner of 3rd Ave and Columbia. Look down at
 * 16) the manhole cover, created in the Northwest Coast First Peoples style (Haida and Tlingit

influence). What animal do you think is represented? Continue south to the Artic Building on the corner of 3rd and Cherry St. and observe
 * 17) The terra cotta walrus heads by A, Warren Gould (1917) on the building facade.

Turn left (east) on Cherry and walk to the east side of 4th Ave. Turn south, and walk along the back side of the new City Hall building. Take a look at
 * 18) The “red wall” and the small reflecting pond/fountain; then ascend the stairs to observe the

terraced gardens and lookouts. Return to 4th Ave. and continue south and to James St., turn left (East) and walk to 5th Ave. On the east side of 5th Ave, observe
 * 19) Martha Schwartz’s “Jail House Garden” (1987) outside King County’s Jail.

On the west side of 5th Ave, in front of the King County Administrative Building, is
 * 20) “Sandworm” by George Tsutakawa (1985).

Continue south on 5th Ave to the end of the block and turn right (west) on Jefferson St. Carry on west through the park to intersect the diagonally running Yesler Way. Follow Yesler to 2nd, and then proceed south on 2nd to S Main (Make sure you stay on 2nd Ave South, and not “2nd Ave EXT”. Hear the sound of running water? Enter
 * 21) Waterfall Garden Park

Exit on S Main, and continue West to Occidental Park, where you may observe
 * 22) The firefighter sculpture and

as you walk north through the park,
 * 23) 3 totem poles.

Emerge on from the north side of the mall on S. Washington St. Proceed west to 1st Ave, and head north along 1st to Yesler, to view
 * 24) The “pergola”. The original structure, which dated back to 1909, was knocked down by a

delivery truck driver in 2001. The pergola was rebuilt as an exact replica that same year. Continue half a block north and see, also,
 * 25) A northwest coast tribes totem pole—this was Seattle’s first piece of “public art.” The

original was in fact stolen from a Tlingit village in 1899. When that pole burned down in 1938, the descendants of the original carvers created a new one and gave it to the city as a gift.
 * 26) The stone arch above Elmer Fisher’s Pioneer Building,

and
 * 27) A bust of Chief Seattle.

behind the bust, see
 * 28) Two signs (1991) by Hachivi Edgar Heap of Birds (one side is in English, the other in

Lushootseed, the language spoken by Chief Seattle).

Discussion Questions
We'll discuss your answers next week.
 * What was the least “public” piece of art you saw today, and why?
 * Did you see anything you would not define as art? Why?
 * What was something interesting you saw that was not officially on the tour?

title: User:Stevenarntson/The Commons/Art Walk


text:
User talk:Stevenarntson/The Commons/Art Walk

 * The "red wall" is a different artwork, with different public properties, depending which side of it you're standing on.
 * Stevenarntson 17:20, 15 October 2008 (UTC)


text:
User:Eml4500.f08.team.guan/hw4

Derivation of Element Stiffness Matrix and Use of the Invertible Transformation Matrix
Seeing that the goal of finding a transformation matrix that is invertible and can transform a local set of degrees of freedom into another local set of degrees of freedom was achieved from the previous lecture, let us consider the following case to further examine the the new local force displacement relationship marked by the tilda. $$ \tilde{f}^{(e)}_{4x1}$$=$$ \tilde{k}^{(e)}_{4x4}\tilde{d}^{(e)}_{4x1}=k^{(e)} \begin{bmatrix} 1 & 0 & -1 &  0 \\ 0 &  0 & 0 &  0 \\  -1 &  0 & 1 &  0 \\  0 &  0 & 0 &  0 \\ \end{bmatrix} \begin{bmatrix} \tilde{d}^{(e)}_1 \\ \tilde{d}^{(e)}_2 \\ \tilde{d}^{(e)}_3 \\ \tilde{d}^{(e)}_4 \\ \end{bmatrix} $$ This is the force displacement relationship in which the local displacement degrees of freedom in global coordinates have be transformed into local displacement degrees of freedom with transverse and axial displacements. Let's consider in case in which

