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User:Eml4500.f08.team.foskey.ckf/teamHW2

Team "TEAM"

WIKI Homework Report 2

Summary of Lecture Notes from Sept. 8 to Sept. 19 and MATLAB Code

The Element Picture(6-1 to 6-3)
Global FD at the element level

$$ \ k^{(e)}*d^{(e)} = f^{(e)} $$

k is the element stiffness matrix for elem (e = 1, 2).

d is element displacement matrix of elem e.

f is element force matix.

$$ k^{(e)} \begin{bmatrix} (l^{(e)})^2 & (l^{(e)}*m^{(e})) & -(l^{(e)})^2 & -(l^{(e)}*m^{(e})) \\ (l^{(e)}*m^{(e})) & (m^{(e)})^2 & -(l^{(e)}*m^{(e})) & -(m^{(e)})^2 \\ -(l^{(e)})^2 & -(l^{(e)}*m^{(e})) & (l^{(e)})^2 & (l^{(e)}*m^{(e})) \\ -(l^{(e)}*m^{(e})) & -(m^{(e)})^2 & (l^{(e)}*m^{(e})) & (m^{(e)})^2 \\ \end{bmatrix} $$

$$ l^{(e)}, m^{(e)} = $$ director cosines of $$ \tilde x $$  axis (goes from [1] to [2]) write global (x,y) coordinates.

Derivation of director cosines:

$$ \tilde i = cos \theta^{(e)}*i + sin \theta^{(e)}*j $$

$$l^{(e)} = \tilde i \bullet  i = (cos \theta ^{(e)}i + sin \theta ^{(e)}j) \bullet i $$ $$ = cos \theta ^{(e)}(i \bullet i) + sin \theta ^{(e)}(j \bullet i) $$ where $$ i \bullet i = 1 $$and $$j \bullet i = 0 = cos \theta ^{e)} $$

$$m^{(e)}= \tilde i \bullet j = (cos \theta ^{(e)} i + sin \theta ^{(e)} j) \bullet j$$

$$= cos\theta^{(e)}(i\bullet j) + sin \theta ^{(e)}(j \theta j)$$ where $$i \bullet j = 0 $$ and $$j \bullet j = 1$$ $$= sin \theta ^{(e)}$$

The Two Bar Truss Model (7-1 to 7-2)

Element One
Inclination angle $$\theta^{(1)} = 30 \deg$$

Element Length $$L^{(1)} = 4$$

Cross-sectional area $$A^{(1)} = 1$$

therefore the computed value for l(1) and m(1) are as follows:

$$l^{(1)} = cos \theta^{(1)}$$ $$l^{(1)} = cos {(30)}$$ $$l^{(1)} = 0.866$$

$$m^{(1)} = sin \theta^{(1)}$$ $$m^{(1)} = sin {(30)}$$ $$m^{(1)} = 0.5$$

Once the values for l(1) and m(1) are computed, the stiffness matrix for element 1 can be determined:

$$K^{(1)}_{11} = [K^{(1)}(l^{(1)})^{2}] = [\frac {3}{4})(\frac{\sqrt{3}}{2})^{2}] = (\frac {9}{16}) = 0.5625$$

$$K^{(1)}_{12} = [K^{(1)}(l^{(1)})*m^{(1)}] = [\frac {3\sqrt{3}}{16} = 0.325$$

$$K^{(1)}_{42} = -[K^{(1)}(m^{(1)})^{2}] = \frac {-3}{16} = -0.1875$$

Obs:

 * 1) You only need to compute 3 numbers. The other coefficients have the same absolute value; they just differ by +/-.
 * 2) Matrix K(1) is symmetric, i.e.,

$$K^{(1)}_{ij} = K^{(1)}_{ji}$$ $$K^{(1)}_{13} = K^{(1)}_{31}$$

$$ K^{(e)} = \begin{bmatrix} K^{(e)}_{11} & K^{(e)}_{12} & K^{(e)}_{13} & K^{(e)}_{14} \\

& K^{(e)}_{22} & K^{(e)}_{23} & K^{(e)}_{24} \\

& & K^{(e)}_{33} & K^{(e)}_{34} \\

& & & K^{(e)}_{44} \\ \end{bmatrix} $$

Here, the upper right "triangle" portion of the matrix has to be computed. The remaining values are symmetric and differ by +/-.

Element Two
$$K^{(2)} = (\frac{E^{(2)}*A^{(2)}}{L^{(2)}}) = (\frac{5*2}{2}) = 5$$

$$\theta^{(2)} = (-\frac{\pi}{4})$$ therefore $$l^{(2)} = cos (\frac{-\pi}{4}) = (\frac{\sqrt{2}}{2}) $$

$$K^{(2)} = [K^{(2)}_{ij}]_{(4x4)}$$

$$K^{(2)}_{11} = K^{(2)}(l^{(2)})^{2} = 5 * (\frac {\sqrt{2}}{2})^{2} = 2.5$$

Obj:

$$K^{(2)}_{ij}, e=2, (i,j) = 1,....,4$$
are all the same: comp. 1 coefficient e
For other coefficients, add + or -
 * Absolute value of all coefficients:

 * K11(2)T = K(2), i.e. (K(2) is symmetric)

$$K^{(e)}d^{(e)} = f$$
e = 1,2
 * Element FD relationship:

$$ d^{(e)} = \begin{bmatrix} d^{(e)}_{1} \\

d^{(e)}_{2} \\

d^{(e)}_{3} \\

d^{(e)}_{4} \\ \end{bmatrix}_{(4x1)} $$

and

$$ f^{(e)} = \begin{bmatrix} f^{(e)}_{1} \\

f^{(e)}_{2} \\

f^{(e)}_{3} \\

f^{(e)}_{4} \\ \end{bmatrix}_{(4x1)} $$

$$K_{(nxn)} * d_{(nx1)} = f_{(nx1)}$$
Here n = 6
 * Global FD relationship:

Element Stiffness Matrices (7-3 to 7-5)
In order to analyze the two different elements of the two-bar truss system, their individual stiffness matrices must be calculated. The notation for the elemental stiffness matrix can be denotes with an underlined, lower case "k" with a superscript "e" where "e" equals either 1 or 2 corresponding to its respective element. It can also be represented by an actual four by four matrix or an underlined k with a superscript "e" and a subscript "ij" uncased in brackets as seen below. "e" again denotes the element number, "i" denotes the row number, and "j" denotes the column number. Here in this example, "i" and "j" range from 1 to 4.
$$\displaystyle k^{(e)}_{matrix} $$ = $$\begin{bmatrix} k_{11} & k_{12} &k_{13} &k_{14} \\ k_{21} & k_{22} &k_{23} &k_{24} \\ k_{31} & k_{32} &k_{33} &k_{34} \\ k_{41} & k_{42} &k_{43} &k_{44} \\ \end{bmatrix} $$ =$$\begin{bmatrix} k^{(e)}_{ij} \\ \end{bmatrix} $$ However, an important aspect of the stiffness matrix is noticed using a more specific representation of this four b four matrix in this problem. From previous notes, the stiffness matrix is seen below.
$$\displaystyle k^{(e)}_{matrix} $$ = $$k^{(e)}\begin{bmatrix} (l^{(e)})^2 & l^{(e)}m^{(e)} & -(l^{(e)})^2 & -l^{(e)}m^{(e)} \\ l^{(e)}m^{(e)} & (m^{(e)})^2 &  -l^{(e)}m^{(e)} & -(m^{(e)})^2 \\ -(l^{(e)})^2 & -l^{(e)}m^{(e)} &  (l^{(e)})^2 & l^{(e)}m^{(e)} \\ -l^{(e)}m^{(e)} & -(m^{(e)})^2 & l^{(e)}m^{(e)} & (m^{(e)})^2 \\ \end{bmatrix} $$ As mentioned before, l and m and their element number superscripts are the director cosines of the inclined local axis (x_tilda) from local node 1 to local node 2 with respect to the global (x,y) coordinate system. However, more importantly is that this element stiffness matrix representation shows that the matrix is symmetrical about the diagonal ($$k^{(1e)}_{ij}=k^{(1e)}_{ji}$$). This also means that its transpose is equal to itself. This characteristic of the stiffness matrix allows for you to check your work upon calculation. If the matrix does not turn out to be symmetrical, there may be an error in your calculations. Now it is necessary to calculate the values of the stiffness matrix. Let us examine the element stiffness matrix of element one. Recall that element one has an elastic modulus (E) of 3, length (L) of 4, a cross sectional area (A) of 1, and an inclination angle (theta) of 30 degrees. A picture of element one is below in the collapsible box to better recall the characteristics.

Element One

 $$l^{(1)}=cos(\theta^{(1)})=cos(30), m^{(1)}=sin(\theta^{(1)})=sin(30), k^{(1)}=\frac{E^{(1)}A^{(1)}}{L^{(1)}}$$

$$k^{(1)}_{11}=k^{(1)}(l^{(1)})^2=\frac{3}{4}(\frac{\sqrt{3}}{2})^2=\frac{9}{16} $$

$$k^{(1)}_{12}=k^{(1)}l^{(1)}m^{(1)}=\frac{3}{4}(\frac{3}{2})\frac{1}{2}=\frac{3\sqrt{3}}{17}$$ $$k^{(1)}_{42}=-k^{(1)}(m^{(1)})^2=\frac{3}{4}(\frac{1}{2})^2=\frac{-3}{16}$$

 One can observe that only three values of the matrix need to be calculate because all of the values in the matrix have one of these three values' magnitudes. Noticing this can save an ample amount of computation time. Similarly, element stiffness matrix of element two can be calculated. Recalling the properties of element two, it has an elastic modulus (E) of 5, length (L) of 2, a cross sectional area (A) of 2, and an inclination angle (theta) of -45 degrees. A picture of element two is below in the collapsible box to better recall the characteristics. These images are not drawn to scale.

