text:
Lessons Learned: Scientists, Distributed Teams, and Groupware

Executive Summary
This lessons learned document generalizes the challenges facing a specific distributed team of scientists on a specific project. Details about the project and the team are withheld in order to tease out characteristics which may be applicable to other teams at other times. The challenges included in this analysis include both management issues as well as the attempt to mitigate these issues using technological solutions. Recommendations are made to ameliorate some of the most prominent obstacles to productive team behavior.

The team suffered from communication issues, trust issues, and lack of a consensus gathering infrastructure. The funding agency escalated the scope of the project beyond what was originally proposed by forcing two related projects to merge. Unproductive traits destructive to teamwork increased with the escalation of scope. The intensified unproductive traits were not balanced by any mitigating factors which scaled in a similar manner. Traditional management methods (face-to-face, audio teleconference, and video teleconference meetings) were applied, but failed to provide effective project communications, consensus gathering, and decision-making support.

This report compares the current team with a "typical" open source software development project with respect to a number of factors deemed important. Both the team of scientists and a "typical" open source team are composed of geographically distributed subteams, employed by competing organizations. Successful open source teams are found to cooperate effectively because they have a well defined consensus gathering and decision making process, a means of accumulating project experience, a means of publishing a single current "vision" to all project members, and because individual contributions to the project are considered to be owned by the project instead of the individual. This contrasts with the scientists' lack of an effective consensus gathering and decision making mechanism, no method to accumulate project-related decisions, no method to publish a single "vision" to the team and reluctance to make individual contributions generally available to the group.

The identified differences between the struggling team of scientists and successful open source development teams are used to make recommendations. All recommendations concern the provision of project resources made necessary because of the increased project scale and complexity. These recommendations are intended to counterbalance and scale roughly in proportion to the unproductive tendencies of a team of scientists. Recommendations are as follows:

 * 1) Formalize a robust consensus gathering and decision making process at the start of the project. The recommendation of this report is to adopt the proven effective use of voting on email lists, as implemented by the Apache Software Foundation. (This is fully implementable with off-the-shelf software.)
 * 2) Provide a "project center" which accumulates all materials related to the project:
 * 3) includes at least a document library for project files, editable web pages, and calendaring software (Implementable with off the shelf software)
 * 4) if an email list is used for the project, these archives would preferably be searchable and browsable (May require some development to integrate fully with the rest of the project center.)
 * 5) is maintained by the community and should reflect the accumulated experience on the project to date.
 * 6) Enhance the protections afforded to scientists' files, placing access control in the hands of the file's owner. (May require some development.)

Background
Characteristics of the situation in this case study may be broken down into two categories: team characteristics and project characteristics. As all science is driven by funding, the funding agency helped create this situation by compelling two smaller teams to combine their proposals into one bigger effort. However, for the purposes of this analysis, the funding agency is considered to be an external actor whose behavior cannot be influenced. The scope of this effort is to describe and analyze the group of scientists and their actions.

Project Characteristics
The final version of the project has the following characteristics:

 * 1) Composed of smaller proposals with similar experimental designs.
 * 2) The component proposals formed organically by individuals and subteams volunteering to work together.
 * 3) Experimental campaigns, being the major expense, motivate the funding agency to merge proposals with compatible experimental designs.
 * 4) The larger project is more complex to manage:
 * 5) * more specialities are involved
 * 6) * more subteams are involved
 * 7) * the final team is more geographically dispersed
 * 8) * remnants of the management structure from the original component proposals obscure the chain of command

Team Characteristics
The team has these characteristics:

 * 1) Two smaller teams with predefined management structures are incompletely merged.
 * 2) There is no decision making structure.
 * 3) All named investigators have a direct accountability to the funding organization, with no enforceable accountability to a single entity within the project.
 * 4) Co-located subteams represent a collection of domain experts in a specialization.
 * 5) Subteams are complementary in that there is good separation of specializations without much redundancy.
 * 6) Planning and executing experiements is the bulk of the team's interaction.
 * 7) Data analysis is performed in isolation by the co-located subteams.
 * 8) Subteams perceive each other as competitors:
 * 9) * Each subteam wants to be the first to publish
 * 10) * Recalcitrant subteams are reluctant to share data with other subteams until it has been published

A narrative
This lessons learned document concerns the intersection of collaboration technology with the above-described team. A brief history of this team's interaction with technological aids is now given. While there is a component of actual interaction with technology, an ongoing theme is the misuse of technical terms in such a manner that it masks important differences between two courses of action, obscuring the need to make decisions about how time and money should be spent.

At the start of year two of the three year project, the funding agency noticed that the team produced a prodigious number of relatively small data files and offered additional funding to help the team manage their resources. Funding, of course, was contingent upon the team presenting a tractable design and implementation plan. From the start, there was a lack of uniform expectations among the members of the team. Some scientists essentially asked for an FTP site they could all access, but others wanted to be able to search for data files and publications by a team-defined set of parameters. Some scientists viewed the resource as a means of exchanging data while the project was being worked on, others viewed the data sharing site as a means of assembling an archive of data collected by these activities. Team management produced a whitepaper describing a system which could accept, categorize, and search for arbitrary files, be they data files from instruments, spreadsheets, or word processor documents. A strawman design for the parameters used to search for files was presented, with the understanding that the parameter definitions would need more detailed attention later.

In the same whitepaper, there was a proposal to do a literature review of sorts to collect and organize historical information on the same topic as the present activities. The result of this literature review would not be a survey article, as is normally the case. The outcome of the literature review was unspecified, and this is the only reason it intersected at all with collaboration technology. The activity was deceptively named data mining, which immediately sends false signals to anyone who understands the terminology. One possible outcome of this activity involved collecting files from historical investigations (e.g., spreadsheets, data files, scanned PDFs of previous papers) and classifying them with a similar or identical system to the one used for the current investigation. Another possible outcome of this activity was to have humans read the collected papers and extract relevant information into some common and easily comparable form. Both possible outcomes were referred to in abstract terms by the managers as "building a database". Thus, for this second activity, the term adopted by the project for the deliverable had to be accepted as the de-facto activity description, even though it was deceptive; and management failed to distinguish between two potential outcomes with vastly different levels of human labor, involvement, and expense.

The problem of failing to distinguish between two dramatically different activities was compounded when the term "database" also came to be applied to the file management activity mentioned above. Now there were three distinct activities, some of which were separate deliverables in the whitepaper, all appropriating the same term. Worse, "database" was always used in singular form. In discussions, there were not two databases (one for each deliverable), there was one. Managers would propose one set of requirements for one activity, another for the other activity, and it was always unclear to which activity they were referring because the only term used was "the database".

Fixing a misuse of vocabulary is simply a means of willingness to educate and willingness to learn. The more important problem in this case is the failure to make the distinction between activities with important differences. In this case, all parties misused the term "database" in such a way that it masked the need to make decisions about which of two very different activities to pursue. In fact, there was no common usage of the term at all: it had a unique personal meaning to each participant. Lack of a common vocabulary, even among managers, was the biggest obstacle to getting everyone on the same page. Eventually one of the technical staff was forced to resort to drawing pictures while forbidding the use of the term "database" altogether. However, this did not occur until the pressure to display progress at a meeting with the funding agency compelled the managers to elevate the importance of unaddressed problems.

In the mean time, because the whitepaper was clear on the fact that file management would happen, technical implementation began. Rather than start from scratch, an enterprise content management system using the open source/community version of Alfresco for document management was selected. It was seen as a bonus that the groupware layer of the Alfresco software, Alfresco Share collects together a number of tools in common use by open source software development teams without imposing tools specific to the task of software development (i.e., it contains a document library, wiki, forum, and calendar components, but not a version control or software configuration management component.) Because these tools accompanied the document management component of Alfresco, they were made available to the team.

Adoption of the toolset was nearly a total failure. This is partially because a faction of the scientists regarded the system as a data sharing site, and most of the data had already been shared by the time the site was delivered. The primary reason for the late arrival was that the need for such a system was not recognized until year two. At that point, time was required to design a strawman system, write the whitepaper, get it approved, then wait for permission from the agency's IT department to set up the server outside the organizational firewall. By this time, there was no pressing need to share data, so more time was taken to learn about security as well as the means to integrate with the agency's existing user accounts (i.e. Active Directory). When the system was rolled out, there were no voluntary users. They had addressed their file sharing needs in alternate ways in the interim, and they saw no value in collecting files in a common area after the data had been shared.