$$\tilde{d}^{(e)}_4 \ne 0, \tilde{d}^{(e)}_1=\tilde{d}^{(e)}_2=\tilde{d}^{(e)}_3=0$$. Thus, the force displacement relationship is now

$$ \tilde{f}^{(e)}_{4x1}$$=$$ \tilde{k}^{(e)}_{4x4}*\tilde{d}^{(e)}_{4x1}=0$$ where zero here is a 4x1 vector. The transverse displacements can be interpreted as follows. Even though there is a non-zero transverse displacement, the resulting force vector is still zero. This is because transverse displacements induce no force on the member due to the fact that the transverse displacements will not "stretch the spring". It is seen in the matrix equation above where each zero in the stiffness matrix denotes a transverse displacement with no effect on the resulting force. Now, from lecture 19.3 we have derived

$$\tilde{d}^{(e)}=\tilde{T}^{(e)}{d}^{(e)}$$ $$\tilde{f}^{(e)}$$=$$ \tilde{k}^{(e)}\tilde{d}^{(e)}$$ which then leads to $$\tilde{k}^{(e)}\tilde{T}^{(e)}{d}^{(e)}=\tilde{T}^{(e)}f^{(e)}$$ If the transformation matrix here is invertible, then $$[\tilde{T}^{(e)-1}\tilde{k}^{(e)}\tilde{T}^{(e)}]{d}^{(e)}=f^{(e)}$$ The term in the square brackets is the term k that we are looking for.

Consider a general block diagonal matrix A where A can be denoted as $$\displaystyle A= diag[D_1,...,D_s]$$ and $$A^{-1}=diag[D_1^{-1},...D_s^{-1}]$$ where the D's are block matrices of arbitrary nxn dimensions.  $$A=\begin{bmatrix} D_1 & ... &...&...&...&0 \\ 0 & D_2 &...&...&...&0 \\ 0 & ... &...&...&...&0 \\ 0 & ... &...&...&...&0 \\ 0 & ... &...&...&D_{s-1}&0 \\ 0 & ... &...&...&...& D_s\\ \end{bmatrix}$$ What, then, is the inverse of A? Let's consider a simpler example.

 $$B=\begin{bmatrix} d_{11} & ... &...&...&...&0 \\ 0 & d_{22} &...&...&...&0 \\ 0 & ... &...&...&...&0 \\ 0 & ... &...&...&...&0 \\ 0 & ... &...&...&d_{n-1,n-1}&0 \\ 0 & ... &...&...&...& d_{nn}\\ \end{bmatrix}$$ Here, the diagonal is not made up of block matrices but of scalar values that are not zero. What might the inverse of matrix B be? $$B^{-1}=diag[\frac{1}{d_{11}},\frac{1}{d_{22}},...,\frac{1}{d_{nn}}]$$ For a block diagonal matrix A: $$\displaystyle A= diag[D_1,...,D_s]$$ and $$A^{-1}=diag[D_1^{-1},...D_s^{-1}]$$. Now, the transformation matrix is a block diagonal matrix. so it can be denoted as $$\tilde{T}^{(e)-1}=diag[R^{(e)-1},R^{(e)-1}]$$ So the next step is to find $$R^{(e)-1}$$. Recall from 19.2 that $$R^{(e)T}= \begin{bmatrix} l^{(e)} & -m^{(e)} \\ m^{(e)} & l^{(e)} \\ \end{bmatrix} $$ $$R^{(e)T}R^{(e)}= \begin{bmatrix} l^{(e)} & -m^{(e)} \\ m^{(e)} & l^{(e)} \\ \end{bmatrix} \begin{bmatrix} l^{(e)} & m^{(e)} \\ -m^{(e)} & l^{(e)} \\ \end{bmatrix}= \begin{bmatrix} l^{(e)2}+ m^{(e)2}& 0 \\ 0 & l^{(e)2}+ m^{(e)2} \\ \end{bmatrix}$$ Now recall that l is cosine of theta and m is sine of theta. Cosine theta squared please sine theta squared is, by trigonometric identity, one. Thus, the resulting matrix from multiplying R and its transpose is the identity matrix.  $$R^{(e)T}R^{(e)}= \begin{bmatrix} 1& 0 \\ 0 &  1 \\ \end{bmatrix}=I $$ This means that the transpose of the R matrix is actually its inverse. $$\displaystyle R^{(e)T}=R^{(e)-1}$$ With that known, the inverse of the transformation matrix can be found but replace the diagonal with the transposes of the R block matrix. $$\tilde{T}^{(e)-1}=diag[R^{(e)T},R^{(e)T}]=(diag[R^{(e)},R^{(e)})^T=(\tilde{T}^{(e)-1})^T$$ This means that the inverse of the transformation matrix is equal to its transpose. $$\tilde{T}^{(e)-1}=\tilde{T}^{(e)T}$$ This verifies that $$[\tilde{T}^{(e)T}\tilde{k}^{(e)}\tilde{T}^{(e)}]{d}^{(e)}=f^{(e)}$$ where $$[\tilde{T}^{(e)-1}\tilde{k}^{(e)}\tilde{T}^{(e)}]$$ is $$\displaystyle k^{(e)}$$.