Element Two

 $$l^{(2)}=cos(\theta^{(2)})=cos(-45), m^{(2)}=sin(\theta^{(2)})=sin(-45), k^{(2)}=\frac{E^{(2)}A^{(2)}}{L^{(2)}}$$ $$k^{(2)}_{11}=k^{(2)}(l^{(2)})^2=(5)\frac{2}{4}=\frac{5}{2} $$

 Now, one can observe for this element stiffness matrix that the absolute values of all coefficients $$k^{(2)}_{ij}$$ are the same. Therefore, you can compute one coefficient to fill in the entire matrix. This is due to the director cosines of this element being equal with an inclination angle of -45 degrees. These element stiffness matrices all only have four displacement degrees of freedom thus they are represented by a four by four matrix. However, the global stiffness matrix has a total of six displacement degrees of freedom.

The Global Force Displacement Equation (8-1 to 8-2)
br> In compact notation, the Global Force Displacement Equation is $$\left[K_{ij} \right]_{6x6} \left\{d_{j} \right\}_{6x1}=\left\{F_{i} \right\}_{6x1}$$ Here the $$\mathbf{K}$$ matrix is generally n by n. Note that a capital K is a global stiffness matrix and a lowercase k is a element stiffness matrix. $$\sum_{j=1}^{6}{k_{ij}d_{j}}=F_{i} $$ where i = 1,...,6

The Global Stiffness Matrix is $$\mathbf{K}_{nxn} = \left[k_{ij} \right]_{nxn}$$ The Global Displacement Matrix is $$\mathbf{d}_{nxn}=\left\{d_{j} \right\}_{nxn}$$

Recall the Element Force Displacement rel. from P. 7-5 $$\mathbf{k}_{4x4}^{e}\mathbf{d}_{4x1}^{e}=\mathbf{f}_{4x1}^{e}$$ How would one go from element matrices (stiffness, displacement and force) to global matrices? The answer is through an assembly process: $$\bullet$$ Identify the correspondence between elements displacement dofs and global displacement dofs.

Assembling the Global FD Equation (8-3 to 8-4)
Continued from P (7-5), in Compact notation

$$ [k_{ij}] $${ $$d_{j}$$ } = { $$f_{ij} $$ }

where k is a 6x6 matrix

More generally nxn

kijdj=fij    i=1,……,6

knxn=[kij]

nxn=global stiffness matrix

d={dj}

nx1=global displacement matrix

F=global force matrix

d5=d3(2) { node (3)

d6=d4(2)

Conceptual step of the assembly:

(Topology of K)

The Global Stiffness Matrix (9-1 to 9-2)
Going from the elemental stiffness matrices to the global stiffness matrix, the correspondence between displacement degrees of freedom, globally and locally, must be identified. Due to the sharing of nodes of different elements, some local displacement degrees of freedom will equal each other because the deflection of the local nodes are constrained by the fact that these local nodes share a same global node. Upon, identifying these similarities and relationships, the assembly of the global stiffness matrix can be written in terms of elemental stiffness values. This is the topology of $$\displaystyle K$$. First, it is necessary to just recall the element stiffness matrices.
$$\displaystyle k^{(1)}_{matrix} $$ = $$\begin{bmatrix} k_{11}^{(1)} & k_{12}^{(1)} &k_{13}^{(1)} &k_{14}^{(1)} \\ k_{21}^{(1)} & k_{22}^{(1)} &k_{23}^{(1)} &k_{24}^{(1)} \\ k_{31}^{(1)} & k_{32}^{(1)} &k_{33}^{(1)} &k_{34}^{(1)} \\ k_{41}^{(1)} & k_{42}^{(1)} &k_{43}^{(1)} &k_{44}^{(1)} \\ \end{bmatrix} $$  , $$\displaystyle k^{(2)}_{matrix} $$ = $$\begin{bmatrix} k_{11}^{(2)} & k_{12}^{(2)} &k_{13}^{(2)} &k_{14}^{(2)} \\ k_{21}^{(2)} & k_{22}^{(2)} &k_{23}^{(2)} &k_{24}^{(2)} \\ k_{31}^{(2)} & k_{32}^{(2)} &k_{33}^{(2)} &k_{34}^{(2)} \\ k_{41}^{(2)} & k_{42}^{(2)} &k_{43}^{(2)} &k_{44}^{(2)} \\

\end{bmatrix} $$ Also, it is necessary to recall the relationships between the local displacement degrees of freedom and the global displacement degrees of freedom:
$$\displaystyle d_1^{(1)}=d_1, d_2^{(1)}=d_2, d_3^{(1)}=d_3=d_1^{(2)}, d_4^{(1)}=d_4=d_2^{(2)}, d_5^{(2)}=d_5, d_4^{(2)}=d_6$$ $$\displaystyle d_{global} $$ = $$\begin{bmatrix} d_{1} \\ d_{2} \\ d_{3} \\ d_{4} \\ d_5 \\ d_6\\ \end{bmatrix}$$  , $$\displaystyle d^{(1)} $$ = $$\begin{bmatrix} d_{1}^{(1)} \\ d_{2}^{(1)} \\ d_{3}^{(1)} \\ d_{4}^{(1)} \\ \end{bmatrix}$$  , $$\displaystyle d^{(2)} $$ = $$\begin{bmatrix} d_{1}^{(2)} \\ d_{2}^{(2)} \\ d_{3}^{(2)} \\ d_{4}^{(2)} \\ \end{bmatrix}$$

 Now, it is possible to construct the global stiffness matrix:
$$\displaystyle K_{global} $$ = $$\begin{bmatrix} k_{11}^{(1)} & k_{12}^{(1)} & k_{13}^{(1)} & k_{14}^{(1)} & 0  & 0  \\ k_{21}^{(1)} & k_{22}^{(1)} & k_{23}^{(1)} & k_{24}^{(1)} & 0  & 0  \\ k_{31}^{(1)} & k_{32}^{(1)}  & a  & b & k_{13}^{(2)} & k_{14}^{(2)} \\ k_{41}^{(1)} & k_{42}^{(1)}  & c  & d  & k_{23}^{(2)} & k_{24}^{(2)} \\ 0 & 0 & k_{31}^{(2)} & k_{32}^{(2)} & k_{33}^{(2)} & k_{34}^{(2)}  \\ 0 & 0 & k_{41}^{(2)} & k_{42}^{(2)} & k_{43}^{(2)} & k_{44}^{(2)}  \\ \end{bmatrix} $$ = $$\begin{bmatrix} K_{11} & K_{12} & K_{13} & K_{14} & K_{15}  & K_{16}  \\ K_{21} & K_{22} & K_{23} & K_{24} & K_{25}  & K_{26}  \\ K_{31} & K_{32} & K_{33} & K_{34} & K_{35}  & K_{36}  \\ K_{41} & K_{42} & K_{43} & K_{44} & K_{45}  & K_{46}  \\ K_{51} & K_{52} & K_{53} & K_{54} & K_{55}  & K_{56}  \\ K_{61} & K_{62} & K_{63} & K_{64} & K_{65}  & K_{66}  \\ \end{bmatrix} $$

where $$ a=k_{33}^{(1)}+k_{11}^{(2)}, b=k_{34}^{(1)}+k_{12}^{(2)}, c=k_{43}^{(1)}+k_{21}^{(2)}, d=k_{44}^{(1)}+k_{22}^{(2)}$$ and $$K_{11}= k_{11}^{(1)}, K_{12}=k_{12}^{(1)}...K_{33}=a=k_{33}^{(1)}+k_{11}^{(2)},K_{34}=b=k_{34}^{(1)}+k_{12}^{(2)}...$$ The numeric values of the global stiffness matrix are as follows:

$$K_{11}=\frac{9}{16},K_{12}=\frac{3\sqrt{3}}{16},K_{33}=\frac{9}{16}+\frac{5}{2},K_{34}=\frac{3\sqrt{3}}{16}-\frac{5}{2}, K_{44}=\frac{3}{16}+\frac{5}{2}$$

Applying the boundary conditions where the global nodes one and three are fixed due to the pinned joints ($$d_1=d_2=d_5=d_6=0$$). Thus, elimination of known displacement degrees of freedom it is possible to reduce the global force displacement relationship leaving $$d_3 and d_4$$ to be unknown. Removing $$d_1, d_2, d_5$$ and $$d_6$$ is like replacing columns 1,2,5,6 with zeros because of matrix algebra.

Solving for the Displacements (10-1 to 10-3)
Previously, the global matrices were found to be

$$\mathbf{K}_{6x6} \; \begin{Bmatrix} d_{1}=0\\ d_{2}=0\\ d_{3}\\ d_{4}\\ d_{5}=0\\ d_{6}=0\\ \end{Bmatrix}_{6x6} = \begin{bmatrix} K_{13} &K_{14} \\ K_{23} &K_{24} \\ K_{33} &K_{34} \\ K_{43} &K_{44} \\ K_{53} &K_{54} \\ K_{63} &K_{64} \end{bmatrix}_{6x6}

\begin{Bmatrix} d_{3}\\ d_{4}\\ \end{Bmatrix}_{2x1} =\mathbf{F}_{6x1} $$

More rows in the K matrix can be removed by using the principle of virtual work. Also, incorporating the fixed boundary conditions leds to the deletion of the corresponding columns in the global stiffness matrix K. By principle of virtual work (PVW) the corresponding rows are also deleted, here rows 1, 2, 5, and 6. The corresponding rows in F are deleted as well.