After the system became available, there was an "incident" with one of the subteams. The cause of this "incident" was declared to be a lack of communication, and the offenders were pressured to "use the website", by which management meant the "extra" groupware applications which accompanied the Alfresco document management solution. This was ineffective because only the offenders were pressured to use the website. In essence, this caused a flurry of requests for accounts, but once the offenders logged in and discovered an empty wiki, empty forum, empty calendar, etc., they simply remained silent and did not return. In this case, however, forcing a single subteam to communicate on the website could not have solved the problem that the subteam did not communicate well outside their small group. They simply would have been using the computer to talk to themselves since there was no one else from the team on the site.

The final phase of implementing the enterprise content management system was the definition of the parameters by which the files could be searched. This task was originally going to be accomplished by soliciting feedback on a draft version of the plan from stakeholders within the community. Time passed, deadlines approached, and managers suggested that domain specialists from multiple subteams meet (via videoteleconference) and agree on a set of parameters which would be used without first soliciting feedback from external parties. No one was given the responsibility of making this meeting happen, more time passed and the deadlines grew closer. Three of the investigators talked together on an audio teleconference and changed the objective to something more familiar and more comfortable, which was perceived to be easier: now instead of managing raw data files, a single large spreadsheet would record a consistent set of measurements for each experiment. The three managers assembled a set of columns as a starting point for further development by others. Following this change, an individual was designated responsible for coordinating a single-subteam meeting where the columns were formalized.

As a result, a fourth distinct activity was created. It also was covered by the blanket term "database". This activity consisted largely of cutting and pasting information from tables in the journal articles being written, to the correct column in the master spreadsheet. Managers expected to see significant progress within a week's time, and this expectation was realistic. This managerial action further muddied the waters because it became unclear whether this new activity satisfied whatever definition of "database" was currently in fashion. It was clear that a new direction was being taken, but whether or not the original intent to manage files still applied as well became shrouded in doubt.

In effect, managers simultaneously defined an additional activity and an extra set of parameters not proposed in the whitepaper, while neglecting to agree on parameters necessary to complete a function which was specified in the whitepaper. The set of columns in the spreadsheet represents a consistent description of individual experiments (one experiment per row.) This is incompatible with the vocabulary needed to describe files, which typically contain groups of experiments. For instance, to accomplish the activity proposed in the whitepaper, managers needed to agree on a vocabulary capable of describing (and permitting search for) spreadsheets containing data for multiple experiments, journal articles which contain data from multiple experimental trials, etc. The unclear motivation for abruptly changing direction like this became a source of doubt about the fate of an activity they had proposed, won money for, and on which they spent a substantial sum.

One final intersection with collaborative technology which was consistently used by the team is their use of email. Email was used to coordinate meetings, resolve disputes, exchange data, and come to a common understanding of data sets. The team's use of email consisted of manually assembling a list of likely recipients onto the "To" and "CC" fields. Individuals may or may not have defined a "group" in their mail clients, but this group was not held in common. Mailing list software was not used, and the project did not maintain an archive of emails relevant to the project.

Analysis
A few key points may be distilled from the above narrative as well as observation:

 * Email is a collaboration technology with which the team is comfortable.
 * email represents the lowest-effort, easiest target for improvement in team tools, simply by providing an email list for the project which is archived.
 * adding an email list archive viewer to the "project space" in Alfresco (or similar tool) could be the bridge to a familiar technology which increases adoption
 * There was no "one-stop-shopping" place to collect all things (files, planning, documentation, discussions about data, etc.) related to the project. The provision of a tool capable of providing one stop shopping:
 * was an afterthought because it was bundled with software deployed in pursuit of a deliverable
 * was not advertised as anything more than a file sharing solution
 * was not adopted as the primary means of interaction among team members
 * would have been incomplete due to the exclusion of email communication
 * Videoteleconferencing was employed with limited success
 * Not available at all sites, so some travel is still required
 * Adds to the scheduling hassle: In addition to finding a time convenient for all people, must find a common time when the equipment at all sites (as well as the rooms in which they live) is available.
 * All players were uncomfortable making decisions for the entire group, likewise they did not feel empowered to call a meeting involving more than just their subteam.
 * No one was a subject matter expert in all facets of any decision.
 * Confidently deciding who to include and who to exclude from any given meeting on any given topic was rare.
 * There was no mechanism to force the distributed groups to meet, particularly on topics they did not regard as important.
 * Scientists were reluctant to post data on the project website, even when directed to:
 * represents a change from "knowing who received your data and when" to "making it generally available to the team at their leisure"
 * loss of a measure of control
 * mindset is "data is owned by an individual" and not "data is contributed to and owned by the team"
 * fear and suspicion that a team member will publish "my" data first without giving "me" credit.
 * The flexible and inconstant use of terms
 * masks differences between fundamentally different courses of action
 * hides the need to make decisions about how to spend time and money
 * detracts from the ability of the assembled people to act with focus as a team
 * One subteam manager, a senior scientist, expressed a long held belief that distributed teams are doomed to failure and that collocation is the key to success. He learned that from his mentor at the beginning of his career.

Comparison to successful open source projects
Open source projects successfully manage their efforts with collaborative software on a routine basis with resounding success. The composition of teams working on open source software is comparable to teams of scientists working on distributed projects. Specifically, a common pattern is that distributed subteams of geographically collocated workers (with subteams working for different corporations) combine forces to cooperate on a common project. If geographical distribution were the key factor, open source projects would be at a severe disadvantage because they have a greater tendency to be global. This section attempts to tease out the differences between the team structures in order to form hypotheses about what could be changed in order to increase the chances of success. The summary table below is followed by discussion of specific factors requiring more detailed attention.

Decision Making / Consensus Gathering
One of the things expected of any open source project is a clear description of how decisions are made. Successful open source projects all have a makeshift or formal charter which is commonly held. At one extreme, the Apache software foundation is a formal nonprofit organization with bylaws in addition to a public description of how cooperation works within the organization. Comprehensive descriptions are presented, describing how to handle many situations which have arisen over the years. These rules apply to all projects for which they provide support and ownership. At the other extreme is a single-person project picked at random from Codehaus, for which potential contributors are directed to email the project owner. Clarity is preserved at all scales.

Here is an excerpt, describing how the Apache foundation expects their distributed members to make decisions (note that the following text is quoted with permission under the provisions of the Apache Software License, which applies only to the following block of text, unless the "fair use" provision of copyright law could be seen to permit redistribution of this portion of the text under the licenses imposed by Wikiversity): Projects are normally auto governing and driven by the people who volunteer for the job. This is sometimes referred to as "do-ocracy" -- power of those who do. This functions well for most cases. When coordination is required, decisions are taken with a lazy consensus approach: a few positive votes with no negative vote is enough to get going. Voting is done with numbers:

 * +1 -- a positive vote
 * 0 -- abstain, have no opinion
 * -1 -- a negative vote

The rules require that a negative vote includes an alternative proposal or a detailed explanation of the reasons for the negative vote. The community then tries to gather consensus on an alternative proposal that resolves the issue. In the great majority of cases, the concerns leading to the negative vote can be addressed. This process is called "consensus gathering" and we consider it a very important indication of a healthy community.

The team described in this lessons learned document lacked any method to make decisions, and when decisions were to be deferred, it lacked any method to gather consensus from its members which was less drastic than calling a meeting involving everyone. It also lacked a mailing list which included all members. However, assuming the presence of a project email list, this simple, proven means for gathering consensus could be borrowed from the Apache foundation.

Scope
Open source projects tend to be narrow in scope, such that the people working on them are conversant with most or all aspects of the relevant issues. There are two factors which push a team of scientists to construct a large proposal which no one on the team fully understands: pressure to submit cross-domain collaborative proposals in the first place; and the requirement to combine similar cross-domain collaborative proposals with competing teams.

Increased scope of the final project is a large factor driving complexity: there are more specialities involved, more teams which are more geographically distributed, and less familiarity with teammates.

Motivation
Scientists, and the organizations which employ them, are typically evaluated by the number of publications for which they get credit. Publications tend to be personal, isolated labors rather than team efforts, simply because the act of writing is a solitary endeavor. Scientists tend to view projects as publication-enabling funding, whereas the funding agencies concentrate on the deliverables. In the case of large teams which are compelled to work together, the deliverables may be the only reason for interaction at the end of the project.

Open source projects may have teams from competing corporations working toward a common goal. These corporations either need the software for some internal purpose or must add functionality for clients. Either way, improving the item which is held in common is the thing which benefits them.

Ownership and Trust
A team of scientists takes great pains to retain individual ownership over contributions to the project. This is because their primary motivation is to maximize the number of publications on which their name appears. Retaining individual ownership is a means of enforcing and ensuring the attribution of credit. By retaining individual ownership, each person knows who requested access to their data and can verify that they were appropriately credited if their data was used. Scientists fear failure to get credit to the point that placing their data on a protected team site is something that requires much convincing.