title: User:Eml4500.f08.team.guan/hw4


text:
French/Mentoring

What is the French Mentoring Project?
The French language mentoring project is designed to connect teachers and learners to help individuals practice and learn French.

Mentors may choose to help their students in a variety of ways. Here are a few possibilities: Mentors need only use what methods they prefer or they think are best for those they are mentoring.
 * By answering questions about the language
 * By engaging in French discussion with eachother (using audio, or simply in text form)
 * By recommending reading materials or coursework
 * By giving corrections
 * By giving specific instruction or teaching directly

title: French/Mentoring


text:
French/Mentoring/Participants

Participants
If you're interested in joining the Mentoring program, add your name in the appropriate list below, along with what time zone you're in! If you like, you can add what elements of French you are either most interested in learning, or most prepared to teach.

Note: Only those who have registered an account at Wikiversity will be kept on this list. The rest will be removed. Another Note: Students who are listed in italics have been assigned a Mentor.

A record of Mentors & Students is kept here for organizational purposes.

Interested Students
(Please post in the appropriate category below)

Complete (or near complete) Beginners

 * 1) Zepko  I live in California and speak English fluently as well as Japanese conversationally. Any help learning French or Spanish would be greatly appreciated. Pacific Time Zone, USA
 * 2) Anisa  i live in turkey for a while (GMT + 3:00)
 * 3) User: arun, in UTC+5:30 India ...I would like to learn French through a facilitator. Please help me if you can. Thankyou, tata.
 * 4) User:simpliciodesilva, in UTC+5:30 india . i am a begineer, hope to get a mentor. thank you
 * 5) Princeof500, in UTC+7
 * 6) Soroush, in UTC+3:30
 * 7) Karenmariew, in Eastern Time Zone, USA
 * 8) dpoirier, Eastern Time Zone, studying French at University
 * 9) Slojzer 02:15, 6 January 2009 (UTC)-5 Eastern Time Zone-Canada
 * 10) V T R Ravi Kumar, in UTC+5:30 India. I am a beginner and am thrilled to learn with a mentors help
 * 11) Cathiesears I do not know any french, but I can learn quickly. I would like to be proficient by next year's summer. I plan to be a foreign exchange student and go to France. Central Time Zone, United states
 * 12) jpaagt, in UTC-5, Bogotá/Colombia.
 * 13) Hollatainment 11:04, 14 May 2009 (UTC), in GMT, Accra/Ghana. I am a beginner at Alliance Francaise, Accra and want be more comfortable conversing in French and build the confidence to speak. I'm on Skype (hollatainment)
 * 14) Jcole15, in UTC+10, Canberra/Australia. I'm studing an introductory french course at university, looking to accelerate my learning.
 * 15) Renddslow, in Eastern Time Zone, USA
 * 16) Retrocorset, Eastern Time Zone, USA. I studied French years ago, and would like to become more proficient for upcoming trips to Quebec. Thank you!
 * 17) CQ, Central Time USA (UTC-6) complete newbie
