text:
User:Eml4500.f08.echo.lacroix/HW1

Lecture Notes
For the first 3 days of class, Wikipedia was introduced and discussed at length. How to create a username and how to edit wikipages was explained. Wikiversity was later chosen as the format to submit homework.

Deadline for submitting team structure is 9-3-08

 * Must have team name which must be 4 to 6 characters.
 * Must contain member names & UFID's
 * Wikipedia class usernames

E-mail notes:

 * HW should include notes from previous week of lectures.
 * Should be prose style rather than lecture.
 * Organize by topic rather than lecture number.
 * File under sub-namespace
 * Redraw all figures and rewrite all sentences & include references
 * Deadline is Wednesday 5pm Eastern (21:00 UTC)

Matlab Tutorial
>> A=[1 2 3; 4 5 6; 7 8 9];

or

>> A = [ 1 2 3  4 5 6   7 8 9 ]

>> A=[1 2; 3 4] + i*[5 6;7 8]

A =

1.0000 + 5.0000i  2.0000 + 6.0000i 3.0000 + 7.0000i  4.0000 + 8.0000i

>> [1,2,3,4].*[1,2,3,4]

ans =

1    4     9    16

>> [1,2,3,4].^2

ans =

1    4     9    16

>> [1,2,3,4]*[1,2,3,4] ??? Error using ==> mtimes Inner matrix dimensions must agree.

>> [1,2,3,4]*[1,2,3,4]'

ans =

30

>> zeros(size(A))

ans =

0    0     0     0

>> test=[1 2 3; 4 5 6; 7 8 9]

test =

1    2     3     4     5     6     7     8     9

>> test2=[1 2 3]

test2 =

1    2     3

>> diag(test2)

ans =

1    0     0     0     2     0     0     0     3

>> diag(test)

ans =

1    5     9

>> diag(test)'

ans =

1    5     9

>> diag(diag(test))

ans =

1    0     0     0     5     0     0     0     9

>> A

A =

1.0000 + 5.0000i  2.0000 + 6.0000i 3.0000 + 7.0000i  4.0000 + 8.0000i

>> A=test

A =

1    2     3     4     5     6     7     8     9

>> B=[A, zeros(3,2);zeros(2,3),eye(2)]

B =

1    2     3     0     0     4     5     6     0     0     7     8     9     0     0     0     0     0     1     0     0     0     0     0     1

>> x=[]; for i = 1:3, x=[x,i^2], end

x =

1

x =

1    4

x =

1    4     9

>> x=[]; for i = 3:-1:1, x=[x,i^2], end

x =

9

x =

9    4

x =

9    4     1

>> 3<5

ans =

1

>> 3>5

ans =

0

>> 3==5

ans =

0

>> 3==3

ans =

1

>> a=rand(5)

a =

0.9501   0.7621    0.6154    0.4057    0.0579    0.2311    0.4565    0.7919    0.9355    0.3529    0.6068    0.0185    0.9218    0.9169    0.8132    0.4860    0.8214    0.7382    0.4103    0.0099    0.8913    0.4447    0.1763    0.8936    0.1389

>> b=triu(a)

b =

0.9501   0.7621    0.6154    0.4057    0.0579         0    0.4565    0.7919    0.9355    0.3529         0         0    0.9218    0.9169    0.8132         0         0         0    0.4103    0.0099         0         0         0         0    0.1389

>> a==b

ans =

1    1     1     1     1     0     1     1     1     1     0     0     1     1     1     0     0     0     1     1     0     0     0     0     1

>> max(a)

ans =

0.9501   0.8214    0.9218    0.9355    0.8132

>> max(max(a))

ans =

0.9501

>> eig(a)

ans =

2.8043           -0.0490 + 0.5617i -0.0490 - 0.5617i 0.2093           -0.0381

>> [U,D]=eig(a)

U =

-0.4565            0.0663 + 0.1672i   0.0663 - 0.1672i  -0.3303             0.1189 -0.4427           -0.0382 + 0.0756i  -0.0382 - 0.0756i   0.6049            -0.5044 -0.5215           -0.1729 - 0.5325i  -0.1729 + 0.5325i  -0.5077             0.3669 -0.4070           -0.1619 + 0.3456i  -0.1619 - 0.3456i   0.1671             0.2074 -0.3975            0.7081             0.7081             0.4892            -0.7442

D =

2.8043                 0                  0                  0                  0                  0            -0.0490 + 0.5617i        0                  0                  0 0                 0            -0.0490 - 0.5617i        0                  0 0                 0                  0             0.2093                  0                  0                  0                  0                  0            -0.0381

>> A(:,[2 4 5]) = B(:,1:3)

A =

0.9501   1.0525    0.6154   -1.7572    0.8069    0.2311         0    0.7919    2.1907   -1.8821    0.6068         0    0.9218         0    1.0848    0.4860         0    0.7382         0         0    0.8913         0    0.1763         0         0

>> A(:,[2,4])=A(:,[2,4])*[1 2;3 4]

A =

0.9501  -4.2191    0.6154   -4.9238    0.8069    0.2311    6.5722    0.7919    8.7629   -1.8821    0.6068         0    0.9218         0    1.0848    0.4860         0    0.7382         0         0    0.8913         0    0.1763         0         0

>> x=[2 5; 3 8]

x =

2    5     3     8

>> x=x(2:-1:1)

x =

3    2

>> y=fliplr(x)

y =

2    3

>> y=flipud(x')

y =

2    3

>> why A smart programmer suggested it.

>> flops Warning: Flop counts are no longer available.

>> tic, x=A\b, toc

x =

0.0000   0.0000         0   -0.1264    0.1761   -1.8055   -1.9356   -2.4197   -0.9192   -0.6836   -0.0000   -0.0000   -0.0000    0.6390   -0.1026    1.3541    1.5038    2.0876    0.8218    0.7161         0    0.0000    0.8497    0.3730    0.7382

Elapsed time is 0.000486 seconds. >> tic, x=inv(A)*b, toc

x =

0.0000   0.0000    0.0000   -0.1264    0.1761   -1.8055   -1.9356   -2.4197   -0.9192   -0.6836   -0.0000   -0.0000   -0.0000    0.6390   -0.1026    1.3541    1.5038    2.0876    0.8218    0.7161    0.0000    0.0000    0.8497    0.3730    0.7382

Elapsed time is 0.000455 seconds.

(in an m.file “expnormal”): function y = expnormal(x) y=exp(-x.^2);

>> fplot('expnormal',[-1.5,1.5])

>> t=0:.001:2*pi; x=cos(3*t); y=sin(2*t); plot(x,y)

>> t=.01:.01:20*pi; x=cos(t);y=sin(t);z=t.^3;plot3(x,y,z)

>> mesh(eye(10))

>> surf(eye(10))

>> xx=-2:.2:2; yy=xx; [x,y]=meshgrid(xx,yy); z=exp(-x.^2-y.^2);mesh(z)

>> xx=-2:.2:2; yy=xx; [x,y]=meshgrid(-2:.2:2,-2:.2:2); z=exp(-x.^2-y.^2);surf(z)

>> shading interp >> xx=-2:.2:2; yy=xx; [x,y]=meshgrid(-2:.2:2,-2:.2:2); z=exp(-x.^2-y.^2);surf(z)

>> colormap cool >> xx=-2:.2:2; yy=xx; [x,y]=meshgrid(-2:.2:2,-2:.2:2); z=exp(-x.^2-y.^2);surf(z)

>> colormap copper >> xx=-2:.2:2; yy=xx; [x,y]=meshgrid(-2:.2:2,-2:.2:2); z=exp(-x.^2-y.^2);surf(z)

>> colormap flag >> xx=-2:.2:2; yy=xx; [x,y]=meshgrid(-2:.2:2,-2:.2:2); z=exp(-x.^2-y.^2);surf(z)

>> F=floor(10*rand(6)); F=triu(tril(F,1),-1); >> S=sparse(F)

S =

(1,1)       9   (2,1)        7   (1,2)        9   (2,2)        6   (3,2)        2   (2,3)        6   (3,3)        6   (4,3)        3   (3,4)        3   (5,4)        3   (4,5)        6   (5,6)        6   (6,6)        7

>> issparse(A)

ans =

0

>> m=6;n=6;e=ones(n,1);d=-2*e; >> T=spdiags([e,d,e],[-1,0,1],m,n)

T =

(1,1)      -2   (2,1)        1   (1,2)        1   (2,2)       -2   (3,2)        1   (2,3)        1   (3,3)       -2   (4,3)        1   (3,4)        1   (4,4)       -2   (5,4)        1   (4,5)        1   (5,5)       -2   (6,5)        1   (5,6)        1   (6,6)       -2

>> i=[1 2 3 4 4 4]; j=[1 2 3 1 2 3]; s=[5 6 7 8 9 10]; S =sparse(i,j,s,4,3),full(S)

S =

(1,1)       5   (4,1)        8   (2,2)        6   (4,2)        9   (3,3)        7   (4,3)       10

ans =

5    0     0     0     6     0     0     0     7     8     9    10

>> sparse(i,j,s,m,n)

ans =

(1,1)       5   (4,1)        8   (2,2)        6   (4,2)        9   (3,3)        7   (4,3)       10

>> n=6;e=floor(10*rand(n-1,1));E=sparse(2:n,1:n-1,e,n,n)

E =

(2,1)       6   (4,3)        4   (5,4)        4   (6,5)        3

title: User:Eml4500.f08.echo.lacroix/HW1


text:
User talk:Eml4500.f08.Ateam.barry

 Hello Eml4500.f08.Ateam.barry, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 02:32, 4 September 2008 (UTC)

a question for you
Hi! I see you uploaded Image:Matlab intro.jpeg to Wikiversity. What is the source of the image? It looks like it might be subject to copyright restrictions. Please take a look at Fair use and Uploading files. It might be possible to create a fair use rationale for the use of this image at Wikiversity. --JWSchmidt 04:44, 9 September 2008 (UTC)

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

title: User talk:Eml4500.f08.Ateam.barry


text:
User talk:Eml4500.f08.echo.lacroix

 Hello Eml4500.f08.echo.lacroix, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 02:33, 4 September 2008 (UTC)

title: User talk:Eml4500.f08.echo.lacroix


text:
User:CraigWilliam/CSoP

Welcome to the CraigWilliam School of Psychology!