The resulting Force Displacement relationship becomes

$$ \begin{bmatrix} K_{3x3} &K_{3x4} \\ K_{4x3} &K_{4x4} \end{bmatrix}_{2x2} \begin{Bmatrix} d_{3}\\ d_{4} \end{Bmatrix}_{2x1} = \begin{Bmatrix} F_{3}\\ F_{4} \end{Bmatrix}_{2x1} $$

which can alternately be written

$$ \mathbf{\bar{K}}_{2x2} \mathbf{\bar{d}}_{2x1} = \mathbf{\bar{F}}_{2x1} $$

$$ \mathbf{\bar{F}}= \begin{Bmatrix} F_{3}\\ F_{4} \end{Bmatrix} = \begin{Bmatrix} 0\\ P \end{Bmatrix} $$ where F3 is known to be 0 and P is 7.

Recall that for $$\mathbf{\bar{K}}_{2x2}$$ above, the determinate is

$$det\; \mathbf{\bar{K}}=k_{33}k_{44}-k_{34}k_{43}$$

and also that the inverse of $$\mathbf{\bar{K}}_{2x2}$$ is

$$ \mathbf{k^{-1}}=\frac{1}{det \; \mathbf{k}} \begin{bmatrix} k_{44} &-k_{34} \\ -k_{43} & k_{33} \end{bmatrix} $$

Verifying the above two properties

$$ \mathbf{\bar{K}}\; \mathbf{\bar{K}}^{-1} =\mathbf{\bar{K}}^{-1}\; \mathbf{\bar{K}} = \mathbf{I}=\begin{bmatrix} 1 &0 \\ 0 &1 \end{bmatrix} = \frac{1}{det \boldsymbol{\bar{k}}} \begin{bmatrix} det \boldsymbol{\bar{k}} &0 \\ 0 & det \boldsymbol{\bar{k}} \end{bmatrix} $$

For finite element method, $$ k_{43} = k_{34}$$?

Note: $$ \mathbf{\bar{k}}^{T}=\begin{bmatrix} k_{33} &k_{43} \\ k_{34} & k_{44} \end{bmatrix} $$

$$ \mathbf{\bar{k}}^{-1}\neq \frac{1}{det\mathbf{\bar{k}}}\mathbf{\bar{k}}^{T} $$ Row echelon method

Back to 2D bar truss system:

$$ \begin{Bmatrix} d_{3}\\ d_{4} \end{Bmatrix} = \mathbf{\bar{k}}^{-1} \begin{Bmatrix} 0\\ \mathbf{P} \end{Bmatrix} = \begin{Bmatrix} d_{3}\\ d_{4} \end{Bmatrix} = \mathbf{\bar{k}}^{-1} \begin{Bmatrix} 4.352\\ 6.1271 \end{Bmatrix} $$

which is the displacement of node 2.

Computing the Reactions (10-4 to 10-5)
- 2 methods:

5.1) use element FD relationships.

$$ \ k^{(e)}*d^{(e)} = f^{(e)}, e = 1, 2 $$

 Element 1 (e=1):

$$ \ k^{(e)}*d^{(e)} = f^{(e)} $$

k is known d is known f is unknown

$$d^{(1)} = \begin{Bmatrix} 0 \\ 0 \\ 4.352 \\ 6.1271 \end{Bmatrix}$$

 Element 2 (e=2):

$$ \ k^{(e)}*d^{(e)} = f^{(e)} $$

k is known d is known f is unknown

$$d^{(1)} = \begin{Bmatrix} 4.352 \\ 6.1271 \\ 0 \\ 0 \end{Bmatrix}$$

Finding the remaining Unknowns (11-1 to 11-3)
Element 1

K(1)*d(1)=f(1)

$$\begin{bmatrix} k & -k \\ -k & k \\ \end{bmatrix} $$ $$\begin{bmatrix} d_1 \\ d_2 \\ \end{bmatrix} $$ = $$\begin{bmatrix} F_1 \\ F_2 \\ \end{bmatrix} $$

$$\begin{bmatrix} 0.5625 & 0.32476 & .... & ....\\ .... & .... & .... & ....\\ .... & ....& .... & ....\\ .... & ....& .... & ....\\ \end{bmatrix} $$ = $$\begin{bmatrix} 0\\ 0\\ 4.52\\ 6.1271\\ \end{bmatrix} $$

4x4 matrix multiplied by a 1x4 matrix

Since the top two numbers for d(1) are zero it means you can reduce the 4x4 matrix into a 2x2 matrix.

=$$\begin{bmatrix}

0.5625 & 0.3247\\ .... & ....\\

\end{bmatrix} $$ $$\begin{bmatrix} 4.52\\ 6.1271\\ \end{bmatrix} $$ =$$\begin{bmatrix} -4.4378\\ -2.5622\\ 4.4378\\ 2.5622\\ \end{bmatrix} $$ Obs Element 1 is inequal

ΣFx=F1(1) + F3(1)= 0

ΣFy=F3(1) + F4(1)= 0

P1(1) = [(F1(2))2+ (F2(1)2]1/2

Method 2: Solve for 2 Bar Truss using Statics Method

Statics Method

Other Method

Equlibrium of the Nodes (11-4)
To bring the force P back into the problem, the truss is analyzed using the Euler Cut Principle. To accomplish this, The equilibrium of global node 2 will be analyzed.

MATLAB
The following MATLAB code was provided to show how computer programs can be used to solve the truss problem using the finite element method:

% Two bar truss example clear all; e = [3 5]; A = [1 2]; P = 7; L=[4 2]; alpha = pi/3; beta = pi/4; nodes = [0, 0; L(1)*cos(pi/2-alpha), L(1)*sin(pi/2-alpha); L(1)*cos(pi/2-alpha)+L(2)*sin(beta),L(1)*sin(pi/2-alpha)-L(2)*cos(beta)]; dof=2*length(nodes); conn=[1,2; 2,3]; lmm = [1, 2, 3, 4; 3, 4, 5, 6]; elems=size(lmm,1); K=zeros(dof); R = zeros(dof,1); debc = [1, 2, 5, 6]; ebcVals = zeros(length(debc),1); %load vector R = zeros(dof,1); R(4) = P;    % Assemble global stiffness matrix K=zeros(dof); for i=1:elems lm=lmm(i,:); con=conn(i,:); k_local=e(i)*A(i)/L(i)*[1 -1; -1 1] k=PlaneTrussElement(e(i), A(i), nodes(con,:)) K(lm, lm) = K(lm, lm) + k;    end K    R     % Nodal solution and reactions [d, reactions] = NodalSoln(K, R, debc, ebcVals) results=[]; for i=1:elems results = [results; PlaneTrussResults(e, A, ...                nodes(conn(i,:),:), d(lmm(i,:)))]; end format short g    results

Running the above code as a MATLAB Mfile results in the following output:

$$ k_{local} = \begin{bmatrix}

0.75   &    -0.75 \\        -0.75     &    0.75 \\ \end{bmatrix}$$

$$ k = \begin{bmatrix}

0.5625 &    0.32476  &    -0.5625 &    -0.32476 \\      0.32476  &     0.1875   &  -0.32476  &   -0.1875 \\      -0.5625   &  -0.32476    &   0.5625   &   0.32476 \\     -0.32476    &  -0.1875     & 0.32476    &   0.1875 \\ \end{bmatrix}$$

$$ k_{local} = \begin{bmatrix}

5 &  -5 \\    -5   &  5 \\ \end{bmatrix}$$

$$ k = \begin{bmatrix}

2.5 &       -2.5 &        -2.5  &        2.5 \\         -2.5  &        2.5  &        2.5   &      -2.5 \\         -2.5   &       2.5   &       2.5    &     -2.5 \\          2.5    &     -2.5    &     -2.5     &     2.5 \\ \end{bmatrix}$$

$$ K = \begin{bmatrix}

0.5625  &   0.32476 &     -0.5625 &    -0.32476 &           0  &          0 \\      0.32476    &   0.1875  &   -0.32476  &    -0.1875  &          0   &         0 \\      -0.5625     & -0.32476  &     3.0625  &    -2.1752  &       -2.5   &       2.5 \\     -0.32476  &    -0.1875    &  -2.1752    &   2.6875    &      2.5     &    -2.5 \\            0   &         0     &    -2.5     &     2.5     &     2.5      &   -2.5 \\            0    &        0      &    2.5      &   -2.5      &   -2.5       &   2.5 \\ \end{bmatrix}$$

$$ R = \begin{bmatrix}

0\\    0\\     0\\     7\\     0\\     0\\ \end{bmatrix}$$

$$ d = \begin{bmatrix}

0 \\           0 \\        4.352 \\       6.1271  \\            0  \\            0 \\ \end{bmatrix}$$

$$ reactions = \begin{bmatrix}

-4.4378 \\     -2.5622 \\       4.4378 \\      -4.4378 \\ \end{bmatrix}$$

$$ results = \begin{bmatrix}

1.7081   &   5.1244  &     8.5406   &    5.1244   &    17.081  \\       0.6276  &     1.8828  &      3.138    &   1.8828  &      6.276  \\ \end{bmatrix}$$

NOTE
The provided MATLAB code used two functions, PlaneTrussElement and NodalSoln, as part of the code to solve the truss problem. However, niether of those functions were defined in the code provided. As a result, MATLAB is not able to run the code as is. The results given are the results that would have been generated if the code was complete.

Contributing Group Members
Cory Foskey Eml4500.f08.team.foskey.ckf 21:01, 25 September 2008 (UTC)

Joseph Figuerrez Eml4500.f08.team.figuerrez 21:01, 25 September 2008 (UTC)

Timothy Bengtson Eml4500.f08.team.Bengtson 02:05, 26 September 2008 (UTC)

James Dwyer Eml4500.f08.team.dwyer.jd 15:23, 26 September 2008 (UTC)

Owen Allen Eml4500.f08.team.allen.oca 17:09, 26 September 2008 (UTC)

Jin Yu Guan Eml4500.f08.team.guan 18:02, 26 September 2008 (UTC)


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Template:By learning project

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Template:By university faculty

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Template:By university school

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Template:By department

 You can browse Wikiversity by department. Historically Wikiversity had something called "departments" which were put into the "Topic" namespace, and you can browse through them here.