 * 18) Superericren,Pacific Time Zone, Canada. Em a real complete beginner, I gotta a French course in secondary school but I know little french. Hope anyone could help me. my Email is ericren@live.ca
 * 19) Oujousun 21:32, 4 November 2009 (UTC)complete beginner. +1GMT Nigeria.Please help.
 * 20) lolalita Joni, Pacific Time, USA, complete beginner, trying to teach myself through books and Internet, but need a native speaker for conversation practice.[mailto:jcs116@gmail.com email jcs116(at)gmail(dot)com]
 * 21) Favio.agg 16:57, 23 November 2009 (UTC) -- Cucuta, Colombia, N.Y. Pacific Time, complete beginner. Third Language to learn... A new challenge begins..
 * 22) Prabuddha +5:30GMT, 5TH DEC 2009 Hi i am from India, I am interested to learn french.
 * 23) kylewalken -7GMT, Pacific Time Zone (Vancouver, BC) - I studied French in junior high, but have forgotten nearly everything. Would like to remember it all again. Fluent native speaker of English.
 * 24) Eden,hey nice meeting you here. i plan to reach the conversational level of French language before i travel there. i've learned a little bit before (8 years ago, for 2 months...lol) so i guess i am a squeaky-beginner.
 * 25) abhishekwhitegold,hello everyone my name is abhishek,i am a complete beginer in french and i need help,i am fluent in english and hindi.
 * 26) Sikanderjit,in GMT+5:30.I would love to learn the romance language,French.Im from India.
 * 27) Spellbyndr 01:35, 26 March 2010 (UTC)I am not yet too old to learn French, and now I have the time. I would greatly appreciate the help of a mentor. Thank you.
 * 28) Gryphoenix GMT +8. :)
 * 29) Deadbonesdancing 07:50, 30 May 2010 (AKST) I am interested in how to speak french. I would love help.
 * 30) jefferysurya17:55, 29 june GMT+5:30. i am interested to learn french as a spoken language..
 * 31) mezzaninelounge Eastern Time Zone
 * 32) Djantonacci university student hoping to study French for the next two years before studying abroad. Eastern Time Zone
 * 33) slapshot136 I am interested in visiting France soon, so I wanted to learn French first. (EST -5)
 * 34) ljhao I have always been interested in French, and i have just finished the E1 level for French at the local Alliance Francaise. I would like to build a strong foundation in my vocabulary and grammar. My aim is to be a fluent speaker, writer and reader of French. (UTC/GMT +8)
 * 35) Nutellachill I plan to visit Belgium in a year's time and would like to be able to carry a friendly conversation. I'd be thrilled to learn with a mentor. GMT+8
 * 36) ekiknard10I'm currently a student learning french at my high school. I'd like to further my knowledge of french to be prepared so i can apply to be a foreign exchange student. A mentor's help would be greatly appreciated! eastern time zone
 * 37) Sunkillmoon 19:55, 1 October 2011, GMT:London. I can speak French but not as fluent as I did when I lived in Cameroon as a child. Would love to improve upon my reading, writing and speaking ability. Speaking French fluently will facilitate communication between I and the pateints I encounter in a clinical setting. A mentor will be greatly appreciated.