Open source projects, on the other hand, generally require some form of agreement that each contributor assigns ownership to some neutral party which holds the project in common. Some agreements are more formal than others. As an example, see the Apache contributor agreement. Freed from the need to ensure they get personal credit, contributors need only trust that other team members will not do things detrimental to the project. This level of trust is generally required before a contributor is put in a position where they can affect the project at all.

Project Resources
Scientists expect to bring resources to the table with them. There is generally no thought given to "overhead" like a coordination website or email lists. Such resources are typically unnecessary complications when the project is housed entirely in a single building under a single supervisor. This current project may have been easier to manage if there was a central "one-stop-shopping" site for all things relevant to this project. It is possible to carry this concept too far: it is not desirable to suggest that there be one site set up to handle all projects for all scientists. This is only to suggest that everything related to a single effort should be put in a single place.

In the open source world, the "overhead" is typically provided by a neutral party. In the case of Apache, "overhead" support is provided by the same entity to which all contributions are assigned. In the case of Sourceforge, free hosting is provided without the need to donate your efforts to them. In all cases, though, the presence of such resources is ubiquitous to the point where it is taken for granted. If email list software were to disappear tomorrow, all open source projects would be instantly crippled.

Conclusions and Recommendations
The issues identified in this document fall into two categories: those which teams of scientists are likely to be capable of addressing, and those which are not. Recommendations will be made for how scientists could better approach issues which are under their control. Where possible, suggestions to mitigate external impacts will be presented.

The key words MUST, MUST NOT, REQUIRED, SHALL, SHALL NOT, SHOULD, SHOULD NOT, RECOMMENDED, MAY, and OPTIONAL in this recommendations section of this document are to be interpreted as described in RFC 2119.

Formalizing a decision making process
The minimum action scientists MUST take if they are to facilitate the management of projects by consensus is to define a mechanism by which the team will make consensus decisions, as well as a method by which consensus will be gathered. In addition, the distinction between which decisions are reserved for managers and which are consensus decisions MUST be made clear. Finally, the subset of participants whose opinions contribute to the consensus MUST be explicit (e.g., everyone needs to know whose vote counts). So, the minimum action necessary to address this need is for the team to write and agree upon a mini-charter including these points. This should not be seen as "extra work", but rather as a means to avoid frustration during the project's execution.

This mechanism SHOULD NOT be fancy or complex, but MUST be agreed upon at the outset. The example cited above, where the Apache Software Foundation leverages email discussions to form a lightweight means of review and approval is an elegant and unobtrusive means of gathering feedback on proposed directions. Such an approach:

 * removes roadblocks while keeping the entire team appraised of the status of efforts of other subteams
 * allows any interested member the opportunity to dissent with cause while providing a vehicle for the group as a whole to resolve legitimate concerns
 * has a proven track record of effectiveness even when calling a face-to-face, audio teleconference, or video teleconference meeting is impractical because the participants are spread out inconveniently across the Earth's 24 time zones
 * allows participants to interact using a familiar, comfortable tool (email)
 * inherently breaks down the residual hierarchical structures held over from original, pre-merge proposals
 * inherently breaks down barriers due to geographical "clumping" of subteams by organization and workgroups

The default recommendation of this paper is that projects which require consensus gathering for group decision making SHOULD adopt Apache's lightweight and proven effective technique which utilizes familiar, comfortable tools and which facilitate teamwork. Alternate mechanisms to accomplish the same objective MAY be proposed and agreed upon if there is need, but such an alternate mechanism SHOULD embody the above identified characteristics.

The corollary to this recommendation is that if email is to be used to make decisions about how to spend money for which an investigator is accountable, a project-centric email list SHOULD be established, the archives of which SHOULD be included with the rest of the project's critical documents. Additionally, the archives of the email list SHOULD be made available to the widest audience for which the content is appropriate. Audiences, specified in order from "widest" to "narrowest" are: public access, team access, manager-only access. Note that it is common practice and frequently appropriate to afford wider access to the mailing list archives than is afforded to the mailing list itself (i.e., allow public access to the archive of a mailing list which only team members could participate in).

Formalizing the decision making process and identifying a consensus gathering mechanism addresses the following identified issues:
 * lack of a collaborative decision making process
 * inability to decide on a set of parameters by which project files should be searched
 * difficulty of calling a face-to-face/video teleconference meeting to come to a consensus
 * lack of will to call a face-to-face/video teleconference meeting to come to a consensus
 * isolation of subteams into noncommunicative islands of activity
 * the "sense" of team members that they are not empowered to make decisions on behalf of the team

Publishing the accumulated experience of the team
This recommendation may be satisfied with a variety of off-the-shelf tools. The previous section recommends a method to gather consensus and make decisions. This section recommends a method of recording the consensus at which interested parties arrived, publishing it for the whole team. While the previous recommendation applies to "getting people on the same page", this recommendation applies to "keeping people on the same page".

A central "one-stop-shopping" project center SHOULD be established to contain everything related to the project. This project center SHOULD accumulate everything relevant to the project as the project is executed. The purpose of doing so is to create an information resource for the entire team to use directly. Management SHOULD write a one-page summary of each proposed activity at the start of the project, explaining if and how the activity relates to the other activities. These pages SHOULD be updated as decisions change the primary function of the activities.

The "project center" tool works in conjunction with the email list tool. Communications regarding issues which are larger than a single subteam SHOULD still use the email list. After this communication occurs, the project center provides a number of options for recording whatever decision was arrived at:

 * 1) Publishing email archives, searchable for keywords, allowing a discussion thread to be followed.
 * 2) Write a "synthesis" web page which describes the issues, major discussion points and the final consensus decision.
 * 3) Alter the main "activity summary" page to reflect the decision.

This type of resource is "all-or-nothing", as illustrated by this team of scientists. Very little value will be realized unless the entire team is using the project center. A well used project center is a critical tool for keeping a large distributed team on the same page.

Providing and using a project center addresses the following issues:
 * lack of information
 * about the project itself
 * about the activities of other subteams
 * about key players (workers/nonmanagers) in other subteams
 * about how the project has changed from what was originally proposed
 * team members can research the impacts of their proposed actions on other subteams before making a proposal, leading to more informed starting points
 * provides a common place to specify the definition of terms and the scope of activities

Mitigating impact of ownership requirements
Implementing this recommendation may require tool development, although this might be a relatively simple matter of defining a workflow inside a system which allows for user-configurable workflows (such as Alfresco.) On some systems, this may be simply a matter of configuration.

A scientist's distrust of colleagues and compulsion to retain ownership of their data, regardless of the cause, is considered to be an external factor which is not amenable to change. Thus we must assume that scientists will always have trust and ownership issues while temporarily cooperating with people who are usually competing for the same pools of money. However, this behavior is destructive to team dynamics, and appears to be more destructive at larger scales than at smaller scales. This paper recommends that scientists and managers wishing to reduce distrust and increase productive team behavior augment the "project center" described above with improved access controls, access logging, and non-repudiation facilities for documents. In essence, this recommendation mitigates distrust by providing an environment where it is more difficult to "get away with" stealing data.

Characteristics of the recommended solution are as follows:

 * Files MUST be stored in a common team place, and SHOULD be a part of a "project center" if one exists.
 * Owners MUST be able to designate individual or groups of files as "restricted".
 * Restricted files:
 * SHOULD NOT be hidden from team members which have no access (i.e., the filename and descriptive metadata may be viewed by all team members.)
 * MUST be inaccessible by default to other team members (i.e., team members with no access rights cannot preview, edit, or download the file)
 * MUST have a means of allowing the owner to control access permissions, which MUST be assignable on an individual basis.
 * MUST have a means for team members to request access from the file owner, and SHOULD allow team members to request specific type of access (read-only/download access, edit access, etc.)
 * The system SHOULD maintain a list of requests for access to "restricted" files, as well as the disposition of each request by the owner. This list SHOULD be available for all team members to view.
 * The system MAY maintain an access log for each "restricted" file, which SHOULD be available for all team members to view.
 * The system MUST be neutral, tamper-resistant (or tamper-evident, at least), and reliable enough to be used for dispute resolution.


text:
Instructional design/Other FFA figure

Back to ID Homepage > ID force field analysis > What is FFA? > How FFA is presented in a figure? > A case study for practicing FFA > Other FFA figure > Making change successful > How FFA is used?