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Template:By resource name

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Template:Guide to content

 This page aims to offer a reasonably comprehensive guide to categorised Wikiversity content. The lists here are mainly generated dynamically (automatically) and provide multiple alternative navigation pathways. Wikiversity users are diverse, so no single exploration path is adequate. To ensure that a new resource is accessible here, categorise it - the project box system can help new editors easily add appropriate categories. An earlier version of this page can be found here. It is also possible to browse Wikiversity resources by name (alphabetical listing).

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text: Wikiversity:Student union/Page2

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Category talk:Art history

Should this category include all the fine arts, or just traditional "art"? The Jade Knight 10:43, 13 September 2008 (UTC)
 * How about the first approach ? Later it can be divided more (when there is more learning resources). Erkan Yilmaz uses the Chat (try) 10:50, 14 September 2008 (UTC)

title: Category talk:Art history


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Category talk:History of ideas

This seems to be related to both History of Philosophy and History of Technology. What exactly is the "History of ideas"? The Jade Knight 10:48, 13 September 2008 (UTC)
 * Perhaps this might help ? History of ideas and Wikipedia:Category:History of ideas, Erkan Yilmaz uses the Chat (try) 10:46, 14 September 2008 (UTC)
 * Ah, yes, thank you. Seems like one particular tack in the History of Philosophy.  The Jade Knight 10:29, 15 September 2008 (UTC)

title: Category talk:History of ideas


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User:Mcewan

http://en.wikipedia.org/wiki/User:Mcewan

title: User:Mcewan


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User talk:Mcewan

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Emesee 11:23, 13 September 2008 (UTC)

title: User talk:Mcewan


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Talk:Main Page/News

Semi
Should this page be full protected? Obviously all the custodians should have it watchlisted, but no one other than a custodian has ever edited it. Salmon of Doubt 11:44, 13 September 2008 (UTC)
 * The idea of the complex protection system on the various main page templates was to leave this particular page semi-protected only so that ordinary users can add news items. This page should only be fully protected if it becomes a repeated target for vandalism, which is not yet the case. --McCormack 12:07, 13 September 2008 (UTC)

Possible use of dynamicpagelist
--Marshallsumter (discuss • contribs) 21:19, 16 October 2016 (UTC)

So, if I follow current custom, Main Page/News would appear something like:

2016
 * 15 October: The new courses IT Fundamentals and Assessing Human Rights are completed and ready for students and professionals
 * 15 October: The new book chapter Emotional hijacking is ready for use by psychologists and their students
 * 12 October: The Python Programming lessons Modules and Classes are completed and ready for students
 * 15 August: Wikiversity celebrates its 10-year anniversary!
 * 15 August: The fall semester begins for the course principles of radiation astronomy.
 * 8 August: The open course in conversational American English for EFL/ESL/ELL/ESOL students starts.
 * 31 July: For The Wikimedia Year of Science, try using the May 9, 2016 Transit of Mercury to improve the location of the Sun. --Marshallsumter (discuss • contribs) 21:22, 16 October 2016 (UTC)

 * I'm confused. You wrote that "It would be great to have five to six things to put in the news each week instead of five to six for three to four months!" Are you also wanting to maintain this manually rather than using DynamicPageList to do the updates automatically? If you are working manually, there is no reason to list IT Fundamentals again, as it is only on the DynamicPageList due to vandalism. -- Dave Braunschweig (discuss • contribs) 23:40, 16 October 2016 (UTC)

 * Originally I was intending to try to maintain this subpage manually. Your use of dynamicpagelist suggests that at least this part could be automated. But there appears to be no easy way to include what the resources are, their approximate dates of completion and intended targets. I also wanted to include those News items that are not in that specific category. Combining the two in an automated way would really be great! --Marshallsumter (discuss • contribs) 02:11, 17 October 2016 (UTC)

Earlier unannounced completed resources
These would currently have been updated or improved:

--Marshallsumter (discuss • contribs) 21:54, 25 June 2017 (UTC)

 * 1) Mathematical Properties was announced on 20 January 2018,
 * 2) Internet Protocol Analysis was announced on 15 March 2019,
 * 3) Overcoming Hate was announced on 9 July 2019,
 * 4) Unleashing Creativity was announced on 2 July 2019,
 * 5) Candor was announced on 28 June 2019,
 * 6) Exploring Social Constructs was announced on 31 May 2019,
 * 7) Applied Programming was announced on 17 May 2018,
 * 8) Finding Courage was announced on 17 April 2019,
 * 9) Moral Reasoning was announced on 14 April 2019,
 * 10) Coping with Ego was announced on 17 March 2019,
 * 11) Resolving Anger was announced on 1 February 2019,
 * 12) Communicating Power was announced on 29 January 2019,
 * 13) What you can change and what you cannot was announced on 28 January 2019,
 * 14) Recognizing Emotions was announced on 25 January 2019,
 * 15) Appraising Emotional Responses was announced on 24 January 2019, and
 * 16) Open Source 3-D Printing was announced on 20 January 2019. --Marshallsumter (discuss • contribs) 01:35, 15 September 2019 (UTC)

COVID-19 COBOL programmer shortage?
"COVID-19 COBOL programmer shortage" Where can I find information about this topic (from 12 April news item)? Thanks in advance. Ottawahitech (discuss • contribs) 19:13, 21 April 2020 (UTC)
 * There's quite a bit you can learn with a search engine. Just from my cursory following of the news, I know that the problem is particularly acute in New Jersey in the banking industry. If you're interested in learning, you may want to track down *How to Learn COBOL in 21 Days*, which is free online. —Justin ( koavf ) ❤T☮C☺M☯ 21:28, 21 April 2020 (UTC)
 * A long list of additional resources are included at Talk:COBOL. -- Dave Braunschweig (discuss • contribs) 23:29, 21 April 2020 (UTC)
 * actually there is a story behind my question. Back in 2011 I was trying to insert information into a Bank of America article and was meeting a lot of resistance, even though at the time the information was documented on another Wikipedia article where I first learned about it. The information was about a computer programmer who committed suicide in front of one of Bank of America's properties. According to the the article, he was despondent after losing his job at Bofa, which went to H1B workers. Flanagn and his layed off coleauges all of whom lost their jobs were tasked with training their replacements.
 * To make a long story short, there were two persistent editors guarding information on the Bofa article, and I eventually moved on to other areas. Those two kept the story out of wikipedia, and months or even years later I found out that the article about Flanagan himself disappreaed as well. Since then I am skeptical about claims  of a  shortage of skilled people made by employers without the corresponding verifiable reliable sources showing a shortage actually exists. Maybe that's just me? Ottawahitech (discuss • contribs) 02:24, 22 April 2020 (UTC)
 * Well, that certainly escalated quickly. Without getting into the specifics of any editing disputes from the past or possible criminal disappearances, etc. it seems like your main question is, "Are there really a shortage of COBOL specialists?" and the answer is 100% yes. This has been a known problem for well over a decade (likely longer) and if you want evidence of that, I would recommend looking at job listings to see how much a company will pay someone with COBOL knowledge versus (e.g.) Python or C+. Having proficiency and especially experience in COBOL is a good way to make money in programming. —Justin ( koavf ) ❤T☮C☺M☯ 02:37, 22 April 2020 (UTC)

 * I'm sorry, but for me this approach crosses the line. I have recommended that you move on from past incidents on other Wikimedia projects. I have strongly encouraged you to move on from past incidents on other Wikimedia projects. I am now warning you to move on from past incidents on other Wikimedia projects. Wikiversity's mission is to create and host a range of learning projects and learning resources. You need to find a way to contribute to this mission that doesn't involve past edits elsewhere. -- Dave Braunschweig (discuss • contribs) 03:01, 22 April 2020 (UTC)

Finding Common Ground
The course Finding Common Ground is now complete. May I add it to the news myself or is there some other way to have it added? Thanks. --Lbeaumont (discuss • contribs) 01:40, 14 March 2022 (UTC)

 * I've added an announcement of your course's completion to Main Page News, please modify if you wish. --Marshallsumter (discuss • contribs) 05:16, 14 March 2022 (UTC)
 * Thanks! Lbeaumont (discuss • contribs) 11:50, 14 March 2022 (UTC)

bug
January 5, 2023 is after December 25, 2023??? 79.185.141.205 (discuss)
 * fixed, thanks for bringing this up. —Atcovi (Talk - Contribs) 22:30, 6 January 2024 (UTC)

title: Talk:Main Page/News


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Body language

Department description
This is a Wikiversity content development project for learning resources related to body language.

Body language is a form of paralanguage; that is to say - a method of communicating that precludes the use of verbal language.

Body language uses physical gestures

The "topic" namespace contains pages that are for management and organization of small academic units at Wikiversity such as departments (see: Topics).

Body Language is the unspoken communication that goes on in every Face-to-Face encounter with another human being. It tells you their true feelings towards you and how well your words are being received. Between 60-80% of our message is communicated through our Body Language, only 7-10% is attributable to the actual words of a conversation.

Your ability to read and understand another person's Body Language can mean the difference between making a great impression or a very bad one! It could help you in that job interview, that meeting, that business function, or special date!

Every one of us has experienced that feeling of an instant like or dislike of someone but without necessarily knowing why. We just weren't happy, there was something about them. We often refer to this as a hunch or gut feeling, two descriptions directly relating to our own body's physiological reaction.

How Body Language Affects Personal Interactions
Body language has a huge effect on all of your personal interactions no matter where they occur or with whom they occur. There is simply no way to fully separate non-verbal communication from influencing an interaction.

