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User:Amy Tipler

Social Psychology E-Portfolio

The Self in Society

Do I contradict myself?

Very well then I contradict myself

(I am large, I contain multitudes)

Walt Whitman – Song of Myself

Humans are capable of projecting different versions of themselves. They can be simultaneously; human, catholic, African, Australian, conservative e.t.c. Humans often act differently in different situations according to societal expectations. It is not appropriate to drink beer in a board room or do a PowerPoint presentation at a party and consequently few people will do it. A person who is known by their friends as a bawdy hard drinker may be seen by co workers as a quiet, hard worker. We are all capable of having different, sometimes contradictory traits.

Is it possible to boil a person down to a one true self? It is difficult to believe that there is one true self or if there is that we could discover it. We have too many attributes to be entirely cohesive. A person can be a heavy drinker and a teetotaller on separate occasions. Which one would we say is actually a part of the personality and which is able to be thrown away? If the self is action then is self able to be faked? Perhaps it is only our personality traits that determine who we are and not our actions. If that is the case should we not judge people on their actions and just look at what they could possibly do when you take their traits and beliefs into account. Or maybe both are needed to form a unified view of who a person is. How would this work if we came across a funny, charming person who believes in helping the needy and who just happens to be an axe murderer?

Communication

Communication is the basis of all human relationships. We can pass on knowledge to others through the use of verbal and non-verbal communication. We can form relationships, we can make enemies. All of this is achieved through human interaction. There are two levels of communication; verbal and non-verbal.

Verbal communication does not just involve what we say but how we say it. Tone of voice, and non language cues like grunts and gurgles all influence the types of communications we have with others.

Non-verbal aspects of communication involve such things as what we are wearing how close we stand to the person we are speaking to and all aspects of body language.

It is more than the things under our control that effects our communications with others. Our environments, previous interactions with the person and our opinions and prejudices all play a role in how we communicate with others.

What we intend to say can be a lot different from what we do say. The message can be corrupted in various ways. The feedback loop is a model that attempts to explain the steps involved in communicating with others and how we may communicate more efficiently. It states that we first think of what we want to say, encode it into verbal and non verbal communication. From here the recipient must then decode the words and actions into meaning. There are many places where this can go wrong. In particular this can happen in the encoding and decoding stages. The feedback loop is also known as active listening. Once you reach the decoding stage you can encode what you believe the person has said and relay it back to them.

Aggression

Aggression is influenced by many different things. Chemical levels in our bodies, heat, diet, unpleasant environment, discomfort, believing a situation to be unfair are all things that can cause people to become violent. One of the more interesting ones is the effects of hot weather on aggression.

There is debate about whether the link between heat and violence is absolute or whether heat increases violence only up to a point then violence decreases when it gets too hot. Two theorists that have different view on the subject are Van de Vliert and Simister. Van de Vliert found that “Violence tends to increase with higher temperatures… but then declines with further increases in temperature.” Simister however found the causation absolute; he found that higher temperatures create higher levels of aggression regardless.

This leads to the question; as global temperatures increase will violent crime rates increase as well? Craig Anderson, an expert on this subject who has written several articles on the subject, predicts that with a 6 degree Fahrenheit rise in temperatures, the United States could expect an additional 59,000 murders and assaults each year. A study examining the relationship between average temperature for each year and corresponding murder and assault rate found that the combined murder and assault rate was consistently higher in hotter years than in cooler ones.

Relationships

Exclusion and inclusion are topics that are of interest to social psychologists. What makes people accept and reject other people? Why do we care so much whether we are accepted or rejected? What makes people like other people? There are many reasons why a person would be included or excluded from activities.

People are more likely to like people who are similar to themselves. If you act in a way that is similar to the person you are talking to (i.e. if you mirror their actions) they feel greater warmth towards you.

Does absence makes the heart grow fonder? The jury is out. There is certainly a tendency to have stronger emotions for people you see more often. However these stronger emotions can also take the form of animosity. People who see each other all the time are more likely to hate each other as well as like each other. Studies have found that people who live together find each other’s bad habits more annoying then people who don’t live together.

However people who don’t see each other very much may or may not feel greater emotions for each other. It all matters how the relationship was before the separation. If you met the person once and felt no real chemistry separation will probably do little to strengthen the attachment. You would probably forget them. If however the relationship was strong before the separation absence may indeed make the heart grow fonder.

title: User:Amy Tipler


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User talk:Amy Tipler

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 00:48, 11 October 2008 (UTC)

 Hello Amy Tipler, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 00:48, 11 October 2008 (UTC)

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

title: User talk:Amy Tipler


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User:Stevenarntson/Seattle/Transportation Resources

Bicycling
Want Help Learning to Fix Your Bike?
 * The Bike Shack @ the Wayward Cafe 55th and Roosevelt in the University District Hours vary - check the website
 * The Bikery 1265 S Main St. #104 (near 14th and South Jackson)

Not Bicycling

 * the Metro Trip Planner
 * Feet First is a pedestrian advocacy organization that provides free maps and resources.


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Social psychology (psychology)/Assessment/Essay/About

As part of the assessment for this social psychology (psychology) unit, each student is to write an APA style essay on a unique, designated topic.