Advanced Beginners

 * 1) Michael130187 19:36, 22 November 2008 (UTC), in UTC. Studied some french in school, and I've been teaching myself a little on and off, but I'm still very much a beginner.
 * 2) Historybuff 07:06, 24 January 2009 (UTC) in EST. Studied French in school, and brushed up a bit through various learning aids. Can understand a basic conversation and form answers. I can read at a very basic level. I'd like to be able to converse and read at a much higher level.
 * 3) Angelkeziah 15:01 9 February 2009 Currently studying French in an language academy in the Philippines. My grammar is fairly good but makes mistakes with complicated constructions. I need to improve my speaking skills and listening comprehension. English is my second language. I'm in UTC+8
 * 4) Studied French in school. I need more practice speaking and having conversations.  Im in Pacific US time zone.Russett97 19:14, 24 March 2009 (UTC)
 * 5) Dentarthurdent54 22:47, 17 August 2009 (UTC) in EST. I'm very interested in improving my French -- preferably a québécois dialect, but if there aren't any mentors very familiar with it, simply International French will suffice. I'm fairly skilled in simple conversation and reading, but have some difficulty writing and speaking.
 * 6) Pashar 19:28, 30 September 2009 (UTC) I'm interested in improving my writing and conversation skills, which are lacking.
 * 7) harryc181 20:08, 7 November 2009 (UTC) 2 Year French student. Looking to practice with someone with more skill than myself, to improve vocabulary and grammar.
 * 8) wanderwonder 2009-12-16 15:33:54， UTC+8， Am planning to move to Quebec so I need to show my French ability by passing TEF or something like that. I am Chinese and fluent in English. I learn a little French all by myself and have a little knowledge of the language, Would appreciate if someone can help me conquer French so at least I can pass the exam and the future interview in the Immigration Bureau.
 * 9) Nhidalgo 20:43, 10 July 2011 (UTC) I've taken two semesters of college French, but need to show equivalency of four semesters of another language for Spanish Master's. Bilingual Spanish-English and good with languages, so French grammar makes "sense" to me.  Need to improve conversation, vocabulary and pronunciation.
 * 10) Aiko7909 2012, 03 April UTC+4 and I am currently is a flying cabin crew, I have the basic of french and I am able to communicate in french with my passangers, For this I would like to make it more fluent, currently I am able to speak in chinese and japanese. and I need to improve my vocabulary,, grammar and proounciation.

Intermediate Students

 * 1) Positron. I'm a PhD student in Computer Science who has moved to Paris, for good; now my French is sufficient for daily practical life and even for speaking about Computer Science, yet I'm not satisfied at all with my grammar, lexicon, or pronunciation. I've never formally studied French, except for a short course for foreigners at the university, here in Paris: I've learned most of what I know about French "the hard way". My mother tongue is Italian, but I can communicate in English without problems. Of course my timezone is CET, or UTC/GMT +1 hour.
 * 2) KaranDwivedi India ( +5:30) studying french as second language in school.. intersted in grammar vocab and french culture(Age 15)
 * 3) JFman00. American university student taking second-year French classes over the summer. I generally understand newsbroadcasts in cosmopolitan French and can read the news with dictionary help. Informal French is very difficult to understand for me. I need the most help with building vocabulary and verb mastery. My timezone is -5 CDT -6 CST.

Proficient Students

 * 1) --The Jade Knight (d'viser) 20:45, 14 October 2008 (UTC) Very advanced; highly proficient but not fluent.  I'm interested in some advanced grammar/writing/usage learning, and audio conversation.  I'm in PST (UTC-7).
 * 2) --KirbyPuckettFan (talk) 21:41, 14 October 2008 Like JadeKnight, I'm also very advanced; highly proficient but not fluent.  I'd like to polish my grammar skills and (possibly) become more familiar with the literary tenses. I'm in CST (UTC-5).
 * 3) --Eleraama 19:53, 4 November 2008 (UTC) Similar to JadeKnight and KirbyPuckettFan. I'm looking for exposure to more interesting grammar and especially colloquial language. I'm also in CST.
 * 4) pinklad2001 :studied french for four years,got a BA in french and english.i have not been able to get full exposure to continue the use of the language.i am ready to get back and get my grammar and conversation going

Interested Mentors
There is a userbox available for those who would like to display their participation as Mentors:

Native Speakers

 * 1) *--Xionbox 10:34, 4 November 2008 (UTC) Native speaker living in France and studying engineering. I'm in UTC+1 and available to chat over Skype usually around 9 p.m. UTC+1 time.
 * 2) Karl1263 11:38, 4 November 2008 (UTC) Native speaker from France, but I don't speak english very well. I'm in UTC+1 and I am often on all Wikiversity IRC channels.
 * 3) Ehooh 15:06, 4 November 2008 (UTC) Native speaker living France, and I speak english not too bad. I'm in UTC+1 and i'll glad to help you. Don't hesitate to contact me.
 * 4) Min's 17:52, 4 November 2008 (UTC) Native speaker living in Belgium, and lvl 4 in English, so I can easily help if it's some linguistic questions, grammar and so on, but I won't be able to talk voice to voice because of work, wife and baby ^^'... Directly on my communication page here or by mail (I just create a special mail for that project so I'll try to find the good mails out of the spam ^^' )...
 * 5) *Jfrankc08 20:52, 7 November 2008 (UTC) Native speaker from France, living in Florida. I'm in UTC-5
 * 6) *Clairùm Native speaker living in France, studying litterature and linguistics
 * 7) Albane69 22:23, 30 November 2009 (UTC) Native speaker living in Spain UTC+1. I have a quite good level in english and am willing to help someone with its french. So if you are interested, please notify me using my talk page.
 * 8) Kinou86Native speaker and french foreign language teacher in Belgium. will help anyone from beginners to high levels. contact me using mytalk page
 * 9) jr.duboc Native speaker, creator of the-french-experience.net . I love to share my passion for french and french culture. Don't hesitate to contact me for help.

Fluent Speakers
1)         Teret02 - fluent speaker from Texas currently living in France (UTC +1) but will soon be moving to Connecticut. I have degrees in French and History and will soon be teaching undergraduate students. I am fluent in both English and French and enjoy helping others with both languages. I can be reached on skype under the name "Signmypants202"

Proficient Speakers

 * 1) ***--The Jade Knight (d'viser) 20:45, 14 October 2008 (UTC) Non-native highly proficient speaker with training in Linguistics.  I'm in PST (UTC-7).
 * 2) **--KirbyPuckettFan (talk) 21:47, 14 October 2008  Non-native highly proficient speaker. I'm in CST (UTC-5).
 * 3) ****--Eleraama 19:57, 4 November 2008 (UTC)  Non-native highly proficient speaker with training in phonetics and light linguistics studying to become a high school foreign language teacher (French, Chinese, Japanese). CST (UTC -5).

title: French/Mentoring/Participants


text:
User:CatfishJohn47

CatfishJohn47 is a world-class champion North American web surfer. He writes wrongs in his spare time.

Official Website - CatfishJohn47.com

title: User:CatfishJohn47


text: Talk:French/Mentoring

title: Talk:French/Mentoring


text: Talk:French/Mentoring/Participants

title: Talk:French/Mentoring/Participants


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

Important note! Books belong over at Wikibooks! You may want to take a good look at The Wikibook on US History before continuing further, and use your efforts to improve that text. The Jade Knight (d'viser) 20:58, 14 October 2008 (UTC)
 * The book is here as a resource and as a project. Once it is complete it will be transwikied to Wikibooks. Geo.plrd 04:36, 15 October 2008 (UTC)

Thought
If remaking the Wikibook is a priority, then I have an idea: Why not transform this into a learning project where the Wikibook is reviewed, and individuals here specifically discuss what is done well in the Wikibook, what is "good enough", and what needs to be removed, added, and altered? That way you can literally "rewrite" the book in a very wiki way, have an additional learning project, and improve the Wikibook so that it's what this course needs all in one go! Once what needs to change has been listed and agreed upon by multiple users, participants here can then go and bring about the proposed changes. The Jade Knight (d'viser) 21:37, 14 October 2008 (UTC)
 * Remaking the textbook is a priority only because the other textbook is off the mark. The biggest priority is providing a good foundation in US history. The textbook is being written in furtherance of that goal. I see this as writing a different textbook, not remaking the existing one. Geo.plrd 04:36, 15 October 2008 (UTC)
 * Yes! Wikibooks are not perfect, so please be bold and fix them. I don't see how this is a different textbook - it explicitly has the same audience and subject matter. Why would you not work on what we already have to improve it? You may wish to contact b:User talk:Neoptolemus, as he's done some work with related subject matter. – Mike.lifeguard | @en.wb 18:15, 21 October 2008 (UTC)
 * I've invited Neoptolemus to come along and help. --Jolie 18:15, 22 October 2008 (UTC)
 * This textbook will be focused towards the AP US History standards, therefore different purview. Geo.plrd 17:33, 22 October 2008 (UTC)
 * Then you're looking for AP United States History, which also needs work. Please don't duplicate texts unnecessarily, and please do develop them on Wikibooks. – Mike.lifeguard | @en.wb 18:05, 22 October 2008 (UTC)
 * I ask for all participants to recognize that I am completely willing to give up wikibook book publishing efforts for a cordial and collaborative learning experience in the course. That being said, I've shared my honest feelings about this with geo.plrd and I am hoping he will come and explain his postion to us. if it comes to that perhaps, I will do the course NOW and publish the wikibook later. --Jolie 18:56, 22 October 2008 (UTC)
 * AP US History is essentially a stub. If they really want to start their own book, they're welcome to, I think.  It definitely should be developed at Wikibooks, though.  The Jade Knight (d'viser) 21:19, 22 October 2008 (UTC)
 * hopefully the last word on this conversation is here:

 * basically I'm trying to be clear, both US history and AP US history have such poor organization and content, that current wording would surely be scrapped for 1.5chapters+ (which for AP history is the entire book).
 * Jade forking is dead. Thats what we proposed from the very beginning! no, if we make a textbook basically replace 1.5chapters of two books.  which one?  lets keep the conversation on mikes talk page until its decided. its difficult to participate in this coversation in 4-5 places.--Jolie 17:42, 24 October 2008 (UTC)

 * I'm taking the crowbar, chainsaw, and a shoehorn to US history to fit the content we think needs to be in US history, into US history on Monday. Plead with me if you must, but I feel consensus that the US history book needs to live up to its purpose no matter how severly we have to edit it.--Jolie 17:54, 24 October 2008 (UTC)

One stub is as good as another
Yeah I was telling Mike and geo that AP US History seemed really irrelevant to me. Basically the person, who started AP history didn't have any more reason to start another book than we do. (Since AP HISTORY, UNITED WE STAND, and US HISTORY all have the same stated purpose) And, if you look at that stub is all full of irrelevant information.

Since there is nothing IN AP HISTORY relevant to college-board requirements to adapt; To change AP US HISTORY would be basically to take our current 'stub' writings and entirely replace the text of AP US History. AP US History would basically be our intended 'united we stand' with a not so cool title LOL.

My opinion is that US HISTORY which was clearly meant to be something different than it is, and it does some content we could use (If you look a little further ahead of the first chapter, its better). Thus my opinion is if we do this we should alter the wikibook US HISTORY. (Although again the first few chapters have so much problem with NPOV and odd content, that it would likely be a replacement).--Jolie 14:45, 23 October 2008 (UTC)
 * I agree; though it may be fine to fork for now, and then replace the US History book when this one is complete. The Jade Knight (d'viser) 21:20, 23 October 2008 (UTC)


text:
User:Eml4500.f08.jamama.jan/Meeting5&FirstWeek

 The link/code was moved from Wikipedia to Wikiversity

Mtgs. (1-3)

25-29/08/08

ASSIGNMENT

 * Form 5-6 people groups.
 * Give a name for a group and decide upon the representative (leader) of the group.
 * Create Wikipedia/Wikiversity account (follow an identified pattern of naming the Wiki accounts).
 * Share information about the members within the group and present the info to the Instructor/TAs.

Lecture Notes

How to create the wiki account: use the user account Eml4500.f08.group_name.student_name. The homework will be submitted every Wednesday at 5p.m. Homework consist of:

1. Lecture Notes;

2. Homework Problems;

Directions/specifications upon the report submission:

Every student is responsible for doing at least one problem of the homework assignment + understanding upon how to do the other homework problems. Moreover, the students will be responsible for checking each other's work before the submission time. When submitting, the report material will be sent to the group leader. Each group member should make sure that his/her written part has his/her name associated with it. The group leader will gather all of the reports (including his/her own) and will send the appropriate web page to the TAs and the instructor. The leader will submit the history saved report, not the web page where the report was written. This will prevent the vandalism of the material. Final step is that students will have to evaluate each other anonymously. The homework grade will be assigned for the reports that will be scaled for each student by ratio of :$$ grade_{homework}\frac {points_{evaluation}}{points_} $$