Body Language Conveys Truthfulness or Deceit It takes a very skilled liar to match his or her body language to words that are not true. The majority of people show some sort of conflict between verbal communication and non-verbal communication when they are attempting to deceive someone else. Why? Because body language is such an innate part of communication that you have to make a concerted effort to use it in a way that goes against your natural tendencies.

As receivers, we all take in verbal communication and body language, comparing them to help us determine if the message sender is being truthful or deceitful. Parents do this a great deal when interacting with their children because children typically are not very good at hiding conflicts between their words and their body language. It is generally quite easy to spot when a child is not being truthful, and it’s almost always due to the child’s non-verbal communication.

There are some variations, though, to the weight we give to conflicts between verbal and non-verbal communication. When we receive a message where those two elements are conflicting, our minds (consciously or unconsciously) evaluate how difficult it is to ‘fake’ a particular kind of body language. The more difficult it is to fake, the more likely we are to believe it even if it conflicts with a person’s words.

Body Language Influences The Length And Type Of Personal Interaction Your body language has a huge influence on the length and type of personal interactions you have. It can tell the world around you ‘stay away, I want to be left alone’, or it can tell the world ‘say hello to me, I’d love to talk with you’ – all with non-verbal cues that can be as simple as averting your eyes or holding your body in a certain position.

For instance, let’s say it’s early Sunday morning and you’re making a quick dash to the supermarket to pick up the newspaper and an espresso. You throw on a pair of sweats and a t-shirt, hoping you won’t run into anyone you know along the way. However, you do far more than just hope; your body language, consciously or unconsciously, sends out cues that you don’t want to be noticed and don’t want to have any personal interactions.

How does this happen? It happens in many ways, such as:

Averting your eyes as you’re walking Hunching your shoulders and looking at the ground Keeping your facial expression neutral or even a bit on the grumpy side Wearing a hat pulled down as far as possible on your head Walking quickly to and from your destination Pretending not to see other people, just in case you might know one of them All of these are cues to others that you’re not interested in lengthy personal interactions and you’d be much happier if they would all just pretend you’re not there, thank you very much. But what if you’re feeling happy, confident, and perfectly willing to stop and chat with someone else? Take another look at the list above, and think about doing the exact opposite of what’s on the list. Those are the types of body language cues that would invite others to interact with you.

Body Language Communicates When Words Can’t There are times when words simply can’t communicate properly in a personal interaction. For instance, when you’re comforting a grieving friend the simple non-verbal act of putting an arm around his or her shoulder is far more powerful than any words you might say.

Or, you and your spouse might attend your child’s piano recital. Your sense of pride in his or her performance swells almost to bursting, so you turn to each other and make eye contact. You might smile, squeeze each other’s hands, or lean together. These are all ways of non-verbal communication something important in a way that’s far more effective and meaningful than using plain old words.

How Body Language Influences Daily Life
Body language is part of every aspect of your daily life. It affects your interactions with other people your observations of other people, and even your interactions and observations with yourself. Many people don’t realize just how powerful body language is when it comes to self-esteem, self-confidence, and just generally feeling good about yourself.

How Does Your Body Language Affect You? Maybe your mother told you to smile, even if you don’t feel like it, because it can help you and the people around you feel a bit better. This old piece of advice has very real roots in reality, because your own body language has a powerful effect on you as well as on the people around you.

Let’s go back to the smile for a moment. Try it for yourself right now; smile for a few seconds and notice how you feel. You might feel a bit silly, of course, but chances are you also feel at least an inkling of more positive feelings. Counsellors and mental health professionals often use this technique to help people with depression literally lift their own spirits, encouraging those people to make a conscious effort to smile as much as possible.

Body position and posture is also an important factor in your self-esteem and self-confidence. You can try this for yourself, too. Stand up and walk across the room with your shoulders slumped, your head tilted down, and your feet dragging just a bit. How does it feel? Now walk back across the room with your shoulders square and back, your head held up, and your feet moving briskly. How does it feel? What differences did you notice?

Applying Your Body Language to Your Daily Life Okay, so your own body language does have an impact on your daily life. What advantage is there to knowing this? Well, for one thing, it gives you a greater amount of control over your own emotions and attitude. Now, of course a smile alone is not going to correct a great deal of sadness, fear, and the like, but when used consistently and in combination with other non-verbal self cues, it can help you start to feel better.

Another part of applying body language to your daily life is your appearance. What happens when you just throw on a pair of jeans and an old t-shirt? How do you feel? Now think about when you get dressed up in nice clothes with your hair neat and makeup (if applicable) looking good? How do you feel? Chances are the simple action of putting on nice clothes and a bit of primping leaves you feeling confident, happy, and attractive.

Think about all of the different ways your own body language gives your own brain some important non-verbal clues. Sometimes it is really hard to force yourself to ‘perk up’ and change your body language. It may even feel as if you’re ‘lying’ to yourself a little bit. Despite these feelings, rest assured that there is nothing deceitful about using non-verbal actions to build up your own confidence and self-esteem. Just the opposite, in fact, because knowing how and when to do this is a powerful tool in your arsenal of dealing with the challenges and opportunities of daily life.

Why Does Body Language Matter?
Many people do not care about body language or its effects on communication and everyday life. This is not surprising, given the lack of good resources on this topic. Some are too technical and academic, while others are simply fluff or just plain misguided. It is extremely difficult to slog through what is out there and maintain much of an interest.

The effort is well worth it; however, as understanding the influence of body language is a powerful communication tool. In other words, you should care about body language because it has tremendous practical and positive applications in your daily life.

Body Language is Integral to Life Communication is an integral part of your life, affecting everything about what you think, say, and do; and body language, of course, is an integral part of communication. How integral, you might wonder? Let's take a closer look.

Personal relationships - Body language affects and influences personal relationships, sometimes deliberately and sometimes spontaneous. Think about the last time you went to dinner with a special someone - what kinds of body language did you use to communicate affection, interest, and the like?

In the same vein, think about sitting down in a business meeting next to another person whom you do not particularly like. What kind of body language did you use to maintain a polite business demeanour without expressing levels of friendship you did not genuinely feel?

Professional and business endeavours - Body language has a great deal to do with how you perform and how you are perceived in the business world. Perhaps the most obvious application is in sales and customer service, where body language is an active part of working with clients and customers to solicit and maintain their business.

For instance, how well would you do as a customer service agent if you consistently frowned, turned away from customers, and generally showed body language indicating you really did not care?

Parenting - Body language is a huge part of parenting, both in how you communicate with your children and how you interpret their communication with you. Babies and infants obviously use a great deal of body language since they cannot speak, but so do toddlers and pre-school aged children. Have you ever seen a toddler throw him- or herself to the ground in a fit or tantrum? That is powerful body language indeed.

Teenagers are also talented purveyors of body language. They can quickly and clearly indicate their disgust with a roll of the eyes, or show interest in someone else with the tilt of a head or a coy smile.

Putting Knowledge of Body Language to Work - When you possess knowledge about body language, such as how to use it and how to understand it, you can put that knowledge to work throughout your daily life. Some typical examples might include: Negotiating an agreement Interviewing for a job Showing friendship or intimacy Group interactions Conveying leadership Managing employees Dealing with disagreements Expressing respect Walking your dog Walking with confidence to promote personal safety Of course, applying your knowledge of body language is not an exact science. There are so many variables and so many influences on this aspect of communication that you cannot possibly read them accurately 100% of the time. Much of your interpretation of body language comes from your familiarity with the person or situation; your own state of mind at the time; and your general observational skills.

In the end, the more you know about body language and more proactively you apply that knowledge, the better the quality of your communications and interactions. With all of the benefits you gain from learning about body language, doesn't it just make sense to care about it as much as you care about any other part of your life?

Department news

 * 13 September 2008 - Department founded!

Learning projects
See: Learning Projects and the Learning model.

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the learning project (learning projects are independent pages in the main namespace) and start writing! We suggest the use of the learning project template (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets – ).

Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.
 * 1) Relative Position

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

title: Body language


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User talk:Gautamborkar

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Salmon of Doubt 12:21, 13 September 2008 (UTC)

Copyright
Hi Gautamborkar, great to see your enthusiasm for Wikiversity and contributions. We need to have a little chat about copyright though. It's not OK to copy copyrighted stuff into Wikiversity. e.g., material here clearly states Copyright 2006 I.M.A.G.I.N.E. Consulting Inc., so you would need their permission to copy it here and to release it under a compatible license. Also, we shouldn't really be copying articles wholesale from Wikipedia (see Talk:Customer relationship management). But we can use parts and build learning projects and educational resources, etc. Please do not feel disheartened - we assume good faith. There is much we can do which is even more interesting! Please me know if I can help or explain more. Also see w:Wikipedia:Spotting possible copyright violations. -- Jtneill - Talk - c 15:52, 13 September 2008 (UTC)

A random mascot
 Woof! My name is Jack(Russell). I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

-- Jtneill - Talk - c 15:52, 13 September 2008 (UTC)

Wikihigh
Hey there, Gautamborkar. Good to see your enthusiasm here. Just thought I'd let you know that Microsoft ELearning, while a useful site for getting Microsoft certification online, is not a high school. Additionally, very few high schools (none that I'm aware of) in the US offer courses in either engineering or management. I'm unfamiliar with the Indian secondary school system, however. Are engineering and management classes taught at the high school level in India? Somewhat related, however, are math and science, which are taught at the high school level, and any help with those at Wikihigh would be appreciated. The Jade Knight 03:18, 14 September 2008 (UTC)

Tissue culture lab
Hi, so are you willing to participate?--Juan 11:27, 3 December 2008 (UTC)

title: User talk:Gautamborkar


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User:Gautamborkar

Hi!!! I am gautam and i come from the land of mystics (India). Feel free to contact me. My email id would be gautam.borkar@wipro.com I am a degree engineer in computers and i have worked on implementation of several business models.

title: User:Gautamborkar


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Internal combustion engines

Internal Combustion Engines (or IC Engines or ICE as they may also be referred to) are used in everyday life and can be found in: cars; trucks; motorcycles; light planes; construction equipment and vehicles; railroad locomotives; stationary power systems; and boats and ships of all sizes. The study of Engines has evolved into a branch of Mechanical Engineering.

