text:
Literature/1988/Norman

Wikimedia

 * Affordance
 * In 1988, Donald Norman appropriated the term affordances in the context of human-machine interaction to refer to just those action possibilities that are readily perceivable by an actor. Through his book The Design of Everyday Things, this interpretation was popularized within the fields of HCI and interaction design. It makes the concept dependent not only on the physical capabilities of an actor, but also the actor's goals, plans, values, beliefs, and past experiences. If an actor steps into a room with an armchair and a softball, Gibson's original definition of affordances allows that the actor may throw the recliner and sit on the softball, because that is objectively possible. Norman's definition of (perceived) affordances captures the likelihood that the actor will sit on the recliner and throw the softball. Effectively, Norman's affordances "suggest" how an object may be interacted with. For example, the size and shape of a softball obviously fits nicely in the average human hand, and its density and texture make it perfect for throwing. The user may also bring past experiences to bear with similar objects (baseballs, perhaps) when evaluating a new affordance.

title: Literature/1988/Norman


text:
Computer Essentials/Section 2, Term 3, 2011

I think the best OS is android because it is free and any mobile company can put this OS into their mobiles so the customers can use their favorite mobile company and they have a latest OS from Google. On the other hand, Iphone OS can be used only by Iphone which is belong to Apple only. About the applications, Iphone OS seems to have the most applications, but there are jail break things so it's more complicated and some were blocked, but Androids OS seems to have a lot of applications too, but not as many as Iphone. BlackBerry OS is the best at communication. For me the best one is Androids OS.

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


text:
Talk:Other Free Learning Resources/Mathematics

There are 2 link's in the list, 'Potty training' --> I believe its spam and don't belong there. since these link's lead to a comercial product that has nothing to do with the subject I deleted them.

 * Good Job, keep up the vandalism fighting. Thenub314 14:13, 17 June 2011 (UTC)


text:
User talk:Kozen~enwikiversity

 Hello Kozen, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Thenub314 14:14, 17 June 2011 (UTC)

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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.

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title: User talk:Kozen~enwikiversity


text:
Literature/1975/Nash-Webber

 * http://portal.acm.org/citation.cfm?id=980190

Editors

 * Bonnie L. Nash-Webber, Bolt, Beranek and Newman
 * Roger C. Schank, Yale University

Abstract
This collection of papers forms the point of departure of an interdisciplinary workshop on Theoretical Issues in Natural Language Processing sponsored by the Mathematical Social Sciences Board. The impetus for such a workshop, bringing together researchers and students from computational linguistics, psychology, linguistics and artificial intelligence, was a desire to provide a forum at which people with different interests in, and consequently different emphases on, the problems of natural language understanding, could learn of the models developed and difficult issues faced by people working on other aspects of understanding. It was felt that an exposure to different aspects and emphases would have a very beneficial effect on all fields of natural language research, and that without such an interchange the potential for much of that research would not be realized. The idea behind this early circulated volume of position papers was to familiarize all the participants, speakers and audience alike, with the current ideas and paradigms in natural language understanding -- their evolution, scope and deficiencies. Specifically, the contributing speakers were asked to address such questions as:
 * 1) What computational models and mechanisms have been proposed up to now in these areas?
 * 2) What aspects of human language behavior are they meant to account for?
 * 3) Are these models compatible?
 * 4) Is there a single global view of language understanding and use that is adequately modelled by some combination of them?
 * 5) Are there still significant aspects of human language use which they cannot account for?
 * 6) What is the best model of human language use that can be assembled out of the concepts that have been developed in computational linguistics, linguistics, psychology and artificial intelligence?
 * 7) How well does it really approximate what humans do with language?
 * 8) With respect to gaps in that model, is there anything currently in the wind adequate to complete them?

Where speakers were not able to get us their position papers in time, their papers will appear in a supplement to this volume to be available at the workshop and to be included in all copies of this volume subsequently distributed.