Plan:

 * Vision: Big Picture Mediawiki & Wikipedia:
 * Textbooks >> in comparison of Wikipedia to the Britannica Encyclopedia, it was determined that Wikipedia is at least as accurate as Britannica Encyclopedia while Wikipedia has more recent and sometimes more (quantitavely) material about the subject;
 * Wikiversity >> it is a great place to get acquainted with other Universities' work and the presented material, such as (MIT's Open Course Ware);
 * MIT's Open Course Ware >> the material discussed in classes and the text book material are printed on this Course Ware, so that it could be accessible to entire world. It is especially profitable for the poor countries, where majority of students are not able to purchase the text-books.
 * Old approach >> homework (10%) + 3 exams (30% each) is subjected to change allowing the homework to be weighted more. New approach: homework (40%) + 3 exams (20% each).
 * Confidentiality >> the students will create a certain accounts, which will be known only to the other group members + these accounts should not be used to edit other material on the web for the reasons of the probable vandalism acts.
 * Method of work >> each student is expected to "pull his/her own weight." Every student is responsible for checking each other's work. When submitting, each student should add his/her name upon the material that he/she worked on + no late submissions are accepted (past Wednesday 5 p.m.).
 * e-learning >> e-learning will not be used, since it does not have a capacity to connect to the whole world at any time, it might not allow for the quick/real time peer review of the content, and a student said that e-learning "crashed" on him/her.

 * MediaWiki (very important software)
 * Wikiversity, MIT's Open Course Ware >> allows the access to Wikiversity, MIT's Open Course Ware;
 * Collaboration >> allows the effective interation between:
 * Member of a team;
 * Teams in the class;
 * Professor + student;

Mtg. 5

05/09/08

ASSIGNMENT

Read: Ch.4 (Trusses, Beams, Frames) Ch.1 (Big Picture)
 * Sections:
 * 1.1 Discretization
 * 1.1.1. Plane Truss Elements
 * 1.2 Assembley of elemental equations (?)
 * Ex. 1.4 Fire-bar truss;
 * 1.4 Element solution and model validity
 * 1.4.1. Plane Truss Element

Lecture Notes

Steps to solve simple truss system aree discribed on Mtg.4 slide 1.

1.Gllobal Picture (description)
 * At structure level:
 * Global degrees of freedom (displacement unknowns)
 * Global forces

 * Actually, the displacement Dofs are partitioned into:
 * a known part, e.g., fixed Dof, contraints
 * an unknown part: solved by using the finite element method (FEM)

 * Similarly, for the forces:
 * known part: applied forces
 * an unknown part: reactions

2.Element Picture (draw)
 * Element Dof (displacements)
 * Element forces
 * Note: it can be either in global or local coordiante system

3.Global Force-Displacement (FD) relationships
 * Element stiffness matrix in global coordinates
 * Element force matrices in global coordinates
 * Assembley of element stiffness matrices and element force matrices into global FD relation: $$K*d$$ = $$F$$

4. Elimination of known Dof to eliminate/reduce the global FD relations (if stiffness matrix is non-singular >> invertable >> det(K) ≠ 0);

Km × m*dm × 1 =  F m × 1, where $$m < n $$ m = n 0 of unknown displacement Dof n = n 0 of known and unknown displacement Dof K is non-singular matix >> K -1 (invertable)>> d m × 1 =  K -1 m × m * F m × 1

5.Compute element forces form now known d >> element stresses

6.Compute the reactions (unknown forces)

Example:

1) Globlal Picture:

Numbering of displacement Dof:
 * Follow the order of global node numbering.
 * For each node follow the order of global coordiante axes. Number the forces/displacement in the same manner as in the first numbered node. For example: if the first force that was numbered in node 1 was force situated in x - direction and afterwards the force in y - direction was numbered, then in each consequent node, x - direction force will be numbered first.


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