Types
There are two types of IC Engines: Also the engines can also be classified on what cycles they follow, given below
 * 1) Four Stroke Engine, and 4-Stroke-Engine.gif
 * 2) Two Stroke Engine Two-Stroke Engine.gif
 * 1) Diesel Engine
 * 2) Gasoline Engine

Four stroke engines, as the name suggests, have totally four different cycles, namely
 * a. intake
 * b. compression
 * c. ignition/expansion
 * d. exhaust

In the two stroke, there are just two cycles and each of them having two cycles running concurrently.
 * a. intake/exhaust
 * b. ignition/compression

A few definitions:
 * TDC: Top Dead Centre. This is the top most part the piston can reach in a vertical engine.
 * BDC: Bottom Dead Centre. This is the bottom most part the piston can reach in an vertical engine.

Compression Ratio An internal combustion engine is basically a pump which squeezes an air/fuel mixture (or just 'air' in the case of direct injection engines) and then ignites it so that it expands back and produces the mechanical energy. The compression ratio basically tells how much the engine squeezes a certain volume of air that it intakes. An engine with a compression ratio of 12:1 means that for every 12 unit volume of air that is sucked in, the piston squeezes that air to a 1 unit volume. The more air that is squeezed into the combustion chamber the more energy is produced per engine capacity on the expansion stroke.

One of the limiting factors in increasing the compression ratio is called detonation (known as engine knocking or pinging) where instead of burning in a controlled fashion, the air/fuel mixture explodes, potentially damaging the engine. Also, a higher compression engine tends to have less clearance between the piston at top dead center(TDC) and the valves fully opened, and running at a high rpm can lead to valve float which can leads to contact between the valves and piston.

Compression Ratio= (Swept volume + Clearance volume)/Clearance volume

Swept volume= Volume of piston traversed as it completes one full stroke from the TDC to BDC

Clearance volume= Volume of the combustion chamber, when piston is at TDC

Petrol Engine
Petrol Engines, also known as Spark Ignition engines, need an external source of energy to ignite the fuel for both starting and operation of the engine. As both names suggest, this engine uses spark plugs for providing an ignition spark, and petrol(gasoline) as the fuel.

Systems of the petrol engine

 * 1. The fuel system pumps fuel from the petrol tank into the carburetor. There it mixes with air and is sucked into the engine cylinders. With an electronic fuel injection, it goes directly from the tank into the cylinders by means of an electronic computer.
 * 2. The ignition system supplies the sparks to ignite the fuel mixture in the cylinders. By means of an ignition coil and contact breaker, it charges a 12-volt battery, which in the turn produces pulses of 20,000 volts. These go via a distributor to the spark plugs in the cylinders, where they create sparks. Ignition of the fuel in the cylinders produces temperatures of 700°C or more.
 * 3. In water-cooling system which water circulates through channels in the cylinder block, thus extracting the heat. It flows through pipes in a radiator, which are cooled by fan-blown air.
 * 4. The lubrication system also reduces some heat, but it's function job is to keep the moving parts coated with oil, which is pumped under pressure to the camshaft, crankshaft, and valve-operating gear.
 * 5. Carburetor is the heart of petrol/gasoline engine. It meters the fuel and air mixture in precise proportions. Old carburetors do spark advance by measuring the difference in pressure between the outside and inside of the carburetor. The amount of throttle advance is also measured. The engine's remains which may be carbon monoxide or un-burned hydrocarbons shows how well the carburetor is working.

Classification of the petrol engines

Reciprocating engines are classified in a number of ways. Some of them are as:

 * 1. According to the way they are cooled,
 * a. Air-cooled Engines: Heat from the engine is radiated out to the surrounding air. Generally aluminium fins are provided as they are good conductors of heat. The fins increases the total surface area of contact with surrounding air, allowing maximum heat dissipation.
 * b. Water-cooled Engines: These engines circulates a coolant/water through jackets provided on cylinder, to conduct heat.

 * 2. According to the number of strokes,
 * a. 2-stroke engines: It completes the thermodynamic cycle in two strokes of the piston(one crank revolution).
 * b. 4-stroke engines: It completes the thermodynamic cycle in four strokes of the piston(two crank revolution).

 * 3. According Cylinder arrangement,
 * a. Inline cylinder arrangement: all the cylinders are arranged in a straight line.
 * b. V-cylinder engine or V-engine: two cylinder inclined to each other at 90degree.

 * 4. According to the valve arrangement,
 * a. Single overhead camshaft (SOHC)
 * b. Double overhead camshaft (DOHC)

Parts of the petrol engine
Following are the important parts of a petrol engine:
 * 1. Cylinders
 * 2. Cylinder block
 * 3. Piston and Connecting rods
 * 4. Cylinder head Crankcase
 * 5. Valves
 * 6. Crank shaft Flywheel
 * 7. Exhaust system
 * 8. Camshaft Fuel system
 * 9. Lubrication system
 * 10.Ignition system

Working of a petrol engine
Generally the vehicles using petrol/gasoline engine have four strokes as they are more efficient than two stroke engine and give complete a combustion of fuel to optimum use.The four-stroke cycle engine has four strokes namely the intake, compression, power, and exhaust strokes.
 * 1. Suction or intake stroke- initially when engine is started piston moves downwards towards BDC of the cylinder which creates low pressure at top. Due to this intake valve opens and the a mixture containing petrol vapors and air are sucked in by the cylinder. It is through carburetor the ratio of gasoline/petrol and air is mixed.
 * 2. The compression stroke- after this stroke the inlet valve gets closed. The piston now moves towards the top (TDC) of cylinder thereby compressing the fuel mixture to one tenth of its original volume. The temperature and pressure inside the cylinder increases due to compression.
 * 3. The power stroke- during this stroke the inlet and exhaust valve remains closed. As the piston reaches near top position (TDC) spark plug produce an electric spark. Combustion is started by an ignition system that fires a high voltage spark through a field replaceable air gap called a spark plug. The spark produced causes explosion of fuel air mixture. The hot gases expand and force the piston to move downwards. The piston is linked to the piston rod and the piston rod to the crank shaft. They all move each other due to the link between them. The crank shaft is connected to the wheels of a car. As the crank shaft moves, the wheels rotate and move the car.
 * 4. The exhaust stroke- in this stroke the exhaust valve remains open at the start. The piston is forced to move upwards because of the momentum gained. This forces gases to move through the exhaust valve into the atmosphere. Now the exhaust valve closes and the intake valve opens. After this the four strokes of the engine are repeated again and again.

Applications
These engines are widely used in vehicles, portable power plants to supply the power to run pumps and other machinery on farms. Many small boats, aeroplanes, trucks and buses also use it.

Future Scope: Continuous research is being carried to increase the fuel efficiency, reduce the pollutants and make it more light and compact. Recently engineers at the University of Birmingham have made the smallest petrol engine that can replace conventional batteries. The engine is so tiny that it can be handled on a fingertip.

Diesel engine
Like a petrol engine, a diesel is an internal combustion engine that converts chemical energy of the fuel to mechanical energy that causes the reciprocating motion inside the cylinders. The pistons are connected to the engine’s crankshaft, which provide the motion needed to propel the vehicle’s wheels. In both petrol and diesel engines, energy is released in a series of small explosions known as combustion. The fuel reacts chemically with oxygen from the air which is taken during intake stroke of the engine. Ignition in the Petrol engines takes place due to sparks from spark plugs, whereas in diesel engines, fuel ignites due to the heat of compression. Air gets heated up when it is compressed.

Types of Diesel Engines
Diesel engines can be four-stroke or two-stroke.

Four-Stoke Diesel Engine

The working of four stroke diesel engine is as follows:

 * 1. The inlet or suction stroke begins when the piston draws air into the cylinder through an the inlet valve. When the piston reaches the bottom of the cylinder, the inlet valve closes, trapping the air inside the cylinder.
 * 2. The compression stroke begins when the piston travels up the cylinder, compressing the trapped air. The pressure raises between 32 bar-50 bars and the temperature to 600 degree Celsius.
 * 3. The injection stroke begins somewhere near the TDC of the compression stroke, fuel is sprayed into the hot air, ignites, and burns in a controlled manner due to the heat of compression, resulting in the power stroke.
 * 4. The exhaust stroke begins when the piston BDC, the piston forces all the burned gases out through the open exhaust valve. At the top of the exhaust stroke, the exhaust valve closes and the inlet valve opens up, ready to admit a fresh charge of air which brings the engine back to the starting point. The cycle is repeated again.

Two-Stroke Diesel
A diesel engine operates in the same manner as a four stroke diesel engine, but reduces the four strokes of the piston into two-stroke once up and and once down of the cylinder.

 * 1. When the piston is at the top of its cylinder it is on its compression stroke. The cylinder is filled with pressurized, super heated air. Diesel fuel is injected and ignites. The piston moves down the cylinder for its power stroke. When the piston is near to the bottom of its power stroke, the exhaust valves open and most of the burned gases rush out of the cylinder.