This is the Personal Learning Environment that CraigWilliam is creating for himself, but others are welcome to take ideas from it and use it on other wiki pages.

Announcement Board

 * 2008.09.03 - CraigWilliam School of Psychology founded!

Divisions and Departments

 * Division of Applied Psychology

 * Department of Environmental Psychology

 * Department of Health Psychology

 * Department of Sport and Exercise Psychology

 * Division of Biological Psychology

 * Department of Evolutionary Psychology

 * Department of Neuropsychology

 * Division of Clinical and Counseling Psychology

 * Division of Cognitive Psychology

 * Division of Developmental Psychology

 * Division of Educational and School Psychology

 * Division of General Psychology

 * Department of Comparative Psychology

 * Department of Experimental Psychology

 * Department of Multicultural and Diversity Psychology

 * Department of Positive Psychology

 * Department of Quantitative, Methodological, and Mathematical Psychology

 * Division of Industrial and Organizational Psychology

 * Division of Personality and Social Psychology

Multidisciplinary and Collaborative Efforts

 * Cognitive Science

 * Neuroscience

 * Peace and Conflict Studies

Active participants
If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it may not be needed). Alternatively, the histories of Wikiversity pages indicate who the active participants are - you can see this from clicking the "history" tab (beside the "edit" tab) at the top of any page.

title: User:CraigWilliam/CSoP


text:
User:CraigWilliam/CSoP/Cognitive psychology

Welcome to the Division of Cognitive Psychology! A division of the CraigWilliam School of Psychology.

Division News and Announcements
2008.09.03 - Division of Cognitive Psychology created!

Learning Projects (Courses)

 * Introduction to Cognitive Psychology
 * This Learning Project contains lessons that introduce the student to the basic knowledge and methods used in the field of Cognitive Psychology.
 * Lessons:
 * A Brief History of Cognitive Psychology
 * Cognitive Science
 * Mental Processes
 * Language
 * Memory
 * Perception
 * Current Issues in Cognitive Psychology
 * Cumulative Assessment for Introduction to Cognitive Psychology

 * Memory and Learning
 * This Learning Project builds upon the ideas covered in Introduction to Cognitive Psychology. The aim of this course is to explore in more depth the topics of memory and learning.

 * Sensation and Perception
 * This Learning Project builds upon the ideas covered in Introduction to Cognitive Psychology. The aim of this course is to explore in more depth the topics of sensation and perception.

 * Advanced Cognitive Psychology
 * The Learning Project Advanced Cognitive Psychology assumes the learner has an introductory knowledge of cognitive psychology and a passing knowledge of its sub-topics. This learning project details research methodology, recent studies and findings, and controversies within cognitive psychology.

Free
Cognitive Psychology at Wikipedia

Cognitive Psychology and Cognitive Neuroscience at Wikibooks


text:
User:Aliciar

Hi my name is Alicia Revels, and I'm an Elementary education major with a minor in special education.

title: User:Aliciar


text:
User:Eml4500.f08.ateam.carr

EML 4500-Finite Element Analysis Wiki
Homework Assignments:

 * 1) HW1 - Matlab Tutorial Sections 4, 8, 12, 16
 * 2) HW2 - Notes 9-19-08
 * 3) HW3 - Notes 10-03-08
 * 4) HW4 - Notes 10-15-08
 * 5) HW5 - Notes 10-31-08
 * 6) HW6 - Notes 11-14-08
 * 7) HW7 -

Class Notes:

 * 1) Notes 1 - August 25th - August 29th
 * 2) Notes 11 - September 19th

Links:

Main Class Page

Ateam - Group Members Akash Shah Taylor Boggs Tatiana Nobrega Pedro Rivero Josh McNally Michael Carr

Michael Carr

Mechanical Engineering

University of Florida

title: User:Eml4500.f08.ateam.carr


text:
User:Eml4500.f08.ateam.carr/HW1

HW 1- Matlab Tutorial Sections 4, 8, 12, 16
Matlab Primer, University of Florida "Matlab is an interactive, matrix-based system for scientific and engineering numeric computation and visualization." Below you will find an introductory tutorial to Matlab programming as part of Ateam's submission. Topics covered include:

Section 4 - Statements, expressions, and variables
"MATLAB is an expression language. Expressions you type are interpreted and evaluated." Examples of statement formatting:

$$variable = expression$$ or    $$expression$$

Expressions may consist of functions, operators, and names of variables. The return key executes your typed command. MATLAB is case sensitive and therefore care must be exercised when entering variable names. For example: $$plot(x,Y) \ne plot(X, y)$$

The command "who" or "whois" displays variables currently stored in MATLAB. The command " clear variablename " deletes a specific variable.

The command "eps" prints the machine round off point useful for iterative convergence.

If a run away computation is experienced "CTRL-C" or "CTRL-BREAK" will break the calculation.

Saving the Workspace
When MATLAB is exited, all variables are lost unless previously saved. The command "save" will generate a file entitled "matlab.mat". When re-entering the program, the command "load" will reopen the saved workspace.

Section 8 - Vector functions
Some MATLAB functions perform actions on vectors in a column by column fashion and produce a row vector with the results. If one wants to operate on a row by row basis, the transpose can be used.

max min sort sum prod median mean std any all

For example, to calculate on a row by row basis and find the mean:

mean(A')'

For example, the max value in a matrix B is determined by:

max(max(B))

The command example above is nested within itself. The inner most "max" function produces a single row of the max values for each column of the original matrix. The outer function produces the maximum value of these remaining row vector values.

Section 12 - M-files
M-files are a specific type of file MATLAB is capable of executing. A M-file consists of a series of sequential commands and are characterized by the ".m" file extension. MATLAB M-files fall into two categories: script files and function files.

Script Files
Script files are composed of normal MATLAB commands. To execute the commands inside of a script file, simply type the file name. For example, if the file name is "transpose.m", the command "transpose" will execute all the statements to be performed.

Details of script files:
 * 1) Can reference other M-files or itself
 * 2) Variables are global and will overwrite current session variables
 * 3) Useful to avoid repetitious data entry

To create a .m script file, simply save the current workspace. (fix) For example if the following M-file entitled "test.m" was executed by using the command "test":

B=[1,2,3;4,5,6;7,8,9] A=[9,8,7;6,5,4;3,2,1] C=A+B

The current workspace will now have three variables imported into memory.

Function Files
The second type of M-file is the function file. This tool extends the convenience of built in functions but allows for customization to specific tasks. Note that variables in a function file are local by default. See the following example from the MATLAB Primer document.

function a = randint(m,n) %RANDINT Randomly generated integral matrix. % randint(m,n) returns an m-by-n such matrix with entries % between 0 and 9 a = floor(10*rand(m,n));

Note the following procedures when creating a function file:
 * 1) First line must begin with "function" and define the input variables
 * 2) "%"-Allows for comments
 * 3) Last line defines output variables

As an example to run the above program, "k = randint(4,3)" could be used.

This command passes 4 and 3 to the program and stores the result in a new matrix, k. Note that variable names are not carried over outside of the function M-file.

Section 16 - Output Format
MATLAB calculations are performed in double precision. However, output formatting can be changed with the following commands:

format short      fixed point with 4 decimal places (default) format long       fixed point with 14 decimal places format short e    scientific notation with 4 decimal places format long e     scientific notation with 15 decimal places format rat        approximation by ratio of small integers format hex        hexadecimal format format bank       fixed dollars and cents format +          +, -, blank

title: User:Eml4500.f08.ateam.carr/HW1


text:
Energy storage

In this course we cover the basic physics behind energy storage, the important characteristics to consider when thinking about or discussing energy storage and then cover all the current technologies. This is followed by an examination of its uses in society including its benefits and leading on into the environmental impacts. The final section covers the use of energy storage in biological systems, demonstrating as always that nature usually gets there first.

Introduction
Energy storage first became an issue with the introduction of electricity because there was no easy way to store electrical power. Therefore you had to use it when you produced it. By far the most successfull energy storage for electricity in significant quantities is via pumped storage. With this method you pump water up a hill to a lake and relase it when you want. However the number of sites is very limited.

As the era of cheap energy comes to a close due to Peak oil and to be followed by Peak gas, then the real costs in energy escalates and it is becoming more imperative to be able to store energy and cut down on wastage. This is especially the case with electrical power because if it is not used, it simply goes to waste. Up to now the abundant and easily accessible supplies of plentiful fossil fuels have effectively subsidized all other energy sources, thereby under valuing them and providing little incentive to use energy sparingly.

Further research, invention and improvement of energy storage methods and technologies can help make new energy sources such as renewable energy more practical and economical and energetically possible.

Energy storage is not just confined to large scale energy supply but there is also the whole array of battery technologies which are widespread and ubiquitous. These can be found in every single car and truck and in most consumer electronic products. Without battery technology, probably none of these would be possible.

A significant advance in energy storage technologies would most likely represent a significant technological shift and herald in a whole range of possibilities for society at large. Recognition of this fact may explain the massive interest in High Temperature Superconductors which appeared in the late 1980s. However progress has been relatively slow since then proving the point that major break throughs don't really happen overnight and any technology nearly always takes 20 or 30 years to mature.

Basic Physics
Basic Physics for Energy Storage

From the Law of the Conservation of Energy in physics, we know that energy can be neither created or destroyed but it can be converted from one form into another. Overall though the energy is becoming more diluted or spread out as the universe expands. This can be best thought of in the way that the light from the sun is spread out into space and the way that heat dissipates into the environment.

The Second Law of Thermodynamics sets a theoretical limit on the amount of useful energy that can be extracted from any heat engine and the figure turns out to be around 66%.

However not all forms of energy conversion are subject to this. For example potential energy and kinetic energy are be converted in theory between each other with no losses.