 * Abstracts
 * Augmented phrase structure grammars consist of phrase structure rules with embedded conditions and structure-building actions written in a specially developed language. An attribute-value, record-oriented information structure is an integral part of ...
 * About fifteen years of active research in natural language question-answering systems has provided reasonably concise and elegant formulations of computational semantics for understanding English sentences and questions about various microworlds. These ...
 * Theoretical linguists have in recent years concentrated their attention on the productive aspect of language, wherein utterances are formed combinatorically from units the size of words or smaller. This paper will focus on the contrary aspect of language, ...
 * This paper is a spin-off of our work on actors. We have worked out a dictionary for translating between what Minsky et. al. are saying about frames and what we are saying about actors. Using PLASMA [PLANNER-like System Modeled on Actors] ...
 * The notion of a commonsense algorithm is presented as a basic data structure for modeling human cognition. This data structure unifies many current ideas about human memory and information processing. The structure is defined by specifying a set of proposed ...
 * Using knowledge to understand. Minsky's frames paper has created quite a stir within AI but it is not entirely clear that any given researcher who would agree that the frames approach is correct would agree with any other researcher's conception of what exactly that meant. What is a frame anyway? It has been apparent to researchers within the domain of natural language understanding for some time that the eventual limit to our solution of that problem would be our ability to characterize world knowledge. In order to build a real understanding system it will be necessary to organize the knowledge that facilitates understanding. (p. 117)  [Full text http://acl.ldc.upenn.edu/T/T75/T75-2023.pdf]

title: Literature/1975/Nash-Webber


text:
User:Furtie fert ferts

This is the user page for the user Furtie fert ferts on Wikipedia. Furtie fert ferts is a member of the projects of Wikimedia. This user loves to help out the projects of Wikimedia. This user particularly likes to help out with the content Wikimedia projects of Wikimedia.

About Furtie fert ferts
Furtie fert ferts is a person who loves technology. Furtie fert ferts likes the all the Wikimedia projects and likes to contribute to them.

Why Furtie fert ferts is a Member of Wikimedia
Furtie fert ferts is a member of Wikimedia because this user wants to help contribute. Furtie fert ferts likes all the Wikimedia projects so this user likes to help.

Why Furtie fert ferts is a Member of Wikimedia's Projects and How This User Helps Them
Below is why Furtie fert ferts is a member of Wikimedia's projects and how this user is going to help them.

Content Wikimedia Projects
Furtie fert ferts helps with the content projects of Wikimedia. Below is why Furtie fert ferts is a member of the content Wikimedia projects and how this user will help them.

Wikipedia
Furtie fert ferts is a member of Wikipedia because this user wants to help improve Wikipedia. Furtie fert ferts like that anyone can contribute so this user help.

Backstage Wikimedia Projects
Furtie fert ferts helps on backstage projects of Wikimedia. Furtie fert ferts is not very active with them but looks at them once and a while.

Furtie fert ferts' Goals
Furtie fert ferts' goals are to improve Wikimedia articles. Furtie fert ferts will help improve articles on Wikimedia projects but this user mainly helps with the content projects.

How Furtie fert ferts Will Accomplish Furtie fert ferts' Goals
Furtie fert ferts is going to accomplish this user's goals by being active on all Wikimedia projects, especially the content projects.

title: User:Furtie fert ferts


text:
User talk:Furtie fert ferts

This is the user talk page for the user Furtie fert ferts on Wikiversity.

title: User talk:Furtie fert ferts


text:
User:Opbeith

Just here - please feel free to leave messages on the Talk page

title: User:Opbeith


text:
User talk:Opbeith

Please leave messages below

title: User talk:Opbeith


text:
UTPA STEM/CBI Courses/Graphics/Pictorial Sketching

Course Title: Engineering Graphics

Lecture Topic: Pictorial Sketches

Instructor: Greg Potter

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * text
 * text
 * See this nice picture.

 * Sub Objectives- The objectives will require that students be able to:
 * text
 * text

 * Difficulties- Students may have difficulty:
 * text
 * text

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * text
 * text

Model of Knowledge

 * Concept Map
 * text
 * text
 * text

 * Content Priorities
 * Enduring Understanding
 * text
 * text
 * text
 * Important to Do and Know
 * text
 * text
 * text
 * Worth Being Familiar with
 * text
 * text
 * text

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * text
 * text
 * Homework (individual)
 * text
 * text
 * Summative Assessment
 * text
 * text

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * text
 * text
 * text
 * text
 * text
 * text

THE CHALLENGE

text

GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question
 * 9) question
 * 10) question
 * 11) question
 * 12) question
 * 13) question
 * 14) question
 * 15) question
 * 16) question
 * 17) question
 * 18) question
 * 19) question
 * 20) question