Here is another example representative force field analysis. This is a case related to nursing management. It considers change management which reflects upon potential benefits not only for the patient but also for staff and the organization as a whole. While you are reading the case with its use of force field analysis, please think about these questions:
 * What is the main difference in the FFA figure than those we have seen in the previous pages?
 * What do you think about how this difference works in force field analysis?

Nursing Management in NHS Trust
Background

In order to meet a recommendation of the Department of Health which signified that all chemotherapy should be administered in a designated area, in 2001, National Health Service (NHS) Trust was planning a proposal for a change of shift system within a hematology/oncology day unit to promote better utilization of nursing skills and management experience. The goals of the proposal had three aspects.
 * Staffing Allocation: Improve the service provision to day unit patients, maintain continuity for inpatient cover, and to remain within the current funded establishment.
 * Professional Development:
 * Provide a more autonomous management role for trained staff, through more appropriate and serviceable roster that allows a longer period of time within the unit.
 * Improve and develop the clinical skills of trained staff.
 * Organization Development: Provide a continuing improvement in local services for cancer patients.

Method

The process of formalizing the proposed change was quite open with staff meetings and discussions. Also, all the ward team was involved throughout the whole process with managers and consultants being continually updated. Force field analysis was used to explain the driving and restraining forces associated with change. Most of the meetings resulted in favor of the proposal with several forces for change:
 * Weekend off
 * Improvement in continuation of service provision
 * Wanted staff
 * Excited by different role
 * Extension of professional development
 * Opportunity for more autonomy
 * Great flexibility in the daily nursing management and work organization within the unit

On the other hand, the main objections stemmed predominately from:
 * Environment issues and how to deal with team
 * Self doubt about the ability to manage autonomous role
 * Increased accountability increased anxiety
 * Being used to work 12 hours 3 days per week and reluctant to change to 7.3 hours 5 days per week.

The Trust further confirmed and analyzed these factors by combining some similar ones into a category as well as adding weights to each force according to its importance and influence. A graphic of the final result of force field analysis is shown below:

As you might have noticed the special part of this graphic, in the red marks, there are different numbers assigned to each force. This method makes the figures much clearer because weights are added to these forces to indicate the relative importance of each force. Usually positive numbers are used in driving forces and negative numbers are used in restraining forces.

Click the Next button to continue.

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

title: Instructional design/Other FFA figure


text:
User:Minkkk

~* My name is Haruetai Limudompunth.

~* My ID. is 5180020.

~* My nickname is Mink.

~* I am a sophomore of Mahidol University International College.

~* I am studying in TIM major.

See you in class :D

Homework #2 :

1. How is cloud computing different than using a normal computer? Answer : Cloud computing is a public utility that people use to share their information and resources to the computer. It is more convenient than using a normal computer because normal computer have a limit space to store the information. On the other hand, cloud computing is the best place that people can store their information and anything they want. However, it also help peoples' lives because they can access the data anywhere.

2. How could you turn a classroom into a cloud computing classroom? Answer : Cloud computing can help students and teacher have well connection. If the teacher want to teach something to students, they can post it on the computer. This way will help students understand more about the lesson. Also, when they want to turn in their homework, they can put it to the computer and the teacher can check it. However, it will create a less chance of misunderstanding between students and teachers.

Retrieved from "http://en.wikiversity.org/wiki/User_talk:Minkkk"

title: User:Minkkk


text:
User talk:Sonia old~enwikiversity

Request for Usurpation
Hello, Sonia. A request has been made at Changing username to usurp, or "take over", your username because you have not used it to edit, and another user would like to use it to edit.

If you have an email set in your preferences, you should be getting an email from a bureaucrat explaining how to consent or object to this process.

If you do not object to being renamed to a new username in order for another user to utilize the name you currently have, please log in and post a reply here saying so (you may also tell us what username you would like to be renamed to, or we will provide you with a generic one).

If you do nothing : the request will be considered after 14 days.

If you object to being renamed : please log in and make an edit. You may make an edit here saying "No", you may make an edit to blank this page, or any other edit you like; making any edit at all prevents your username from being usurped, because users with edits cannot have their usernames usurped.

Please note that even if your current username is usurped, you can still edit and your data will not be lost; your preferences, watchlist, and other user settings will be transferred to a new username.

Thank you for your time. --Singlish speaker 06:20, 30 April 2010 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Sonia old~enwikiversity


text:
User talk:Chocoriku

My name is Preeyapha Arwouchanon

Welcome
 Hello Chocoriku, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:13, 1 May 2010 (UTC)

title: User talk:Chocoriku


text:
User:Sk99211935

1.What is the site you selected? http://m.cellufun.com/

2.What is the site's purpose and why is it considered a web 2.0 site? For people around the world to have a place to talk, make more friends, have fun with the games and etc. it is considered as a web 2.0 site because it is a site that let other to go in and share their infromation, they can go to talk. it is become a social network in the inter net

3.What is your favorite website and why http://www.facebook.com/ Because it is so popular right now that many peoply use it including many of my friend, so i am using it to keep connect with my    friend, and i have many more friend from this site, too. In this site, it also have a lot of games that are very fun.

title: User:Sk99211935


text:
User:Kaojao~enwikiversity

Hello, my name is Tada Ketsin

ID: 5180826 Major: IB

I am a part of MUIC football team, so I love football.

How is cloud computing different than using computers?

The file storage is different. For cloud computing, users keep the file on the internet where they can share with others,edit the file and can be accessed from anywhere. While normal file and informations in normal computers cannot be accessed publicly.

How could you turn a classroom into a cloud computer classroom?

For cloud computer classroom to be created, first, we need to choose a website that provides places for files to be saved on the internet. Secondly, inform students to use the chosen site and register so that they can share, view and edit files in order to help each other in improving the work.

title: User:Kaojao~enwikiversity


text:
User:Thanchanok518

1. What is the site you selected? [ans] The site I selected is MOG. 2. What is the site's purpose and why is it considered a web 2.0 site? [ans] MOG is the largest music network and blog on the web that provided by worldwide corporation. It's purpose is to create the music community and the perfect place for music lovers to learn about and discover music where anyone can receive and share music throgh the network. It also allows user to create blog for social network by creating a blog post and able to embed music in the blog. MOG is considered to be a web 2.0 website because MOG allows its user to interact with each other by as a contributor for the website's content. For example, user can upload, download, update, post information on user's blog or the website. 3.What is your favorite website and why?[ans] MOG is my most favorite website bacause i love to listen to music and update the music trends. therefore, using MOG website, where i can upload and download musics in the blog, is the best choice for me to update infomation about music, listen to music, receive and share.

What is the best smart phone marketer? In my opinion, the best smart phone marketer is Apple for iPhone. It comprises the best feature in all aspect that a particular smart phone could have. There are five issues to support my opinion. First of all, iphone is the camera phone, in which resolution is very high ranking from 2.0 MP to 5.0 MP with the rear-facing camera, geotagging, and automatic focus. This camera will give you a high resolution photo like using the real camera. Secondly, it is a portable music player that equivalent to a video iPod in which it allows user to have more convenience when they listen to music, and they don’t have to carry both iPod and a phone at the same time. Thirdly, the internet client, including e-mail, web-browsing, and internet connectivity, is very stable and comfortable to use. Fourthly, the user interface of iPhone is flawless function that other smart phone marketer cannot do like the smoothest multi- touch screen, and a virtual keyboard. Finally, the applications available on iPhone are fun. Apple offered the “apps store”, that provided more than 200,000 apps for user to download, for example, games, reference, GPS navigation, social networking, and advertising for television shows, films, and celebrities. Therefore, Apple for Iphone is the best smart phone marketer.

The Best PC on the Earth. In my opinion, the best PC on the earth is Gateway One ZX4800-02. I have many details to support my opinion. It is an all-in-one computer that combines a touch-sensitive 20-inch display and a reasonably powerful computer into one sleek case. Moreover, in terms of price and performance, the Gateway One ZX4800-02 is very cost effective. The hardware lineup includes the aforementioned touch-sensitive 20-inch display. Its processor is an Intel dual-core Pentium processor and 2.1 GHz Intel Pentium Processor T4300. Its memory is about, 4 GB. For, its hard drive is about 750 GB of and 5,400 rpm SATA. Its Optical Drive equal to 8x DVD SuperMulti double-layer drive.

title: User:Thanchanok518


text:
User talk:Ornchaporn

 Hello Ornchaporn, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 30 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 30 April 2010 (UTC)

title: User talk:Ornchaporn


text:
User talk:Kfcih

 Hello Kfcih, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 30 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 30 April 2010 (UTC)

title: User talk:Kfcih


text:
User talk:Yokkie

 Hello Yokkie, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:18, 30 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 30 April 2010 (UTC)

title: User talk:Yokkie


text:
User talk:Sk99211935

 Hello Sk99211935, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:18, 30 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 30 April 2010 (UTC)

title: User talk:Sk99211935


text:
User talk:Kaojao~enwikiversity

 Hello Kaojao, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:18, 30 April 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:18, 30 April 2010 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:40, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:13, 19 April 2015 (UTC)

title: User talk:Kaojao~enwikiversity


text: File:Nick.JPG

title: File:Nick.JPG


text:
User:Wanwarang

Wanwarang 15:31, 21 April 2010 (UTC) My name is Wanwarang Horpatraporn. My nick name is NN. My major is TIM. I learn in Mahidol for 3 terms. In the future, I want to have my own resort. When I have free time, I like to go out and watch movie with my friends.