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Advanced ANOVA/Feedback

James Neill's suggestions

 * 1) Electronic materials: Attempt was made to convert some of the materials into electronic format and to present 2008 materials electronically:
 * 2) Scanned notes: The previous hard-copy notes (used as overheads) were scanned and are available on the shared psychology drive, along with all other related materials e.g., handouts - under Teaching/Units/4th year/7410/2008.
 * 3) ucspace and Wikiversity: These wiki-sites were used to present an organising structure, with additional notes and exercises in 2008 (e.g., downloadable data sets). Future units could build on these materials and/or use Moodle.
 * 4) Timetabling:Thu 9.30-12.30 and 12.30-3.30 for the first 7 weeks of Semester 2. Median attendance was approx. 18 for the first tutorial and 7 for the second tutorial, with approx. 3 to 5 students missing on average (attendance wasn't kept).
 * 5) Could it have been collapsed into one class? Borderline and the decision was to err on the side of safety since it was the first time James taught the class. With some more experience and planning, a similar-sized cohort could have been taught as one class in 7D4a, and this is worth planning towards, as an option.
 * 6) 6 or 7 tutorials?: 6 tutorials + 1 one review tutorial were conducted. This could have been taught as 6 tutorials. A review/recap was helpful, but did feel a bit like one class too many and attendance was lowest for this class. Alternatively, the 7th class (or the first class) could be dedicated somewhat to a specific skill e.g. lab report/thesis preparation.
 * 7) Consultation: The instructor should clarify his/her preferred consultation channels and out-of-class consultation availability to students at the beginning, and particularly towards the due date for the assessment. Normally this goes in the Unit Outline, except where a temporary instructor is used. Awareness of this need arose because at least one student indicated that he didn't receive a requested level of face-to-face support during the three days before the assignment was due.
 * 8) Write-ups: Example write-ups could continue to worked on and developed. Students really benefited from these and wanted more. Providing multiple sample write-ups of different types of ANOVAs would be ideal, and would also help to discourage over-reliance on a single approach. In-depth write-ups in downloadable word processing format were developed for t-test (partial) and one-way ANOVA (complete)); the aim was to use APA style headings for a lab report, with tables and figures etc.. In addition, checklists (e.g., ../Factorial ANOVA could be further developed). The brief write-ups from previous years' handouts are a good starting point - note that there are some variations between the electronic versions of these (provided as part of the tutorial .doc handouts) and the tutorial overheads - these could be checked and made consistent.
 * 9) ../Tutorials
 * 10) Handouts: Students liked having printable handouts available well ahead of each tutorial (the handouts from previous years were used and made available via ucspace).
 * 11) Break: Students liked to have a 10-min break during the 3-hour tutorials.
 * 12) Summary: Students generally seemed to like/benefit from a brief summary/wrap-up at the end.
 * 13) Textbook:
 * 14) Whitley - didn't use/refer to this very much, but it is important that students have and read such a text.
 * 15) E-reserve - In addition or alternatively, e-Reserve resources for the unit could be enhanced. Wilkinson's (1999). Statistical methods in psychology journals: Guidelines and explanations was added to e-Reserve.
 * 16) SPSS
 * 17) Lab manual: It might have been somewhat confusing for students to have been prescribed Allen and Bennett as their SPSS lab manual, but for the temporary instructor to have preferred use of (and taught the classes from) an alternative text, Francis. On the other hand, at fourth year level, it is probably advisable that students should not become overly reliant on a single SPSS manual. In fact, my preferred approach would be that students also use a triumberant which also included Pallant's SPSS Survival Manual. However, note that the 3rd year Survey research and design in psychology will be using Allen and Bennett from 2009 onwards, so this will bring greater consistency/overlap from 2010 for this unit.
 * 18) Syntax: Students were largely unfamiliar with, and lacking in confidence use of, SPSS syntax. The efficiency and utility of syntax (particularly for large projects such as theses) was emphasised and most students subsequently became adept at using syntax - mainly because it was demo-ed consistently and encouraged. Development of this skill could be improved by teaching use of syntax during the preceding multiple regression component. Also note that rather than requesting SPSS output for lab report appendices, the accompanying data and syntax files were requested.
 * 19) Data manipulation: Students needed and benefited from assistance with data manipulation, such as selecting cases, computing new variables etc..
 * 20) Lab report
 * 21) Assessment: In the first class, the type of assessment class was discussed for the ../Lab report. It was proposed by James Neill that students could use any dataset (including their thesis data) and to present an APA style lab report which presented at least one of each of the main types of ANOVAs taught in the unit. Students seemed to accept the proposal, although this seemed to be largely out of not really knowing much about what was involved! In the end, the assessment exercise worked well and can be recommended again.
 * 22) Data: In general, students seemed to value and appreciate being able to work on their own assignment data. Note that it was necessary to allow a couple of students to fabricate some data in order to be able to do all six type types of ANOVA, plus a back-up dataset was provided (from James Neill's PhD) for students who didn't have access to suitable data (a couple of students took this option). Interestingly, 4th year thesis marks seemed to be very solid this year, perhaps in part due to allowing students to use their thesis for this lab report.
 * 23) Submission: There were three noted difficulties with electronic submission of assignments:
 * 24) One student had a very large file size (> 20MB) due mainly to her putting a lot of SPSS output in the appendix. Students should be warned about and further discouraged from doing this.
 * 25) Another student had a very large size due to it being in .rtf format. Encourage use of other word processing formats (.doc and/or .odt).
 * 26) Another student sent her assignment via email (as requested) but the university's student server caused significant delays and multiple emails were needed over several days in order to get the email through.
 * 27) Marking: Marking took 3 to 4 weeks (involved approx. 2 weeks work). Ideally, this could be a little shorter, perhaps by setting a word limit (students seemed to want an upper limit - perhaps 4,000 words?).
 * 28) Hypothesis formulation: Several students needed assistance with hypothesis formulation. In retrospect, this could have been emphasised more in the demonstrations, exercises, and write-ups. Some confusion was evident around conflicting advice from thesis supervisors about whether hypotheses were to be stated prosaically or using numbered statements. Consistency between supervisors would be helpful, but also recognition that individual supervisors also have personal preferences and that there is correct way according to APA style. It should be made clear what the options are, what APA style suggests, the pros and cons of each way, with examples, etc..
 * 29) Descriptive statistics: Ways to calculate and report descriptive statistics were emphasised - i.e., the four moments of normal distributions (mean, standard deviation, skewness, and kurtosis) for the cells, marginal totals, and grand total. Methods for obtaining such results in SPSS and interpretation of skewness and kurtosis were emphasised, along with use of histograms, in testing normality. This was emphasised in an effort to readdress the bad habit many students seem to have acquired of relying on inferential tests of normality rather than more intimate examinations of the distributions. Some demonstration of how to construct effective descriptive statistics table in APA style in MS Word was provided, but even more could be done in this respect (e.g., instructor feedback about how to improve such tables was given on a number of lab reports).
 * 30) Effect sizes: Some prominence was given to calculation, reporting, and interpretation of effect sizes in 2008. This was emphasised more in the latter tutorials and included explanation of uses of eta-squared, partial eta-squared, and standardised mean effect sizes (Cohen's d). It was suggested that multivariate and bivariate effect sizes be potentially considered for each analysis, depending on hypotheses. It was suggested that ESs should be reported for hypotheses regardless of the statistical significance of inferential tests due to the typical problem of low power and consquently high Type II error rates.
 * 31) Word processing: Students appreciated and benefited from being taught how to use MS Word to create APA style tables, figures, and automatically generated tables of contents, tables, figures, and appendices. However, this was somewhat difficult to fit in and could perhaps have been done more systematically across the unit and perhaps in a dedicated tutorial.

Student suggestions

 * 1) The class handouts could be tailored to suit those who perceive themselves as strong in statistical analyses and those who don't.

title: Advanced ANOVA/Feedback


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User:Searchme~enwikiversity

You can find me Here.

title: User:Searchme~enwikiversity


text: Social psychology (psychology)/E-reserve


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User:Emesee/Disaplines

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

Contents / Next Chapter

Early Americans
American history does not begin with Columbus's 1492 arrival in America. In actuality, America was settled long before the first European set shore on the continent. The beginning of civilization in America occurred during the last ice age, some 10 to 20 thousand years ago. At that time, huge ice sheets occuppied northern lands and consequently sea levels was much lower creating a land bridge between Asia and North America called the Bering land bridge. A gap in two large ice sheets would create a connection from lands near present day Alaska, though Alberta and into the continental United States.

Nomadic Asians following herds of wild game traveled into the continental United States. A characteristic arrow point was found and first described near the present day town of Clovis, NM. Specialized tools and common burial practices have also been described in many sites found throughout North America and into South America.

Clovis man could be considered one of Americans earliest civilizations. It is not clear whether the Clovis people were one unified tribe or whether there were many tribes related by common technology and belief. Their nomadic trek across 2000 rugged miles in one of the great feats of pre-historical man. The Clovis culture disappears dramatically from the archaeological record 12,900 years ago. There is widespread speculation about what caused their disappearance. Theories range from the extinction of the mammoth to sudden environmental changes caused by a comet impacting or earth or the break of a massive freshwater lake, Lake Agassiz.

