text:
User talk:Bgardner~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --The Jade Knight 16:10, 5 September 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Bgardner. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bgardner~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 23:28, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Bgardner~enwikiversity


text:
User talk:Ddalton~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --The Jade Knight 16:11, 5 September 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Ddalton. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ddalton~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 23:30, 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) 06:05, 19 April 2015 (UTC)

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

title: User talk:Ddalton~enwikiversity


text:
User talk:Paul~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --The Jade Knight 16:15, 5 September 2008 (UTC)

If there's anything I can do to help you make your way around Wikiversity easier, just let me know, Paul. Sounds like you're here for a noble purpose. The Jade Knight 16:15, 5 September 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Paul. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Paul~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 23:47, 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) 06:17, 19 April 2015 (UTC)

title: User talk:Paul~enwikiversity


text:
User:Eml4500.f08.wiki.dagulo.r

Simple HTML Code

Just Remove the "%"

1) Show MATLAB Code

<%source lang="matlab"><%/source>

2) Bold Font

<%b><%/b>

Example of BOLD

3) Italic Font

<%i><%/i>

Example of Italic Font

4) Bullets

% Use the asterisk key (Shift+8) *

 * Example
 * Example

title: User:Eml4500.f08.wiki.dagulo.r


text:
File talk:Wikiversity wordle cc by.jpeg

This is really cool. The Jade Knight 16:22, 5 September 2008 (UTC)

title: File talk:Wikiversity wordle cc by.jpeg


text:
User:Eml4500.f08.bottle.ranto

User:Eml4500.f08.bottle.ranto/HW 1 My section

User:Eml4500.f08.bottle.ranto/HW 2 Images:

User:Eml4500.f08.bottle.ranto/HW 3

User:Eml4500.f08.bottle.ranto/HW4

User:Eml4500.f08.bottle.ranto/HW5

User:Eml4500.f08.bottle.ranto/HW6

User:Eml4500.f08.bottle.ranto/HW7

title: User:Eml4500.f08.bottle.ranto


text:
User:Eml4500.f08.bottle.ranto/HW 1 My section

M-Files
M-files are sections of MATLAB code that are saved to a disk for later use. M-files have the file extension “.m” at the end of their filename. M-files can be created using the built in editor or a word processor such as Notepad.

M-files are broken up into two different categories, script files and function files.

Script Files Script files consist of a series of statements. When a script file is called within MATLAB the commands within that script file are executed, changing the values of any variables called in the sequence. A script file can execute other M-files, including itself, within its code. Function Files Function files can be used to extend the capability of MATLAB. User created functions can be added by saving the file to the MATLAB directory. The following is an example of a simple function file.

function r=mod(a,d) % r=mod(a,d). If a and d are integers, then % r is the integer remainder of a after % division by d. If a and b are integer matrices, % then r is the matrix of remainders after division % by corresponding entries. Compare with REM.

r=a-d.*floor(a./d);

The MATLAB statement r = mod(20,3) would call this function, assuming it has been saved to a diskfile, and assign 20 and 3 to the variables a and d, respectively, in the function. Variables in a function are by default local variables, so the previous statement would not change the values of variables a or d in the global MATLAB interface, only in the function itself. Functions can have multiple outputs, as in the following example:

function [mean, stdev] = stat(x) % STAT Mean and standard deviation %     For a vector x, stat(x) returns the %     mean and standard deviation of  x.     %      For a matrix x, stat(x) returns two row vectors containing, %     respectively, the mean and standard deviation of each column. [m n] = size(x); if m == 1 m = n;    % handle case of a row vector end mean = sum(x)/m; stdev = sqrt(sum(x.^ 2)/m - mean.^2);

With this function file saved, the statement [mn, dev] = stat(q) would call the stat function and assign the standard deviation of vector q to the global variable dev, and the mean of vector q to the global variable mn. MATLAB function are either built in or saved as M-files. To discover the type of file, built in or user-created, simply command type functionname.

Text Strings
To enter a text string into MATLAB, simply surround the string with single quotes. An example of this is:

string1 = ‘this is a text string’

This statement assigns the text “this is a text string” to the variable string1. To display a given text string the MATLAB function disp is used. For example:

disp (‘this string will be shown’)

The MATLAB function error is used to display a text string that explains to the user that an error has been committed and aborts the M-file.

To prompt the user to enter data, the function input is used. For example the statement

iter = input('Enter average test score: ')

would cause MATLAB to display the text asking for a number until the user has entered in data.

Managing M-files
MATLAB makes it possible to easily edit or add M-files while remaining in the MATLAB user interface. The symbol ! is used to denote a command concerning directory files. To edit any existing M-file, use the command !ed. For example, the statement

!ed stat.m

would open the MATLAB file editor with the code for the function stat. In many cases, it is preferable to run the editor and MATLAB running simultaneously, with the application not in use suspended in the background.

To see the files saved in your set MATLAB directory, the command dir is used to list all files saved to that folder. The command what displays only the M-files saved in that folder. To change the working directory, use the command chdir. To delete an M-file, use the command delete. As noted all these commands should be preceded by a ! to avoid system confusion.

Comparing Efficiency of Algorithms
To determine the efficiency of an algorithm within MATLAB, two measures can be employed. The function flops keeps track of the number of floating point operations performed in an algorithm. The command flops(0) resets this count to 0. The other measure is the total elapsed time to execute a task. The function etime(t2,t1) gives the time elapsed between two times. The function clock gives an extremely accurate gauge of the current time. To measure the time to perform the function stat the following command could be used.

t = clock; [mn, dev] = stat(q) time = etime(clock,t)

The measure of flops is considered much more accurate as the time required to complete a task depends greatly on the number of processes currently running on the system.


text:
User:Lightd2

I am studying Adult Education at Brock University.

title: User:Lightd2


text:
User:JWSchmidt/Student Union

Things you can do
"When I examine myself and my methods of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge." -Albert Einstein

At many places of learning, students get together to share strategies for learning. It is constructive to have a place where students can take note of their learning needs and take action to help each other. Right now, the Wikiversity Student union is under attack by deletionists who cannot stand the idea that students might participate at Wikiversity. In order to understand this strange state of affairs, students can participate in the Student Participation Project, below. This project will introduce you to Wikiversity's "learn by doing" educational approach.

Student Participation Project
The main page says that "students are invited to join us", but this page was proposed for deletion.

study question. Does it make sense that Wikiversity claims to be open to participation by students while at the same time Wikiversity users try to delete the main page for students?

study question. Why would one user want to delete the main portal page for student participants at Wikiversity?

At the deletions page, the reason for deleting this page was said to be: "This page is an ancient relic from a time when it looked like a good idea. It's unlikely this page will ever be developed, and it might encourage silliness."

learning activity. Let's carefully examine this "reason" in detail.

1) "ancient relic". The "Student union" page (this page) was created on 21 June 2006. As outlined at History of Wikiversity, the Wikiversity project was not approved until August 2006. In order for the Wikimedia Foundation Board of Trustees to have some idea of what Wikiversity could become, a few "starter pages" were made for Wikiversity and connected by this template. The "Student union" page was created as one of the few main portals for Wikiversity participants, see the original Student union from the time before Wikiversity existed as an approved project. This page only becomes an "ancient relic" if you adopt the attitude that it is not a good idea for student participants to have a main portal at Wikiversity.

2) "unlikely this page will ever be developed". Wikipedia has developed a toxic culture in which self-appointed "cops" look at the contributions of other editors and say, "unlikely this page will ever be developed", and then the pages are deleted. One well-known example of this kind of deletionism is Mzoli's, an article created by the founder of the Wikimedia Foundation, Jimmy Wales. You can read this to see the story of how Jimmy's contribution was marked for deletion. The lesson to be learned is that when you see someone saying "unlikely this page will ever be developed" what it really means is "I'm a deletionist, and I don't care about this page, so I want to delete it".

3) "it might encourage silliness". The "Student union" page originally welcomed new participants, "Wikiversity is devoted to the joy and adventure of active learning. Explore what is of most interest to you. Ask for help. Create and join Learning Projects. Have fun." Humans have an instinct for play. Some "educators" go out of their way to prevent students from having fun. Wikiversity invites students to participate and help create a fun learning environment. Silliness can be an important part of learning. See Learning fun.

Deletionism, more tricks of the trade
Of course, deletionists do not really need to delete pages, they have many other tricks that they us to prevent wiki participants from participating. There is no need to delete a page if you remove the links to the page.

When the community decides (by consensus) that a page should not be deleted, another fine trick used by deletionists is to just turn the the page into a redirect.

study question: Which Wikiversity participants have systematically worked to remove links to the Wikiversity Student union, delete the Wikiversity Student union and turn the Wikiversity Student union into a redirect page?

Deletionists can also just delete the page content that they do not want students to see. Such content deletion is often done under the cover of false edit summaries such as saying that the deleted content "will serve to distance new users from this project", even when the deleted content was, in fact, explicitly designed to promote participation.

After being thwarted in their audacious attempts to delete Wikiversity content such as this page, deletionists can then fall back on edit waring. In this case, their efforts include making use of false claims to "justify" their deletionism, such as calling educational resources "very hostile" and "aggressive".

study question. Why is it a good idea to aggressively delete content but it is not a good idea to aggressively develop content? How does aggressively deleting educational wiki content promote the mission of Wikiversity?