--Wanwarang 07:40, 30 April 2010 (UTC)1. How cloud computer different from normal computer? Answer Cloud computer has free space for user to add their own files and their information. Moreover, users can get their files from different computers because these files are shared on the Internet.

2. How to turn classroom computing to cloud computing? Answer You have to register in Google or Yahoo and create your document. For example, Google Document. When teacher create classroom's page,you can look it up and you also can edit it.

1. What is the site you selected? www.meetup.com

2. What is the site's purpose and why is it considered a web 2.0 site? The purpose of the website is that to help people meet and do activity which they interested in the same feild. The members of website can do their favorite activities and enjoy with other people. Moreover,They can meet friends from people around the world. This website is considered a web 2.0 site because the website allow people to interract with each other by joining the activities from this website

3.What is your favorite website and why? my favorite website is MOG because I can listen and download music that I like. Moreover, I can also share music with other people in the website. --Wanwarang 06:41, 18 June 2010 (UTC)Homework smartphone  What is the best smartphone and why? In my opinion, the best smartphone is iphone because it has a lot of functionality for users to use in various application within a phone. For example, ability to access internet, download e-mail, work with document attachment, sync data to computer, play music and movie. Moreover, iphone have a touch screen that make users more convenient. In addition, iphone can boasts a massive app store that are useful for users. iphone can access and do almost everything that you can do on a computer. Therefore, iphone is the best smartphone than other cell phones.

--Wanwarang 18:14, 4 July 2010 (UTC)The best PC Poly X4800-Extreme corei7 cpu 3.2-GHz X9770 processor 4GB of speedy DDR3-1625 RAM two 10,000-rpm VelociRaptor hard drives (in a RAID 0 configuration) propelled it to a WorldBench 6 result of 141 pros Blazing performance Lots of rear panel ports

title: User:Wanwarang


text:
User:Nongauu

 MY PICTURE

--Nongauu 07:41, 30 April 2010 (UTC)How is cloud computing different than using a normal computer?

The cloud computer is very convenient for all pepople because when we do our projects and and assignmentsm, we can maintain it in the servers. Moreover, files and datas are not lost when our computers are broken. We can get out datas anywhere that provides internet to us. On the other hand, normal computers are unconvenient for all people because we have to save a data on a computer, and we need to use a thumb drive or a floppy drive to save them. Furethermore, when our computers are error and broken, we can not bring our work back, and noone reposible for it.

How could you turn a classroom into a cloud computing classroom?

We need to register the some websites such as google, yahoo, or wiki. Therefore, when teachers assign homework, or when we have to send homework, we can put it on that servers. We will not lost datas.

Social Networking Homework

1.What is the site you selected? - http://m.cellufun.com/

2.What is the site's purpose and why is it considered a web 2.0 site? -the purposes of this site are social media networking for gaming, inviting friends, etc. the site are provided for everybody to join and have fun in this site. chatting, getting fun with new friends are also puirposes of this site, too.

And a web 2.0 site is the website that can do more than one thing not only reading. Listening to music, chatting in the chat room, including watching movies.

3.What is your favorite website and why -www.soccersuck.com because this site provide brilliant information about soccer. it keeps updated for the real time, and the news always keeps me fun.

--Nongauu 16:53, 5 July 2010 (UTC)In my opinion, The best PC is Intel Core 2 Extreme X6800 Based on 45nm manufacturing technology, with four processing cores and hafnium-infused circuitry, the Intel Core 2 Extreme processor delivers more performance without using more energy. The Intel Core 2 Extreme processor QX9770 is an excellent choice for the latest generation of multi-threaded games and multimedia applications. 3.2GHz core speed 12 MB of total L2 cache 1600 MHz front side bus

title: User:Nongauu


text:
User:Jordanlin14

Hello! Mr.Brian My name is Jordan lin. This my last tri-mester of year one. I am going to move up to the core courses starting from next tri-mester. My favorite sport is basketball. The reason why i am in this course is because i see the importance of computer in the future. Therefore, i think i should at least have the basic knowledge of how computer works.

Thank you very much and enjoy your day

1. What is the site you selected? MOG 2. What is the site's purpose and why is it considered a web 2.0 site? You are able to come up with your own music play list. Moreover, You are able to share those passion to other people. Web2.0 is one of the social net working website, it allows you to obtain information from the website. which for means that the website allows people to interact with each other. 3. What is your favorite website and why? 4shared.com is my favorite website. It allows people to download and upload music through the website fast. It is a convenient website if you want to download or upload any type of musics.

title: User:Jordanlin14


text:
User:Mildlywild

Hello! My name is Phatcharapan, also known as Mildly. Some people do call me Wild ... depends. I am a 2nd year college student and my major is Social Science.I am just like you, a complex human being. I smile, cry, whine, laugh, love and hope. At times I fear, and most of the time I try. I know you do the same things too. So we are not really that different.

The PC
Apple iMac 27-inch!!

Dimensions- Height: 20.4 inches (51.7 cm) - Width: 25.6 inches (65.0 cm) - Depth: 8.15 inches (20.7 cm) - Weight: 30.5 pounds (13.8 kg) - Desktop type: All-in-one desktop system

Motherboard: Data bus speed= 1066 MHz Processor: Type= Intel Core i7 2.8 GHz Operating system: Mac OS X 10.6 (Snow Leopard)

Memory: 1.Cache memory: type= L3 cache, installed size= 8 MB 2.RAM: installed size= 4 GB/ 16 GB (max), technology= DDR3 SDRAM Case:Chassis style= all-in-one Power supply: 1.One FireWire 800 port; 7 watts 2.Four USB 2.0 ports 3.SD card slot Floppy drive: none Hard drive: 1 TB - Standard - Serial ATA Optical storage: DVD+/-RW / CD-RW Keyboard: wireless keyboard Mouse: wireless magic mouse Video card: DVI, VGA Monitor: - Type: LED-backlit glossy widescreen TFT active-matrix liquid crystal display with IPS technology - Diagonal size: 27-inch (viewable) - Resolution: 2560x1440 pixels - Aspect ratio: 16:9 - Millions of colors at all resolutions - Typical viewing angle: 178° horizontal; 178° vertical

Sound card: integrated Graphic controller: - Graphic processor: ATI Mobility RADEON HD 4850 - Video memory: 512 MB

Modem: - Ethernet (10/100/1000 Mbps), Wireless Ethernet - 540 Mbps IEEE802.11n

--Mildlywild 14:50, 5 July 2010 (UTC)

Smart Phones
What is the best smart phone operating system, and why?

Android is the best smart phone operating system. It is modified from Linux kernel. It supports more than 30,000 applications including Java softwares.Android also allows users to do multitasking. Moreover, the advantage of this operating system is that it is an open-source system so it allows users to go on the internet, and getting access to the information for free, etc. Thus, it's becoming more and more popular because of its open-source systems.

Social Networking Question
1. What is the site you selected? - Digg is the site I selected. 2. What is the site's purpose and why is it considered a web 2.0 site? - The purpose of this site (Digg) is to change the way people consume information online by letting people share anything (news, videos, messages, etc.) from anywhere on the site. There is no editor for this site, the people who post things are actually us - the users. Once when we submit something on the site, other people will see it. And if they like what we post, they will Digg (or vote) it. The more Diggs we recieve from other users, the more chances of our post to be promoted in the front page of the site. People also can talk and discuss about any subjects they like through the application provided by the site. It is considered a web 2,0 site because Digg allows us to do more than getting the information. We are not limited to be only passive users, but active users that can create, post, share, update and interact with other users.