There is considerable controversy about Pre-Clovis settlement of North and South America. Comparative culture and linguistics offer evidence of influences of early America by several different contemporary cultures. Some genetic and time-dating studies point to the possibility that ancient Americans came from other places and arrived earlier than Clovis sites in North America. Perhaps some ancient settlers to the hemisphere traveled by boat along the seashore, or arrived by boats from the Polynesian islands

As time went on, many of these first settlers settled down and began to farm and domesticate animals. Groups of people formed stable tribes and formed a common language until more distant relatives could no longer understand them. Comparative linguistics, or the study of languages of different tribes show fascinating diversity with tribes showing similarities between tribes hundreds of miles apart, yet startling differences with neighboring groups.

At time, tribes would gain regional importance and dominate large areas of America. Empires rose across the Americas that rivaled the greatest ones in Europe. For their time, some of these empires were highly advanced.

When referring to these empires, historians have difficulty, as the native people did not have a unified name for themselves. At first, Europeans called natives "Indians". This term came from the belief by Christopher Columbus that he had discovered India. Despite Amerigo Vespucci ascertaining that the Americas were not actually India, Indian continued to be used as the de facto name for native inhabitants until around 1960. Starting in the 1960s, the term "Native American" was used. One concern critics have with this term is that anyone who is born in America can be considered a Native American, making it too vague to use as a descriptor for a particular group of people. In addition to Native American, there is also "American Indian". In Canada, the term "First People" is used. All these terms for the native people of America show just how diverse Pre-Columbian America was and the disagreement that continues between scholars today about this period.

Mesoamerica
Meso-American civilizations are included in some of the most powerful, and advanced civilizations of the ancient world. Reading and writing was widespread throughout Meso-America, and each of these civilizations achieved impressive political, artistic, scientific, and architectural accomplishments. Each of these civilizations gathered the political, and technological resources to build some of the largest, most ornate and highly populated cities in the ancient world.

Mayans
The aboriginal Americans settled in the Yucatan peninsulas of present-day Mexico around 10,000BC. By 2000BC, we see a complex culture called the Mayan society emerge. The Mayans developed a strong political, artistic and religious identity amongst the highly populated Yucatan lowlands. The classic period (250-900AD) witnesses a rapid growth of the mayan culture and it gains dominence within the region and influence throughout present-day Mexico. Large independent city-states were founded and become the political, religious, and cultural centers for Mayan peoples.

Rather than a political unification, Mayan society was unified by a deeply developed religion. Their religion was highly influenced and supported by careful observations of the sky. The Mayans were one of the foremost astrologers (and astronomers) of the ancient world. Extremely careful observation of the heavens led to a very sophisticated measurements of time and a great awareness of the movement of stars through the sky; especially of the bright planet Venus which alternately visits the morning and evening sky. Mayan art is also considered one of the most sophisticated and beautiful of the ancient New World.

The Mayan culture saw a decline during the 8th and 9th century. Although its causes are still the subject of intense scientific speculation, archaeologists see a definite cessation of inscriptions and architectural construction. The Mayan culture continued as a regional power until its discovery by European conquistadors. In fact, an independent, non-centralized government allowed the Mayans to strongly resist the Spanish conquest of present-day Mexico. Mayan culture is preserved today throughout the Yucatan although much of the inscriptions have been lost.

Aztecs
The Aztec culture begins with the migration of the Mexica people to present-day central Mexico. The leaders of this group of people created an alliance with the dominant tribes forming the Aztec triple alliance and created an empire that influenced much of present day Mexico.

The Aztec confederacy began a campaign of conquest and assimilation. Outlying lands were inducted into the empire and become part of the complex Aztec society. Local leaders could gain prestige by adopting and adding to the culture of the Aztec civilization. The Aztecs adopted cultural, artistic, and astronomical innovations from its conquered people.

The heart of the Aztecs power was an Economic Unity. Conquered lands paid a tribute to the capital city Tenochtlan, (the present-day site of Mexico City). Rich in tribute, the capital grew in influence, size and population. When it was Spanish arrived in 1521 it was the fourth largest city in the world (including the once independent city Tlatelco, which was by then a residential suburb) with an estimated population of 212,500 people. Its contained the massive Temple de Mayo, a twin towered pyramid 197 feet tall, 45 public buildings,  a palace,  two zoos, a botanical garden, and many houses. Surrounding the city and floating on the shallow flats of lake texcoco was enormous Chinampas, or floating garden beds that fed the many thousands of residents of Tenochtlan.

While many Meso-American civilizations practiced human sacrifices, none performed it to the scale of the Aztecs. To the Aztecs, human sacrifice was a necessary appeasement to the gods. According to their own records, one of the largest slaughters ever performed happened when the great pyramid of Tenochtitlan was reconsecrated in 1487. The Aztecs reported that they had sacrificed 84,400 prisoners over the course of four days.

Arriving in Tenochtlan, the Spanish would be the downfall of aztec culture. Although shocked and impressed by the scale of Tenochtlan, the display of massive human sacrifice would shock european sensitivity and the abundant displays of gold and silver would enflame their greed. The Spanish killed the reigning ruler, Montezuma in June 1520 and lay siege to the city, destroying it 1521. The aztecs were humbled by the Spanish alliance to a competeting tribe, the Tlaxcala.

The Inca
The Inca civilization was the largest pre-Columbian empire in America. The empire with the accession of Manco Capac to emperor of a tribe in the Cuzco area of modern-day Peru around 1200.

The Inca civilization was ruled from by a powerful emperor. The 9th emperor of the Inca, Pachacuti undertook a ambitious campaign of conquest. The success of Pachacuti was brilliant military command (he is sometimes referred as the "Napolean of the Andes") and a brilliant political campaign of integration. Leaders of regions that he wanted to conquer were bribed with luxury goods and enticed by promises of privilege and importance. The Inca also had a prestigious educational system that extolled the benefits of Inca civilization. Much of the expansion throughout south american was peaceful.

At its height of power in the late 15th century, Inca civilization had conquered a vast patchwork of languages, people and culture from present-day Ecuador the whole length of South America to present-day Argentina.Cuzco the capital city, was said by the Spanish to be "as fine as any city in Spain". Perhaps the most impressive city of the Inca was not its capital, Cuzco, but the city Machu Picchu. This mountain retreat is built high in the Andes and is sometimes call the "Lost city of the Incas." It was intended as a mountain retreat for the leaders of Inca empire and shows great artistry - the abundant dry stone walls entirely built without mortar and the blocks cut so carefully that one can't insert a knife-blade between the massive blocks.

The Spanish discovered the Inca during a civil war of succession and enjoyed great military superiority over the slow siege warfare that the Inca had employed against its enemies. Fueled by greed in having the opportunity to plunder another rich civilization, they conquered the Inca Emperor and had him put to death. The Inca empire fell quickly in 1533. A small resistance force fled to the mountains waging a guerrilla war of resistance for another 39 years.