Now, as the piston continues to moves down the cylinder, it uncovers a series of ports, in the cylinder wall.Pressurized air is blown in through these ports, pushing the rest of the burned gases out of the cylinder and refilling it with fresh air charge.
 * 2. As the piston moves back up, it blocks the inlet ports, trapping the charge of fresh air in the cylinder. Although the piston as only covered a little over one stroke, it has already completed its power stroke, the exhaust process, and the inlet cycle. As the piston comes back up the cylinder on its second stroke, it compresses the fresh air. When it reaches

the top of the cylinder, injection and combustion takes place, starting the cycle over again. A two stroke engine produces one power stroke in every complete cycle, while a four stroke produces one power stroke every for four strokes.

Wikipedia

 * Internal combustion engine
 * Four-stroke engine
 * Two-stroke engine
 * History of the internal combustion engine
 * Gunpowder engine

title: Internal combustion engines


text:
Talk:Customer relationship management

Hi! This seems to be a copy from Wikipedia's article Customer relationship management. Why don't we make a learning experiment now with this and try to rephrase it in our own words or use Wikipedia's article to generate information or a better learning experience?

Please also see: What Wikiversity is not

 * "A duplication of other Wikimedia projects. While Wikiversity complements other Wikimedia projects, it will not simply duplicate their content. So, if you want to read about a topic, you may be better off visiting, say, Wikipedia or Wikibooks, but if you want to learn about this topic, you can do so at Wikiversity. Learning materials will be created and used on Wikiversity, but materials on other projects may also be used as learning materials themselves or even places to consolidate this learning, i.e. writing an article, manual etc based on what you've learned. There may be some overlapping, but each project will maintain its own focus."

Also worthwile reading: What is Wikiversity? How to Cite from Wikipedia. Salmon of Doubt 12:45, 13 September 2008 (UTC)

title: Talk:Customer relationship management


text:
Learning from conflict and incivility/Instances of incivility

This page is envisaged as a common workspace for the Learning from conflict and incivility project, to identify instances of incivility. However, this activity is not unproblematic - there is probably a range of opinions about any action, and whether or not it is uncivil. Therefore, it could be a start to identify what different people consider to be "uncivil". It might therefore be an idea to have each instance as an initial example "brought to the table" by an individual, which can then be discussed generally. Discussion might well become heated - but, again, it is encouraged to keep within the ground rules of the project.


text:
Albanian sea port history

Welcome to the Wikiversity learning project about Albanian sea port history. After exploring the history of the different sea ports we would like to know what (influences) remained from the past until today.

Introduction to the project
The following are major sea ports in Albania: Durrës, Vlorë, Sarandë and Shëngjin (Lezhë). Help updating statistics here.

The largest port city Durrës has a long and interesting history.

TODO: add more

How can I participate?
Actually in any kind - if you are new to wikis here are some starting points:
 * Read above Wikipedia articles and create a new learning resource in regards to this project's aims.
 * Did you visit one of the cities or know something about them ? Add some details here or to the above Wikipedia articles.
 * Do you have some pictures of one of the cities ? Why not upload them (to commons) so others can share the great views ?

Media gallery

More media files at commons from:
 * Durrës
 * Vlora
 * Sarandë
 * Shëngjin

title: Albanian sea port history


text:
Talk:Albanian sea port history

The talk page before the moving can be found here Talk:Albanian sea port history/Comparing with the growth of Wikiversity.

title: Talk:Albanian sea port history


text:
User:Eml4500.f08.team.guan/hw2

7.3-7.5

Element Stiffness Matrices
In order to analyze the two different elements of the two-bar truss system, their individual stiffness matrices must be calculated. The notation for the elemental stiffness matrix can be denotes with an underlined, lower case "k" with a superscript "e" where "e" equals either 1 or 2 corresponding to its respective element. It can also be represented by an actual four by four matrix or an underlined k with a superscript "e" and a subscript "ij" uncased in brackets as seen below. "e" again denotes the element number, "i" denotes the row number, and "j" denotes the column number. Here in this example, "i" and "j" range from 1 to 4. $$\displaystyle k^{(e)}_{matrix} $$ = $$\begin{bmatrix} k_{11} & k_{12} &k_{13} &k_{14} \\ k_{21} & k_{22} &k_{23} &k_{24} \\ k_{31} & k_{32} &k_{33} &k_{34} \\ k_{41} & k_{42} &k_{43} &k_{44} \\ \end{bmatrix} $$ =$$\begin{bmatrix} k^{(e)}_{ij} \\ \end{bmatrix} $$ However, an important aspect of the stiffness matrix is noticed using a more specific representation of this four b four matrix in this problem. From previous notes, the stiffness matrix is seen below. $$\displaystyle k^{(e)}_{matrix} $$ = $$k^{(e)}\begin{bmatrix} (l^{(e)})^2 & l^{(e)}m^{(e)} & -(l^{(e)})^2 & -l^{(e)}m^{(e)} \\ l^{(e)}m^{(e)} & (m^{(e)})^2 &  -l^{(e)}m^{(e)} & -(m^{(e)})^2 \\ -(l^{(e)})^2 & -l^{(e)}m^{(e)} &  (l^{(e)})^2 & l^{(e)}m^{(e)} \\ -l^{(e)}m^{(e)} & -(m^{(e)})^2 & l^{(e)}m^{(e)} & (m^{(e)})^2 \\ \end{bmatrix} $$ As mentioned before, l and m and their element number superscripts are the director cosines of the inclined local axis (x_tilda) from local node 1 to local node 2 with respect to the global (x,y) coordinate system. However, more importantly is that this element stiffness matrix representation shows that the matrix is symmetrical about the diagonal ($$k^{(1e)}_{ij}=k^{(1e)}_{ji}$$). This also means that its transpose is equal to itself. This characteristic of the stiffness matrix allows for you to check your work upon calculation. If the matrix does not turn out to be symmetrical, there may be an error in your calculations. Now it is necessary to calculate the values of the stiffness matrix. Let us examine the element stiffness matrix of element one. Recall that element one has an elastic modulus (E) of 3, length (L) of 4, a cross sectional area (A) of 1, and an inclination angle (theta) of 30 degrees. A picture of element one is below in the collapsible box to better recall the characteristics.  $$l^{(1)}=cos(\theta^{(1)})=cos(30), m^{(1)}=sin(\theta^{(1)})=sin(30), k^{(1)}=\frac{E^{(1)}A^{(1)}}{L^{(1)}}$$ $$k^{(1)}_{11}=k^{(1)}(l^{(1)})^2=\frac{3}{4}(\frac{\sqrt{3}}{2})^2=\frac{9}{16} $$ $$k^{(1)}_{12}=k^{(1)}l^{(1)}m^{(1)}=\frac{3}{4}(\frac{3}{2})\frac{1}{2}=\frac{3\sqrt{3}}{17}$$ $$k^{(1)}_{42}=-k^{(1)}(m^{(1)})^2=\frac{3}{4}(\frac{1}{2})^2=\frac{-3}{16}$$ One can observe that only three values of the matrix need to be calculate because all of the values in the matrix have one of these three values' magnitudes. Noticing this can save an ample amount of computation time. Similarly, element stiffness matrix of element two can be calculated. Recalling the properties of element two, it has an elastic modulus (E) of 5, length (L) of 2, a cross sectional area (A) of 2, and an inclination angle (theta) of -45 degrees. A picture of element two is below in the collapsible box to better recall the characteristics. These images are not drawn to scale.

 $$l^{(2)}=cos(\theta^{(2)})=cos(-45), m^{(2)}=sin(\theta^{(2)})=sin(-45), k^{(2)}=\frac{E^{(2)}A^{(2)}}{L^{(2)}}$$ $$k^{(2)}_{11}=k^{(2)}(l^{(2)})^2=(5)\frac{2}{4}=\frac{5}{2} $$ Now, one can observe for this element stiffness matrix that the absolute values of all coefficients $$k^{(2)}_{ij}$$ are the same. Therefore, you can compute one coefficient to fill in the entire matrix. This is due to the director cosines of this element being equal with an inclination angle of -45 degrees. These element stiffness matrices all only have four displacement degrees of freedom thus they are represented by a four by four matrix. However, the global stiffness matrix has a total of six displacement degrees of freedom.

title: User:Eml4500.f08.team.guan/hw2


text:
Albanian sea port history/Comparing the sea ports

Let's collect some statistics about the sea ports:


text:
Learning from conflict and incivility/Moulton

I do not reckon my experience with Centaur of Attention, Jim62sch, Salmon of Doubt, Mike.lifeguard, or KillerChihuahua as either good or bad. Rather I reckon it as vexing and perplexing. I have been studying, thinking about (and occasionally solving) challenging ethical conundrums ever since I was a teenager, when I first began studying them under the tutelage of Rabbi Myer S. Kripke. The ethical conundrums supplied here by Centaur of Attention, Salmon of Doubt, Mike.lifeguard, and KillerChihuahua are fascinating to me precisely because they are so bloody hard to solve. Most of their maneuvers here are frankly beyond my pay grade as a lifelong student of such conundrums. The whole point of the Ethics Project is to discover better ethical practices (enroute to best ethical practices) when challenged with ethical conundrums of the caliber that CofA, J62s SofD, M.l, and KC are wont to toss my way. So for me this is an educational experience at (or beyond) my own frontiers of learning, which is exactly what I seek as a learner in any subject of interest to me.


text:
Draft:Original research/Safety

Safety is the "condition or feeling of being safe".

Just about any endeavor can be performed safely.

Safeness
Def.

is called safe.
 * 1) not "in danger; free from harm's reach",
 * 2) free "from risk; harmless; riskless",
 * 3) providing "protection from danger; providing shelter", or
 * 4) not "in danger from the specified source of harm"

Practical safety
Practical Safety can be defined as "anything done to prevent accidents or reduce their effects". It is generally a subject with much unnecessary confusion. Essentially, safety breaks down into 2 major categories:

Safety Technology: engineering solutions designed to eliminate / reduce hazards.