Discussion

 * Deletionists believe that consensus is clearly against keeping the educational content. Maybe the deletionists will participate in this discussion and explain how they established the idea that Wikiversity consensus favors the deletion of this learning exercise. --JWSchmidt 16:36, 5 September 2008 (UTC)

Other things you can do
Wikiversity is devoted to the joy and adventure of active learning. Explore what is of most interest to you. Ask for help. Create and join Learning Projects. Have fun.
 * 1) Participate
 * 2) Ask questions
 * 3) Browse Wikiversity content.
 * 4) Make yourself at home. Register a user name. Describe your learning goals on your user page.
 * 5) Wiki 101 - if you are new to wiki
 * 6) Be bold.

title: User:JWSchmidt/Student Union


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

=ECHO=

 * Group Members

 * To Do List

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


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

To Do List

 * Homework Report 1 was finished Friday, September 12th.
 * Homework 1 Final Submission page here

 * Homework Report 2 is due Friday, September 26th.
 * Go to the draft page to fill in lecture notes.
 * Homework 2 Draft Page: HW2

 * Homework Report 3 is due Wednesday, October 8th.
 * Homework 3 Draft Page: HW3

 * Homework Report 4 is due Friday, October 24th.
 * Homework 4 Draft Page: HW4

 * Homework Report 5 is due Friday, November 7th
 * Homework 5 Draft Page: HW5

 * Homework Report 6 is due Friday, November 21st
 * Homework 6 Draft Page: HW6

 * Homework Report 7 is due Tuesday, December 9th!!!
 * Homework 7 Draft Page: HW7

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


text:
User:Salmon of Doubt/test

in accordance with Wikiversity's blocking policy for. Once the block has expired, you are welcome to make constructive contributions. If you believe this block is unjustified, you may contest the block by adding the text below.

title: User:Salmon of Doubt/test


text:
User talk:JWSchmidt/Student Union

I think it would be really funny if I "reverted" this page. But somehow I don't think you'd get the joke. So I wont, because I'm not interested in upsetting you. I just thought it was a funny idea. The Jade Knight 18:08, 5 September 2008 (UTC)
 * I agree. It would be funny. --JWSchmidt 23:23, 5 September 2008 (UTC)
 * I actually think this page should be deleted, because it is an unnecessary copy of the WV space page, made when JWS feared that the page would be deleted, though that was never a realistic possibility, even then. It shows what could be interpreted as personal attacks on other WV users. However, JWS is still blocked, it would be rude to propose speedy deletion here, and I'm not about to create a fuss by going to RFD for this page. What I did was to poke out the categories from the page, which could draw readers here uselessly. When JWS is unblocked, which I hope could happen soon, it could be up to him to request speedy deletion of the page, which would certainly be granted. --Abd (discuss • contribs) 00:39, 27 January 2014 (UTC).

title: User talk:JWSchmidt/Student Union


text:
Ethical Management of the English Language Wikiversity/Case Studies/Deletionism

Student Participation Project
The main page says that "students are invited to join us", but this page was proposed for deletion. Is this a paradox?

Study question Why would a user want to delete the portal page for student participants at Wikiversity?

Philosophies
Deletionism and Inclusionism are dueling philosophies on Wikipedia. Is there a simiarity between these philosophies and this dispute?

Deletionism
According to The metawikimedia page on Deletionism, Deletionism is a philosophy held by some Wikipedians that favors clear and relatively rigorous standards for accepting articles, templates or other pages to the encyclopedia. Wikipedians who broadly subscribe to this philosophy are more likely to request that an article that they believe does not meet such standards be removed, or deleted.

Inclusionism
According to The metawikimedia page on Deletionism, Inclusionism is the philosophy that information should be liberally added and retained on Wikipedia. It is espoused by users called inclusionists who favor keeping and amending problematic articles over deleting them. Inclusionists are generally less concerned with the question of notability, and instead focus on whether or not an article is factual, with merit, or useful.

Integrationism
Some users (blame me) do not feel that Inclusionists or Deletionists are being fair to the content being created at Wikiversity; Deletionists often delete content which users are actively working on to try to improve; while Inclusionists often keep abandoned content or content with little value. The main danger of Deletionism is the removal of worthwhile content, and how intimidating deletion can be to new users. The main danger of Inclusionism is that new users may come to abandoned pages and feel too intimidated to work on the same or similar content, or that similar content may be made in several locations without any community or cooperation among those developing similar content, because inclusionists believe in forking, but not in merging.

A proposed alternative is Integrationism. Integrationism generally has two primary methods of function: on a content level, and on a participant level. Inclusionists believe that good content should be kept, and poor content should be discarded if someone is not actively working on improving it. As much as possible, related content should be brought together to make it readily accessible to visitors to Wikiversity. Inclusionists feel that participants interested in similar subjects should gather together and lend eachother support, working on the same projects; instead of having multiple separate courses covering Basic Spanish or Early Childhood Development, it would be better to try to get participants to work together on a single, superior, Basic Spanish or Early Child Development project.

The Request
"'This page is an ancient relic from a time when it looked like a good idea. It's unlikely this page will ever be developed, and it might encourage silliness. Short of deleting it, we might also tag it as 'historical'.'"

An ancient relic
At the time the request was made, the page in question had not been edited for over 6 months. Are pages that are no longer maintained worth keeping? Why or why not?
 * Yes. Distance learning is a basic function of Wiki (for a definition, see, e.g. wiki:WikiDesignPrinciples).  That includes distance in time. Hillgentleman|Talk 06:04, 6 September 2008 (UTC)

Encourage silliness
Is "silliness" helpful to learning? If not, should it be encouraged? If only some types of silliness are good, how should one encourage that, but discourage other, worse silliness, like vandalism.

Related resources

 * User:JWSchmidt/Blog/28 February 2007


text:
Talk:Ethical Management of the English Language Wikiversity/Case Studies/Deletionism

What does this have to do with wikipedia? Salmon of Doubt 19:08, 5 September 2008 (UTC)

 * & & . I believe this is your proposal, Salmon of Doubt. Go ahead and make the changes to make it "english language Wikiversity" instead of "english language Wikipedia".  Dzonatas 19:20, 5 September 2008 (UTC)
 * Done. I had already started that project. Salmon of Doubt 19:22, 5 September 2008 (UTC)

Integrationism
I'm neither a Deletionist, nor an Inclusionist. So I've created a new label that fits me well. The Jade Knight 22:01, 5 September 2008 (UTC)

Comments/Perspectives
I've an idea: Why don't we move individual perspectives/comments to sub-pages, so that everyone can give their perspectives, and keep this page looking good?

Also, I think that the page as it stands could be moved up a level; I also think a page should be dedicated to discussing the confrontation that went on over the Student Union page; that confrontation seemed less (IMO) about deleting the content of the page as about how to resolve a conflict between two editors; part of this was deletionism vs. inclusionism, but part of it was an issue of censorship, and whether or not content which some (we could even say most, in context) users find offensive should left on a significant project page or not. I think the issue should be discussed, but I don't think it should be discussed by any of the five of us who were involved there (I'm including Moultin), as there's too much likelihood that a conversation could degenerate, or serve to open old wounds. The Jade Knight 06:26, 6 September 2008 (UTC)


text:
User:Emesee/Departments

🇨🇴

title: User:Emesee/Departments


text:
User:Eml4500.f08.delta 6.ramirez

Finite Element Analysis Eric Ramirez (786) 280-5550 E-mail: Eroc305@ufl.edu Class Notes (08/25/08 - 08/29/08)

Class Notes 09/10/08

Node Equilibrium

Static Solution

Matrix Proof

Global Stiffness Matrix

Point Coordinates

Class Notes 10/08/08

Homework 10/17/08

Homework 5

Notes 11/3/08

Notes 11/21/08

MATLAB

title: User:Eml4500.f08.delta 6.ramirez


text: Category:Law learning projects

title: Category:Law learning projects


text: Portal talk:Ocean engineering and naval architecture


text: Talk:Social entrepreneurship/Meaning

title: Talk:Social entrepreneurship/Meaning


text:
Albert Einstein

This project has been mostly inactive since one selected edit made on 21:48 UTC, 15 October 2008. There have been further edits but they were mostly about maintenance. If you start participating in this project please remove this paragraph and remove the template.

Categorization Exercise: Einstein's God
Einstein has made many quotes that include theist and atheist views (though he wasn't atheist). Since he has never been consistent either way, there are questions of how to categorize Einstein views.

These questions go beyond facts found in encyclopedic entries since it covers a lot of present and past original research (See: : "Religion and Science"; p. 37-38 "The Religiousness of Science"; p. 38-39 "The Plight of Science"). We can learn or discover potential prescriptive categorizations, such as theist, atheist, pantheist, agnostic, paganist, polytheist, and others. Other potential descriptive categorizations would follow much deeper into philosophical views, unlike the prescriptive categorizations. For descriptive examples we can research the philosophies of Berkeley, Spinoza, Kant, Nagel, Penrose, Lacan, and others.

Here is an exercise to compare views for research and categorization.

Proposition

 * Einstein's quote: "Science without religion is lame, religion without science is blind."
 * Erasmus's quote: "In the land of the blind, the one eyed man is king."
 * Support or oppose: Einstein's quote implies Erasmus's quote.

Answer below in consensus section.

Dialog

 * Both Einstein and Erasmus are found to have similar views on war. They found war to be inhumane. Some of their descriptions of war would relate soldiers as just machines, lifeless, soulless, or without consciousness. Their phraseology is meant to deprive human characteristics. In such contrast, it may provide some insight for your answer in this exercise.