Test Your Mettle Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question
 * 9) question
 * 10) question
 * 11) question
 * 12) question
 * 13) question
 * 14) question
 * 15) question
 * 16) question
 * 17) question
 * 18) question
 * 19) question
 * 20) question


text: File:Vql.probability.cdf.djvu

title: File:Vql.probability.cdf.djvu


text: File:Vql.probability.refs.djvu

title: File:Vql.probability.refs.djvu


text:
Introduction to the hospitality industry

The Hospitality industry is the industry that is responsible for providing primarily food services and accommodations in places such as hotels, resorts, conference centers and theme or amusement parks. The catering industry, which overlaps with the hospitality industry, primarily provides food services to institutions (such as schools, hospitals, or governmental operations), private industry (such as corporate cafeterias or motion picture studios), and private parties. And also in a much boarder view, non-commercial institutional provide food and lodging.


text:
User:Egm6321.f11/Lecture plan

= All versions =

Fall 2011, Fall 2010, Fall 2009

= Recorded lectures =

Recorded lectures in E-Learning at UF (password required): Click Continue, type username and password, click at EGM 6321, click Course Content; at "Lecture Videos" link, click at drop down menu, then select "Preview" to go to the web page with lecture video links.

= Lecture notes, report table =

Additional presentations (video, wiki, static html) made in class may not be recorded on these transparencies.

A mtg number n followed by a version letter in parentheses ([a-z]) indicates that this pdf file had been updated with a 2nd version "b", 3rd version "c", etc. The second letter "x" after a version letter designates an extra lecture; this letter became "m" after the extra lecture had become a make-up lecture. If you had downloaded this pdf file before, you want to clear the cache of your browser so to get the new version.

djvu: ( install the viewer DjView, or Sumatra PDF, or evince )

$$\displaystyle \bullet$$ [[media:pea1.f11.mtg1.djvu|Mtg 1]], Tue, 2011.08.23, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg2.djvu|Mtg 2]], Thu, 2011.08.25, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg3.djvu|Mtg 3 (d)]], Tue, 2011.08.25, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg4.djvu|Mtg 4]], Tue, 2011.09.30, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg5.djvu|Mtg 5]], Thu, 2011.09.01, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg6.djvu|Mtg 6]], Thu, 2011.09.01, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg7.djvu|Mtg 7 (b,m)]], Mon, 2011.09.05, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg8.djvu|Mtg 8]], Tue, 2011.09.06, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg9.djvu|Mtg 9]], Thu, 2011.09.08, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg10.djvu|Mtg 10]], Thu, 2011.09.08, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg11.djvu|Mtg 11 (b)]], Tue, 2011.09.13, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg12.djvu|Mtg 12]], Thu, 2011.09.15, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg13.djvu|Mtg 13]], Thu, 2011.09.15, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg14.djvu|Mtg 14]], Tue, 2011.09.20, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg15.djvu|Mtg 15]], Thu, 2011.09.22, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg16.djvu|Mtg 16 (b)]], Thu, 2011.09.22, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg17.djvu|Mtg 17 (b,m)]], Tue, 2011.09.27, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg18.djvu|Mtg 18 (b)]], Thu, 2011.09.29, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg19-20.djvu|Mtgs 19+20 (c)]], Thu, 2011.09.29, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg21.djvu|Mtg 21 (c)]], Tue, 2011.10.04, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg22.23.djvu|Mtgs 22+23 (b)]], Thu, 2011.10.06, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg24.djvu|Mtg 24 (c)]], Tue, 2011.10.11, $$\displaystyle \bullet$$ Mtgs 25+26: Exam 1, Thu, 2011.10.13, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg27.28.29.djvu|Mtg 27+28+29]], Tue, 2011.10.18, Thu, 2011.10.20, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg30.djvu|Mtg 30 (b)]], [[media:pea1.f11.mtg31.djvu|Mtg 31 (b)]], Tue, 2011.10.25, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg32.djvu|Mtg 32 (b)]], Thu, 2011.10.27, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg33.djvu|Mtg 33 (b)]], Mon, 2011.10.31, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg34.djvu|Mtg 34 (b)]], Wed, 2011.11.02, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg35.djvu|Mtg 35]], Thu, 2011.11.03, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg36.djvu|Mtg 36]], Tue, 2011.11.08, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg37.djvu|Mtg 37]], Thu, 2011.11.10, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg38.djvu|Mtg 38]], Thu, 2011.11.10, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg39.djvu|Mtg 39 (b)]], Tue, 2011.11.15, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg40.djvu|Mtg 40 (b)]], Thu, 2011.11.17, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg41.djvu|Mtg 41]], Thu, 2011.11.17, $$\displaystyle \bullet$$ [[media:pea1.f11.mtg42.djvu|Mtg 42]], Tue, 2011.11.22, Thu, 2011.11.24, $$\displaystyle \bullet$$ no class on Tue, 2011.11.29, used extra [[media:pea1.f11.mtg7.djvu|Mtg 7 (b,m)]], $$\displaystyle \bullet$$ Mtgs 43+44: Exam 2. Thu, 2011.12.01. $$\displaystyle \bullet$$ no class on Tue, 2011.12.06, used extra [[media:pea1.f11.mtg17.djvu|Mtg 17 (b,m)]],

[[media: pea1.f11.my.scratch.at.airport.pdf | My scratch at an airport]] for the hint on p.22-4.