Safety Behaviour: defined safe actions used in conjunction with safety technology.

In order to control the design / input and to sustain both categories (voluntarily) Safety Management (application of management technques to control safety technology / behaviour) is necessary. The accepted world standard in this area is OHSAS18001. Templates are available to assist users in this endeavour, eg ISA2000. These can be certified by internationally recognized management systems certification organizations, eg ICS.

Safety Law: Statutory measures to enforce the above measures apply in most countries eg OHSA in the USA and EU law in Europe. Employers failing to adopt adequate safety management measures are liable to be prosecuted with resultant fines and possible imprisonment. Employers who do adopt such measures are likely to achieve significant savings in many areas of operation making them more competitive than their counterparts.

The snake and scorpion sign on the right from Arizona USA is a form of safety management.

Safety belts
Def. a "belt or strap that attaches a person to an immovable object for safety" is called a safety belt.

Safety calls
Def. a "prescheduled phone call to another person who knows where one is and who one was going out with, [where a] missed check-in (or using a pre-arranged code phrase for danger) signals one's contact person to call for help" is called a safety call.

Safety catches
Def. a "latching device that prevents accidental activation of a dangerous event; an interlock" is called a safety catch.

Safety factors
Def. a "ratio of the maximum stress or load which something can withstand to the stress or load which it was designed to withstand under normal operation" is called a safety factor.

Safety glasses
Def. glasses "(spectacles) designed to protect the eyes against flying objects such as dust etc" are called safety glasses.

Safety helmets
Def. any "helmet designed to protect the head from accidental injury, such as a bicycle helmet or construction helmet" is called a safety helmet.

Safety matches
Def. a "match designed so it can only be ignited on a special friction surface" is called a safety match.

Safety nets
Def. a "large net placed horizontally beneath performing aerialists such as trapeze artists or tightrope walkers, intended to catch a performer who falls and to protect him or her from harm" or anything, "such as a governmental program, that provides security against extreme disadvantage or misfortune" is called a safety net.

Safety pins
Def. "a pin, in the form of a clasp, that has a guard to cover the sharp point; used to join two pieces of fabric etc together temporarily" and "the pin of a hand grenade that prevents accidental detonation" is called a safety pin.

Safety razors
Def. a "razor, designed for safety, that protects the skin from all but the very edge of the blade (as opposed to a straight razor)" is called a safety razor.

Safety reflectors
Def. a retroreflector or "reflector intended for pedestrians, runners, motorized and non-motorized vehicles" is called a safety reflector.

Safety valves
Def. a "relief valve set to open at a pressure below that at which a container (such as a boiler) would burst" is called a safety valve.

Security
Def. a "condition of not being threatened, especially physically, psychologically, emotionally, or financially" or freedom "from apprehension" is called security.

Risks
Def. a "likelihood of a negative [such as an unhealthy] outcome" is called a risk.

Evaluating a risk may mean assigning a probability of an unhealthy occurrence, e.g., an experimental repellor vehicle 10 km above the Earth's surface with only one repellor system may have a higher probability of crashing back to the ground than another with quadruple independent systems available to repel the Earth.

Hypotheses

 * 1) Safety is conducting an experiment using 3300 coulombs in a capacitor and suffering no harm or radiation poisoning.

title: Draft:Original research/Safety


text: User:Rootology

title: User:Rootology


text:
User talk:Rootology

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Dzonatas 00:25, 14 September 2008 (UTC)

Movement of Comments from Moulton's talk page
This is to give notice that, with Moulton's permission, I moved the section "Comments" from his talk page. It has been moved to this place. This is to allow the conversation to continue, but also to give Moulton a chance to continue on his project with the least amount of disturbances. Ottava Rima (talk) 04:45, 16 September 2008 (UTC)

Thank you
Thank you for cleaning up some problematic recent additions by an IP. Ottava Rima (talk) 22:59, 16 September 2008 (UTC)

Careful please
Ottava (the guy you reverted) is a custodian here, not a moulton sock :-). I don't think anyone's eager to rush into battle about this, though I may be wrong... please keep watching WV:CR for updates. --SB_Johnny talk 13:17, 4 December 2008 (UTC)
 * I figured that out when he pinged me on my WP talk :) Rootology 14:23, 4 December 2008 (UTC)

 * Okey-dokey :-). Keep in mind that I just want to avoid moar dramahz... we've had more than enough of late! --SB_Johnny talk 15:01, 4 December 2008 (UTC)

title: User talk:Rootology


text:
Talk:Learning from conflict and incivility/Instances of incivility

Great introduction—one of the questions I ask at my subproject is what "tools in conflict" are appropriate, and which are not. I think this is closely related. Some examples could be gleaned from there, but I'd rather not be the person to pick up the examples from there first. The Jade Knight 03:15, 14 September 2008 (UTC)


text:
User talk:Gantz~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --The Jade Knight 03:25, 14 September 2008 (UTC)

French Mentoring
Salut, Gantz. You are listed at the French stream as being a beginning student of French, who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:17, 22 November 2008 (UTC)

Your account will be renamed
Hello,

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

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

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:36, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:09, 19 April 2015 (UTC)

title: User talk:Gantz~enwikiversity


text:
User:Jenny O/Introduction

What is social psychology?
Social psychology is a relatively new discipline in the study of psychology. Its goal is to understand humans in their social context. Described as being interdisciplinary, social psychology sits on a continuum between psychology (individual) and sociology (group). Accordingly, social psychology explores a number of relationships: person-to-person, group to person, person to group, and group to group (James Neill, Lecture 1). It is apparent that this field of psychology is indeed broad and in some areas controversial.

The following, adapted from Allport (1935,1985), provides a useful description of social psychology as:

 * “..the scientific study of how people’s thoughts, feelings, and behaviours are influenced by the actual, imagined, or implied presence of others”

Links to further reading:
 * Social psychology (psychology) (Wikipedia)
 * What is social psychology? (Wilderdom)

A scientific study
One of the many controversies in social psychology is the over-reliance on experimental methods. Another is the dearth of qualitative research methods (see Lecture 1). Our textbook only refers to the use of experimental and non-experimental research methods in social psychology, and their discussion of non-experimental research is limited to using correlation. As in most other psychology texts and courses, no mention is made of qualitative methods and how these may further inform or contribute to our understanding of human beings, particularly as social and cultural beings.

Baumeister and Bushman (2008) also provide a cursory explanation of ‘reliance on student samples’ and ‘cultural relativity’ in social psychology research (p.23). I think these issues are important, as they reflect the Western domination of theory and research that is often just accepted or ignored in psychology. More on this later as it is the subject of my essay.

Also see Further Reading and Western domination of social psychology (essay notes).

Thoughts, feelings & behaviours
Social psychology seeks to understand the effect of other people on these human attributes. The textbook conveniently refers to people’s thoughts, feelings and behaviours as the ABC Triad (p.8):

 * Affect (feelings or emotions): Feelings about the self, others or issues e.g. self-esteem, prejudice & attitudes

 * Behaviours: What people do e.g. joining groups, helping or hurting others, liking or loving others.

 * Cognitions (thoughts): What people think about themselves, others and the social world e.g self-concept, stereotypes, ‘groupthink’.

The actual, imagined, or implied presence of others
I like this phrase. It could describe any social context and it seems to capture all possible forms of social influence on a person. Most saliently, it tells us that others do not have to be present to influence our thoughts, feelings and behaviours. Examples of the imagined or implied presence of others include: watching TV, following a moral code, ruminating about a social encounter or even writing an e-portfolio!

It will be interesting to see how these components of social psychology are addressed in the text (and other readings), lectures, tutorials, and discussions over the semester.

The influences of culture & nature on social psychology
The textbook moves away from the nature/nurture debate, commonly found in undergraduate psychology texts, to focus on the influences of culture and nature on social psychology.

Nature is defined in the textbook as: “ the physical world around us, including its laws and processes” (p.32). Based on the text’s evolutionary approach, the underlying premise is that nature (through processes of evolution, natural selection, reproduction and ultimately survival) has endowed human beings with a sophisticated brain that enabled us to develop and to engage in culture. Embedded in this, is the notion that humans possess a psyche – a construct beyond the mind that embodies human psychological processes - developed through the interaction of nature and culture (Lecture 2). Thus, culture (and I assume our sophisticated brain/psyche) can be used to distinguish humans from other animals.

Comparing the characteristics of the social and the cultural animal (pp.39-40) emphasises that animals are social but not necessarily cultural, and culture is uniquely human (Lecture 2). These characteristics are summarised in the following table (Adapted from the textbook and lecture notes):

Table 1: Characteristics of Social & Cultural Animals

So, what is culture? Defining culture seems to depend on the context or one’s worldview. In the context of social psychology (and the textbook p.36) culture:

 * Is an information-based system (storehouse of knowledge, information and cultural practice)

 * Is a shared understanding (knowing or believing?) and praxis (ways of doing?)

 * Allows groups of people to live together in an organised fashion (It also very distinctly sets groups of people apart)
 * Allows people to satisfy their biological and perhaps other needs (But does this always hold true?)

I find the concept of culture particularly interesting, and most relevant to social psychology. As suggested before, I think cultural influence is often overlooked in psychology - maybe I'm wrong. Nevertheless, I hope to learn a lot more about culture through this subject.

Also see Further Reading

Revised definition of social psychology
Social psychology explores human (individual and group) attitudes, behaviours and cognitions within a social context (actual, implied or imagined), which is determined by the influences of nature and culture.

title: User:Jenny O/Introduction


text:
User:Fabien Basmaison

I was just passing by and I saw some light... Then here I am.

French who lived China and South America, obviously interested in multi-cultural exchanges and learning/teaching.

Here are some stuff: http://arkhi.org/

title: User:Fabien Basmaison