Add research and rhetoric dialog here. Please keep discussion of the dialog or of this exercise on the talk page.

Consensus
If you support that Einstein's quote did imply Erasmus's quote, add ; if he did not, add ; if you have considered this exercise and feel it requires further study and improvement to this page, add. If you like to show participation but you haven't fully considered the exercise, just sign, ~, without the support, oppose, or neutral tags. As this study progresses, you may change your answer.

 * -- Dzonatas 00:05, 14 September 2008 (UTC)
 * - panjandrum - 02:05, 15 September 2008 (VHV)
 * —The Jade Knight (d'viser) 21:47, 15 October 2008 (UTC)

Resources & Findings
Please use the talk page for discussion, but add, or source, any findings here.

On-line

 * Was Einstein an atheist? -- Talk page discussion on Wikipedia.
 * Ethical_Management_of_the_English_Language_Wikipedia/Moulton,_JWSchmidt's_investigation -- Investigative research into scientific and religious views of Picard
 * Einstein's theory of gravity as religion

title: Albert Einstein


text:
Talk:Introduction to Computers/Personal

This page seems kind of long... and more of a list... maybe it could be broken up? :o --Devourer09 21:21, 5 September 2008 (UTC)

title: Talk:Introduction to Computers/Personal


text: Category:EE Introduction to Electronics

title: Category:EE Introduction to Electronics


text:
Template:Lecture alt

About
This template is used for categorising lectures.

The template contains some code which does the following:
 * If the page is not a subpage, the page is categorised as a lecture.
 * If the page is a subpage, the page is categorised as a lecture.
 * If the rootname category does not yet exist, the user is warned to create the rootname category and add the rootname category to the category "lectures"; the page is then also added to a list of lectures where the rootname category is missing.

title: Template:Lecture alt


text: Category:EE Digital Electronics

title: Category:EE Digital Electronics


text:
User talk:Eas4200c.f08.team12.papp

 Hello Eas4200c.f08.team12.papp, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random random project.
 * Browse everything on Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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User talk:EML4500.f08.FEABBQ.Jayma

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title: User talk:EML4500.f08.FEABBQ.Jayma


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User:Eas4200c.f08.team12.papp

 Week One Class Notes

 Week Two Class Notes

 Week Three Class Notes

 Week Four Class Notes

 Week Five Class Notes

 Week Six Class Notes

=EAS4200c: Aerospace Structures - Class Notes=

HW 1
See Homework 1 Report

Lecture 6 - 9/8/08
Problem 1.1 Continued

$$\displaystyle \sigma = \frac{M z}{I}$$ ,

$$\displaystyle =>\sigma_{max}= \frac{M b}{2 I}$$

$$\displaystyle => M = \frac{2 I \sigma_{max}}{b} = 2\sigma_{allowable} (\frac{I}{b})$$

$$M_{max} = 2 \sigma_{allowable} (\frac{I}{b})_{max}$$

$$a = \frac{L}{2} - b$$

$$ (\frac{I}{b})_{max} = \frac{I}{b} => M_{max} = 2\sigma_{all}(\frac{I}{b}) = T_{max}$$

$$\tau_{max} = \frac{T_{max}}{2abt} = \frac{M_{max}}{2abt}$$

$$\tau_{allowable} = \frac{\sigma_{allowable}}{2}$$

Verify:

Case 1: $$\tau_{max} < \tau_{allowable}$$ - this case is acceptable (b/a) ratio

Case 2: $$\tau_{max} > \tau_{allowable}$$ - this case is not acceptable (b/a) ratio

Assume that the torsional shear stress $$\tau$$ is constant is along the wall.

Lecture 7 - 9/10/08
Problem 1.1 Continued

Case 1: Assume σ max = σ allowable

Recall: $$\displaystyle \sigma = \frac{M z}{I}$$ ,       $$z = \frac{b}{2}$$

Solving for Moment: $$M = \frac{2 I \displaystyle \sigma}{b}$$

$$M = 2\displaystyle \sigma ( \frac{I}{b} )$$   :(I/b) is a function of the length dimensions for the cross section (a,b)

Recall Assumptions:
 * 1) L = 2(a+b) = Constant
 * 2) M = T
 * 3) σ = 2τ

Solving for dimension a : a = (L / 2) - b. Solving the parameter for a will give us the opportunity to solve the moment equation as a function of only b.

Now maximize the moment equation:  $$M = 2\displaystyle \sigma ( \frac{I}{b} )$$ max. This equation shows that in order to maximize the Moment (M), the ratio of (I/b) must be maximized.

I = Second Moment of Inertia. I can be found by using the Parallel Axis Theorem.

I = I y + Ad 2

Iundefined is the area moment of inertia through the parallel axis to the center of mass

Iy is the area moment of inertia through the center of mass

A is the surface area

d is the distance the y axis to the cg axis

Calculation for beam in Problem 1.1: $$I= 2( \frac{b^3 t}{12} ) + 2( \frac{3a b^2 t}{12} )$$

Simplify: $$I= ( \frac{t b^2}{6} )(3a + b)$$

Maximizing $$( \frac{I}{b} ) = ( \frac{t b}{6} )(3a + b)$$, Remember $$a= ( \frac{L}{2} ) - 2$$

Now: $$( \frac{I}{b} ) = ( \frac{t b}{12} )(3L + 4b)$$

Solving the equation for b yields two distinct solutions: $$b = 0$$   and   $$b = \frac{3L}{4}$$

These two points are the zero crossings on the graph for a parabola. To find the desired solcution (b max) you need to find the maximum of that parabola. This can be done easily by realizing that the maximum must be half way between the two zero crossings. This gives the solution to the Case 1 as the following.

b 1 = $$ ( \frac{3L}{8} )$$

Now that we have solved for b, we can now evaluate the entire beam structure.

Plugging b into the parameter equation $$a = L - ( \frac{b}{2} )$$    yields a 1 = $$ ( \frac{L}{4} )$$

Thus comparing the Length of the two sides gives: $$ ( \frac{b^1}{a^1} ) = 3$$

The relationship between the second moment of inertia to the side be can also help solve for the Moment M.

$$M = \frac{2 I \displaystyle \sigma}{b}$$

Case 1 Momentum: $$M = ( \frac{3t L^2}{32} )\displaystyle \sigma$$

Lecture 8 - 9/12/08
Motivation: Study of a box beam (Problem 1.1) with a rectangular cross-section is a model for aerospace structures (fuselage, wings).

Problem 1.1 continued shear stress due to T max : $$\displaystyle \tau = ( \frac{T^1}{2a^1 b^1 t} )$$ This derivation is from slide 5-2 in the lecture notes.

Due to Assumption 2 T max = M max, and plugging that relationship and the calculated values for a and b into the shear stress yields:

$$\displaystyle \tau_{max} = ( \frac{M^1}{2 (\frac{L}{8}) (\frac{3L}{8}) t} )$$

Thus: $$\displaystyle \sigma = ( \frac{32}{3t L^2} ) M^1$$

This solution looks shows that: $$\tau_{max} = \displaystyle \sigma_{allow}$$

Recall Assumption 3) $$\displaystyle \sigma_{allow} = 2\tau_{allow}$$

This gives the result: $$2\displaystyle \tau_{allow} > \tau_{allow}$$ This relationship is not acceptable. The relationship would also mean that: $$\displaystyle \tau_{max} > \tau_{allow}$$. The relationship means failure for the beam.

Case 2: $$\tau_{max} = \displaystyle \tau_{allow}$$    and verify    $$\displaystyle \sigma_{max} < \sigma_{allow}$$

$$\displaystyle \tau = \frac{T}{2a b t} =  \tau_{max}  =  \tau_allow$$

Solving for the Torque (T) : $$T = 2t\displaystyle \tau_{allow}(ab)$$

$$2t\displaystyle \tau_{allow}$$ is a constant. So if you were trying to maximize the Torque that would mean that you would have to maximize the product of $$ab$$.

Lecture 9 - 9/15/08
Problem 1.1 Case 2 Continued: $$\tau_{max} = \displaystyle \tau_{allow}$$

$$\tau_{max} = \frac{T}{2 a b t}$$

replace τmax with τallow and move the denominator to the left hand side.

Now, we have $$T = ( 2 t \tau_{allow} ) * ( a b )$$ where we want to maximize the last factor...

Proof:

$$T_{max} = ( 2 t \tau_{allow} ) * ( a b )_{max}$$

Remember that $$L = 2 * ( a + b )$$ from which we get $$a = \frac{L}{2} - b$$

Multiply through by a factor of b to get $$( a b ) = \frac{L b}{2} - b^2$$

Taking the derivative of both sides of this equation gives: $$\frac{d( a b )}{db} = \frac{L}{2} - 2b$$

Setting this derivative equal to zero and rearranging the equation reveals: $$\frac{L}{2} = 2b$$

from which we get $$b = \frac{L}{4}$$

Plugging this answer back into $$L = 2 * ( a + b )$$ gives the answer $$a = \frac{L}{4}$$

From Lecture 8: $$a^{(2)} = b^{(2)} = \frac{L}{4}$$

Solving to the maximum Torque. $$T_{max} = (2t\displaystyle \tau_{allow})( \frac{L}{4} )^2$$

$$T_{max} = ( \frac{1}{8} ) t L^2 \displaystyle \tau_{allow} =  M_{max}^{(2)}$$     By Assumption 2.

$$M_{max}^{(2)} = \frac{t L^{2}}{16} * \sigma_{allow}$$     By Assumption 3.

$$\sigma_{allow} = \frac{16 M_{max}^{(2)}}{t L^{2}}$$

$$b = b^{(2)} = \frac{L}{4}$$

$$\frac{I}{b} = \frac{t b^{(2)}}{6}*(3a+b^{(2)})$$

Replacing $$b^{(2)}$$ with $$\frac{L}{4}$$ and rearranging we get

$$\frac{I}{b} = \frac{t L^2}{24}$$

Recall $$\sigma_{max}^{(2)} = \frac{M_{max}^{(2)} b^{(2)}}{I^{(2)} 2}$$

Replacing $$\frac{b}{I}$$ in the above equation and rearranging yields:

$$\sigma_{max} = \frac{3}{4}*\sigma_{allow}$$ which is less than the maximum allowable stress! This case is a success! Thus, $$b^{(2)}=\frac{L}{4}$$

Lectures 11 - 9/19/08
Q: Why are the lass of a stringer not completely "vertical"?