Report table

Course billboard

Inspiring video on teamwork and learning: A hole in the wall: How children learn without a teacher

Mourning the Death of Handwriting, By Claire Suddath. Time Magazine, Monday, Aug. 03, 2009.

Op-Art: The Write Stuff, by Inga Dubay and Barbara Getty, NY Times, 8 Sep 2009.

= References =

Books
$$\displaystyle \clubsuit$$ A.C. King, J. Billingham, S.R. Otto, Differential equations: Linear, nonlinear, ordinary, partial, Cambridge University Press, 2003. ISBN-10: 0521016878 ISBN-13: 978-0521016872. UF library 0511078315 (electronic bk.) Google books Amazon.com

$$\displaystyle \clubsuit$$ D. Zwillinger, Handbook of Differential Equations, Third Edition, Academic Press, 1998. ISBN-10: 0127843965. ISBN-13: 978-0127843964. UF library QA371.Z88 1989, 2 copies, one for in-library use. Google books Amazon.com

$$\displaystyle \clubsuit$$ Bryson, A.E., and Ho, Y.C., Applied optimal control, Taylor & Francis, 1975. UF library QA402.3 .B78 1969 google amazon

$$\displaystyle \clubsuit$$ Kailath, T., Linear systems, Prentice Hall, 1980. UF library QA402 .K295 1980 google amazon

$$\displaystyle \clubsuit$$ Kline, M., Mathematical thought from ancient to modern times, Oxford University Press, New York, 1972. UF library QA21.K516 [Vol.1 google] Vol.2 google Vol.3 google Vol.1 amazon Vol.2 amazon Vol.3 amazon

$$\displaystyle \clubsuit$$ Boyce, W.E., DiPrima, R.C., Elementary Differential Equations and Boundary Value Problems, 7th edition, Wiley, 2001. UF library QA371 .B773 1986 amazon

$$\displaystyle \clubsuit$$ O.D. Kellogg, Foundations of potential theory, Dover publications, 1954. UF library QA825 .K4x 1953 Google books Amazon.com

$$\displaystyle \clubsuit$$ P.M. Morse, H. Feshbach, Methods of theoretical physics, Parts I & II, McGraw-Hill, 1953. UF library QC20 .M6 google books amazon.com

$$\displaystyle \clubsuit$$ NIST Digital Library of Mathematical Functions, companion of the NIST Handbook of Mathematical Functions, ed. by F.W.J. Olver, et al., Cambridge U. Press, 2010. "Together these works represent a successor to the highly successful Handbook of Mathematical Functions (M. Abramowitz and I. Stegun, Eds.; see below), which was published by the National Bureau of Standards in 1964." NA Digest, Vol.10, No.19, May 2010.

$$\displaystyle \clubsuit$$ M. Abramowitz & I. Stegun, Handbook of Mathematical Functions with Formulas, Graphs, and Mathematical Tables, New York: Dover Publications, 1972. Read online, Download Wikipedia

$$\displaystyle \clubsuit$$ N.N. Lebedev, Special Functions & Their Applications, Dover Publications, 1972. ISBN 0486606244 (pbk). UF library QA351.L3613 1972 Google books Amazon.com

$$\displaystyle \clubsuit$$ K. Oldham, J. Myland, J. Spanier, An atlas of functions, 2nd edition, Springer, 2008. 1st edition, UF library QA331.S685 1987 google books amazon.com

$$\displaystyle \clubsuit$$ A.F. Nikiforov, S.K. Suslov, V.B. Uvarov, Classical Orthogonal Polynomials of a Discrete Variable, Springer, 1991. UF library QC20.7.O75N5513 1991 Google Amazon

Web references
$$\displaystyle \spadesuit$$ Related MIT OpenCourseWare courses.

$$\displaystyle \color{red}{\spadesuit}$$  NEW:

MIT OpenCourseWare's past and future. R. Suehle, OpenSource.com, 8 Sep 2011.