The Meso-American Empires were undoubtedly the most powerful and unified civilizations in the new world. These cultures spread in power and influence far more then their counterparts in North America. Each of these civilizations built impressive urban areas and had a complex culture. They were as 'civilized' as the Spanish who conquered them in the 15 and 16th century.

Early Empires of the Southwest
In the southwestern continental United States, distinct civilizations began that had adapted to the harsh arid conditions. One prominent group were the Anasazi whom lived in the present day Northeastern Arizona and surrounding areas. The topography of this area is that of a flat arid, desert plain, surrounded by small areas of high plateau, called mesas. Softer rock layers within the mesas eroded to form steep canyons and overhangs along their slopes.

The Anasazi culture used these cave-like overhangs in the side of steep mesas as shelter from the brief, fierce southwestern storms. They also found natural seeps and diverted small streams of snow-melt into small plots of maize, squash and beans. Small seasonal rivers formed beds of natural clays and dried muds. The Anasazi used hardened dry mud, called adobe, along with sandstone to form intricate buildings and were sometimes found high in the natural overhangs of the mesas. The Anasazi culture were also skilled at forming the natural clays into pottery.

Between 900 - 1130 AD a period of relatively wet conditions allowed the Anasazi people to flourish. Traditional architecture was perfected, pottery became intricate and artistic, turkeys were domesticated, and trade over long distances influenced the entire region. Following this golden period was the 300 year drought called Great Drought. The Anasazi culture was stressed and erupted into warfare. Scientists once believed the entire people vanished, possibly moving great distances to avoid the arid desert. New research suggests that the Anasazi dispersed; abandoning the intricate buildings and moving towards smaller settlements to utilize the limited water that existed.

Bordering the Anasazi culture in the north, a separate civilization emerged in southern Arizona, called the Hohokam. While many native Americans in the southwest used water irrigation on a limited scale. It was the Hohokam culture that perfected the technology (all without the benefit of modern powered excavating tools). The ability to divert water into small agricultural plots meant that the Hohokam could live in large agricultural communities of relatively high population density. This was particularly true in the Gila River valley, where the Gila River was diverted in many places to irrigate large fertile plains and numerous compact towns. The bigger towns had a great house at its center, which was a large Adobe/stone structure. Some of these structures were four stories in size and probably were used by the managerial or religious elites. Smaller excavation or pits were enclosed by adobe walls and used as primary residences. Smaller pit-rooms and pits were used for many different functions.

The successful use of irrigation evident in the extensive Casa Grande village. Situated between two primary canals, the Casa Grande site has been the focus of nearly 9 decades of archaeological work. The original town was built around a great house and incorporated open courtyards and circular plazas. By the 10th century neighboring settlements had been built to accommodate a large highly developed region. The scale of this community can be seen in the results of one excavation of part of it in 1997. The project had identified 247 pit-houses, 27 pit-rooms, 866 pits, 11 small canals, a ball court, and portions of four adobe walled compounds.

The Hohokam culture disintegrated as they had difficulty maintaining the canals in the dry conditions of the drought. Small blockages or collapses of the canal would choke the intricate irrigation networks. Large towns and extensive irrigation canals were abandoned. The people gave up their cultural way of life and dispersed into neighboring tribes.

Native Americans adapted the arid desert southwest. A period of relatively wet conditions saw many cultures in the area flourish. Extensive irrigation was developed that were among the biggest of the ancient world. Elaborate adobe and sandstone buildings were constructed. Highly ornamental and artistic pottery was created. Dry conditions necessitated more a more minimal way of life and the elaborate accomplishments of these cultures were abandoned.

Early Empires of the Mississippi
The Anasazi were mainly destroyed by agriculture failures.

The mound-building people was one of the earliest civilization to emerge in North America. Beginning around 1000BC cultures developed that used burial mounds for religious and burial purposes. These moundbuilding people are categorized by a series of cultures that describe dinstinctive artwork and artifacts found in large areas throughout present-day eastern United States.

The burial mound was the principle characteristic of all of these societies. These large structures were built by piling baskets of carefully selected earth on top of a mound of earth. Sometimes built on top of them were small buildings. Some of these mounds were quite large. The Grave Creek Mound in the panhandle of present day West-Viginia is nearly 70 feet tall and 300 feet in diameter. Other mounds have even been shown to be oriented in a way that allows for astronomical alignments such as solstices,and equinoxes.

Mound building cultures spread out in size and importance. The first culture, The Adena lived in present-day Southern Ohio and surrounding areas. The succeeding cultures united into an impressive trade system that allowed each cultures to influence each other. The Hopewell exchange included groups of people throughout the continental Eastern United States. There began to be considerable social stratitication within this people. This organization predates the emergance of the tribe as a socio-political group of people that would dominate later eastern and western native american civilization.

The climax of this civilization was the missippian culture. Groups had become progressed to social complexity comparable to Post-Roman, Pre-Consolidationa Tribal England. Mounds became numerous and some settlements had large complexes of mounds. Mounds were pyramid shaped with truncated tops. Structures were frequently built on top of the mounds. Institutional social inequalities existed such as slavery and human sacrifice. Cahokia, near the importance trade routes of the Missippi and Missouri rivers became an influential and highly developed east to the Atlantic Ocean. community. Extensive trade networks extended from the Great lakes to the Gulf of Mexico and

Cahokia was one of the great centers of Missippian culture and its largest settlement of missippian. The focal point of the settlement was the ceremonial mound called Monk's Mound. Monk's Mound was the largest mound ever constructing by mound-building people and was nearly 100 feet tall and 900 feet long. Excavation on the top of Monk's Mound has revealed evidence of a large building - perhaps a temple - that could be seen throughout the city. The city was spread out in a large plain south of Monks mound.

The city proper contained 120 mounds at a varying distances from the city center. The mounds were divided into several different types each of which may have had its own meaning and fuction. A circle of posts immediate to the monks mound marked a great variety of astronomical alignments. The city was surrounded by a series of watchtowers and occupied a diamond shape pattern that was nearly 5 miles across. It its height, the city may have contained as many as 40,000 people making it the largest in North America.

It is likely the missippian culture was dispersed by the onslaught of viral diseases such as smallpox that was brought by the european explorers. Urban areas were particularly vulnerable to diseases and Cahokia was abandoned in the 1500's. The dispersal of tribes made it impractical to build or maintain mounds and many were found abandoned by European explorers.

Native Americans in the Eastern Continental United States developed and share mound-building cultures early in North American History. Groups of native americans would become more stratified as time went on and develop into tribes. These tribes participated in long networks of trade and cultural exchanges. The importance of trade routes developed urban cities of great importance.

Contact with European Culture
European contact brought immediate changes in many tribes of North America. One of the most significant changes to all indian tribes was the introduction of viral diseases and epidemics. Smallpox was probably the single biggest scourge to hit North America. Infected contagious indians spread the plague far inland almost immediately after early encounters with european settlers. Historians estimate that over 80% of all native americans died from diseases soon after first contact. The effects traumatized many powerful and important cultures. Urban areas were particularly vulnerable and native american culture adapted by becoming more isolated, less unified, and with a renewed round of intribal warfare as tribes seized the opportunity to gain resources once owned by rivals.