A:One of the reasons is a very simple one, storage. It is easier to store the stringers if the walls are not completely vertical.

Shear Panel:

Hooke's Law

$$\displaystyle \tau = G \displaystyle \gamma$$

G = shear modulus

$$\displaystyle \gamma$$ = shear strain, counterpart to normal strain $$\displaystyle \epsilon$$ , but describes the change in the angle between two lines in the material due to deformation.

$$\displaystyle \gamma = \frac{dv}{dy} + \frac{du}{dx} = \frac{du_x}{dy} + \frac{du_y}{dx}$$

u = u x displacement along x direction v = u y displacement along y direction

Assigned Problems
Problem 1.7 Compare the load-carrying capabilities of two beams having the respective cross-sections shown in Fig. 1.19. Use bending rigidity as the criterion for comparison. It is given that R o =10cm, t=1cm, and the two cross-sections have the same area.

Bending rigidity is defined as the... and is determined by multiplying the Young's modulus by the moment of inertia of the cross section. In order to compare the two cross-sections, we must first determine the unknown dimension (R 1 ) of the second beam.

$$A^{(1)} = A^{(2)}$$

$$A^{(1)}=\displaystyle \pi R^2$$

Plugging in the value of R=10cm gives the Area for Case 1:

$$A^{(1)}=\displaystyle \pi (10)^2 = 100\pi    =   314.2 cm^2$$

$$A^{(2)}= 2\displaystyle \pi R_1^2 + 2R_o(t)   = A^{(1)}$$

$$A^{(2)}= 2\displaystyle \pi R_1^2 + 2(10cm)(1cm)   = 314.2 cm^2$$

Solving for R 1: $$R_1 = 6.84 cm^2$$

Next, we compute the moment of inertia for both beams:

$$ I_y = \int R_o^2\,dA                                    dA = \pi R dr $$

=$$\int R^2(\displaystyle \pi R)\,dr $$

= $$ \displaystyle \pi \int R_o^3\,dr $$

$$ I_y = \frac{\displaystyle \pi }{4} R_o^4 $$

$$ I_y = \frac{\displaystyle \pi }{4} (10cm)^4 $$

$$ I_y = 2500\displaystyle \pi  = 7854 cm^4 $$

Now Calculate I 2 :

$$I_2 = \frac{1}{12}t(2R_o)^3 + 2( \frac{1}{4} \displaystyle \pi R_1^4 + (\displaystyle \pi R_o^2 (R_o +R_1)^2))$$

$$I_2 = \frac{1}{12}(1cm)(2(10cm))^3 +2[ \frac{1}{4} \displaystyle \pi (6.84cm)^4 + (\displaystyle \pi (6.84cm)^2 (10cm + 6.84 cm)^2)]     =      I_2 = 87468.5 cm^4$$

Thus I 2 > I 1. Assuming that the sections are made of the same material, we can conclude that beam 2 has a higher bending rigidity due to the larger second moment of inertia.

Extra Student Contributions
Works Cited

Sun, C.T. Aerospace Stuctures, 2006

www.Merriam-Webster.com

2007-02-17 20:31 Keenan Pepper 525×315×1 (1262 bytes) Parallel axes rule for area moment of inertia. Image made by MH 21:51, July 9, 2005 (UTC)

Contributing Team Members HW 2
Steven Hepsworth Eas4200c.f08.team12.hepsworth 21:51, 23 September 2008 (UTC)

Brian Taylor Eas4200c.f08.team12.taylor 20:53, 23 September 2008 (UTC)

Victoria WatlingtonEAS4200C.Fall08.Team12.Watlington.VG 03:51, 24 September 2008 (UTC)

= Homework 3 =

Curved Panels
Looking at the shear flow in a curved panel: $$d\vec{F} = qd\vec{l} = q(dl_{y}\hat{j} + dl_{z}\hat{k})$$
 * $$= q(dlcos\theta\ \hat{j} \ +\ dlsin\theta \ \hat{k})$$

Therefore the resultant shear force vector is:

 * $$\vec{F} = \int_{A}^{B}{d\vec{F}} = q \left( \int_{A}^{B}dy\ \hat{j}+ \int_{A}^{B}dz\ \hat{k}\right)$$
 * $$\vec{F} = q\left(a\ \hat{j} + b\ \hat{k} \right)$$

Now, the magnitude of the resultant shear force vector is:
 * $$\parallel \vec{F} \parallel = \sqrt{F_{y}^{2}+F_{z}^{2}}$$
 * $$=q\sqrt{a^{2}+b^{2}}$$

 * $$=qd$$

 * $$\parallel \vec{F} \parallel =qd$$

Now we will relate the magnitude of the resultant shear force vector (R) to the torque $$\ T=2q\bar{A}$$
 * $$\vec{T}= T\hat{i}$$

 * $$dF = qdl$$

 * $$d\vec{T}=\vec{r}$$ x $$d\vec{F}$$

 * $$ dT = rdFsin\theta= \rho dF$$

 * $$ = \rho q dl$$

 * $$dA = \frac{1}{2}\ \rho dl$$

 * $$T=\oint dT = q\oint \rho dl = 2q\int_{\bar{A}}dA$$

 * $$\Rightarrow T=2q\bar{A}$$

Circular Cross-Section
Uniform bar with circular cross section non warping.

$$T = \iint_A{r\tau \; \mathrm{d}A} = \int_A{rG(r\theta) \; \mathrm{d}A} = G\theta \int_A{r^2 \; \mathrm{d}A} = G\theta J = \frac{\pi G\theta}{2}r^4$$

Hollow thin walled cross section.

$$r_i = a \; r_o = b$$

$$J = \frac{\pi}{2} \left( b^4 - a^4 \right) = \frac{\pi}{2}(b-a)(b+a)(b^2+a^2) = \frac{\pi}{2}(t)(2\bar{r})(2\bar{r}^2) = 2\pi t\bar{r}^3$$

So the torque equation becomes

$$T=2 \pi G \theta t {\bar r}^3$$

NACA Airfoils
For the Matlab portion of the homework assignment, a portion is dedicated to finding the area enclosed by the airfoil. To do this, the airfoil will be broken up into many small segments, each of area dA. All of these segment areas will then be added up to come up with a total area. The second image on the right shows an enlarged region of the first image of the airfoil.

Looking at the image of the enlarged section, to find the area:
 * $$ d\vec{A} = \frac{1}{2} \ \vec{r}\ $$ x $$\ \vec{PQ}$$
 * $$=||d\vec{A}|| \ \ \hat{i}$$
 * $$ d\vec{A} = \frac{1}{2} \ \vec{r}\ $$ x $$\ \vec{PQ}$$
 * $$=||d\vec{A}|| \ \ \hat{i}$$
 * $$=||d\vec{A}|| \ \ \hat{i}$$

Torsion of Non-Circular Bars
warping = axial displacement along x-axis (i.e. along bar length) of a point on the deformed (rotated) cross-section.

Note: $$\vec{PP'}\quad$$ is the displacement vector
 * $$u_{z}\quad$$ is the z-component of the displacement vector
 * $$u_{y}\quad$$ is the y-component of the displacement vector

From the figure, we can see that the displacement is perpendicular to OP, but why? We can see that $$OP=OP'=R\qquad$$ and that $$u_{z} = Rsin(\alpha )\quad$$ and with $$\alpha\quad$$ being small, $$u_{z} = R\alpha\quad$$ By the same logic: $$u_{y}=R(1-cos(\alpha ))=R(1-1) = 0\quad$$. Therefore we can approximate the displacement as being perpendicular to OP.