With energy storage we are interested in what are the basic underlying forms that we can storage energy and given the physics what does this permit us to do and what limitations it imposes on us. The governing principles also affect how energy storage systems are designed and will also determine things like energy quantity, density and even ease of use.

The materials that are used in any energy storage device will also impact on what is possible or achievable. Depending on the method used, this could depend on any one or a combination of desnity, strength, electrical, magnetic and optical properties including numerous other physical parameters.

Potential Energy
This is the energy of an object due to its position in force field such as a gravity field or electric field. Here, we will only consider a gravitional field as the case of an electric potential is discussed later in the section on electrical energy.

As anyone knows to raise an object higher takes energy and when it is allowed to fall, it release that energy into the form of moment or kinetic energy. A classic example is a marble released from the top of a smooth frictionaless bowl. It will roll that to the bottom increasing its kinetic energy all the way and roll up the other side to almost a step. In a frictionaless environment this activity should continue indefinitely. It is evident that there is a smooth switch over from 100% potential energy to kinetic energy and back.

The equation for the potential energy of an object is actually quite simple. It is

 * $$E_p = mgh \,$$

where

 * Ep is the potential energy stored in the object
 * m is the mass of the object
 * g is the standard gravity (approximately 9.8 m/s2 at the earth's surface)
 * h is the height to which the object is raised, relative to a given reference level (such as the earth's surface).

If we are interested in energy storage, then both the quantity of mass and the height are important. There is nothing we can do about g because it is effectively constant near the surface of the Earth.

Kinetic Energy
This is the energy inherent in a moving object and is described by the famous equation:

 * $$E_k = \frac{1}{2}mv^2$$

where:

 * Ek is the kinetic energy of the object
 * m is the mass of the object
 * v is the velocity (or speed) of the object

It is immediately obvious as the velocity is increased the embodied energy rises rapidly. Harnessing the kinetic energy of an object travelling in a straight line is difficult. For example think of trying to capture the energy in a bulletin and successfully converting 100% of that energy to say electrical power. Kinetic energy also applies to rotating objects and the governing equation undefinedis slightly different. The capture and conversion of that energy though is a lot easier.

Rotational Kinetic Energy
The equation for the rotational kinetic energy is of the same form of the above except it is slightly different. It is:

 * $$E_{rotation} = \frac{1}{2} I \omega^2 $$

where
 * I is the moment of Inertia given by I = mr2 where m is the mass and r is the radius.
 * ω is the angular velocity given by v/r where v is the rotational velocity and r is the radius about which the object is rotating.

This is just a simplified explanation because for example in reality where you might have a rotating cylinder, to correctly calculate the moment of inertia, you have to effectively sum up the mass times the radius2 over all parts of the radius from the centre out to the edge.

The key point to note though is that the faster your object rotates the more energy it has and since the moment of inertia is dependent on the radius2, then as the mass is moved further away from the axis of rotation, then the quicker the energy rises. Think of a block of concrete rapidly rotating on the end of a long metal arm and it will be clear and this has a lot of kinetic rotational energy

Electrical Charge
Energy stored as electric charge is really a form of potential energy, except it's electrical potential energy. The presence of a charge sets up a voltage potential difference which can be used at some point to attract electrons and thereby make current flow. When storing energy in this way, one needs to accumulate charge on a surface and then keep it insulated or isolated so that the charge does not leak away.

A good example of a device for storing energy as electric charge is a capacitor. This is a common circuit component very widely used in circuit designs of all types. Typical capacitors however store tiny amounts of energy. Capacitance is measured in farads and your average capacitor is rated anywhere from a few microFarad (µF) to as low as a few nanoFarads (nF) or even a picoFarad (pF).

A capacitor can be thought of as two parallel plates separated by an insulator. The equation for capacitance is:
 * $$C = \epsilon \frac{A}{d}$$

where
 * C is the capacitance in farads, F
 * ε is the permittivity of the insulator used (or ε0 for a vacuum)
 * A is the area of each plate, measured in square metres
 * d is the separation between the plates, measured in metres

Therefore it is immediately obvious that to increase the capacitance, the area needs to be increased while the distance separating the plates decreased.

The equation for the energy stored in a capacitor is:
 * $$ E_{stored} = \frac{1}{2} C V^2 = \frac{1}{2} \epsilon \frac{A}{d} V^2$$.

where

 * E is the energy measured in joules
 * C is the capacitance, measured in farads
 * V is the voltage measured in volts

To increase the energy stored, the fastest way to do this is by increasing the voltage. Unfortunately the material properties get in the way of increasing this indefinitely and if raised too high, the device will suffer voltage breakdown. Early capacitors would have used air gaps between the plates, but the dielectric value for many insulators is actually higher than that of air. Therefore modern capacitors uses novel materials with high dielectric constants to enable them to use higher voltages.

In practice high capacitance is achieved by rolling up the plates or sheets into cylindrical and other shapes. More recent designs have tended towards porous type structures which are able to achieve huge surface areas in tiny volumes.

Magnetic Energy
Any electric current will always create a magnetic field around it, and an changing magnetic field can induce an electric current in any nearby electrical conductor. Thus a wire carrying electrical current will also have a tiny magnetic field associated with it. By coiling the wire around in a cylindrical shape or like a coiled spring, the strength of this magnetic field can be increased and also made to self induct. This is the basis of electrical inductors which are common electrical components found in many types of circuits particulary those used for radio receivers and transmitters.

The energy stored in a magnetic field is:

 * $$E=\frac {1}{2}\cdot L\cdot I^2$$

Where
 * E = energy measured in joules
 * L = inductance measured in henries, which are units of magnetism.
 * I = current measured in amperes

The problem with magnetic energy and the electro magnets created by passing current through inductors is that current must be continually added in. This is because your typical copper wire is not completely resistance free, although it is very small. If one were to loop back both ends of an inductor after injecting lots of current into the wire, the current would soon die away and all that energy would be wasted.

Superconductors, unlike normal conductors have essentially zero electrical resistance and is of the order of 10-24 ohms (or even lower and in the idealized scenario outlined above, the current would continue to circulate in the loop for millions of years. Clearly then superconductors are the saviours for devising a means to store energy in magnetic fields.

The problem with superconductors is that they have to be cooled to extremely low temperatures, making them expensive and quite impractical. An additional and important problem is that each type of superconductor has a threshold magnetic field in which it can reside. As the magnetic field strength is increased, this serves to increase the temperature until suddenly it is back above the critical threshold between a superconductor and a normal conductor and thereby limiting the capacity of a given superconductor system.

Overall though from the equation above, it can be seen that the most important parameter for raising the amount of energy stored is the strength of the magnetic field.

Chemical Energy
Chemical energy is the most diverse of the various energy storage mechanisms and it is the energy stored in setting up certain higher energy chemical bonds. A single atom can actually have one of its orbiting electrons raised temporarily to a higher energy level, but typically it will fall back to the lower energy level very rapidly. In fact this is the basis of flouresence.

In this discussion we only consider the chemical bonds between atoms as these are far more stable and long lasting. For the chemical energy to be released there must be a new state for the molecule to fall energetically down to. For example the methane molecule given by the chemical formula below can combine with oxygen to form carbon dioxide and water. Actually you need two molecules of each to get a perfect burn and for everything to balance.

 * 2 CH4 + 2 O2 → 2CO2 + 2 H2O

Looking at chemical energy from physical first principles it is really a form of electrical potential energy because each of the various electrons in the atoms of the molecule are at a higher potential energy and will release energy by falling to a lower potential energy.

Luckily for us all the molecules around do not fall automatically to these lower states and this is for a variety of reasons, the main one being that in nearly all cases you need to first raise the energy of the molecule to get it to go to the lower state and form different types of molecules. This is known as the energy of activation. If that was not the case then everything flammable would immediately burst into flames. As we know to burn paper or wood, we first must bring it up to the ignition or activation temperature.

Because of the enormous number of possible types of molecules that can be created, this gives rises to a huge range of molecules capable of storing energy due to their inherent chemical properties. For example some typical fuels that store considerable energy are ethanol, methane, butane, ethane, gasoline and hydrogen.

Explosives also store lots of energy except they release it rather quickly.

To create an energy storage system that makes use of chemical energy, you need a mechanism to pump energy into the system and raise the energy content. Splitting water molecules by electrolysis into their consitutent elements of hydrogen and oxygen requires energy. When you recombine them again through burning, you get back that energy again. Since no system is perfect it will always be less than 100% efficient, so you will lose a bit of energy in the process. A good rule of thumb is that the more chemical steps the lower the overall system efficiency.

Note: Natural gas is largely made up of methane. There will be traces amounts of other gases usually present.

Thermal Energy
In its simplest form thermal energy is the energy that has been put into an object or liquid to make it warm or hot. In its application to energy storage one is usually heating something and keeping it at that temperature to save the effort of doing it later and use energy at that time that may be unavailable. An example is the thick walls of a building heating up in the sun and releasing that heat later on during the night when that energy is not available.

In terms of physics though, thermal energy represents the vibrational energy of all the molecules of your substance or object. In a liquid and a gas it also includes the convectional flows. These vibrations will damp down and the object will cool if there is somewhere for the energy to escape too. An object can release its thermal energy by transferring to through contact to other objects and by radiating out infrared radiations. The infrared comes about because the electron orbitals and the molecules themselves are vibrating and rotating. They can move to lower energy levels resulting in less vibration by releasing infrared photons -i.e. infrared radiation.

If you can seal off the object and perfectly insulate it, then you can store that thermal energy indefinitely. In practice this is very hard to do. Storing hot tea in a flask for 3 or 4 hours is good enough for most applications involving hot tea because one is unlikely to want to store it for days or weeks. For energy storage applications, the better the insulation and the quantity of thermal energy stored then the more uses and applications can be made.

When performing engineering analysis of heat flowsHeat_Transfer][[b:Heat_Transfer] there are three primary mechanisms typically considered.

 * Radiation - All mass radiates heat based upon its internal absolute temperature. This is called Blackbody Radiation and is calculated precisely by a simple mathematical formula.  Since heat radiated is proportional to the fourth power of the absolute temperature warmer mass radiates a lot more energy than colder mass and the net flow of energy is always from the warmer mass to colder mass.