On the other hand, Europeans brought superior technology and invasive plants and animals. The horse was re-introduced to america (as original paleo-american populations of wild horse from the bering land bridge was extinct) and quickly adapted to free range on the sprawling great plains. Tribes of Nomadic Native Americans were quick to see the horse's value as an increase in there mobility; allowing them to better adapt to changing conditions and as a valuable asset in inter-tribal warfare.


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User:JavierMC

  Meta | Wikipedia | Quote | Commons | Simple | Wikiversity | Wikia  Wiktionary | Books | Source | Species | News | MediaWiki | Incubator |

title: User:JavierMC


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User:Geoff Plourde/Wikiversity Preparatory Academy

Phase II of the Wikiversity Preparatory Academy would be a online secondary institution utilizing Wikimedia content. Its mission would be to provide a free secondary education to any interested persons. At the conclusion of a prescribed course of study, students would be eligible to receive a high school diploma and/or sit the GED test with confidence. The education provided would be of comparable or better quality than that which is available in United States public schools. Wherever possible, the curriculum would be designed for students who are planning on entering a college. The Academy would be a stand alone organization that would not be affiliated with the Wikimedia Foundation, preserving Section 230 immunity.

Creation of the academy is not as simple as it sounds. There are many steps that must be undertaken. Wherever possible, instructors will be volunteers, which will eliminate personnel fees from the budget. However a budget would be necessary as fees would be incurred to set up the organization.

Curriculum Outline
The Wikiversity Preparatory Academy would grant two secondary diplomas. All persons who complete the listed graduation requirements would be eligible to receive a high school diploma. College bound students would be able to receive a College Preparatory Certificate for completing a prescribed series of college preparatory courses. This Certificate would be granted in addition to the Diploma.

High School Diploma
40 credits, English 40 credits, Mathematics 40 credits, Social Sciences 30 credits, Sciences 20 credits (300 hours), Physical Education 5 Credits, Health


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User:Ciirus

Ciirus is a new user

title: User:Ciirus


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Wikiversity:Candidates for Custodianship/Mike.lifeguard

I'd like to nominate Mike to become a probationary custodian. Mike has a long history of helping out on multiple Wikimedia projects, and would be a great asset to us both as custodian and checkuser (explained below). One thing in particular he can help us with is fixing the IP and range blocks that have been put in place over the past several weeks, since many are of the wrong type, probably hit too much of the ranges, etc. He is also very good at technical issues, and can help with fine tuning the mediawiki bells and whistles (including bugzilla requests or just modifying the local .css, .js, and other Mediawiki files). I'm happy to mentor, though I've asked Jtniell to give it a go instead, since he's more aware of some of our technical needs. --SB_Johnny talk 14:25, 11 October 2008 (UTC)

Mike.lifeguard, accept/decline nomination below. If you accept, please tell us a little about yourself:

 * Thanks, Johnny. I want to start out by addressing my mantra of "I'm not a part of this community" - it's unusual for someone to go from saying that to being an administrator, so I think some clarification is in order. It's clear that I don't contribute content here, however I do have experience on several wikis (English Wikibooks, Commons and Meta) as an administrator, and I don't think the management of Wikiversity is so different from other wikis that I can't to the job effectively.
 * When Johnny approached me regarding this, I was initially reluctant. However it struck me that Wikiversity in particular understands that administrators have a mop, not a badge - and used the term "Custodian" to reflect that. I think that spirit is right on the money, so after some consideration, I felt more comfortable with this. If the sysop tools are about cleanup (as opposed to other wikis which see things quite differently) then I think I can do the job well. Since I may be less well-known here than other wikis where I am active, I expect there'll be questions for me and I'm happy to answer them as they come along.
 * – Mike.lifeguard | @meta 15:10, 11 October 2008 (UTC)

Questions for the Candidate

 * Would this violate our "One Mike Custodian Policy"? Haha, I'm just kidding. I think this would be great. So my questions are - "How are you doing? How has your time here been so far? What areas are you most interested in?" Ottava Rima (talk) 15:24, 11 October 2008 (UTC)
 * I've had mostly positive experiences here (the ones that were not are easy to find). My interests are mainly maintenance-oriented. I'm involved in cross-wiki work (hence my >>700 accounts) and I expect anti-disruption will form a part of my role here. Beyond that, I'd be interested in exploring how Wikibooks and Wikiversity interact (or not). For example, I was the main author of First Aid, and I've been thinking about what I can do on Wikiversity in that vein. As a first aid instructor, I believe hands-on instruction is key - but exploring whether some material can be covered adequately in an online environment (especially a highly interactive one like a wiki). – Mike.lifeguard | @meta 15:36, 11 October 2008 (UTC)

Custodians willing to mentor

 * --SB_Johnny talk
 * -- Jtneill - Talk

Candidate, please indicate here if you accept one of the above custodian mentors:
 * Either mentor would be fine by me; I'll allow them to decide between the two of them. – Mike.lifeguard | @meta 15:10, 11 October 2008 (UTC)
 * ✅ - good luck! Cormaggio talk 16:43, 11 October 2008 (UTC)
 * OK, I will mentor, but really this would be good as a team effort - I think there is a general understanding that this should be case anyway with mentorship, but since this is the first time I've mentored and ML is so experienced technically and on other projects, there are I think particular reasons for a team approach :) However, I'm also happy taking the responsibility. So, welcome aboard, Mike.lifeguard! -- Jtneill - Talk - c 01:42, 12 October 2008 (UTC)
 * That's a fine approach, James. I also like to think of mentorship as a team effort - and this paves the way for community discussion when you, the (co-?)mentor, evaluate the probationary period. Cormaggio talk 13:35, 13 October 2008 (UTC)


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User:Eas4200c.f08.carbon.orear/HW4

=Homework 4=

 Comment: This page is identical to the previous one, except that the MATLAB section has been modified with additional work in the torsional constant calculation and centroid calculation. Here is a comparison between these two versions. Eas4200c.f08.carbon.orear 19:09, 7 November 2008 (UTC)

 * Lecture Notes (current version) Lecture Notes (archived version)

 * Matlab (current version) Matlab (archived version)

 * Matlab-code certification (current version) Matlab-code certification (archived version)

 * HW4 Contributing Team Members (current version) Contributing Team Members (archived version)

title: User:Eas4200c.f08.carbon.orear/HW4


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User:Eas4200c.f08.carbon.orear/HW4/Lecture Notes

=Lecture Notes=

Implications from MATLAB code: NACA quadrature
At this point, the MATLAB code can be examined for an interesting and important result. In our quadrature of a NACA airfoil, we examine that for a point taken outside the airfoil, the sum of Ā1 and Ā2 (shown below) gives us the Ā of the airfoil. Note that (for the given point shown) Ā1 is positive and Ā2 is negative. It doesn't matter which point we choose, because the sum with always yield an Ā for the remainder corresponding to the airfoil alone.