$$\displaystyle \spadesuit$$ Wolfram|Alpha is ... "learning resource available to your students at no cost that works as a computational knowledge engine. Wolfram|Alpha is not a search engine like Google or Yahoo!, because unlike a traditional search engine, Wolfram|Alpha has the capability to instantly compute the answer to previously unasked questions instead of scouring the web and returning links to pages that already exist. The results are displayed in an easy-to-read, understandable format that can be used as a primary source for educational and academic purposes."

$$\displaystyle \color{red}{\spadesuit}$$  NEW:

WolframAlpha syntax.

$$\displaystyle \spadesuit$$ Stephen Wolfram: Computing the theory of everything, video on TED.com

$$\displaystyle \spadesuit$$ Wolfram online integrator

$$\displaystyle \spadesuit$$ EqWorld, The World of Mathematical Equations. It is a good idea to verify the sources, as the site is not responsible for accuracy and correctness; see Rights and obligations of contributors and website administration.
 * 2nd-order linear ODEs
 * 2nd-order non-linear ODEs
 * ODE education

$$\displaystyle \spadesuit$$ ODE (Wikipedia): Be careful; always verify the sources.

$$\displaystyle \color{red}{\spadesuit}$$  NEW:

SPECFUN - Special Function Evaluation

Open-source software and documentation
$$\displaystyle \spadesuit$$ Symbolic computation

Papers
$$\displaystyle \clubsuit$$ Vu-Quoc, L., and Olsson, M., Formulation of a basic building-block model for interaction of high-speed vehicles on flexible structures, ASME Journal of Applied Mechanics, Vol.56, No.2, pp.451-458, 1989. (pdf)

$$\displaystyle \clubsuit$$ Vu-Quoc, L., and Olsson, M.,A computational procedure for interaction of high-speed vehicles on flexible structures without assuming known vehicle nominal motion, Computer Methods in Applied Mechanics and Engineering, Vol.76, pp.207-244, 1989. (pdf)

$$\displaystyle \color{red}{\clubsuit}$$

 NEW:

S. Bodenmann The 18th-century battle over lunar motion, Physics Today, Jan 2010.

$$\displaystyle \clubsuit$$ Goff, J.E., Power and spin in the beautiful game, Physics Today, Vol.63, No.7, pp.62-63, Jul 2010.

$$\displaystyle \clubsuit$$ Irwin, P.A., Vortices and tall buildings: A recipe for resonance Physics Today, Vol.63, No.9, pp.68-69, Sep 2010. Simulation of vortex formation and shedding.mpg The Burj Khalifa building in Dubai (wikipedia)

$$\displaystyle \clubsuit$$ Narasimhan, T.N., Thermal conductivity through the 19th century Physics Today, Vol.63, No.8, pp.36-41, Aug 2010.

$$\displaystyle \clubsuit$$ Vu-Quoc, L., and Tran, V.X., Singularity analysis and fracture energy release rate for composites: Piecewise homogeneous-anisotropic materials, Computer Methods in Applied Mechanics and Engineering, John H. Argyris Memorial Issue, Vol.195, No.37-40, pp.5162-5197, 15 July 2006. (pdf)

= Inspiring engineering news =

$$\displaystyle \clubsuit$$ Nova Documentary Examines Science Behind Chilean Miners' Rescue, PBS News Hour, AIR DATE: Oct. 26, 2010. In a documentary airing on most PBS stations, "Nova" captured the gripping story of the 33 Chilean miners trapped underground for more than two months and explores the science used to rescue them.

$$\displaystyle \clubsuit$$ Chilean Miners' Rescue Presented Massive Engineering, Drilling Hurdle, PBS News Hour, AIR DATE: Oct. 26, 2010. Three separate drilling plans were created to save the 33 Chilean miners trapped in the San Jose mine. Margaret Warner talks to one Americans who helped orchestrate the rescue.

$$\displaystyle \clubsuit$$ NOVA: Emergency Mine Rescue, Engineers and NASA scientists aid an all-out effort to save 33 Chilean miners trapped nearly half a mile underground. Aired October 26, 2010 on PBS.

= Motivation =

High-speed maglev trains
$$\displaystyle \clubsuit$$ German Transrapid (Maglev), electromagnetic (attraction) maglevs. German Transrapid Emsland 500 km/hr (video, 7:37 min) (500 / 1.6 = 312.5 mi / hr). The Transrapid story (video, history of development, electromagnetic systems vs electrodynamic systems): Part 1 (8:28 min) Part 2 (8:07 min).