3. What is your favorite website and why? My fav website is Digg, because I enjoy surfing around the stories people have posted, also there are some good stuffs on there that are voted by the users. - --Mildlywild

Cloud Computing Questions
1. How is cloud computing different than using a normal computer? The differences between the Cloud Computing and a normal computer is that, the cloud computing allows us to use applications and share files on the internet. Also, anyone can access to those files at anytime on any computers. A normal computer, in contrast, the files we make and save will be stored on that computer we use, and they can’t be accessed by people that use other computers.

2. How could you turn a classroom into a cloud computing classroom?

The first step for turning a classroom into a cloud computing classroom is that everyone must create their own accounts where we can upload and share files on the internet. The account will allow us to share and access other people’s works, such as friends’ document or teachers’ lectures, at anytime and from any computers. By having a cloud computing classroom, it will be convenient for students to share ideas and learn things from their classmates and teachers.

title: User:Mildlywild


text:
User:Saabsugrit

[Homework assignment/ due 1st May 2010,]
My Intro:

I love playing sports, mostly are related with the type of marathon runnings, but what I prefer best is football, it keeps me look healthy and lively when I touch the ball. What's more, In my opinion, I support Man Utd, and the best players according to the position are wayne rooney and Patrice evra, those runs and tactics keep me motivating after all.

Well, my best occupation is using computers because when i was young, i need to solve the problem on my own when i was dealing with technical problems with games and stuff. Since then, i have been using computers efficiently, and if there are problems, solution cant be any harder!

Nowadays, i'm studying MUIC, salaya, Thailand. I learn that life will get more complicate soon, so currently im studing in the major of business and economics which im sure that this knowledge will be needed in the near future.

Therefore, even if there are inevitable obstacles, make sure life is enjoyable!

[Class assignment/26th April 2010]
1. How is cloud computing different than using a normal computer?

Answer: By using cloud computing, people are able to access and transfer stuffs online, also the meaning of this is mostly by sharing ideas, and the convenient term is that users can access to any computers with the data that are needed. Compared to cloud computing, normal computers are hardly accessible because the supported data is needed to be transfer through a hardware device

Furthermore, This makes things more convenient where expenditures are not needed because people dont have to own a computer to access, but they can use those computers within the organization which is trustable, and is up-to-dated and the security is confirmed.

2. How to turn your classroom into cloud computing classroom?

Turning a classroom into cloud computing classroom is not hard as anyone thinks, the concept of cloud computing is similar to sharing, so the classroom should set up in pairs or groups to proceed. A task is required, so that students are allowed to discuss and share imaginations. Sharing thoughts are the way of cloud computing.

[Homework assignment/ due 7th May 2010,]
What is the site you selected?

Cellufun

What is the site's purpose and why is it considered a web 2.0 site?

Cellufun ables user to log on and plays with it. Avatars are created in the game which                           users can interact with each other. It uses the web 2.0 program because it ables user                                to set a information and interacts

What is your favorite website and why?

Facebook, Not only are they provide with games, it provides user to share information with it. Users can use their data to communicate with each other privately and publicly also they can enjoy with amazing games which players use their avartars to compete with friends and others playing!

[Homework assignment/ due 18th June 2010,]
What is the best Smart phone system and why ?

Personally, Apple is the best smart phone system. It is a high quality system which is found in iphone. Also, the functions are always updated by leaping other systems in speed and functions. In the past, Multitasking was unavailable, but now iOS4 has been introduced in the new iphone with 100 new features which no any other phones have yet done before! For example, the most advance leaps Multitasking and folders, which preserve battery life and Category folders that are created and renamed by our fingers! The greatest programs within the smallest chip like it says "This changes everything all over again "

[Homework assignment/ due 5th July 2010,]
Fastest PC Specifications CPU: Intel Core i7-980X Processor (3.33GHz/L3 12MB/QPI) Graphic Card: Nvidia GTX 480M SLI 2GB Ram: 12GB 1600MHz DDR3 Display: 24-inch LED Cinema Display (1920x1200) Hard disk: 1 TB (7200 RPM) Sound Card: Creative Sound Blaster X-Fi Titanium Fatal1ty Professional Optical Disk Drive: Blu-ray ROM with SuperMulti DVD R/RW Double Layer Ports USB: 2.0* 6 ports, 3.0* 2ports HDMI Card Reader e-SATA Wireless: IEE 1394 a/b/g/n

title: User:Saabsugrit


text:
User talk:Saabsugrit

 Hello Saabsugrit, 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 project.
 * Browse 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! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Cybiko123 05:09, 2 May 2010 (UTC)

title: User talk:Saabsugrit


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File:Photo 010.jpg

Summary
U5280103 13:59, 30 April 2010 (UTC)

title: File:Photo 010.jpg


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File:Photo on 2010-04-08 at 21.32.jpg

Summary
U5280103 14:07, 30 April 2010 (UTC)

title: File:Photo on 2010-04-08 at 21.32.jpg


text:
Boundary Value Problems/Lesson 6

Return to BVP main page Boundary Value Problems

1D Wave Equation
Derivation of the wave equation using string model.

General form for boundary conditions.
$$ \alpha_{11} u(a,t) + \alpha_{12} u_x (a,t) = \gamma_{1} $$ $$ \alpha_{21} u(b,t) + \alpha_{22} u_x (b,t) = \gamma_{2} $$

Wave equation with Dirichlet Homogeneous Boundary conditions.
$$ \displaystyle \alpha_{11} u(a,t) = 0 $$ $$ \displaystyle \alpha_{21} u(b,t) = 0 $$ In the homogeneous problem $$ \displaystyle u_{xx}-\frac{1}{c^2} u_{tt} =0 $$ with $$ \displaystyle u(0,t) =0 $$, $$  \displaystyle u(L,t) =0 $$

Finding a solution: u(x,t)
Let $$ u(x,t)= X(x)T(t) $$ then substitute this into the PDE. $$ X T = \frac{1}{c^2} X T $$ $$ \frac{X}{X} = \frac{1}{c^2} \frac{T}{T} = \mu$$ Where $$ \mu $$ is a constant that can be positive, zero or negative. We need to check each case for a solution.

Wave Equation with nonhomogeneous Dirichlet Boundary Conditions
In the homogeneous problem $$ u_{xx}-\frac{1}{c^2} u_{tt} =0 $$ $$ \displaystyle \alpha_{11} u(x,t) = \gamma_{1}(t) $$ $$ \displaystyle \alpha_{21} u(x,t) = \gamma_{2} (t) $$

Wave Equation with resistive damping
In the homogeneous problem $$ u_{xx}=\frac{1}{c^2} u_{tt} + ku_t $$

title: Boundary Value Problems/Lesson 6


text: XML Usage

title: XML Usage


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User:Kittipak

 MY PICTURE

My name is Kittipak Pakjamsai. My nickname is K. I am TIM major. I am going to take a core course soon. I want to take this course because of computer is important in our life.

CLASS WORK on April 26, 2010: The assignment of cloud computing.

Question 1: How is cloud computing different than using a normal computer?

Answer for Q.1: There are four characteristics for cloud computing. First, cloud computing can be accessed by anyone and any computer. Secondly, data and information in cloud computing can be stored safely in wide network. Thirdly, when spaces of normal computers are full, cloud computing helps users to store their data and information into the internet or network. Finally, cloud computing can always be used without lacking of speed. However, on the other hands, there are four characteristics of normal computer to compare with cloud computing. First, normal computers can be accessed by anyone but only with the computer which storing the data. Second, data and information in normal computer can be easily lost if the computer turn off or having problems. Thirdly, there are limits of memories in normal computers. Finally, if there are too much data in normal computers, the processing will be slowed down. It also can be easily hanked.

Question 2: How could you turn a classroom into a cloud computing classroom?

Answer for Q.2: To form a cloud computing classroom, both teachers and students need to have their own account in the same website. Then they can share all content, opinion, homework ifrom class in the webpage. All students are able to access and have more time to study all things happening in their classes.

What is the site that you selected? MOG.com

What is the site's purpose and why is it considered a web 2.0 site? The purpose of this website is to share blog and share picture, just like facebook website, but different from facebook in case of sharing music. It can share the blog and information.

What is favorite your website and why? My favorite website is facebook website because it is popular and useful.

CLASS WORK on June 18, 2010: The assignment of smart phone's operating system.

Question: What is the best OS (Operating System) of Smart Phone and Why?

Answer: The best OS for smart phone, in my opinion, is OS X. Because OS X is the operating system for iPhone, which is the most popular smartphone today, it is the most appropriate OS nowadays. Moreover, OS X is the operating system for many great technologies, such as Mac and iPad.

CLASS WORK on July 2, 2010: The assignment of the modern and appropriate PC.

Question: What is the most appropriate PC (Personal Computer) if people want to purchase in a present day?