 * Conduction - Heat flows through continuous solid materials by molecular vibrations being transferred between constituent atoms and molecules in the solid. This can be calculated from the temperature potential difference or range just as in electric circuits.  Heat always flows from warmer areas to colder areas.

 * Convection - In liquids and gases heat is carried to or from an immersed solid or energy source or sink by the gas or liquid expanding or contracting from the temperature change.  The difference in density then results in the liquid or gas moving from original position due to different gravity forces upon differing temperature areas in the fluid.   As the gas moves it carries heat with it which is easily calculated from the temperature and the heat capacity of the fluid.  An extreme example of convection is boiling where the newly created steam moves from bottom of boiling water pan in contact with heat source to the surface of the fluid ... carrying all the heat from the heat source through the fluid (which remains at constant 212 deg Fahrenheit) to the atmosphere.

Technologies
In this chapter all of the main energy storage technologies are outlined and explained in terms of the basic physics that they are taking advantage of. For consideration of their usage see the next chapter.

Compressed Air Storage
This technology, sometimes referred to by the longer title Compressed Air Energy Storage (CAES) uses the difference in pressure to effectively raise the potential energy of air to store energy. Since air is not a very dense substance large quantities of it must be compressed and typically this means storing the compressed air in a sealed underground cavern.

As of 2007, there were in fact only two such installation but with others under construction. The first was the Huntorf plant, located in North Germany built in 1978 and this can produce 300 MW for 2 hours, whilst the second is the McIntosh plant in Alabama, USA. This plant stores Natural Gas with the air and burns this off when it is released to generate additional power over and above that due to the pressure difference allow.

Dams
A hydroelectric dam is using the exact same physics as a pumped storage hydro scheme to generate power which is by using the high pressure flow of the water to turn the turbines of a large electric motor. The difference of course is that we rely on nature to effectively pump the water back up behind the dam in the form of rain (and snow) in the catchment area of the river. In both cases though the storage of water behind the dam represents stored potential energy

Batteries
The above new page should cover at least these battery types.

Molten Salt
Molten salt chemistry
 * Sodium Sulphur (NaS)
 * Sodium–nickel Chloride (Zebra) Battery
 * Liquid-metal Batteries

Flow Battery
Flow battery
 * Vanadium redox battery For the moment, see

Fuels
The above new page should cover at least these sub categories of fuel below

Oils and Gasoline
Fossil hydrocarbons are ideal. Though neither clean nor safe nor sustainable, they were previously cheap and possess a very high energy density. Natural gas and hydrogen powered vehicles both suffer from the same weaknesses. Both are very explosive gases that require a great deal of energy to compress into a portable form. While both provide clean energy through a fuel cell, neither are very energy dense even after compression to a liquid. Natural gas is currently cheap but unsustainable and hydrogen is sustainable though not particularly cheap.

Biodiesel is safe, cheap and fairly clean for a combustion fuel, very energy dense and thus quite portable. Unfortunately biodiesel is not sustainable since the fuel actually comes from processed biomass.

A synthetic hydrocarbon is essentially a fuel like ethanol or methane (natural gas), but one that has been chemically synthesized and not mined. Since liquid hydrocarbon fuels are the most energy dense and easy to transport of the new storage ideas and since they have a well established infrastructure already in place, they seem to be the best solution. Unfortunately liquid hydrocarbons like LNG, methanol and ethanol are explosive and toxic.

The ideal energy source would be clean, efficient, portable, sustainable and safe. If we intend to synthesize a high energy density hydrocarbon, why not produce a non-toxic substance. The class of hydrocarbons comprises not only explosive fuels (alkanes), but fats and sugars too. If we synthesize a non-toxic, even edible fuel, then all environmental factors may essentially be waived.

Hydrogen
Hydrogen is often touted as the next great energy source. However hydrogen is not a fuel at least on Earth, where it is not found in its free form. Most hydrogen is bound up in the water molecules (H2O) and to free it requires adding energy to break the chemical bonds. It is only then that hydrogen can be burnt with oxygen back into water and thereby release the energy again as it falls to lower energy state again.

Any number of techniques can be used to split water ranging from electrical hydrolysis to illuminating water or steam with ultraviolet light. Heating to very high temperatures can also work. In all cases though it is crucial that the water splitting process is carried out efficiently so that total overall system efficiency is kept high.

The storage of hydrogen itself presents problems because the molecule itself is very small and it can easily diffuse through thin metal structures. Additionally hydrogen remains in the gaseous state down to very low temperatures and to store sufficient quantities, it needs to be both cooled and kept at high pressures. Therefore it is necessary to use fairly dense and thick metal casings.

Lastly when hydrogen burns the flame is invisible making it even more hazardous.

Currently hydrogen's main energy storage usage today is as a liquid fuel for rockets such as the Space Shuttle, but for everyday usage it is still quite impractical and expensive

Supercapactors
These are often also known as ultracapacitors.

Thermal Energy
There are a number of technologies, some still experimental that are used for thermal energy storage. In some cases this method can be used as a proxy for storing electricity.

The criteria to consider are sizing, costing and effectiveness and one needs to take these into consideration when selecting a particular technology.

Graphite
There was a lot of work done with high purity graphite in the nuclear industry and it is quite a good material especially for high temperatures where it exhibits increasing heat capacity with temperature.

This form of graphite sometimes known as crystalline graphite is relatively expensive but then carbon itself is very abundant. In a renewable energy setting, it would be best used if place at the focus point of high temperature solar concentrating systems such as ones using arrays of mirrors.

Hot Rocks
Rocks can be used for storing low grade heat such as solar thermal energy absorbed during the day and for releasing that for heating during the night. A good example of this in action can be witnessed in any of the large cathedrals in Europe which were built out of huge blocks of rock often tens of feet or more thick. During the day these buildings remain cool even in the hot sun, and at night remain relatively warm even though temperatures can have dropped significantly outside.

In recent years there have been numerous buildings, mainly houses, built that have a bed of rocks in the basement which release the heat at night. Some of these system used semi-active or passive means to direct the flow of warm air over these rocks during the day to capture the heat.

The chief advantage of using rocks for thermal energy storage is that they are abundant and cheap.

Research Areas
Areas of Research in Energy Storage

This section covers the current research areas in energy storage

Energy Storage in Biological Systems
This covers energy storage in Glucose, Starch, Fats and ATP.

Wikipedia

 * Pumped-storage hydroelectricity
 * Stored Energy at Sea
 * List of energy storage power plants
 * Battery storage power station
 * Ludington Pumped Storage Power Plant
 * Bath County Pumped Storage Station
 * Grid energy storage
 * Compressed-air energy storage
 * Cryogenic energy storage
 * Flywheel storage power system
 * Search for the Super Battery
 * List of battery types
 * History of the battery
 * Battery nomenclature
 * Flywheel energy storage
 * Hydrogen storage
 * Thermal energy storage
 * Cost of electricity by source
 * Peak demand
 * United States Department of Energy Global Energy Storage Database
 * Outline of energy
 * List of pumped-storage hydroelectric power stations

Learning videos

 * Breakthrough Flywheel Tech Brings Battery Prices Down 10x
 * Did this video get anything wrong? Can you think of any constructive critiques of the content in this video about energy storage?

title: Energy storage


text:
User talk:4500.f08.FEABBQ.koby

 Hello 4500.f08.FEABBQ.koby, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 05:58, 4 September 2008 (UTC)

title: User talk:4500.f08.FEABBQ.koby


text:
Information system modelling/Lesson 1:Activity diagrams

Activity diagrams are used to describe user's activities and the way in which they flow. If you have done algorithms before, they are very similar to those.


text:
Optimal classification/Rypka

Rypka's Method
Rypka's method utilizes the theoretical and empirical separatory equations shown below to perform the task of optimal classification. The method finds the optimal order of the fewest attributes, which in combination define a bounded class of elements.

Application of the method begins with construction of an attribute-valued system in truth table or spreadsheet form with elements listed in the left most column beginning in the second row. Characteristics are listed in the first row beginning in the second column with the code name of the data in the upper left most cell. The values which connect each characteristic with each element are placed in the intersecting cells. Selecting appropriate characteristics to universally define the class of elements may be the most difficult part for the classifier of utilizing this method.

The elements are first sorted in descending order according to their truth table value, which is calculated from the existing sequence and value of characteristics for each element. Duplicate truth table values or multisets for the entire bounded class reveal either the need to eliminate duplicate elements or the need to include additional characteristics.

An empirical separatory value is calculated for each characteristic in the set and the characteristic with the greatest empirical separatory value is exchanged with the characteristic which occupies the most significant attribute position.

Next the second most significant characteristic is found by calculating an empirical separatory value for each remaining characteristic in combination with the first characteristic. The characteristic which produces the greatest separatory value is then exchanged with the characteristic which occupies the second most significant attribute position.

Next the third most significant characteristic is found by calculating an empirical separatory value for each remaining characteristic in combination with the first and second characteristics. The characteristic which produces the greatest empirical separatory value is then exchanged with the characteristic which occupies the third most significant attribute position. This procedure may continue until all characteristics have been processed or until one hundred percent separation of the elements has been achieved.

A larger radix will allow faster identification by excluding a greater percentage of elements per characteristic. A binary radix for instance excludes only fifty percent of the elements per characteristic whereas a five-valued radix excludes eighty percent of the elements per characteristic. What follows is an elucidation of the matrix and separatory equations.

title: Optimal classification/Rypka


text:
Optimal classification/Rypka/equations

Truth table size-related equations
These equations determine the truth table size from the highest value of logic and the number of characteristics in the set and in the group for the bounded class of elements and denote the range of the truth table values for the set and the group.

Group size

 * $$ Q = V^C $$, where:

 * Q is the group size
 * V is the highest value of logic in the group,
 * C is the highest number of characteristics in the group.

Set size

 * $$ R = V^K$$, where:

 * R is the set size
 * V is the highest value of logic in the group,
 * K is the highest number of characteristics in the set.