Shanghai maglev train (video, 5:35 min).

Equations of motion for high-speed vehicles interacting with flexible guideways; see Vu-Quoc & Olsson (1989 a b ): Actually, system of coupled nonlinear 2nd-order ordinary differential equations and partial differential equations.

$$\displaystyle \clubsuit$$ Japanese Maglev, electrodynamic (repulsion) maglevs, with retractable wheels. Japanese maglev at 581 km/hr (video, 4:43 min) (581 / 1.6 = 363 mi / hr).

$$\displaystyle \clubsuit$$ French TGV speed record 574.8 km / hr = 357.2 mi / hr (non maglev, wheel-on-rail trains)

Recent news on high-speed train (Aug 2011)
$$\displaystyle \color{red}{\clubsuit}$$

 NEW:

How Not to Plan for the Future, New York Times, Editorial, April 20, 2011. See also New York Times: High-speed rail deserves continued support, Transportation for America, 2011.04.21.

$$\displaystyle \color{red}{\clubsuit}$$

 NEW:

High-Speed Rail Poised to Alter China, New York Times, By KEITH BRADSHER Published: June 22, 2011.

News on high-speed train (Aug 2010)
Fla. seeks $1B more to build bullet train, Miami Herald, 28 Aug 2010.

Debate on high-speed rail (Sep 2009)
Siemens Fills Russia’s Need for High-Speed Train, by A.E. Kramer, NY Times, September 24, 2009.

Stimulus Puts High-Speed Rail On The Fast Track, NPR, Morning Edition, 24 Feb 2009; audio 4:10 min.

States Make Pitches For High-Speed-Rail Money, NPR, All Things Considered, 21 Aug 09, audio 7:42 min.

California Edges Ahead In High-Speed-Train 'Race', NPR, All Things Considered, 3 Sep 09.

High-Speed Rail Skeptic Outlines Position, NPR, All Things Considered, 3 Sep 09.

More with Search for "npr high speed rail train " Search for "npr high speed train florida"

Equations of motion

Coupled nonlinear 2nd-order ODE and PDEs with varying coefficients, which depend on the unknown functions to be solved for. Particularization to linear 2nd-order ODEs with varying coefficients.

Solving PDEs in curvilinear coordinates

= Linear 2nd-order ODEs with varying coefficients (L2-ODE-VC) =

Even though this section is about linear 2nd-order ODEs with varying coefficients, many of the methods listed in this section apply to nonlinear ODEs in general, with linear ODEs as particular cases. We present the general nonlinear case first, then particularize to the linear case.

Helmholtz equation (PDE)
Helmholtz equation (Wikipedia)

Reduction of order method 0: Missing dependent variable
Zwillinger (1998), Sec 55

Integrating-factor method (1)
Zwillinger (1998), Sec 79

Application: Motion of rocket with air resistance

See also Kline, 1972, p.476: John Bernoulli's equation; contributions of Euler (1734-35) and Clairaut (1739-40) to exactness condition and integrating factor method (IFM).

10 Best Soccer Goals Ever (2nd best by Roberto Carlos in Brazil vs France)

Best corner kick ever!

General L1-ODE-VC (2)
See General L1-ODE-VC (1).

Control engineering: Linear systems
Bryson & Ho 1975, p.450

Kailath 1980, p.165, Eq.(21); Sec. 2.5, p.160, Solutions of state equation and modal decomposition; Sec 2.5.1. Time invariant equations and matrix exponentials.

Roll control of rocket

Bryson & Ho 1975, p.169

Irwin, P.A., Vortices and tall buildings: A recipe for resonance Physics Today, Vol.63, No.9, pp.68-69, Sep 2010. Simulation of vortex formation and shedding.mpg The Burj Khalifa building in Dubai (wikipedia)

Connection of linear systems with Reynolds Transport Theorem

Reduction of order method 1: Exact nonlinear ODEs
Zwillinger (1998), Sec 63: Applicable to nonlinear ODEs, in particular linear 2nd-order ODEs.

Nonlinear 1st-order ODEs (2)
See Nonlinear 1st-order ODEs (N1-ODEs) (1) and Integrating-factor method: Nonlinear 1st-order ODEs

Legendre L2-ODE-VC (2)
King et al. (2003), p.31

Nonlinear nth-order ODEs
Zwillinger (1998), Sec 63, p.289

General Nn-ODEs
$$F(x, y^{(0)}, y^{(1)}, \ldots, y^{(n)}) = 0$$

Condition 2: Single exactness relation
involving $$f_i := \partial F / \partial y^{(i)} $$.