Answer: I do not know if this type is the best one. However, it is the most appropriate one for the PC user nowadays. This type has high performance and supports high resolution games and 3D working. There are these hardwares in this type: Mainboard - [Intel Core i7 920 Nehalem 2.66GHz 4x 256KB L2 Cache] - Cost: 10520 Ram - [G.SKILL F3-12800CL9T NQ Series 6GB (3x 2GB) DDR3-1600] - Cost: 4880 Harddisk Drive - [HDD WD 640GB 7200RPM 16MB Cache S-ATA (640x2)] - Cost: 3960 Power Supply - [ThermalTake ToughPower 850W] - Cost: 5880 DVD Drive - [LG GH22LP 22x22 DVD Writer LightScribe P-ATA (800x2)] - Cost: 1600 Monitor - [Monitor LCD 21.5" LG Wide] - Cost: 6220 VGA card - [XFX GeForce GTX 285 1GB DDR3 512-bit] - Cost: 14980 The total price is 56,420* * *, may up or down on price depends on the period of time.
 * * *Including simple Case (PC body), mouse and keyboard.

title: User:Kittipak


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UTPA STEM/CBI Courses/Microprocessor Systems/Microprocessor System Design

Course Title: Microprocessor System Design

Lecture Topic: Cache Memory Design

Instructor: Dr. Yul Chu

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understanding memory hierarchy.[[Image:ComputerMemoryHierarchy.svg|thumb|right|256px|Memory Hierarchy]]
 * Understand how the mapping function works.
 * Understand how the replacement policy works.
 * Understand how the writing policy works.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand how the read memory operation works.
 * Understand how the write memory operation works.

 * Difficulties- Students may have difficulty:
 * To understand how to access cache memory with memory address.
 * To understand how to replace the block data from memory to cache memory.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Intel x86 CISC microprocessor
 * MIPS 2000 RISC processor

Model of Knowledge

 * Concept Map
 * Determining a cache size
 * Determining a block size
 * Understanding mapping functions
 * Understanding replacement policies
 * Understanding write policies

 * Content Priorities
 * Enduring Understanding
 * Direct-mapped, n-way set-associative, and fully associative
 * Least Recently Used (LRU), Most Recently Used (MRU), and Random replacement policies
 * Write-Back/Write-Allocate and Write-Through/Write-No-Allocate policies
 * Important to Do and Know
 * How to access cache memory with index part of memory address.
 * How to replace a cache line based on dirty bit info.
 * The concept of block data and byte offset is ?
 * Worth Being Familiar with
 * Understanding cache memory and memory locations
 * Computing average memory access time
 * Understanding block address and data in cache memory

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Let each group (3 to 4 students/group) design a cache memory and discuss it.
 * Let each group check the five factors for a cache memory and verify it.
 * Homework (individual)
 * To implement some memory references manually.
 * To compute average memory access time for direct-mapped and n-way set-associative cache memory.
 * Summative Assessment
 * Let each group design a cache memory (4-way set-associative) and implement several read and write operations.
 * Final Exam

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to: THE CHALLENGE
 * Understand how the read memory operation works
 * Understand how the write memory operation works.
 * Understand why the temporal and spatial localities are important to design a cache memory.
 * Understand memory hierarchy.
 * Understand physical memory and virtual memory. Virtual memory.svg
 * Understand how the mapping function works.
 * Understand how the replacement policy works.
 * Understand how the writing policy works.

How to design cache memory to reduce cache misses for a small L1 cache to improve system performance?

GENERATE IDEAS

How to design a cache memory using localities?

MULTIPLE PERSPECTIVES

How to implement 'write hit and miss policies'? How to implement 'LRU replacement policy for 2-way or 4-way set-associative cache memories'? How to update the cache memory for a write-back? How to access a cache memory from processor?

RESEARCH & REVISE

-Read lecture notes, textbook, and papers. -group discussion. -do manual implementation and revise any errors.

TEST YOUR METTLE

GO PUBLIC
 * Formative assessment: Small quizzes, concept quizzes, and discussion.
 * Summative Assessment: Projects and exam.

Final presentation, report, grading, and verification test.

Pre-Lesson Quiz

 * 1) What is the purpose of cache memory?
 * 2) Is it possible to access cache memory with memory address? If yes, how?
 * 3) What does SRAM stand for?
 * 4) What does RAM stand for?
 * 5) Which one is more expensive, RAM or SRAM ?
 * 6) What is L1 (Level One) cache?
 * 7) What is Temporal Locality?
 * 8) Explain Fetch-Execute cycle.
 * 9) Explain the differences between RISC and CISC.
 * 10) What is Spatial Locality?

Test Your Mettle Quiz

 * 1) Why the performance of 2-way set-associative has better performance than direct-mapped cache?
 * 2) Which of the following replacement policies is popular and why? 1) LRU    2)MRU    3) Random
 * 3) For a small cache memory, which of the following cache misses is critical to performance? 1) Conflict miss  2) Compulsory miss  3) Capacity miss
 * 4) What kind of write-miss policy can work with write-back hit policy?
 * 5) List 5 factors to design cache memory.
 * 6) List three steps to determine cache miss or hit?
 * 7) What is memory hierarchy?
 * 8) Explain physical address and virtual address in brief.
 * 9) What are the benefits of the virtual address?
 * 10) If the size of a direct-mapped cache memory is 8KB and the block size is 64 bytes, then how many bits for cache indexing are needed?


text:
User:Poon

Phutich Paisalsak (Poon) was born 28 August 1990, in Bangkok. I study in Mahidol University International College. This is my Fourth semester in Mahidol. Tourism Industry Management (TIM) is my major.

HW.1 Cloud Computing

1.How is cloud computing different than using a normal computer?

Cloud computing is a technology that uses the internet as central share network. It also allows other users to access the network. Users can save as many works as they want on the network. These help them to have more space for other important applications in storage. You can see if your friends are working. Moreover, using cloud computing helps users get new friends. In addition, it is convenient to do work. A good example of cloud computing is yahoo, g-mail, and Amazon. Cloud computing only needs the internet connection. Normal computing does not have internet access. Presently you can access to internet almost everywhere in the central business district, which makes life become more convenient.

2.How could you turn a classroom into a cloud computing classroom?

First of all, all the students in the classroom need to register network like, Amazon, Yahoo, and G-mail etc. These networks are connecting together. Moreover, students will have to plan their schedule, which uses to set for work as a team. Furthermore, students will use their ID number to access the network which is safe and personal. For example, Wikiversity offers us for more comfortable work. Instructor can post anything on Wikiversity and students can read them. They can share an assignment with others.

Section1 Phutich Paisalsak 5180663 Tassawat Wangsupakitkosol 5180718

HW2.

1. MOG 2. The purpose of MOG is allow people to shared music online. Others users can see your profile and listen to your musics. There are various music you can listen in MOG. MOG is a social networking and Web 2.0 site. 3. www.brainyquote.com is my favourite site. In this web I can read many poems and poetry from various author.

HW 2 July 2010

Computer specification CPU : Intel I7 980X @4.64 Ghz On Air by U-120 Extreme Black MB : Gigabyte X58-UD9 VGA : Nvidia 480 GTX x 4-way SLI Stock Cooling Ram : G-Skill Perfect Strom @ 2020 Mhz CL8 HDD : SSD x 2 Raid 0 PSU : Thermaltake 1500 watt x 2

title: User:Poon


text:
UTPA STEM/CBI Courses/Computer Science/Repetition

Course Title: Computer Science I

Lecture Topic: Repetition structure

Instructor: Gustavo Dietrich

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand the advantage or necessity of using repetition structures to solve certain type of problems
 * Recognize the categories and subcategories of loops (counter-controlled vs. event-controlled; eof,sentinel,flag)
 * Understand the structure of loops (initialization of loop controller, testing of loop controller, updating of loop controller, body of the loop)
 * Understand how different repetition structures work (pre-test vs. post-test)
 * Write C++ code to implement the different repetition structures (while, for, do-while)

 * Sub Objectives- The objectives will require that students be able to:
 * Create logical and relational expressions
 * Identify syntax and logical errors in repetition statements (the semicolon after the loop’s heading, the use of curly braces to specify a block of statements, wrong placement of the statement updating the loop controller, etc.)

 * Difficulties- Students may have difficulty:
 * Understanding the underlying concepts involved in looping (use analogies)
 * Understanding when and how to use loops when given a problem (use analogies)
 * Creating complex conditional expressions

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Any of those situations that require the repetition of actions to solve a problem. For example,
 * Mathematical field: calculation of sin x, Euler’s value e, greatest common divisor, etc.
 * Business field: calculation of an average, validation of a password/user name combination, etc.
 * Engineering field: calculation and displaying of the trajectory of a projectile, filling of a table with values read from a sensor, etc.