 Kinematic Assumptions
 * Starting with the definition of the rate of twist $$\theta = \frac{\alpha}{x}\quad \rightarrow \alpha = \theta x$$

$$u_{y}=-\theta x z \qquad \qquad (3.11)$$ $$u_{z}=PP'cos(\beta ) =OP\alpha cos(\beta ) = \alpha y $$ $$u_{z}=\theta x y \qquad \qquad (3.12)$$ $$u_{z}\quad$$ is the z displacement of a point on the cross-section. $$u_{x}=\theta \psi (y,z) \qquad \qquad (3.13)$$ The three equations above are the Kinematic Assumptions
 * Warping displacement along x-axis

A. Kinematic Assumptions
(Section 3.2 in textbook) See above three equations.

B. Strain-Displacement Relationship
(Section 3.2 in textbook) Strain is a non-dimensional value representing the ratio of the amount the material has deformed in one direction versus the original length of the material in that direction. $$\epsilon = \frac{\delta\ell}{\ell_{0}}$$

C. Equilibrium Equation for Stresses
(Chapter 2, Section 3.6) If a body is in equilibrium the stress field must satisfy these equations everywhere:

$$\frac{\partial\sigma_{xx}}{\partial x} + \frac{\partial\tau_{yx}}{\partial y} + \frac{\partial\tau_{zx}}{\partial z} = 0$$

$$\frac{\partial\tau_{xy}}{\partial x} + \frac{\partial\sigma_{yy}}{\partial y} + \frac{\partial\tau_{zy}}{\partial z} = 0$$

$$\frac{\partial\tau_{xz}}{\partial x} + \frac{\partial\tau_{yz}}{\partial y} + \frac{\partial\sigma_{zz}}{\partial z} = 0$$

$$\tau_{xy}=\tau_{yx}\quad\tau_{yz}=\tau_{zy}\quad\tau_{xz}=\tau_{zx}$$

D. Prandtl Stress Function $$\phi$$
(3.2, Eq. 3.15) The Prandtl stress function is defined such that its derivative in the y-direction equals the shear stress in the plane perpendicular to the y-direction (the x-z plane), and that its derivative in the x-direction equals the negative shear stress in the plane perpendicular to the x-direction (the y-z plane). $$\tau_{xy} = \frac{\partial \phi}{\partial y}$$ $$\tau_{yz} = -\frac{\partial \phi}{\partial x}$$

E. Strain Compatibility Equation
(Eq. 3.17) $$\frac{\partial\gamma_{yz}}{\partial x} - \frac{\partial\gamma_{xz}}{\partial y} = 2\Theta $$

F. Equation for $$\phi$$
(Eq. 3.19) Combining the compatibility equation for torsion and Prandtl's stress function we get: $$\frac{\partial^{2}\phi}{\partial x^{2}} + \frac{\partial^{2}\phi}{\partial y^{2}} = -2G\Theta$$

G. Boundary Conditions for $$\phi$$
(Eq. 3.24) The traction free boundary condition tz = 0 is now: $$\frac{\partial\phi}{\partial s} = 0$$ Meaning that the stress function is constant at the surface. For a solid regular body the constant is arbitrary and is often made to be 0 for simplicity. $$\phi = 0$$

H. Torque
$$T=2\int\int_{A}^{}{}\phi dA$$ (Eq. 3.25)

$$T=GJ\theta $$

$$J=\frac{-4}{\nabla^{2}\phi }\int \int _{A}\phi dA$$

(pg. 74)

I. Thin-walled Cross-section
Ad-hoc assumption on shear flow. Formal derivative (Section 3.5). We previously did the end of this section, which is easier than the beginning.

$$T = 2q\bar{A}$$

J. Twist Angle $$\theta$$: Method 1
$$\theta = \frac{1}{2G\bar{A}}\oint{\frac{q}{t}ds}$$

K. Section 3.6 on multicell thin-walled cross-section
Looking at the picture of the multicell wing we find that the number of cells, $$n_{c}$$ is equal to 3.

K1.
$$T=2\sum_{i = 1}^{n_{c}}{q_{i}\bar{A}_{i}}$$

 * Where $$q_{i}$$ = shear flow in cell i
 * and $$\bar{A}_{i}$$ = the "average" area of cell i

Define: $$T_{i}=2q_{i}\bar{A}_{i}\qquad$$ torque generated by one cell
 * $$\Rightarrow T=\sum_{i=1}^{n_{c}}{T_{i}}$$

K2.
Shape of airfoil is "rigid" in the yz plane (can warp out of plane). $$\theta = \theta _{1} = \ldots = \theta _{n_{c}}$$

$$\theta _{i}=\frac{1}{2G_{i}\bar{A}_{i}}\oint\frac{q_{i}}{t_{i}}ds$$

 * $$G_{i}$$= shear modulus of cell i.
 * $$t_{i}$$= thickness of cell i.
 * $$t_{i}(s)$$= curvilinear coordinate along cell wall.

Shear Flow: $$T = 2q \bar{A}$$
 * $$q=\frac{T}{2\bar{A}} \qquad$$ express q as a function of T

Twist Angle:
 * $$\theta = \frac{1}{2G\bar{A}}\sum_{j=1}^{3}{\frac{q_{j}l_{j}}{t_{j}}}\qquad$$ with l as the length of the segment and j as the index number.

NOTE:

 * $$\int \qquad$$: elongated S, standing for summation (continuous)
 * $$\sum \qquad$$: (discrete) sum

Area of a Triangle
Prove $$A = \frac{1}{2}bh$$

First begin by considering a rectangle with base of BD and height of AD. The area of this rectangle would be (BD)(AD). Now, if we just consider half of this rectangle (triangle ABD) we would have an area of $$\frac{1}{2}$$(BD)(AD). This is the area of the triangle pictured including the area enclosed by the dotted lines. If we subtract the area enclosed by the dotted lines from the area we just found, we will get the area of the triangle we are interested in. The area of the dotted line would be $$\frac{1}{2}$$(AD)(CD) by the same logic as before. Performing this, we find that $$A = \frac{1}{2}\left(AD \right)\left(BD \right)- \frac{1}{2}\left(AD \right)\left(CD \right) = \frac{1}{2}\left(AD \right)\left[ (BD)-(CD)\right]$$

Looking at the picture, we can see that by definition BD - CD = b and AD = h. Plugging these relationships into the above equation yields $$A = \frac{1}{2}bh$$

Polar Moment of Inertia of Circular Cross-Section
For a circle of radius a, the polar moment of inertia ($$J_{0}$$) can be calculated as follows:

$$J_{0} = \int_{A}\rho^{2}dA = \int_{0}^{a}\int_{0}^{2\pi}\rho^{2}(\rho d\theta)d\rho $$
 * $$= \int_{0}^{a} \rho^{2}\left(2\pi\rho d\rho \right) $$
 * $$= 2\pi\int_{0}^{a}\rho^{3}d\rho = \frac{1}{2}\pi a^{4}$$
 * $$\Rightarrow J_{0} = \frac{1}{2}\pi a^{4}$$

Solid vs. Hollow Cross-Section
Compare a solid circular cross section to a hollow thin walled circular cross section.

$$r_{o}^{(a)}=1cm$$

$$r_{i}^{(b)}=5cm$$

$$t^{(b)}=0.1cm$$

$$A^{(a)}=\pi r^{2}=\pi (1cm)^{2}=3.1415cm^{2}$$

$$A^{(b)}=\pi (r_{o}^{2}-(r_{o}-t_{b})^{2})=\pi (5cm^{2}-(5cm-0.1cm)^{2})=3.1102cm^{2}$$

$$J^{(a)}=\frac{\pi }{2}r^{4}=\frac{\pi }{2}(1cm)^{4}=1.5708cm^{4}$$

$$J^{(b)}=2\pi t\bar{r}^{3}=2\pi t(\frac{2r_{o}-t^{(b)}}{2})^{3}=2\pi (0.1cm)(\frac{2(5cm)-(0.1cm)}{2})^{3}=76.207cm^{4}$$

$$\frac{J^{(a)}}{J^{(b)}}=\frac{1.5708cm^{4}}{76.207cm^{4}}=0.0206$$

Find $$r_{i}^{(c)}$$ if $$t^{(c)}=0.02r_{o}^{(c)}$$ and $$J^{(b)}=J^{(c)}$$.

$$J^{(b)}=76.207cm^{4}=2\pi (0.02r_{i}^{(c)})(\frac{2(r_{i}^{(c)}+(0.02r_{i}^{(c)}))}{2})^{3}=1.06684r_{o}^{(c)}=J^{(c)}$$

$$r_{i}^{(c)}=2.907$$

Single Cell Section Area

To calculate the area of this figure, we break it down into two smaller parts: a semicircle and a triangle. The area of a semicircle is $$\frac{1}{2}\pi R^{2}\quad$$ with R being $$\frac{b}{2}$$ = 1 m. The area of a triangle is $$\frac{1}{2}bh\quad$$ with the base being a (4 m) and the height being b (2 m).

Therefore the overall area is:

$$\bar{A} = \frac{1}{2}\pi \left( \frac{b}{2}\right)^{2} + \frac{1}{2}ab $$
 * $$= \frac{1}{2}\pi \left( \frac{1}{2}\right)^{2} + \frac{1}{2}\left(4 \right)\left(2 \right)$$
 * $$=\frac{\pi}{8} + 4 \quad m.$$
 * $$= \frac{1}{2}\pi \left( \frac{1}{2}\right)^{2} + \frac{1}{2}\left(4 \right)\left(2 \right)$$
 * $$=\frac{\pi}{8} + 4 \quad m.$$
 * $$=\frac{\pi}{8} + 4 \quad m.$$
 * $$=\frac{\pi}{8} + 4 \quad m.$$

MATLAB Airfoil code
The following MATLAB function was created to plot the shape of a NACA 4-digit series airfoil. It also calculates the area and centroid of the cross section. Following the function is the implementation and output, copied out of the command window.

EDU>> airfoil(2415);

Cross Sectional Area A = 0.1013 Centroid Location C = (0.4203, 0.0157)

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FEA J
The EML4500 FEA page for JJ, a member of Team FEABBQ.

Homework

 * Homework 1
 * Homework 3
 * Homework 4

Messages
To my group members: feel free to leave a message to me here (if you can't contact me by phone, email, etc.). Remember to sign it though, so I know who the message is from.