Maximum number of pairs of elements to separate
Maximum number of pairs of elements to separate refers to triangularization of the matrix to permit comparison of each element with every other element to determine the number of pairs that are separable or disjoint. Pairs are separable or disjoint whenever the logic values of the elements that make up a pair are different. In theory, therefore the maximum possible number of pairs that can be separated is determined by the following equation:
 * $$ p_{max} = \frac{\left[{G (G-1)}\right]}{2} $$, where:

 * pmax is the maximum number of pairs to separate, and
 * G is the number of elements in the bounded class.

Order of elements
The elements are arranged in descending order according to their truth table value, i.e., the value calculated as the sum of each characteristic's logic state value times the highest value of logic raised to the power of the order of the characteristic. The element truth table value allows elements to be sorted and identified as unique or equivalent.

 * $$ e_i = \sum_{j=0}^C \left[v_{i,j} V^{(C-j)}\right]$$, where:

 * ei is the element truth table value in the group,
 * V is the highest value of logic in the group,
 * v is the value of logic of each characteristic in the group,
 * j is the jth characteristic index, where:

 * j = 0..C and where:
 * C is the number of characteristics in the group,

 * i is the ith element index, where:

 * i = 0..G and where:
 * G is the number of elements in the bounded class.

The general identification equation

 * $$ S_j = \frac{1-{V^{-j}}}{1-V^{-C}}$$, where:

 * Sj is the theoretical separatory value per jth characteristic,
 * C is the highest number of characteristics in the group,
 * V is the highest value of logic in the group and
 * j is the jth characteristic index in the target set, where:

 * j = 0..K and where:
 * K is the number of characteristics in the target set.

Minimal number of characteristics to result in theoretical separation

 * $$ t_{min} = \frac{\log G}{\log V}$$, where:

 * tmin is the minimal number of characteristics to result in theoretical separation,
 * G is the number of elements in the in the bounded class and
 * V is the highest value of logic in the group.

Target set truth table values
$$ t_i = \sum_{j=0}^K v_{i,j} V^{(K-j)}$$, where:
 *  ti  is the truth table value of the target set,
 *  vi,j  is the element's attribute value,
 * i is the ith element's index value, where,
 * i = 0...G' where G is the number of elements in the bounded class, and,
 * j is the jth characteristic's index value, where,
 * j = 0...K and where,
 * K is the number of characteristics in the target set,
 * V is highest value of logic in the group,
 * V(K-j) is the positional value of the jth characteristic.

$$ n_{t_i} = n_{t_i} + 1 $$, where,
 * nt i contains the multiset count for each truth table value.

Initial separation
$$ S_j = \frac{\left[(G^{2})-\sum_{l=0}^{R} n_l^{2}\right]}{2}$$, where:
 * Sj is the initial empirical separatory value for each characteristic, where,
 * j = 0...C and is the index of the jth characteristic in the group and C is the number of characteristics in the group, and,
 * l = 0...R and is the truth table value of the jth characteristic, where R is the truth table size, where:
 * R = V0, and,

 * V is the highest value of logic in the group and,
 * 0 is the target set exponent for a single characteristic, and,
 * G is the number of elements in the bounded class.

Subsequent separation
$$ S = \frac{\left[(G^{2})-\sum_{l=0}^{R} n_l^{2}\right]}{2}$$, where:
 * Sj is the initial empirical separatory value for each characteristic, where,
 * l = 0...R and is the target set truth table index value, where R is the target set truth table size value, where:
 * R = VK, and,

 * V is the highest value of logic in the group and,
 * K is the number of characteristics in the target set, and,
 * G is the number of elements in the bounded class.

title: Optimal classification/Rypka/equations


text: Optimal classification/Rypka/examples

title: Optimal classification/Rypka/examples


text:
Optimal classification/Rypka/examples/computational

Bounded Class Dimensions
G = 28  - 28 elements - i = 0...G-1

C = 10 - 10 characteristics or attributes - j = 0...C-1

V = 5  - 5 valued logic - l = 0...V-1

Count multisets

Squared multiset Counts

Squared Multiset Counts Summation

Separatory Values

max(T) = 309 = S8 = highest initial separatory value


text:
Optimal classification/Rypka/examples/application

Flag Recognition
Although the following example lacks an intuitive sense of optimization it serves as a good example of how optimization can reduce the number of queries. While the method of optimal classification is highly beneficial for reducing the number of queries required for manual identification, automated identification may be better served by use of a neural network.

Flag overlay grid
Designated areas (characteristics) for sampling background colors (states) of all flags (elements).

The overlay is used to determine the color of each area for each flag and the color is recorded in the table as the logical state of the area. The table data is then submitted to the optimization program and processed until an optimal empirical separatory value is obtained.

Data set
FLAGS/LOC,A,B,C,D,E,F,G,H,I BELGIUM,BLACK,YELLOW,ORANGE,BLACK,YELLOW,ORANGE,BLACK,YELLOW,ORANGE FRANCE,BLUE,WHITE,RED,BLUE,WHITE,RED,BLUE,WHITE,RED GERMANY,BLACK,BLACK,BLACK,RED,RED,RED,YELLOW,YELLOW,YELLOW IRELAND,GREEN,WHITE,ORANGE,GREEN,WHITE,ORANGE,GREEN,WHITE,ORANGE ITALY,GREEN,WHITE,RED,GREEN,WHITE,RED,GREEN,WHITE,RED JAPAN,WHITE,WHITE,WHITE,WHITE,RED,WHITE,WHITE,WHITE,WHITE LUXEMBOURG,RED,RED,RED,WHITE,WHITE,WHITE,BABY,BABY,BABY NETHERLANDS,RED,RED,RED,WHITE,WHITE,WHITE,BLUE,BLUE,BLUE SPAIN,RED,RED,RED,YELLOW,YELLOW,YELLOW,RED,RED,RED

Systematic query
Starting with area "A" the query begins by asking for the color in this area of the flag. Suppose we have in our possession the flag of the Netherlands. The answer to the first query in regard to area "A" is RED which would remove 2/3 of the flags from further consideration. The next query for the color in area "B" would be RED which would serve to eliminate none of the remaining flags. In fact, since the colors in columns "D", "E" and "F" are the same for each remaining flag, we would not be able to eliminate any remaining flags until column "G" where the color BLUE would provide a unique answer to the final necessary query. Here all remaining flags except the flag of the Netherlands would be eliminated from further consideration. It would therefore take a minimum of seven queries using the systematic query method to establish the identity of the flag in our possession as belonging to the Netherlands.

Minimized query
The results of optimization are shown above and include a listing of the theoretical and empirical percentages. The original characteristic sequence is indexed in the bottom row. Starting with area "G" the query begins by asking for the color in this area of the flag. Suppose we have in our possession the flag of Ireland. The answer to this first query would be GREEN. The next query is for the color in area "F" to which we would answer ORANGE. Since no other flags have this combination of GREEN and ORANGE in these areas our query can end here. The method has minimized the number of required queries required to identify the flag by optimizing the order of characteristics. (Please note that there may be more than one minimal solution.)


text:
User talk:Aliciar

 Hello Aliciar, 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! --Countrymike 10:10, 4 September 2008 (UTC)

Have fun :-) Erkan Yilmaz uses the Chat (try) 15:57, 4 September 2008 (UTC)

title: User talk:Aliciar


text:
User talk:Dark Mage/Archive/September 2008

Re: Articles
Thanks for creating the articles and also thanks for every other contribution. That helps bringing forgotten topics back to the surface from the depths of WV. Have fun, Erkan Yilmaz uses the Chat (try) 19:31, 2 September 2008 (UTC)

 * Thanks for responding, since I now know that the articles are fine I'll carry on doing stub articles, and also finding forgotten topics and articles. DarkMage  19:35, 2 September 2008 (UTC)
 * Now I had time to look at the learning resources (I speak of that, not of articles - because articles awake some thoughts to Wikipedia articles) and changed some things there. Are you going now to create learning resources en masse ? Erkan Yilmaz uses the Chat (try) 19:51, 2 September 2008 (UTC)

 * Well I use the term Article because that's basically what it is, though certain people will call it something else like what you said a Learning resource - I will continue to create the stub learning resource if that's the term which user's use on this site, though I prefer the term article. DarkMage  19:55, 2 September 2008 (UTC)
 * What makes you prefer the term article ? E.g. my preference to learning resource over article is it shows what it is about here: learning (e.g. by creating learning resources). Articles are just too static though they surely help in the learning. Erkan Yilmaz uses the Chat (try) 20:10, 2 September 2008 (UTC)

 * hmm, I can see the reason for the term Learning resource, you are right it is a site for learning so in away I should change the term article to learning resource and use the term article on other wiki-sites. DarkMage  20:29, 2 September 2008 (UTC)

Template:Inactive
I am wondering what criteria you use for using this template ? Here the last edit was not a week ago. btw: the template speaks of articles (see above). And why is that template better than the Template:Welcome and expand (which offers already many starting/search points) ? Being "inactive" is in my view signaling the new learner a more negative signal than the W+E template. Erkan Yilmaz uses the Chat (try) 21:11, 2 September 2008 (UTC)

 * I think you're right the ((we)) template is better used, the Inactive template idea was taken from Wikibooks which can be seen at b:Template:Inactive though it could stay in the template maintenance category or be removed if need be. DarkMage  21:17, 2 September 2008 (UTC)
 * Fast feedback and also reaction Dark Mage. Thank you very much.
 * btw: the learning resources you created deal with physics/nature - you like these kind of topics ? Erkan Yilmaz uses the Chat (try) 21:25, 2 September 2008 (UTC)
 * Yes, and also Politics as stated in the userpage. DarkMage
 * Nice - and I must admit I don't look much on user pages - more on their contributions. There I see probably more than on the user page. /me wonders if now people will thrown in words like "stalker" ? ;-) Erkan Yilmaz uses the Chat (try) 21:35, 2 September 2008 (UTC)

Requests for Deletion
Thanks for being bold, Erkan Yilmaz uses the Chat (try) 21:22, 10 September 2008 (UTC)