Model of Knowledge

 * Concept Map
 * Analysis of problem, requires
 * Critical thinking skills
 * Summarizing skills
 * Design of solution (algorithm design), requires
 * Problem decomposition skills
 * Understanding of underlying programming concepts
 * Data types
 * Sequence
 * Control structures
 * Selection
 * Repetition
 * Modular programming (functions)
 * Arrays
 * Abstract data types
 * Structures
 * Classes
 * Pointers
 * Data structures and algorithms
 * Trees
 * Searching
 * Sorting
 * Use of design tools -- pseudo code writing skills
 * Implementation of solution
 * Tools of the trade
 * Learned in Lectures through
 * Slides
 * Analogies
 * Sample programs
 * Group exercises
 * Using C++ to implement underlying concepts (listed above)
 * Applying underlying concepts, covered in lectures using
 * In-class exercises
 * Lab assignments
 * Homework assignments

 * Content Priorities
 * Enduring Understanding
 * Have analysis skills
 * Have design skills ( includes knowledge of pseudo code)
 * Know Control Structures
 * Sequence
 * Module
 * Selection
 * Repetition
 * Know C++ syntax rules
 * Important to Do and Know
 * Know how to use software development tools like MS VC++
 * Team work skills
 * Worth Being Familiar with
 * Time management

Assessment of Learning

 * Formative Assessment
 * In lectures:
 * Asking questions to the students and providing feedback after their reply (informs me and them)
 * Asking the students to discuss with their partner the answer to a question or a topic just covered (informs them)
 * Developing a program on the screen with the students’ collaboration (informs me and them)
 * In their own time:
 * Asking the students to use a software tool that presents them multiple choice questions and the corresponding feedback after their answer (informs them)
 * Asking the students to use the study guide provided a week before each test to self-evaluate their knowledge (an answer key is provided the day before the test) (informs them)
 * Summative Assessment
 * In labs/home:
 * Lab assignments for assessing their knowledge of the programming language syntax
 * Homework assignments for assessing their problem solving skills
 * Tests
 * MC T/F for assessing their knowledge of the concepts taught
 * Assessment questions in test to evaluate them individually

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Solve problems that require the use of loops
 * Analyze the problem
 * Design the solution using pseudo code
 * Recognize the type of repetition structure required to solve the problem
 * Implement the algorithm using C++

THE CHALLENGE

Calculating the average temperature of the McAllen-Mission-Edinburg-Pharr metropolis would not be difficult since you would need to sum up only four temperatures. But how would you calculate the average temperature of the whole planet?

GENERATE IDEAS

 * Grab a calculator and imagine you have to determine the average temperature of the whole planet. List the steps that you would take to do this
 * Is this a repetitive task?
 * How many values do you process at a time? Can you process hundreds of them in just one step?
 * Do you know how many values you need to process in total?
 * Where would you expect to get the data from?
 * Would you do any validation?

MULTIPLE PERSPECTIVES

 * Discuss the problem with your partner
 * Look for possible solutions in the textbook
 * Search the web to find out what is done in the real world

RESEARCH & REVISE

 * Same as above

TEST YOUR METTLE

GO PUBLIC
 * Discuss with your partner a possible solution for the problem
 * Create the algorithm and walk through it
 * Run my sample solution and check if the results are what you expected from your algorithm walk through

 * Write a program that reads the temperatures from a file and determine the average (group evaluation)
 * Answer the assessment questions at the end of the test (individual evaluation)

Pre-Lesson Quiz
True/False

Indicate whether the statement is true or false. When you are finished making your selections, click the "Submit" button.

{Loop control variables are automatically initialized in a loop. - TRUE + FALSE
 * type=""}

{Assume all variables are properly declared. The output of the following C++ code is 2 3 4 5.

n = 1; while (n < 5) {    n++; cout << n << " "; } + TRUE - FALSE
 * type=""}

{The control variable in a flag-controlled while loop is a bool variable. + TRUE - FALSE
 * type=""}

{The do...while loop has an exit condition but no entry condition. + TRUE - FALSE
 * type=""}

Test Your Mettle Quiz
Multiple Choice

Identify the choice that best completes the statement or answers the question. When you are finished making your selection, click the "Submit" button.

{ Loops are called post-test loops. - break - for - while + do...while
 * type=""}

{ Consider the following code. (Assume that all variables are properly declared.)

cin >> ch; while (cin) {    cout << ch; cin >> ch; } - sentinel-controlled - flag-controlled + EOF-controlled - counter-controlled
 * type=""}


text:
User:Futuredude

A bit rough around the edges, but to know me is to love me!

title: User:Futuredude


text:
BCP/Uvularia grandiflora

Uvularia grandiflora

title: BCP/Uvularia grandiflora


text:
BCP/Uvularia grandiflora/Logs

Recent Logs

 * Trinity507 19:13, 30 April 2010 (UTC)

title: BCP/Uvularia grandiflora/Logs


text:
UTPA STEM/CBI Courses/Introduction to VLSI

Course Title: Introduction to VLSI

Lecture Topic:A basic Switch deign using CMOS technology

Instructor: Hasina Huq

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * learn CMOS design concept
 * learn to design NOT gate in CMOS technology

 * Sub Objectives- The objectives will require that students be able to:
 * understand logic gates
 * understand characteristics of MOSFET

 * Difficulties- Students may have difficulty:
 * Remembering the operating conditions of MOSFET
 * Remembering the I-V characteristics of NMOS
 * Remembering the I-V characteristics of PMOS

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * How does a traffic light work?
 * How does an on-off switch work?

Model of Knowledge

 * Concept Map
 * Identify common switching situation needed in everyday engineering applications.
 * Relate swithing concept to MOSFET operating condition
 * Apply knowledge gained from previous course (digital I)

 * Content Priorities
 * Enduring Understanding
 * Understanding the conditions of a PMOS/NMOS operating in saturation region
 * Understanding the conditions of a PMOS/NMOS operating in triode region
 * Understanding the cut off state conditions of a PMOS/NMOS
 * Understanding the threshold voltage,aspect ratio, risetime, fall time, propagation delay

 * Important to Do and Know
 * Become familiar with the MOSFET input, output characteristics

 * Worth Being Familiar with
 * Relations between MOSFET and BJT

Assessment of Learning

 * Formative Assessment
 * In Class/Lab (groups)
 * Discussion of a NOT/ inverter logic gate structure in transistor level using CMOS concept
 * Discussion on the number of PMOS and NMOS needed to design an NOT gate
 * Discussion of the terminals: i.e. input, output, ground, supply voltage
 * Homework (individual)
 * problems /Questions on a simple NOT gate with diffrent aspect ratio
 * Calculation of the risetime, fall time, propagation delay from the gate

 * Summative Assessment
 * Quiz on lecture and home work problems
 * Exam on lecture and home work problems

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * learn to design NOT gate in CMOS technology

The objectives will require that students be able to:
 * Understand the characteristics of MOSFET

THE CHALLENGE

As an electrical engineer you are called on behalf of the defendant who is involved in a car accident at an intersaction in Edinburg. The accident leaves the victim (car driver) paralyzed below the waist. It is reported that the reason of the accident is the red light violation. The defendant has witnesses that account for her speed limit, but the defendant is unable to provide an evidence that she did not violate the red light.

GENERATE IDEAS

1. How did the reporter arrive at the violation of red light? 2. What information you need to challenge the reporter?

MULTIPLE PERSPECTIVES

Lectures/Text Book

RESEARCH & REVISE

1. Examine the swithing characteristics of the traffic light 2. Relate that one with MOSFET swithing and/or operating characteristics 3. Computation of the switching spped of MOSFET 4. Literature reserach for propogation delay,rise time, fall time 5. Revision of the model, threshold voltage

TEST YOUR METTLE

Homework assignment related to switching problem

GO PUBLIC

Quiz, exam that apply concepts to unrelated application

Pre-Lesson Quiz

 * 1) What is the operating condition of a MOSFET?
 * 2) What type of threshold voltage you need to turn on a PMOS?
 * 3) What type of threshold voltage you need to turn on an NMOS?
 * 4) what is the input characteristics of a MOSFET
 * 5) what is the output characteristics of a MOSFET
 * 6) What is aspect ratio?
 * 7) How to calculate propagation delay, rise time, Fall time

Test Your Mettle Quiz
Positive gate voltage is needed at the gate of a PMOS.
 * 1) True or False