Vibration: Chladni patterns
Chladni figures Chladni patterns (youtube) Chladni patterns on a vibrating plate excited by an acoustic speaker

Acoustics of drums, by T.D. Rossling, Physics Today, Vol.45, No.3, pp.40-47, Mar 1992.

Generalization: Euler (homogeneous) Ln-ODE-VC (1)
Zwillinger (1998), Sec 61

Table of particular solutions
Boyce & DiPrima 2001, p.175.

Superposition of solution for L2-ODE-VC
Here, we treat the cases in which at least a solution (homogeneous or particular) can be guessed by inspection; the other solution can then be generated from the guessed solution.

For the cases in which the solutions cannot be guessed by inspection, see Solution by power series: Frobenius method.

Euler (homogeneous) Ln-ODE-VC (2)
See above.

Zwillinger (1998), Sec 61

Method of trial solution (undetermined coefficients)
This method is also known as the method of undertermined coefficients; the terminology "trial solution" is more descriptive since the method involves guessing the solution mathematical expression, called the trial solution, which have unknown coefficients to be determined by substituting the trial solutions into the differential equation.

King et al. (2003), Appendix 5

Zwillinger (1998), Sec 94

Wikipedia

Reduction of order method 2: Undetermined factor (1)
King et al. (2003), p.5

Zwillinger (1998), Sec 85

Non-homogeneous L2-ODE-VC
Zwillinger (1998), Sec 94

Non-homogeneous L2-ODE-CC
Boyce & DiPrima

Variation of parameters
Gravitational perturbation (wikipedia)

Big Picture, 2010 (video, Hulu): "What we see from space is the big picture of Earth. This is a science documentary with a difference". NASA GRACE satellite measures earth mass variations; time markers on video for this story: 34 min - 40 min. google search for "nasa grace satellite"

Communicating the science of climate change, Physics Today, Oct 2011, p.48.

King et al. (2003), p.7 Zwillinger (1998), Sec 95

Integrating factor method
= Legendre functions =

Kellogg (1953), p.125 King et al. (2003), p.31

Orthogonal coordinates
Orthogonal coordinates (wikipedia): See the table of different orthogonal coordinate systems at the bottom of the article.

Coefficients of series solution
Lecture transparency p.33-1, Eq.(2) and Eq.(5):

\displaystyle \langle f, P_m \rangle =  \int\limits_{\theta = -\pi/2}^{\theta = \pi/2} f (\theta) P_m (\sin \theta) d (\sin \theta) =  \int\limits_{\mu = -1}^{\mu = 1} f (\mu) P_m (\mu) d (\mu) $$

Integration involving transcendental functions: Abramovitz & Stegun, p.77

Bessel differential equation (1)
King et al. (2003), p.80

elliptic coordinates (2D)
Elliptic coordinates (wikipedia)

Parabolic coordinates
Parabolic coordinates (wikipedia)

Application: Gauss-Legendre quadrature
Gauss quadrature (wikipedia) Legendre polynomials (wikipedia) Abramovitz & Stegun, p.887 Abramovitz & Stegun, Table 25.4, p.916

"What's the application?" lesson 2
3 Americans Share Nobel for Medicine, By Nicholas Wade, NY Times, Published: October 5, 2009.

Legendre polynomials
Legendre polynomials (wikipedia)

Axisymmetric case
Using the astronomy convention for spherical coordinates, the general solution for the Laplace equation before applying any boundary conditions is:

$$\psi (r,\theta) = \sum_{n} \left(A_n r^n + B_n r^{-(n+1)} \right ) \left[ C_n P_n (\mu) + D_n Q_n (\mu) \right ] \, \quad \mu := \sin \theta$$

Binomial theorem
NOTE: Battin 1998, p.661, probably referred to Nasir's work in the 13th century, but the binomial theorem was actually known to al-Karajial-Karaji 200 years earlier.