New tool for category maintenance
Template:spy experiments with new features on the category tree system. Place it on category pages with no parameter, or place it on any other page and specify a category using the "cat" parameter. It will display a reverse category tree allowing you to see all the way up the categorisation scheme. Great for category maintenance. --McCormack 07:47, 11 September 2008 (UTC)
 * Nice idea, I might try it at some point - when I undergo a standard check in the Categories. DarkMage  17:30, 11 September 2008 (UTC)

Email - correction
You were right - using the email function does reveal your email address. Sorry. --McCormack 07:49, 11 September 2008 (UTC)

 * No harm done, but at least I now know that I was correct due to reading the Foundations policy on the enable e-mail feature. DarkMage  17:28, 11 September 2008 (UTC)

Student Union name
I'd suggest you use the name Portal:Learners. This will probably be supported by all sides. --McCormack 07:49, 11 September 2008 (UTC)

 * I'll happily help you with templates - but in the "course of time", I'm afraid. I've been spending too much of my time on WV recently and the real world has a lot of claims on me. One approach you could take would be to focus on content for now and leave the technical stuff to later. Think a lot about who the page is for, what their needs are and how these will be met by your portal. Gather links and write paragraphs. --McCormack 21:12, 11 September 2008 (UTC)

 * I've found the problem, it was in the Tabs (Tab1 and Tab2) subpage which wasn't updated - the link inside the coding still had reference with the Portal link, I've changed both of them and it seems to be perfectly fine now - and it doesn't have the redirect link message which means that all of the Portal pages which was originally created could now be removed including those which I've requested to be erased due to it accidently being created - the new Student Union page should be fine now. DarkMage  12:19, 12 September 2008 (UTC)

Inline links to categories
Just FYI, if you want to link to a category without adding the page to the category, you just add a colon: That can make it a bit easier when you want to point to one without activating it :-). --SB_Johnny talk 12:01, 12 September 2008 (UTC)
 * adds the page to the category
 * Category:Science makes a link: Category:Science
 * Thanks for the tip, I didn't actualy knew it was possible to do that - but at least I now know. DarkMage  12:03, 12 September 2008 (UTC)
 * Same trick works with images. I found out yesterday. Cormaggio found out yesterday too ;-) --McCormack 13:41, 12 September 2008 (UTC)
 * Sheesh! I need to start working on some basic editing stuff, I guess maybe pages on how special characters are used? One other use for the colon is interwiki linking:

--SB_Johnny talk 13:52, 12 September 2008 (UTC)
 * cs:Projekt:_Kvetení_rostlin would add a link to the Czech version of the page under "in other languages" on the left hand under the toolbox, while
 * cs:Projekt:_Kvetení_rostlin makes a link: cs:Projekt:_Kvetení_rostlin (that's their Bloom Clock)

bad move
Please explain this move. Where is the old edit history of Student Union?  the previous unsigned comment was added by User:JWSchmidt  I see, we now have both Student union and Student Union --JWSchmidt 05:29, 13 September 2008 (UTC)
 * Move OK. History still intact. I checked. No problem here other than a missing signature. --McCormack 05:03, 13 September 2008 (UTC)
 * The history is not there. --JWSchmidt 05:23, 13 September 2008 (UTC)
 * Yes - exactly. I see no problem with that. We have several long-term precedents for the same thing elsewhere on Wikiversity. --McCormack 06:09, 13 September 2008 (UTC)

Support staff
Hello Dark Mage, I was wondering if you are still interested in becoming a custodian ? You are active the recent weeks also and got more insight into Wikiversity (see also: User_talk:Dark_Mage/Archive/August_2008, User talk:Dark Mage/Archive/September 2008). And since we have now 2 new probationary custodians I feel this would be a good opportunity since you also could interact and learn with them. You remember that I offered to mentor you (see also: Candidates for Custodianship/Terra (full custodian)) when you would use IRC. But you declined unfortunately :-( I don't find the old post in your archive where I asked you about this. Can you point me there please ?

I feel we as Wikiversity community still owe you since your last custodianship didn't go so well. What do you say ? Erkan Yilmaz uses the Chat (try) 14:32, 14 September 2008 (UTC)
 * Very well, I'll undergo this Probationary period again so long as the community are fine with it, previously I wasn't sure - as with IRC I'll still not access it due to security concern, not everyone uses IRC Erkan - and I'm semi-active here as with other wiki-sites so I won't be always active. DarkMage  14:36, 14 September 2008 (UTC)

 * Here's the revision link from my old username which you previously posted your comment. DarkMage  14:38, 14 September 2008 (UTC)
 * Thanks for the link. It must not be IRC - do you have access to any other means for chat (e.g. Skype or just browserbased works also for me) ? It should not be that hard Dark Mage. That would really help for the time being a probationary custodian Dark Mage. As you see at List of custodian mentors I tell this in general to all new candidates. Erkan Yilmaz uses the Chat (try) 14:47, 14 September 2008 (UTC)
 * Erkan, I'll only use my talkpage - I'll not use the e-mail feature since it's private use only and not for public use the feature will stay deactivated, a lot of users on wikipedia feel the same way and are cautious about using IRC or other features, I'm not the only one - please respect my decision about this, It's my choice whether or not to access it. DarkMage  14:53, 14 September 2008 (UTC)
 * I respect that, I will ask around if someone else is willing to mentor you. See you, Erkan Yilmaz uses the Chat (try) 14:55, 14 September 2008 (UTC)
 * Just out of interest is it really necessary to undergo another probationary period it states on the Nominations for full custodianship page that if I chose to I could automatically place a request for full custodianship - I don't think another trial period is necessary as I already know how to use the Custodian tools and I remember them well - the reason why I'm asking is because in the past I went under possibly two or three month probationary period. DarkMage  18:28, 14 September 2008 (UTC)

Template:E-Mail disabled
Could you explain exactly what the "security concerns" are? Adambro 15:56, 14 September 2008 (UTC)

 * It's been changed to Privacy concerns - I've must have altered it due to updating the template, The e-mail feature is disabled because I'm concerned about the privacy, and not to mention the e-mail is for private use only and it's not available for public use so the e-mail feature stays disabled, if anyone sends an e-mail through the feature then that person will intercept the e-mail message and receive a copy of it, this is what the foundations policy states. DarkMage  16:03, 14 September 2008 (UTC)

Yes, I mean Main Page
I've added links to detail details. Please read the details. Please ask additional questions if you still do not understand. --JWSchmidt 13:14, 16 September 2008 (UTC)

 * I've took the liberty of mentioning it on the main page's talkpage - I think the student union page should be added since it went through a major update, it shouldn't be any problem adding it, unfortunately though Custodian's can edit the page, but I can't since I don't have the ability - if I did then I would have placed it on the main page. DarkMage  13:17, 16 September 2008 (UTC)

Custodianship
Hi Dark Mage, Yes, I did see your request and am more than happy to dialogue around it and support however I best can. I suspect custodian discussions are a little less focused at the moment, with deletion proposals, blocking, and policy discussions being most active. Clearly you are getting involved proactively and contributing positively and doing useful, needed work, and following and helping to facilitate WV's evolution. So, it seems to me you deserve another tilt of custodianship and that you are ready to do so. -- Jtneill - Talk - c 08:50, 22 September 2008 (UTC)

 * Thanks Jtneill, I'm trying really hard to fix a lot of problems which I caused back when I used to be known as Terra and have fixed half of them - If possible could I try and go through another probationary period, if I do then I could do like Gbaor did and create a subpage which Custodians gave him tasks to do and what to read on the site - the reason why I placed the request was what Erkan said and asked whether or not if I still wanted to be a Custodian, previously I wasn't actually thinking of going through the Custodianship period again due to what happened previously with the voting discussion but recently I changed my mind and placed the request. DarkMage  09:01, 22 September 2008 (UTC)


text:
User talk:Salmon of Doubt/Archive 2

1-week restriction
Hi Moulton, Salmon of Doubt. You two are getting out of hand, and before it really gets out of hand, I'm imposing two minor restrictions on each of you. This isn't intended to stifle your ability to add content, but rather to keep things from getting truly untenable, because you're both getting way too personal about this. Here's the rules: Moulton has had 6+ weeks to work on his study, Salmon of Doubt should have at least some time to collect and relay his thoughts unperturbed. Salmon of Doubt will be expected to accept lists of questions added to his narrative by other users -- including Moulton -- after the week is up.
 * 1) You will not edit one another's talk pages, period.
 * 2) You will not edit the "case study" that the other person initiated.

This has teeth, guys. If you break those rules, you'll be indefblocked until we've had some time to discuss and agree upon further ground rules. Just give each other a week to cool off and get some work done: there's no deadline here, and there's lots of work to do. --SB_Johnny talk 00:54, 28 August 2008 (UTC)

 * I had already agreed to an arangement with WAS that is more substantial than this. Salmon of Doubt 14:35, 28 August 2008 (UTC)

Strong support
I strongly support SB_Johnny's action. I think you both should cool off from the interpersonal clash, and focus on generating a narrative of the case in question, which you can use for further discussion. You don't need to work together for the moment; you don't even need to read the other's narrative (though, obviously, you can do both if you like) - but you should focus on what you want to achieve in addressing this case, and what kinds of resources would help this process. I think it's safe to say that no-one wants to see any more disdainful comments and/or edit warring from either of you. Cormaggio talk 11:28, 28 August 2008 (UTC)

 * Thank you for your comment. Salmon of Doubt 14:35, 28 August 2008 (UTC)

ethics questions
Salmon of Doubt, you have been using "the "Scholarly ethics" template (at User:Salmon of Doubt) which says, "This editor will respond to all questions about the ethical caliber of their contributions on their talk page." I have some questions.