The cross-products we used in Homework 3 give a dA direction out of the plane of the page. The yellow area is the sum of Ā1 and Ā2. Ā1 is the sweep of both areas, and Ā2 is a negative value added to it shown by just the gray area. The resulting yellow area is the airfoil Ā.

 Ā = Ā1 + Ā2

Considerations
We briefly want to question whether trapezoids would be more useful for the NACA airfoil quadrature. Change in curvature (as in areas noted by the arrows in the picture) cause area calculation difficulties and difficulties properly fitting trapezoids. We are used to trapezoids in a basic integration under a smooth curve, but the application is not as elegant here. This is why triangles are much more fitting. The cross-products generated are simple for calculations and the shapes can better sum to represent the airfoil.

Continuation of Single-cell airfoil
This example began in Homework 3.

$$ A = \frac{1}{2}\pi R^2 = \frac{1}{2}\pi (\frac{b}{2})^2 $$ -area for half a circle $$ A = \frac{1}{2}ba$$ -area for the triangle

$$\bar {A_i}$$ is found to be:

$$\bar {A_i} = \frac{\pi}{2}(\frac{b}{2})^2 + \frac{1}{2}ba$$

$$\bar {A} = 5.571 sq. m$$

Remember shear flow is given by: $$T = 2q\bar{A} => q = \frac{T}{2\bar{A}}$$
 * Note: T can be variable

And, the twist angle is given by: $$\theta = \frac{1}{2G\bar{A}} \sum_{j=1}^3 \frac{q_jl_j}{t_j}$$ where $$ j = 1,2,3 $$ index for segment number.

For this example, $$\theta = \frac{q}{2G\bar{A}}(1239.912677)$$ which is a function of q, since G will be given and Ā is known.

We assume that the allowable shear stress equals the max shear stress.

τmax = {q} / {min(t1,t2,t3)}

In this case, the minimum of these is t1. Since $$q = \frac{T}{2\bar{A}}$$, it follows that

Tallow = 2Āτallow(min{t1,t2,t3})

Which becomes, given that τallow = 100 GPa Tallow = 8.913 GNm

Multicell Airfoil
To consider an example of an airfoil separated by spars (creating multicells), one must first consider the simplified case using right angles. In the figure below:

t1 = .3cm, t2 = .5cm, t3 = .4cm

Looking back to the Roadmap Section K, and using the equation $$\theta_i = \frac{1}{2G_i\bar{A_i}} \oint \frac{q_i}{t_i} ds$$ we can find θ as a function of T and J (torsional constant).

(1) $$T = T_{1} + T_{2} = 2q_{1}\bar{A_{1}} + 2q_{2}\bar{A_{2}}$$, where $$\bar{A_{1}} = ac$$ and $$\bar{A_{2}} = bc$$

(3) $$\theta_1 = \frac{1}{2G\bar{A_1}}[\frac{2q_{1}a}{t_{1}} + \frac{q_{1}c}{t_{1}} + \frac{(q_{1} - q_{2})c}{t_{12}}]$$

(4) $$\theta_2 = \frac{1}{2G\bar{A_2}}[\frac{2q_{2}a}{t_{2}} + \frac{q_{2}c}{t_{2}} + \frac{(q_{2} - q_{1})c}{t_{12}}]$$

Because the two cells are connected the angle of each cell must rotate together. In other words, C1 and C2 have the same rate of twist angle, where q1 and q2 are two unknowns.

(2) $$\theta_1 = \theta_2$$ Equations (1) and (2) can be used to solve for an expression of q1 and q2 in terms of the resultant of T.

 * {| class="toccolours collapsible collapsed" width="60%" style="text-align:left"

!HW Torsion of Multicell Airfoil, from team Carbon
 * Use $$T = T_{1} + T_{2}$$ to find the first equation:
 * Use $$T = T_{1} + T_{2}$$ to find the first equation:

$$\bar{A}_{1} = a*c = (.3m)(.4m) = .12m^{2}$$ and $$\bar{A}_{2} = b*c = (.6m)(.4m) = .24m^{2}$$

→ $$T = 2q_{1}\bar{A}_{1} + 2q_{2}\bar{A}_{2} = .24q_{1} + .48q_{2}$$ (1)

Now solve for $$\theta _{1}$$ and $$\theta _{2}$$:

 * $$\theta _{1} = \frac{1}{2G\bar{A_1}}[\frac{2q_{1}a}{t_{1}} + \frac{q_{1}c}{t_{1}} + \frac{(q_{1} - q_{2})c}{t_{12}}]$$, where $$G_{1} = G_{2} = G$$

$$\theta _{1} = \frac{1}{.24G}[200q_{1} + 133.33q_{1} + 100(q_{1} - q_{2})]$$

$$\theta _{1} = \frac{1}{.24G}(433.33q_{1} - 100q_{2})$$

 * $$\theta _{2} = \frac{1}{2G\bar{A_2}}[\frac{2q_{2}a}{t_{2}} + \frac{q_{2}c}{t_{2}} + \frac{(q_{2} - q_{1})c}{t_{12}}]$$

$$\theta _{2} = \frac{1}{.48G}[240q_{2} + 80q_{2} + 100(q_{2} - q_{1})]$$

$$\theta _{2} = \frac{1}{.48G}(420q_{2} - 100q_{1})$$

 * $$\theta _{1} = \theta _{2}$$

$$\frac{1}{.24}(433.33q_{1} - 100q_{2}) = \frac{1}{.48}(420q_{2} - 100q_{1})$$

$$2013.875q_{1} = 1291.67q_{2}$$, where G cancels. (2)

 * Solving the system of equations of (1) and (2):

from (1): $$q_{1} = 4.167T - 2q_{2}$$

substitute into (2): $$(2013.87)(4.167T - 2q_{2}) = 1291.67q_{2}$$

→ $$q_{2} = .000783T$$

 * Substitute into (2):

→ $$q_{1} = .0005024T$$

Since $$\theta _{1} = \theta _{2} = \theta $$, we can plug into either $$\theta _{1}$$ or $$\theta _{2}$$

$$\theta _{2} = \theta = \frac{1}{.48G}(420q_{2} - 100q_{1})$$

$$\theta = \frac{.58}{G}T$$

 * Because $$\theta = \frac{T}{2GJ}$$, therefore $$\frac{.58}{G}T = \frac{T}{2GJ}$$

→ → $$J = .862m^{4}$$

Contribution by carbon.w
 * }

Lecture 20
Recall that $$\displaystyle T = GJ \theta$$

Once $$\displaystyle \theta$$ is found as a function of T, use $$\theta = \frac{T}{GJ}$$ or $$J = \frac{T}{G\theta}$$ to find J.