J. What's Up? Andy Koby 21:01, 7 November 2008 (UTC)

J., will you ever see this? -- Nik Feb. 14 2010

Other people at the barbecue

 * Esmail Hamdan
 * Grant Stark
 * Nik Vitt
 * William Kurth
 * Andy Kobyljanec
 * Group Site
 * Class Site

title: User:EML4500.f08.FEABBQ.Jayma


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User:Princessportent

I am a graduate from the University of Winnipeg, with a major in Philosophy (my focus was split between ethics and existentialism), and a minor in biochemistry. I am currently vegan for animal rights; a decision that was reached at a fairly young age (7 years) and has grown in complexity and degree ever since, morphing into almost a pantheistic view of all life and nature. I have a deep interest, additionally, in theology; how we treat animals, and fellow man because of religious convictions (or lack thereof), and how the history of human ethical concerns and questioning has been shaped by notable historical events, and notable philosophers or thinkers. (Of history, my primary interest as of late is Ancient Greece, especially the Classical period of Ancient Greece, and Ancient Roman civilization).

title: User:Princessportent


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User:Jade Knight/tasks/complete

Primary

 * Ensure History news sections exist on all Department pages.
 * Revamp History participants section.
 * Completely restructure the History category.
 * Focus categorization discussion. Remember "Department" and "School" are important categories.
 * Participate appropriately in Learning from conflict and incivility.
 * Make the English Portal actually functional.
 * Put together French Language Mentoring system.
 * Write a categorization guide for the school of History. Mention cat heirarchy and Category:Resources by type, and any other relevant category trees.
 * Write School:History/New Learning Project. Link to the Categorization Guide for the School of History
 * Create Praise and Punishment at Wikiversity project.
 * Sort through all the major cooking pages and centralize/reorganize them.

Secondary

 * Finish a survey.
 * Remove CP from Portal:Humanities if adequate explanation is not given.

title: User:Jade Knight/tasks/complete


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School:History/participants

The following users are active participants of one or more History courses:

Active

 * User:EarlGrey2005
 * Marshallsumter - since April 2013 --Marshallsumter (discuss • contribs) 01:15, 7 April 2018 (UTC)
 * Harrypotter — August 2010 to last participation 23 December 2017.
 * The Jade Knight — October 2006 to last participation 25 September 2017.
 * The Sashatookool - December 2020 to last participation -December 22 2020.
 * SecretlyHistoric

Inactive

 * Sammy pompon (talk) 22:23, 5 November 2012 (UTC)
 * World historia (talk) 12:14, 1 June 2012 (UTC)
 * William Hamblin — May 2010 (UTC)
 * Bermanya - June 2010
 * Berek - September 2011

title: School:History/participants


text: User:No craic outta you

title: User:No craic outta you


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User talk:Princessportent

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --The Jade Knight 07:01, 6 September 2008 (UTC)

title: User talk:Princessportent


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Relosophy

What is Relosophy?
Relosophy is, generally speaking, the study of beliefs, attitudes, thoughts, and behaviors. It is a cross-disciplinary approach to understanding the human mind. In the study of Relosophy, it is understood that the lines between disciplines like Philosophy, Theology, and Political Science are often artificial constructs: philosophies, religions, and other ideologies are all manifestations of overarching relosophical viewpoints.

More specifically, relosophies are ideological paradigms held by individuals—be they religious, political, philosophical, or otherwise.

More generally, Relosophy is the analysis of all human knowledge, belief, thought, and behavior.

The goal of the School of Relosophy is to understand, using a cross-disciplinary approach, how these relosophies are formed, function, and interact in real terms.

How can I get involved?
Right now, the Relosophy learning project is just getting its feet on the ground. Do you have any thoughts on content for the School?

 * A "sampler course" is pending to introduce new participants to the concept of relosophy.

Planned Projects

 * Introduction to Relosophy

Requested Courses/Projects

 * Issues of Relosophy (101)

Active participants
The following users have made contributions to this page or engaged in school-related discussion within the past three months, and are considered active contributors. Feel free to contact them with questions or for help:
 * Users are sorted chronologically by first contribution to the school

 * Jade Knight—September 2008
 * Jolie-October 2008

There is an archive of previously-active contributors here.

Related Schools and Departments

 * Philosophy
 * Theology
 * Psychology
 * Political Science
 * Cognitive Science

title: Relosophy


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Relosophy/Announcements

This page is designed to provide an announcement feed of topics pertinent to the School of Relosophy to all of its division and departments.

 * No announcements at this time.

title: Relosophy/Announcements


text: Category:Relosophy

title: Category:Relosophy


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Talk:Relosophy

Beginnings
I've been wanting to explore this idea for a long time. I'm encouraging other users to come and create content here, and share their own ideas. The Jade Knight 07:17, 6 September 2008 (UTC)

 * so this is the study of normative politics? history? pychology? philosophy? To me what is SO confusing about social science (as a whole) is its vague boundaries. to study any of those four topics is to understand something about each of the others.--Jolie 19:41, 7 October 2008 (UTC)
 * That's the whole point of Relosophy—it assumes bleed. Relosophy is thus the study of human belief and thought, and may be considered an "interdisciplinary" field.  One of the most "core" elements of Relosophy is the study of the border between philosophy and religion, which are, in essence, the same thing, but are generally approached differently and given a (somewhat) artificial distinction.  Does this answer your question?  The Jade Knight (d'viser) 19:50, 7 October 2008 (UTC)

 * well its interesting... I had missed the distinction that this discipline is far more centered upon philosophy and theology than other fields of social science. I am curious about this subject, but a little hesitant. The tools an acedemic uses in philosophy is far different than the means I use to get a religious answer.  This difference in tools and approach seems a divide between the two subjects.
 * If in a class, assuming one comes about, this divide is acceptable and understood, there is no problem study relosopy. In fact, I consider it a misconception of some to consider faith defined as a unswerving belief in something no matter the evidence.  Faith is, for me, and in my faith.. belief in things not seen which are true.  You know they are true because you have used the right process to prove them.
 * You are active and participating.. but there doesn't seem to be too many people around. Will you wait for other participants? Are you looking for a teacher with some expertise? I do not have any expertise in philosophy but would be interested in this subject. I have read some plato. (smile).  If you are waiting, can we talk in another forum and somehow explore this topic in a little more detail?--Jolie 14:36, 8 October 2008 (UTC)
 * I take it from your reference to Hebrews 11:1 that you are Christian. "You know they are true because you have used the right process to prove them." —but isn't this the exact same thing that a philosopher would say of the truths they have discovered?  The idea to realize is that people come to religious knowledge through a combination of reasoning and experience (perhaps experimentation).  If someone prays and receives an answer, that is a methodological way of coming to a greater truth, though it may be a difficult one to replicate.  If someone reasons about the state of the world and comes to the conclusion that there must be a God (or that there must not be a God), this is also a methodological way of coming to a greater truth.  Faith, when it is not totally blind (and the suggestion in Hebrews 11:1 is that faith cannot be blind), can be one of many "tools" used to develop relosophical understanding—there are indeed many.  To some religions (like many branches of Christianity), faith is very important.  To others (such as Buddhism), faith in this same sense may play only a secondary role, if any role at all.  It's a wonderful question to explore.
 * Now, there are not many participants at the moment, indeed (just you and me)! I have been busy with other projects on Wikiversity, and have been working on these things while biding my time with this project.  I figured that if someone showed an interest here, I could shift gears.  I do not expect to find any teacher with expertise in Relosophy; it is, as far as I am aware, a very new field.  But if you are interested in discussing this subject and exploring this topic with me, I am more than willing to change tack a little and spend more time on it.  The Jade Knight (d'viser) 17:34, 8 October 2008 (UTC)

 * Wonderful. Yes, I see you are a busy man!  I am game to exploring the field, a little --Jolie 17:50, 8 October 2008 (UTC)

 * I was thinking; perhaps you could start with a 'sampler' course. perhaps a few different issues, comparing and contrasting texts from each of these disciplines.  With a topic in hand and readings from relevenant literature.  This would enlighten participants greatly about what kinds of issues skirt the division beween religion and philosophy.
 * If you don't have to worry about being extremely concise, fundemental or rigorous, this should make it easier to be an instructor and intriguing and enjoyable for me; as I am unquestionable unknowledgeable about some of this (particularly philosophy). --Jolie 16:02, 8 October 2008 (UTC)
 * Not a bad idea. I will stew on this.  The Jade Knight (d'viser) 17:34, 8 October 2008 (UTC)

 * I'm sorry if I'm shooting down your idea. I hope for your sake that I'm wrong. But it seems entirely unnecessary to me. I think Philosophy is the most fundamental in thought analysis as you can get, and anything else is just a reiteration of the same goal. Nobody can read every book ever written or every thought ever made. That's the point of classifying a subject between human thougths. Religion and Philosophy are two very separate things for very good reason. Religions seeks to fundamentally insist on several commands or claims. Philosophy, if there is one thing most fundamental at all, is to question all beliefs through dialectic. There are religious studies. But any analysis of a religion (without being a part of the religion itself) is to question its commands or to add critique. aka, "Philosophize" it. I do not however think that you are without a useful pursuit here. Perhaps you seek to bridge some gaps in philosophical analysis of religion. I just think it would go to better use under the category of philosophy rather than seek to create an entirely new identity for your approach. -Gaiaguerrilla
 * What category of philosophy would be free to explore these relationships without being restricted in some unnecessary fashion? The Jade Knight (d'viser) 21:38, 29 March 2011 (UTC)

references for defintion?
Please provide references: perhaps by making a [| Wiktionary] or even [| Wikipedia] entry. Philosophy has always aimed to study everything, so I am not sure why you made this page: there is little relosophy info on the 'net. It sounds interesting, but did you find out about it from a teacher or book?--Dchmelik 01:09, 1 March 2009 (UTC)
 * Oh, this is quite certainly original research. There was a discussion group (online) many years ago that forked away from the Langmaker project to discussion Relosophy.  While modern philosophy purports to study everything, today philosophy has become so estranged from religion (and especially from theology) that it was felt a more generic term was needed (and this is particularly true when referring to people's "relosophies").  Thus Relosophy was born—the concept and term are not my own ideas, BTW, but I find them useful.  The Jade Knight (d'viser) 00:25, 5 April 2009 (UTC)