The " " template says "This editor does not condone illegal, deceptive, or otherwise unethical practices". On the day you started editing at Wikiversity you put on your user page a statement about User:Moulton. Since then, you have had a significant amount of interaction with Moulton; editing the same Wikiversity pages, participating together in conversations on Wikiversity discussion pages. Yesterday you said, "I could obviously use technical means to ban Moulton from any page I wanted to. I am more than proficient enough with Pywikibot to make that happen. I suspect that would quickly lead to Moulton and myself being blocked - and let me make this as clear as I can - I would have no problem at all with just banning the both of us."

question 1. Why is it ethically sound for you to express approval of the idea that Moulton might be blocked....are you editing here at Wikiversity with the intention of getting Moulton blocked?

question 2. Does the statement about Moulton placed on your user page provide information to the Wikiversity community about your past interactions with Moulton and your reasons for trying to get Moulton blocked from editing Wikiversity? Are you telling us that you are here to get Moulton blocked and doing this because of your past experiences with Moulton at Wikipedia? Do I have that right? Is that ethically sound behavior for a Wikiversity participant?

question 3. Is your use of the commentary on your user page deceptive? Does the existence of that Wikipedia request for comment on Moulton mean that Moulton did something wrong at Wikipedia? Alternatively, was that request for comments on Moulton created as a pretext for imposing an unjustified indefinite duration block on Moulton? Wasn't Moulton blocked because he (in compliance with Wikipedia policy) tried to correct biased Wikipedia biographies and got into a conflict with other editors who had claimed ownership of the pages and who prevented Moulton from correcting the bias? Isn't your portrayal of Moulton (on your user page) deceptive and unethical?

--JWSchmidt 18:25, 28 August 2008 (UTC)

 * 1) I beleive that there is a universal principal that all actions should be taken to help the wellbeing of the largest number of people in them most effective way, and thus that ethical use of this site is use that contributes to educating the largest number of people in the most effective way. I believe the greatest educational benefit to the greatest number of people would be achieved if Moulton were able to edit this project, in line with it's mission, without dirupting it. Currently, I do not believe he is doing so, nor do I believe there is a reasonable posibility that he will ever be able to do so. Whilst I am doing so, I believe that the loss to this project of my contributions would be more than offset by the gain to the project if Moulton's negative contributions were eliminated.
 * 2) I have had no substantial past interactions with Moulton. Your assumptions about my motives and desires are incorrect, and thus your questions, which assume facts not in evidence, are unanswerable.
 * 3) My use of the template is not deceptive. The existance of the RFC does not indicate he did something wrong - it was his unethical actions at Wikipedia that are evidenced in the RFC. The RFC was created to attempt to get Moulton to act ethically. Moulton was blocked at Wikipedia for disrupting it's mission to inform the largest number of people effectively, an unethical act. At no point did Moulton attempt to correct biased Wikipedia biographies, nor did he get into conflict with editors who claimed ownership of anything. My portrayal of Moulton on my userpage is accurate and ethical.

 * I must also request that you review WV:AGF. Salmon of Doubt 18:53, 28 August 2008 (UTC)

 * Thanks for your replies to my questions (above). If you think I am not following the policy Assume Good Faith, then please explain your reasoning that leads you to that conclusion. I assume very little, but I do formulate hypotheses and test them. Part of the process that supports Assume Good Faith is asking other editors to explain their editing, so please view my questions as an integral part of my adherence to Assume Good Faith. It is interesting that you "have had no substantial past interactions with Moulton", yet you come to Wikiversity and on your first day here post this commentary about him on your user page. Since it retains a prominent spot on your user page and since you have said "I do not believe it is possible for myself and Moulton to reach agreement on anything", I am interest to learn reasons for such a fundamental disagreement with your fellow Wikiversity participant. I have been researching the history of Wikipedia's Rosalind Picard article and other related articles (see Wikimedia Ethics/Moulton, JWSchmidt's investigation). Have you looked at Moulton's edits to the Rosalind Picard article? For example, isn't this edit in compliance with Wikipedia policy which says, "In a few cases, outside interests coincide with Wikipedia’s interests. An important example is that unsupported defamatory material appearing in articles may be removed at once. Anyone may do this, and should do this, and this guideline applies widely to any unsourced or poorly sourced, potentially libelous postings. In this case it is unproblematic to defend the interest of the person or institution involved." The removed article section "Darwin dissenter" (which almost constituted the entire article) was a labeling of Rosalind Picard as a "Darwin dissenter". In contrast to that biased mis-labeling of Picard that Moulton removed from the article, the current version of the article has a section called "Religion and science" which is better and does not try to call her a "Darwin dissenter". The statement that she agreed to was, "We are skeptical of claims for the ability of random mutation and natural selection to account for the complexity of life. Careful examination of the evidence for Darwinian theory should be encouraged." Isn't it ethically correct for Wikipedia to actually just describe what she agreed with rather than try to claim (with no evidence) that she supports how the discovery institute later portrayed that statement (as a dissent From Darwinism)? Moulton tried to correct bias in Wikipedia biographies and his attempt, rather than being welcomed, was rebuffed and he was blocked for "Disruptive POV". Isn't there something wrong when a good faith attempt to fix biased Wikipedia biographies gets "dealt with" by a block for disruptive POV? You say there was no ownership of the Picard article, but my review of the page histories indicates that there has been a prolonged effort to prevent multiple editors from fixing Rosalind Picard and related articles. Do you really think that Moulton has been treated fairly by Wikipedia? If Wikipedia was wrong in how it dealt with Moulton, is it right for you to come here and repeat Wikipedia's error? Since we seem to see this matter quite differently I think we are going to have to carefully review the evidence and sort out who's thinking is off track. --JWSchmidt 06:55, 29 August 2008 (UTC)

 * It does not require substantial interactions to have done substantial review of Moulton's contributions. I have done substantial review of Moulton's contributions. My believe that Moulton and I will never reach agreement is based apon his history of disrupting online communities and my history of not doing so. That edit does not removed unsourced defamatory material. The material removed is sourced. What it does is whitewash something that could perhaps have been more artfully phrased. Moulton believes Picard is not a Darwin dissenter - however, she has never stated such in a verifiable way, and she signed a petition now used by the ID movement to cast doubt on Evolution and a reliable source has stated that her believes "sounds similar to ... intelligent design." Moulton was not blocked for "Disruptive POV." Moulton was blocked for "repeated personal attacks," for being a "Disruptive POV OR warrior with no interest in writing an encyclopedia," and for "Personal attacks, outing other editors." You are correct that the article is better now (due in no part to Moulton). Moulton's attempts to edit Wikipedia while perhaps in good faith (I do not necessarily believe this to be true - I find it also possible that Moulton is a supporter of the religion Intelligent Design, attempting to support his religion in a stealth manner), were disruptive to the goal of informing. People do not have the "right" to edit Wikipedia. Wikipedia is more likely to inform people if Moulton is blocked. Thus, he is blocked. I believe Moulton was treated fairly by Wikipedia. I do not believe a series of editors, however, were treated fairly by Moulton, who went out of his way to harass them directly or by proxy. Salmon of Doubt 10:25, 29 August 2008 (UTC)

 * Thanks for your reply. I now have a much better understanding of your motivations. Based on my research, I think the fundamental problem at the Wikipedia article about Dr. Picard is that it was started by -and has been owned by- editors who made the simplistic and mistaken assumption thateveryone who is "skeptical of claims for the ability of random mutation and natural selection to account for the complexity of life" and calls for "examination of the evidence for Darwinian theory"must automatically be "anti-evolution and a "Darwin dissenter".That is a mistaken assumption invented by a few Wikipedia editors. Rather than write accurate and complete biographical article about Picard, those misguided Wikipedians had a single purpose....to brand people like Picard with a label ("anti-evolution or "Darwin dissenter") and link them to the discovery institute even when they had no evidence to support their mistaken assumption or to support a correspondence in thinking between Picard and the discovery institute. When challenged about their error, these mistaken editors would not listen to other editors who tried to explain the error they had made. Rather than listen to reason and learn and fix their error, they cried, "conflict of interest," and "whitewash" and "disruptive POV" and everything else they could think of. Met with such a response (which represents a blatant violation of Wikipedia policy) most good faith editors just leave and spread the word that Wikipedia is a cesspool. Moulton took the time to persist, earning his blocks for daring to challenge the misinformed bullies who has claimed ownership of the Picard article. Its really sickening stuff. I hope we can work together to study and explore the fundamental difference in approach to editing Wikipedia biographies of living persons articles that has in the past and still continues to animate discussions about the Picard article. Please don't start calling me an advocate of intelligent design just because I tell you that you are wrong about how Moulton thinks about intelligent design. You should try talking to him and LISTEN rather than adhere to false assumptions. Please don't call me a white-washer just because I am trying to remove absurd original research that has been introduced into Wikipedia by mistaken Wikipedia editors. Please don't call me anti-evolution, anti-science and anti-Darwin just because I make the point that many scientists are skeptical about the power of Darwinian natural selection to account for everything we see in the biosphere. Please do not try to include me in the abusive campaign to exclude and hound editors who are trying in good faith to adhere to Wikipedia policy by removing false and biased information from Wikipedia articles. I'm particularly concerned about two problems: 1) Wikipedians who believe they can insert mistaken and unsubstantiated biases into Wikipedia biographical articles as long as there is no published source that contradicts their erroneous thinking. 2) Wikipedia policy explicitly calls for Wikipedian's to welcome editors who are fixing errors in articles. That some Wikipedians instead harass and drive away such contributors is incredibly damaging to Wikipedia. In particular, Wikipedia administrators who treat good faith editors like unwanted vandals are a plague on Wikiversity. I have in the past, and will continue in the future, to join the Wikipedia community in demoting such rogue administrators and repairing the damage that they have caused to the project. I'm sorry that you do not like the fact that Moulton is welcome to edit at Wikiversity. In the end, even the Church could not silence the voice of reason and a few misguided editors at Wikipedia certainly cannot silence the truth either. I'll continue to assume good faith...I assume that you are here at Wikiversity to learn and help us build a scholarly learning environment. I hope we can work together to smooth out the continuing conflict between people who think Moulton is evil and people who think all Moulton did was fall into an open sewer at Wikipedia. --JWSchmidt 02:11, 30 August 2008 (UTC)