The theory behind this method can be outlined as follows:

$$\displaystyle T = GJ\theta$$ (which has been previously derived)

$$T = 2q\bar{A}$$ (which has been previously derived)

The engineering, or "ad-hoc" derivation of $$\theta = \frac{1}{2G\bar{A}}\oint\frac{q}{t}ds$$

Uniform Bar with a Non-circular Cross Section Subjected to Twist

Displacement PP' due to $$\displaystyle \alpha$$:

$$\frac{PP'}{OP} = tan \alpha \cong\alpha$$ for small $$\displaystyle \alpha$$

Project the displacement PP' on the direction perpendicular to OP':

$$\displaystyle PP'' = PP'cos\alpha$$

$$\displaystyle => PP = (OPtan\alpha)cos\alpha = (OPcos\alpha)tan\alpha$$, where $$\displaystyle OP = OPcos\alpha$$

Recall that $$\displaystyle OP=r$$ (the radial coordinate) and $$\displaystyle OP'' = \rho$$

$$\displaystyle PP''=(rcos\alpha)tan\alpha$$

where:

PP'' is the displacement of P in the firection "tangent" to the lateral surface of the bar

$$\displaystyle rcos\alpha$$ is $$\displaystyle \rho$$

$$tan\alpha \cong \alpha$$

Strain: $$\gamma = \frac{PP''}{dx} = \frac{\rho\alpha}{dx} = \rho\theta$$, with $$\theta = \frac{\alpha}{dx}$$ (the rate of twist).

 * Recall that for $$\displaystyle \alpha$$ very small, it can be denoted by $$\displaystyle d\alpha$$.

Formal Justification by Elasticity Theory
Hooke's Law:

$$\displaystyle \tau=G\gamma = G\rho\theta $$

$$\displaystyle \tau(s)=G\rho(s)\theta(x)$$

Integrate the contur of the shape, C:

$$\oint_{C}^{}{\tau(s) ds}=G(\theta)x\oint_{C}^{}{\rho(s) ds}$$

$$\tau(s)=\frac{q(s)}{t(s)}$$

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

This is how we get the earlier expresson $$\theta = \frac{1}{2G\bar{A}}\oint\frac{q}{t}ds$$

What is the ad hoc about the above derivation of expression for $$\theta$$ that we found above and the derivation of $$T=2q\bar{A}$$?

1) Strain $$\gamma$$ must be abtained using the displacement of P in the direction tangent to C at P, but PP" is not nessecarily tangent to C. It is however actually very close to being tangent to C. 2)$$\tau=\frac{q}{t}$$ was obtained from the ad hoc assumtion that $$\tau$$ was uniform across the wall thickness, t.

Now formal justification (derivation) by elasticity theory:

Road Map (from HW#3)

A. Kinematic Assumption

$$\displaystyle u_{x}(y,z)=\theta \psi (y,z)$$

Where $$\displaystyle \theta$$ is considered to be constant with respect to $$\displaystyle x$$. $$\displaystyle u_{y}(x,z)=-\theta xz$$

$$\displaystyle u_{z}(x,y)=\theta xy$$

To transform the equation in the book by Sun[2006] to our uniform notation, use cyclic permation

$$\displaystyle \epsilon _{xx}=\epsilon _{yy}=\epsilon _{zz}=\gamma _{yz}=0$$

$$\epsilon _{xx}=\frac{\partial u_{x}(y,z)}{\partial x}=0$$

$$\epsilon _{yy}=\frac{\partial u_{y}(x,z)}{\partial y}=0$$

$$\epsilon _{zz}=\frac{\partial u_{z}(x,y)}{\partial z}=0$$

$$\gamma _{yz}=\frac{\partial u_{y}(x,z)}{\partial z}+\frac{\partial u_{z}(x,y)}{\partial y}$$

Where:

$$\frac{\partial u_{y}(x,z)}{\partial z}=-\theta x$$

$$\frac{\partial u_{z}(x,y)}{\partial y}=+\theta x$$

Lecture 22
Engineering derivation continued:

Point 3) The inconsistency in the assumption of size of $$\alpha$$: To get line PP', assume $$\alpha$$ is small; to get PP", assume $$\alpha$$ is finite (cos$$\alpha$$), and $$\rho = rcos\alpha$$; reintroduce small $$\alpha$$ after that.

Back to the formal derivation (from P. 21-3). How many strain components in 3-D? The answer is there a six unique components, although there are nine coefficients as seen below:

$$\boldsymbol{\varepsilon } = \begin{bmatrix} \varepsilon _{xx} & \varepsilon _{xy} & \varepsilon _{xz}\\ \varepsilon _{yx} & \varepsilon _{yy} & \varepsilon _{yz}\\ \varepsilon _{zx} & \varepsilon _{zy} & \varepsilon _{zz} \end{bmatrix}$$

 * {| class="toccolours collapsible collapsed" width="60%" style="text-align:left"

!Material Coordinates, from team Carbon
 * In the following matrix we use matrix row and column location to denote each component. This is NOT to be confused with "material coordinate systems."  In the material coordinate systems of composite layups, for example, the "1" direction represents the axial fiber direction, the "2" direction represents the normal in-plane transverse direction, and "3" denotes out-of-plane normal transverse direction.  carbon.orear
 * }
 * }

$$\boldsymbol{\varepsilon } = \begin{bmatrix} \varepsilon _{11} & \varepsilon _{12} & \varepsilon _{13}\\ \varepsilon _{21} & \varepsilon _{22} & \varepsilon _{23}\\ \varepsilon _{31} & \varepsilon _{32} & \varepsilon _{33} \end{bmatrix} = [\varepsilon _{ij}]$$ (tensorial notation), where x → 1, y → 2, z → 3, i = row, j = column, and i,j = 1,2,3

By using the tensorial notation, it allows you to only need to memorize one equation for $$\boldsymbol{\varepsilon }$$ rather than three:

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

where x → x1, y → x2, z → x3

$$\varepsilon _{11} = \varepsilon _{xx} = \frac{1}{2}(\frac{\partial u_{1}}{\partial x_{1}}  \frac{\partial u_{1}}{\partial x_{1}}) = \frac{\partial u_{1}}{\partial x_{1}} = \frac{\partial u_{x}}{\partial x}$$

 * {| class="toccolours collapsible collapsed" width="60%" style="text-align:left"

!HW Strain Symmetry, from team Carbon
 * By symmetry, $$\varepsilon _{ij} = \varepsilon _{ji}$$. If we make this assumption, then:
 * By symmetry, $$\varepsilon _{ij} = \varepsilon _{ji}$$. If we make this assumption, then:

$$\varepsilon _{ij} = \frac{1}{2}(\frac{\partial u_{i}}{\partial x_{j}} + \frac{\partial u_{j}}{\partial x_{i}}) = \varepsilon _{ji} = \frac{1}{2}(\frac{\partial u_{j}}{\partial x_{i}} +  \frac{\partial u_{i}}{\partial x_{j}})$$ which holds.

Contribution by carbon.w
 * }

Due to this symmetry, there are only 6 independent components of $$\displaystyle \epsilon$$.

Also there are only 6 independent componets of $$\displaystyle \sigma$$ in 3-D

Is the symmetry of $$\epsilon $$ related to isotrophy of materials?