 * Excellent! (whether O.R. is allowed here or not.) I would like to know the etymology though.  Is it not mainly implying religion, is it?  I said what I did mainly because I like Perennial Philosophy, which may be a 1600s term but is an ancient idea that has always had religion as one of the highest--maybe highest--topic in Philosophy: sort of as a synonym for Philosophy, because of course Pythagoras, Socrates & Plato, Plotinus, etc., were religious indeed.  Western Philosophy soon after Plotinus is mostly dry--except at least by the time of Madame Blavatsky.  She also sort of coined a term 'Theosophy,' though it is Greek-based and beforehand it was lowercase.  Then Steiner made 'Anthroposophy' and others made other sophos.  It is alright, but it is sort of 'out of hand:' the ideas are more important than just making up a new name unless it is useful.  Another ancient term is 'Philaletheian:' 'aleitheia' is truth.  Between that term and 'Philosophy' and the perennial ideas, I rarely need any other similar terms... except academia, science, religion, gnosticism (and agnosticism because math proves some of its own ideas unknowable,) mysticism, esoterism, pneumatology & theology & monadology & logic, psychology, nous studies, phrenology, biology (the latter 8 are all Greek-derived and highly related,) spirituality, arcaneness, magic (and math--an old euphemism for it,) literature (another Logos-based term,) mythology, mythography, etc..

 * I am not worried about whether the term is relevant, but I hope its ideas are original and in fact revolutionary--then it will be relevant to me... well, even if it has enough original stuff that is reasonable and fascinating.--Dchmelik 09:53, 6 April 2009 (UTC)

Relosophy and Science
Something worth exploring: Many of the major branches of Science today began as branches of Philosophy. As Philosophy is designed to incorporate all human knowledge, and Relosophy is designed to incorporate Philosophy, Relosophy, indirectly, also endeavors to incorporate all human knowledge. However, the relationship between Philosophy and Science is complicated, and the relationship between Relosophy and Science much more so. The implications of this relationship are definitely worth discussion and exploration, however. The Jade Knight (d'viser) 00:50, 5 April 2009 (UTC)

 * Certainly... and Philosophy can easily incorporate Relosophy. To me, Philosophy may only need some of the strange social ideas in Republic, but to me Philosophy needs Pythagorean ethics and, personally, as much as possible and of the culture and religion of the ancient Philosophers.  However, as I said there are both philosophers and philaletheians: synonyms.  It is said Blavatsky originally had another idea for her society than 'Theosophy,' but she implied it combines 'science, religion, and Philosophy.'  Because she may have wanted another name, I just incorporate it all into Philosophy as is traditional, and I do so with anthroposophy and will probably with relosophy... if their ideas are perennial (ideal, whether forgotten and re-discovered or still known in society for a long time or newly discovered such as in concrete science.)  That is not to say I doubt relosophy has any ideas of value--it is just that esoteric philosophy and abstract reasoning, mentation (including 'intellectual' control of the body) are other synonyms to me, and I must do (abstract) reasoning to do relosophy, right?  I wonder if my comments have been useful... but I would like to read the author or original source of relosophy... I should re-read the page and try to find that discussion you mentioned.--Dchmelik 10:05, 6 April 2009 (UTC)
 * I am unsure if archives of the Relosophy group still exist anywhere. I probably have some of the emails from the group archived somewhere.  While I agree that, in theory, Philosophy should include all that is intended by "Relosophy", in usage it currently does not.  One advantage to Relosophy in usage is that its meaning is immediately evident to modern English speakers, where Philaletheia and Mentation are not.  The Jade Knight (d'viser) 08:05, 15 October 2010 (UTC)

unnamed science of nous (mind) studies
The 'Do you have thoughts...' link led back to here. In my list of Greek-derived sciences from pneumatology to biology (meaning studies of life consciousness, not somatology, i.e. exoteric study of the body) I mentioned 'nous studies.' Some call this 'noology,' but it is not in the OED or M-W and maybe not even onelook.com. However, that is what study of the mind is. Psychology, i.e. study of the soul, can either be the study of 'the 7 souls' (etc.) or an arbitrary one of these that is the vehicle of spirit and is between that and mind. If you capitalized 'mind' you would have a better definition of relosophy because nous can be capitalized and then it means all of higher consciousness. Is not consciousness a more accurate description of what relosophy is about? Of course in Classical Philosophy (or study of it) intelligence, consciousness, reason, ego, spirit, soul, mind can be synonyms, though reason and spirit also have distinct definitions. Sometimes they do not, and Classically the rest do less so though they may also have many definitions. BTW 'ego' also translate as 'monad,' but 'Monad' (capitalized) means something else.--Dchmelik 10:15, 6 April 2009 (UTC)
 * There is certainly a similarity here with Classical Philosophy. The Jade Knight (d'viser) 06:40, 25 March 2010 (UTC)

Relosophy
Every serious study at one time was classed under philosophy. Around 1800 science became natural philosophy, which then became individual sciences. As Captain Obvious would say, everything can be related to everything else at some level in some way. Before we go and invent a new discipline, we should explore whether or not Relosophy actually can be classified within an existing discipline. Certain beliefs do tend to be held together, such as conservatism, religious piety, a belief in capitalism, and a certain belief in science. This was not always so. Even today an Objectivist will not believe in conservatism or religion, yet cannot be classified as a liberal, leftist, or someone who engages in physical protests. How are these disparate clusters of beliefs going to be named?

A science fiction and non-fiction author, Jerry Pournelle, came up with a 2-variable system for describing political-economic beliefs, instead of a left-right spectrum as part of a PhD dissertation. Perhaps his research would be helpful.

And that is my contribution to date. 01-06-2016 --AgentCachet (discuss • contribs) 03:49, 2 June 2016 (UTC)

title: Talk:Relosophy


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Learning

Learning is the process of acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences. This project provides information and resources on a variety of learning concepts and approaches.

Readings

 * 1)  Learning
 * 2)  Learning styles
 * 3)  Active learning
 * 4)  Contextual learning
 * 5)  Universal Design for Learning
 * 6)  Flipped classroom
 * 7)  Augmented learning

Multimedia

 * 1) YouTube: Learning styles
 * 2) YouTube: Active learning
 * 3) YouTube: Contextualization
 * 4) YouTube: Flipped classroom
 * 5) YouTube: Augmented learning

Summary
There are many different views about what "learning" is and what the word means. Learning implies a mental development - new connections between the brain-cells with which we think. Visit Learning to see some earlier definitions from persons great and good. Famously, an ancient Greek philosopher, some 2500 years ago, said:
 * A complete formal education is far worse than no education at all!

There are two basic 'flavors' of learning: We need both if we are to understand our problems and discover their 'best' solutions.
 * education where we explore and enjoy ourselves
 * training where we are 'formed' - which is what mostly happens in schools

For example: every electrician has to have training in safety and technology, but education is needed to discover how individual clients prefer their installation by exploring their needs and wants, and then fitting appropriate components that help the user enjoy the work and recommend that service to friends.

Learning styles

Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. There are many different learning styles models, but a common theme among learning modalities is to include:
 * visual learning - seeing
 * auditory learning - hearing
 * kinesthetic learning - doing

Research into preferences for a given learning modality show as much as 65% of the population being visual learners, 30% being auditory learners, and 5% being kinesthetic learners. But it must be noted that these are simply preferences, and a majority of learners do best with a combination of learning modalities. For those developing learning content, the point is not to focus on a particular learning modality, but to instead recognize that any given audience will have a preference for a variety of learning styles.

Active learning

Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods. Active learning examples include discussion, think-pair-share activities, group or team learning, games, and learning by teaching. In contrast to passive learning, active learning is associated with greater content mastery and learning achievement.

Contextual learning

Contextual learning is based on a constructivist theory of teaching and learning in which subject matter is related to real-world situations, allowing students to make connections between knowledge and their own experiences.

Curriculum designed to effectively support contextual learning should include activities for the learner to:
 * Absorb - inform and inspire
 * Do - transform information into knowledge and skills
 * Connect - build an association between knowledge, skills and students' real-world experiences

Universal design for learning

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences. Recognizing that the way individuals learn can be unique, the UDL framework calls for creating curriculum from the outset that provides:
 * Multiple means of representation to give learners various ways of acquiring information and knowledge
 * Multiple means of expression to provide learners alternatives for demonstrating what they know
 * Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn

Flipped learning

Flipped learning is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor.

The flipped classroom intentionally shifts instruction to a learner-centered model in which class time explores topics in greater depth and creates meaningful learning opportunities, while educational technologies such as online videos are used to 'deliver content' outside of the classroom.