archiving talk pages
In this edit you removed current discussions to an archive page. I can't imagine why you are archiving an active discussion thread. Please explain your thinking and move the recent talk page comments back to the talk page. Thanks. --JWSchmidt 20:01, 28 August 2008 (UTC)
 * Feel free to return any discussions you think were active and productive to the page. Salmon of Doubt 20:02, 28 August 2008 (UTC)
 * You provided me with no reason for moving that active talk page content. I have not read the page you archived and I have no idea if you might have a reason for moving the content. Your edit summary and your reply to my question (above) do not explain why you archived an active discussion thread, so we have to go through this again. I'm asking a second time: why did you archive an active discussion? I suggest that if you ever again want to archive an active discussion thread for some reason, first discuss your actions with other editors. Your edit summary indicates that you imagine you can perform any type of edit since "its a wiki". That reasoning is wrong. Think about how your editing will impact on other editors and do not make edits that will cause disruption for other editors. I see from the page history that several people such as Cormaggio have recently edited that talk page. Do you really think that folks like Cormaggio want to go searching for their recent discussions in archive pages? --JWSchmidt 20:34, 28 August 2008 (UTC)
 * I archived the page to stop the relentless edit war that was the only thing being discussed on the page. All of the participants on the talk page are seasoned wiki veterans who know how to unarchive things if they want. I believe in w:WP:BRD (in the absence of obviously wrong reverts), so I'll take actions I think are good and wait for them to be reverted before discussing. Salmon of Doubt 20:38, 28 August 2008 (UTC)
 * "the relentless edit war that was the only thing being discussed on the page" <-- I just spent a few minutes reading some of the archived talk page contents. Your description of the page contents does not match what I see. The first thing on the page is "Should we do case studies on specific management anomalies arising in connection with the initiation and development of this learning project?" This is a reasonable topic of discussion and seems to still be relevant to editors of the Wikimedia Ethics/Case Studies page. You archived Hillgentleman's very useful request, "If we are to study cases in wikimedia, please use real, actual, concrete cases; and simple ones are easier to understand for beginners." and also his recent comment, "Please be aware that the learning project has just begun. It would be much more effective to focus on past, simple, concrete cases, draw some conclusions and lessons from them". I see no justification for your placing these discussions on the archive page. Please move them back to the talk page. I cannot understand why you are trying to claim that your archiving of comments such as those by Hillgentleman was appropriate. You seem to think that if you do not want to see a particular discussion topic on that page then you can archive the discussion. Is that your claim? I do not understand how your archiving of these discussion threads will "stop the relentless edit war". Can you explain what you mean?  --JWSchmidt 21:19, 28 August 2008 (UTC)
 * Feel free to return any discussions you think were active and productive to the page. I will no longer respond to your assumptions of bad faith ("You seem to think that if you do not want to see a particular discussion topic on that page then you can archive the discussion.") Salmon of Doubt 21:43, 28 August 2008 (UTC)
 * I'm not going to clean up your messes, unless you want me to treat you like a vandal. Since you seem to be looking for excuses for how not to continue discussing this matter I'll just ask you nicely not to perform any archiving of active discussions in the future. If you feel the urge to edit war, please find another diversion besides archiving other people's active discussions. --JWSchmidt 07:42, 29 August 2008 (UTC)

G'day salm...
I thought I'd swing by to let you know an idea I've had... I'm planning to try a fairly major re-jig of the ethics project structure, because I think it's become rather messy and a bit confused... I obviously won't touch the pages you've indicated you're working on, but I didn't want my editing to confuse or annoy you in the mean time..... hope that's cool :-) Privatemusings 22:41, 28 August 2008 (UTC)

 * I think your changes are excellent. Salmon of Doubt 23:20, 28 August 2008 (UTC)
 * :-) Privatemusings 23:24, 28 August 2008 (UTC)

 * I was going to write you about Privatemusings, actually. Would you be willing to give him some feedback on his "case study"? He's definitely worth supporting, IMO. --SB_Johnny talk 00:27, 29 August 2008 (UTC)

No more edit warring
No more edit warring. Privatemusings is cleaning up the mess caused by your edit warring. I will not accept you messing up our project pages again with your censorship of other's contributions. You may add all the content you wish. You may not delete other's contributions on the project resource pages. If you do, I will ask that you be indef blocked for continued disruption. I would rather you did not delete or archive on talk pages, but Moulton insists on causing drama and you have a right to respond to his unethical attacks on talk pages. WAS 4.250 00:19, 29 August 2008 (UTC)

 * You can ask for whatever you want. I will respect others contributions when they respect mine. Salmon of Doubt 00:32, 29 August 2008 (UTC)

 * Yeah, please cut it out. I'll block at WAS's request, if it comes to that, but I really would rather do it the good way. Moulton has a record of listening to advice, reflecting on his actions, and always trying to improve himself and the community. Your record ain't so good, so far :-). --SB_Johnny talk 00:33, 29 August 2008 (UTC)

 * If that is true, please request that Moulton stop engaging in infantile dramas designed to educate me, and that he cease signing his contribution deceptively, and that he cease logging out to make contributions from his IP address. Salmon of Doubt 00:36, 29 August 2008 (UTC)

 * I'll ask him. --SB_Johnny talk 00:39, 29 August 2008 (UTC)

 * But you won't make it stick, will you? Salmon of Doubt 10:27, 29 August 2008 (UTC)

 * Salmon of Doubt, you user page pretty much looks like your sole purpose here is to cause drama with Mouton regardless of how much you believe the disruption aspect. JWSchmidt has brought up good points in his investigation that should not be dismissed lightly. Under the investigation noted above, you made the comment: "I do not believe a series of editors, however, were treated fairly by Moulton, who went out of his way to harass them directly or by proxy." I have not seen Moulton try to go out of his way to harass or "out" you here on Wikiversity. I have only seen responses to provocation. Your user page is one initiation of such provocation, and I haven't seen that change. I look at Mouton's user page, and I don't see him to have mentioned you. I suggest you take the content that is on your user page and move it somewhere more appropriate to a "case" subpage, and stop "engaging in infantile dramas designed to educate me" on your user page. Dzonatas 16:31, 29 August 2008 (UTC)

 * Thank you, Joan of Arc vandal. Salmon of Doubt 18:14, 29 August 2008 (UTC)

channels for communication
Imagine a day (maybe 5 years from now) when someone reads something you wrote at Wikiversity and wants to contact you. When I started to think about a way to allow editing outside of NPOV rules I thought it would make sense for editors to activate the "email this user" system for their user account. My thinking was that people often drift away from wikis and become difficult to reach. Would you be willing to activate your Wikiversity "email this user" feature in your preferences? --JWSchmidt 21:41, 29 August 2008 (UTC)

 * It should be active already. Salmon of Doubt 21:50, 29 August 2008 (UTC)

title: User talk:Salmon of Doubt/Archive 2


text:
User:Uf.team.aero/HW1

= EAS4200C: An Introduction =

The University of Florida course EAS4200C Aerospace Structures will emphasize an understanding of mechanics, the ability to properly formulate problems, the ability to judge correctness of a solution and the avoidance of old ad hoc methods of structural analysis. The Finite Element Method (FEM) will be employed in order to solve the Partial Differential Equations that govern aerospace structure mechanics. FEM is also widely used to solve other challenges in engineering and applied math. A specific example is the use of FEM to aid in the exploration of oil reservoirs.

Course Information
Throughout the semester there will be many resources implemented that will encourage learning through lecture notes, assigned readings, cooperative learning assignments as well as in class exams.

Exam Guidelines
= Aerospace Structures : Chapter One =

Materials
The primary criteria that distinguish aerospace structures are high stiffness, high strength and light weight. The emphasis on light weight is of very high importance to enable aircraft to perform more efficiently in the atmospheric environment where gravity is an issue. Reducing weight allows aircraft to fly higher, faster and with greater endurance. Often, many different materials will be utilized in different areas of the structure depending on the expected loading and functional condition of that element.

Geometry
Of equal consideration to material selection is the geometry of the structure in question. To take full advantage of the material properties, the geometry of each member must be designed to maximize its capability. Typically this means reducing the amount of material in each member to until structural limits are encountered to minimize weight while maintaining an effective margin of safety.

= Problem 1.1: Getting Started =

title: User:Uf.team.aero/HW1


text:
WYSIWYG vs. Manual Coding in HTML

There are two common methods for writing HTML documents: What-You-See-Is-What-You-Get (WYSIWYG) and manual coding. A WYSIWYG editor shows you a rendered web page as you edit the page. You do not see the actual HTML. When using manual coding, you see the HTML, but you must load the document in a web browser to view the rendered page.

WYSIWYG
In computing, WYSIWYG (/ˈwɪziwɪɡ/ WIZ-ee-wig), an acronym for What You See Is What You Get, is a system in which editing software allows content to be edited in a form that resembles its appearance when printed or displayed as a finished product, such as a printed document, web page, or slide presentation. WYSIWYG implies a user interface that allows the user to view something very similar to the end result while the document is being created. In general, WYSIWYG implies the ability to directly manipulate the layout of a document without having to type or remember names of layout commands.

Manual Coding
The primary advantage of manual coding is that the designer has complete control over the HTML. It is possible to keep the HTML code clean, documented, and easy to maintain by other HTML authors.

The primary disadvantage of manual coding is that the designer must save the document and load it in a web browser to see changes. Many web designers keep the text editor and web browser open at all times to reduce time required to save and view the altered documents. It's also more expensive if you're paying someone.

HTML/Инструменты

title: WYSIWYG vs. Manual Coding in HTML


text: Category:Information system modelling

title: Category:Information system modelling


text:
User:Eml4500.f08.echo.mott/group

=Group Members=

 * Chris Mott

 * Charles

 * Brad

 * Jason

 * Chris Sell

 * Brandon

title: User:Eml4500.f08.echo.mott/group


text:
User talk:Emmanuel Derby Jnr

 Hello Emmanuel Derby Jnr, 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.

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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! --JWSchmidt 17:31, 4 September 2008 (UTC)

title: User talk:Emmanuel Derby Jnr