No Isotropic elasticity is related to the material behavior (a $$\sigma$$ - $$\epsilon$$ relation)

$$\displaystyle \epsilon _{xx}=\epsilon _{yy}=\epsilon _{zz}=\gamma _{yz}=0$$ Fallowing this equation we get

$$\displaystyle \sigma _{xx}=\sigma _{yy}=\sigma _{zz}=\tau _{yz}=0$$ due to the stress - strain ($$\displaystyle \sigma - \epsilon$$) relation

Lecture 23
Poisson's ratio, $$\nu $$, (see external link ) is the ratio of the distance a material is stretched or compressed to it's cross-sectional area. Poisson's ratio can be used to relate normal strains to normal stresses by

$$\varepsilon _{xx} = \frac{\sigma _{xx}}{E} - \frac{\nu \sigma _{yy} }{E} - \frac{\nu \sigma _{zz} }{E}$$

 * {| class="toccolours collapsible collapsed" width="60%" style="text-align:left"

!HW Showing $$\varepsilon _{yy}$$, Team Carbon $$\varepsilon _{yy} = \frac{\sigma _{yy}}{E} - \frac{\nu \sigma _{xx} }{E} - \frac{\nu \sigma _{zz} }{E}$$

Contribution by carbon.guidry
 * }

 * {| class="toccolours collapsible collapsed" width="60%" style="text-align:left"

!HW Showing $$\varepsilon _{zz}$$, Team Carbon $$\varepsilon _{zz} = \frac{\sigma _{zz}}{E} - \frac{\nu \sigma _{xx} }{E} - \frac{\nu \sigma _{yy} }{E}$$

Contribution by carbon.guidry
 * }

$$\gamma _{xy} = 2\sigma _{xy} = \frac{\tau _{xz}}{G}$$

 * {| class="toccolours collapsible collapsed" width="60%" style="text-align:left"

!HW Showing $$\gamma _{xz}$$, Team Carbon $$\gamma _{xz} = 2\sigma _{xz} = \frac{\tau _{xz}}{G}$$

Contribution by carbon.guidry
 * }

 * {| class="toccolours collapsible collapsed" width="60%" style="text-align:left"

!HW Showing $$\gamma _{yz}$$, Team Carbon $$\gamma _{yz} = 2\sigma _{yz} = \frac{\tau _{yz}}{G}$$

Contribution by carbon.guidry
 * }

Voigt Notation:

Due to the symmetry of $$\varepsilon = \begin{bmatrix} \varepsilon _{ij} \end{bmatrix}$$ 3X3 and $$\sigma = \begin{bmatrix} \sigma _{ij} \end{bmatrix}$$3X3, $$\sigma _{ij}$$ and $$\varepsilon _{ij}$$ can be arranged in a column matrix.

$$ \begin{Bmatrix} \varepsilon _{ij} \end{Bmatrix}=

\begin{Bmatrix} \varepsilon _{11} \\ \varepsilon _{22} \\ \varepsilon _{33} \\ \varepsilon _{23} \\ \varepsilon _{31} \\ \varepsilon _{12} \end{Bmatrix}

\begin{Bmatrix} \sigma _{ij} \end{Bmatrix}=

\begin{Bmatrix} \sigma _{11} \\ \sigma _{22} \\ \sigma _{33} \\ \sigma _{23} \\ \sigma _{31} \\ \sigma _{12} \end{Bmatrix} $$

Hooke's Law for isotropic elasticity

$$ \begin{Bmatrix} \varepsilon _{11} \\ \varepsilon _{22} \\ \varepsilon _{33} \\ \sigma _{yz} \\ \sigma _{xz} \\ \sigma _{xy} \end{Bmatrix}=

\begin{vmatrix} \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{vmatrix}

\begin{Bmatrix} \sigma _{11} \\ \sigma _{22} \\ \sigma _{33} \\ \sigma _{yz} \\ \sigma _{xz} \\ \sigma _{xy} \end{Bmatrix} $$

 * {| class="toccolours collapsible collapsed" width="60%" style="text-align:left"

!HW Hooke's Law Matrix Rewritten, Team Carbon
 * using $$\varepsilon _{xy}=\frac{\gamma _{xy}}{2}$$
 * using $$\varepsilon _{xy}=\frac{\gamma _{xy}}{2}$$

$$ \begin{Bmatrix} \varepsilon _{11} \\ \varepsilon _{22} \\ \varepsilon _{33} \\ \varepsilon _{23} \\ \varepsilon _{31} \\ \varepsilon _{12} \end{Bmatrix}=

\begin{vmatrix} \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{vmatrix}

\begin{Bmatrix} \sigma _{11} \\ \sigma _{22} \\ \sigma _{33} \\ \sigma _{23} \\ \sigma _{31} \\ \sigma _{12} \end{Bmatrix} $$

Contribution by carbon.guidry
 * }

The value of Poisson's Ratio if dependent on the properties of the specific material. For regular materials, Poisson's ratio has a value between 0 and .5. Any artificial or otherwise not natural material would have a negative ratio. Other Poisson's Ratios for common materials include steel, .3, rubber, .5, and a unique case in cork, which has a ratio of 0. Cork is special because as it is stretched or compressed, the cross-sectional area does not change.


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User talk:Eas4200c.f08.carbon.taylor

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User talk:Ofey~enwikiversity

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Hello,

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text: File:Cross Section.jpg

title: File:Cross Section.jpg


text:
User:Eas4200c.f08.blue.a/Lecture 19

Example of an Ad Hoc method of proving the relation:

$$\theta =\frac{1}{2G\bar{A}}\oint_{}^{}{}\frac{q}{t}ds$$

Uniform bar with non Circular Cross section subjectred to twist:

Here the displacement of PP' due to $$\alpha$$ is:

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

making a small angle assumption for $$\alpha$$. Now project the displacement orthogonal to OP'.

$$PP''=PP'cos\alpha $$

$$PP''=(OPcos\alpha )tan\alpha $$

$$PP=OPtan\alpha$$

Recall: OP = r and OP'' = $$\rho$$

Therefore:

$$PP''=(rcos\alpha)tan\alpha$$

Where PP" is the displacement of P in the direction of the tangent to the surface of the bar, $$rcos\alpha$$ is $$\rho$$ and $$tan\alpha$$ is approximated to be $$\alpha$$ with a small angle assumption.

Strain can be defined as:

$$\gamma =\frac{PP''}{dx}=\frac{\rho\alpha }{dx}=\rho \theta $$

with

$$d\theta =\frac{\alpha }{dx}$$ as the rate of twist

title: User:Eas4200c.f08.blue.a/Lecture 19


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User:Iliana Mirtschewa

job
Associated professor PhD at the Sofia University "St. Kl. Ohridski",Bulgaria

research interests

 * Teaching Prymary Science and Social Studies

 * Development of Authonomy and Creativity by Means Open (Informal)Education

 * Environmental Education in the Primary School

 * Conceptual Change in the Primary Science Education

 * Philosophy for children

projects

 * IPC

Weblinks

 * my personal Blog:

title: User:Iliana Mirtschewa


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Talk:Free Learning

Perhaps this should be moved to the topic namespace. Emesee 20:32, 11 October 2008 (UTC)
 * I would support such a move. The Jade Knight (d'viser) 03:00, 12 October 2008 (UTC)

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This is a discussion of a proposed action. Action will be taken in no less than 72 hours, if no objections are raised.

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User:KSch

Please change to my user webpage in German wikiversity: Klaudia Schultheis

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