Augmented learning

Augmented learning is an on-demand learning technique where the environment adapts to the learner. By providing remediation on-demand, learners can gain greater understanding of a topic while stimulating discovery and learning. Technologies incorporating rich media and interaction have demonstrated the educational potential that scholars, teachers and students are embracing. Instead of focusing on memorization, the learner experiences an adaptive learning experience based upon the current context. The augmented content can be dynamically tailored to the learner's natural environment by displaying text, images, video or even playing audio (music or speech). This additional information is commonly shown in a pop-up window for computer-based environments.

Activities

 * 1) Questions to explore and consider personally:
 * 2) * What do you understand by the word learning - is it anything like the definition above?
 * 3) * What is your opinion about the quotations of famous thinkers
 * 4) * Why should anyone ever bother to learn? (hint: Aristotle thought it was human nature)
 * 5) * How, when, where and why does learning happen, for you? (classroom/sportsfield/hobbies/etc.)
 * 6) * Which learning styles do you prefer? (Try to rate each of them between 1-not much and 5-very much)
 * 7) * how do you explain your ideas to others? (diagrams, pictures, analogy, verbal explanation etc?
 * 8) * What factors effect learning or effect how a person learns? (good/bad memories, discomfort etc)
 * 9) * Find out about new learning techniques, methods, processes and systems? (software, mobile apps etc)
 * 10) Challenges to consider within a learning situation:
 * 11) * Are some people "learning disabled" and are there any ways to ease or overcome such problems?
 * 12) * Can educators be "teaching disabled" - actually discourage their students?
 * 13) * Is saying someone is "learning disabled" or "teaching disabled" morally or ethically right?
 * 14) * How can Wikiversity improve learning for me and for others?
 * 15) * Should there be limits to what can be learned or how on Wikiversity?
 * 16) If you are a curriculum designer, evaluate your content for:
 * 17) * Active learning - learner-centered, participatory
 * 18) * Contextual learning - absorb, do, connect activities
 * 19) * Brain-based learning - address attention span, chunking, social interaction, and learner needs
 * 20) * Universal Design for Learning - include multiple modes of representation, expression, and engagement
 * 21) * Flipped learning - provide online content, activities, and interaction
 * 22) * Augmented learning - consider on-demand contextual multimedia and interaction

title: Learning


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User:Times

Please use my German talk page to leave a message.

title: User:Times


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User:Julie-Soleil

Horticulturist, chief editor of a gardening magazine and author.

title: User:Julie-Soleil


text: File:Polychotomous key.png

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User:Eas4200c.f08/Model HW reports

Stress (physics), current version that will change with new edits.

Stress (physics), version at 00:04, 22 August 2008: A model for HW reports, archived version that cannot be changed. Any attempt to change this version will go into the current version, while this archived version remains intact. (note from administrator - attempting to change the archived version will discard from the current version all other changes that have been made to the article since the archived version was made; please do not save after clicking "edit" on the archived version unless you are sure this is what you want to do.) The Coordinated Universal Time (UTC) is 4 hours ahead of the Eastern Daylight Time (EDT) and 5 hours ahead of the Eastern Standard Time (EST). For example, until the first Sunday of Nov, 14:09 UTC corresponds to 10:09 EDT and 9:09 EST.

title: User:Eas4200c.f08/Model HW reports


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User talk:Julie-Soleil

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 12:14, 6 September 2008 (UTC)

Welcome to the Bloom Clock!
Hello, Julie-Soleil, and thanks for signing up as a contributor to the Bloom Clock!

To get started, all that you need to do is keep your eyes open for flowers on plants growing outdoors. Then, depending on how well you know plants, you can either try to find the plant using the global keys, or just check the master list where plants are listed by their scientific names.

Assuming you find a log page for the plant you saw, all that you need to do is click [edit] above the list of signatures, and add *~ on a new line below the last signature and above the line that begins with, which will make your signature appear on the profile page.

If you don't find a log page, just add an entry for the plant to the Master List using. Someone can then show you how to create a profile and log page for the plant.

If you don't know the name of the plant you saw, try asking on Bloom Clock/Unknown Plants using the template there. Photographs are very helpful, but if you don't have a digital camera, just give the best description you can and hopefully someone can identify it for you.

After you've logged 10 or more plants as flowering for your location, another bloom clock contributor will help you set up the categories and templates used to construct a key for your region, and try to match up your region to the global keys.

If you have any questions, ideas, or need something explained, please feel free to leave a message on my talk page, and I'll get back to you as soon as I can!--SB_Johnny talk 11:59, 7 September 2008 (UTC)

title: User talk:Julie-Soleil


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Talk:Hospice

Hello, part of the info is from here. There it says: "All Information ©2008 HFA". I will email them about permission - do you have perhaps info/permission ? Erkan Yilmaz uses the Chat (try) 12:17, 6 September 2008 (UTC)

title: Talk:Hospice


text:
User talk:Jay O

Re: Talk:Hospice
Hello, welcome around here. Could you have a look here please: Talk:Hospice ? Thanks I hope we can help you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 12:19, 6 September 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 12:19, 6 September 2008 (UTC)

title: User talk:Jay O


text: User:Alexbeard

title: User:Alexbeard


text:
Category:Convert to quiz format

Please help to transform these into a quiz. See Help:Quiz-Simple and Quizbank

title: Category:Convert to quiz format


text:
User:Eml4500.f08.ateam.boggs.t

Robocop on a Unicorn!

Lecture Notes
Class Notes

Homework Assignments
Homework

Team Members
Team Members

title: User:Eml4500.f08.ateam.boggs.t


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User:Eml4500.f08.ateam.boggs.t/Lecture

Lecture 1 was an introduction into the course detailing the schedule, the grading system, and the method for submitting work in the class. Groups of 5 or 6 were to be created to work on homework and submit homework reports. These reports were originally going to be submitted on Wikipedia, but are now being submitted on Wikiversity. The remainder of the lecture was spent discussing the advantages of this method compared to more traditional methods used in other classes. This method would enable a sharing of knowledge throughout the class leading up to exams to allow all students to become better prepared for those exams. This would be accomplished by the posting of the top three homework reports on the class main page, making available the correct answers to the whole class to use for study. The top three teams would be given extra credit, but if any flaws are discovered in their reports some of that can be taken away and given to those who found the flaws.

title: User:Eml4500.f08.ateam.boggs.t/Lecture


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User:Eml4500.f08.ateam.boggs.t/Lecture 1

Lecture 1 was an introduction into the course detailing the schedule, the grading system, and the method for submitting work in the class. Groups of 5 or 6 were to be created to work on homework and submit homework reports. These reports were originally going to be submitted on Wikipedia, but are now to be submitted on Wikiversity. The remainder of the lecture was spent discussing the advantages of this method of teaching compared to more traditional methods used in other courses. Using Wikiversity would enable a sharing of knowledge throughout the class of the course material enabling the class to be better prepared for the exams. This would be accomplished by the posting of the top three homework reports on the class main page, making the correct answers to the homework available to the whole class with the material presented in a clear and concise manner. The top three teams would be given extra credit, but if any flaws were discovered in their reports after posting some of the extra credit could be taken away and given to those who found the flaws.


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User:Eml4500.f08.ateam.boggs.t/Lecture 2

To start with instructions were given on how to register and use Wikipedia (Wikiversity). It was explained to the class how create an account and access one's user page as well as the class page. To do this the students were instructed to go to the Wikiversity main page and select log in/create an account. Following this the student would need to type in the appropriate user name and create a password. The user names were to be created as follows:

eml4500.f08.teamname.lastname.first initial

Adding the first initial at the end of the user name was optional. We were then taught how to create links in our user page. Links are created by typing user:eml4500.f08.teamname.lastname.first initial/link|Link Name into ______________. This allows the user to create multiple pages within their user page or to link to a group member's user page or the class page.

Following this discussion it was explained in more detail what is expected of our homework reports, including content and what is expected of each group member. As a group member one is expected to work on his or her part and post in to his or her user page. Once one finishes their contribution they are to post it on the group leader's user page where it will be compiled in the final report. This allows the Teaching Assistants and the Professor to possibly view each group members contribution to the homework report as well as the times of each submission. To account for any disparity between individual group member's contribution the group will rate each member's productivity on a scale from 0 to 8. The ratings will be tallied and a percentage will be taken based on the best possible rating one can receive. This percentage is then multiplied with the group's homework report grade and that member's individual homework grade is determined.


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User:Eml4500.f08.ateam.boggs.t/Lecture 3

Lecture 3 began with a summary of Lecture's 1 and 2. It was then again explained how to create an account on Wikipedia (Wikiversity). A discussion of the advantages of Wikimedia followed, ending the class with a comparison to the older more traditional method of structuring a class. It was explained to the class that at any point in the semester, if the majority of the class was in agreement, it would be possible to switch back to the more traditional method and grading scale.


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User talk:Lisaz

Hello, welcome around here. I hope we can help you all succeed in your education learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Chat (try) 14:58, 6 September 2008 (UTC)

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Erkan Yilmaz uses the Chat (try) 14:58, 6 September 2008 (UTC)

title: User talk:Lisaz


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FreeBASIC

Questions

 * How can I have a FreeBASIC program recompile itself and restart with new instructions?

Wikimedia

 * FreeBASIC

title: FreeBASIC


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Mesoscopic Physics/Mathematics for Mesoscopic Physics

Here you will (hopefully) find brief descriptions of and study guides to math topics like: random matrices, Lie groups and symmetric spaces, supermathematics, semiclassical analysis/geometric asymptotics, statistical mechanics, etc.

Brief explanations of specific technical terms can be found in the Mesoscopic Physics Glossary.