Laplace equation in spherical coordinates
Fluid flow experiment around a cylinder (video) (not a sphere, but the streamlines are similar to those of a flow around a sphere)

Moving cylinder in a fluid (video)

Bypassing 2nd homogeneous solution
King et al. (2003), p.44

Rodrigues's formula
Olinde Rodrigues (1795-1851)

 Lecture plan of other courses

title: User:Egm6321.f11/Lecture plan


text:
Computer Essentials/Section 1, Term 3, 2011

I think the best smartphone operating system is iPhone os. Now connected to the Internet is a necessary thing that people need for their daily life and their works. Also applications that response to the unlimited needs of people are a factor that make people decide to buy a phone. iPhone Os is one of the Os that is very popular. Now,iPhone can connect with many network companies, it is more convenient for people who prefer any of their favorites. Also, iPhone is a leader of many functions like how it's work, it's body. We can see that many Os now try to copy its appearance to have the same look as iPhone. Moreover, iPhone prefer many applications which you may not get bored with it, but there is an application that is more interesting is face time. Other Os do not have this application. From my experience, I usually use facetime with my parents bec I stay at the dorm and when I want to talk with them at night I usually use this application, and it is work. I think iPhone Os is the best smarting operating system.


text:
User:OpenScientist/ESOF 2012/Research funding 2.0

About
''This page hosts a proposal for a scientific session at the Euroscience Open Forum 2012 that will take place in Dublin from 11-15 July, 2012. It was submitted on 30 June, 2011 and rejected in November 2011. Call. ''

Title
Research funding 2.0

Programme
Scientific Programme

Theme
Science, Education and Innovation Policy

Session format
Panel

Abstract
The Polymath project originated from posting a research idea in public and inviting comments. No project-specific funding was involved but a few weeks a thousand public comments later, the originally posted problem was solved, even in a more general way than anticipated. Traditional research funding mechanisms may or may not have treated this research idea favourably, but they would certainly have taken longer to get the project started, and it is not clear whether the complex set of knowledge and skills necessary to tackle the problem could have been assembled in the framework of a projects conducted in the traditional non-open way.

The focus of this session is to explore a number of avenues in which research funding schemes can be enriched by using the World Wide Web for the matching of research funds with project ideas, researchers, research facilities and other elements of funder's missions, including outreach. Drawing from examples like the Polymath project, crowd-funding platforms, and research support by patient initiatives, the panelists will discuss web-enabled funding mechanisms and how they could be used to the systemic benefit of research.

Target audience
Research funders, researchers, research institutions, research communicators, research policy makers, patient initiatives and other stakeholders in fields pertaining to scientific research.

Length of session
90 min

Special needs and remarks
General remark: The session will be prepared on-wiki at http://en.wikiversity.org/wiki/User:OpenScientist/ESOF_2012/Research_funding_2.0. IT requirements: stable LAN for the panelists, stable WLAN for the audience. Remote participation is encouraged.


text:
Literature/1983/Fodor

Wikimedia

 * Modularity of mind
 * Modularity of mind is the notion that a mind may, at least in part, be composed of separate innate structures which have established evolutionarily developed functional purposes. Proponents believe this view is implied by Noam Chomsky's concept of a universal, generative grammar. Such universal features of language are taken by proponents of the modularity theory to imply the existence of an underlying "language acquisition device" structure in the brain. This device is postulated to be autonomous and specialized for learning language rapidly -- a module.

title: Literature/1983/Fodor


text:
Literature/1946/Frankl

Excerpts

 * According to logotherapy, the striving to find a meaning in one's life is the primary motivational force in man. That is why I speak of a will to meaning in contrast to the "pleasure principle" (or, as we could also term it, the will to pleasure) on which Freudian psychoanalysis is centered, as well as in contrast to the will to power stressed by Adlerian psychology.
 * For the first time in my life I was able to understand the meaning of the words, "The angels are lost in perpetual contemplation of an infinite glory."

Wikimedia

 * Man's Search for Meaning
 * The following list of tenets represents basic principles of logotherapy:
 * Life has meaning under all circumstances, even the most miserable ones.
 * Our main motivation for living is our will to find meaning in life.
 * We have freedom to find meaning in what we do, and what we experience, or at least in the stand we take when faced with a situation of unchangeable suffering.
 * We can find meaning in life in three different ways:
 * by creating a work or doing a deed;
 * by experiencing something or encountering someone;
 * by the attitude we take toward unavoidable suffering.
 * Frankl's meaning in life is to help others find theirs.

title: Literature/1946/Frankl


text:
User:OpenScientist/ESOF 2012/Science as it happens

About
''This page hosts a proposal for a public engagement project at the Euroscience Open Forum 2012 that will take place in Dublin from 11-15 July, 2012. It was submitted on 30 June, 2011 and rejected in November. Call. ''

Labwatching - Let's join researchers as they plan or perform their experiments, analyze the results, or comment on each other's work.

Title
Labwatch: Science as it happens

Abstract
By default, scientific research takes place behind closed doors, which typically open just for about one day a year on occasions like ESOF. Yet out of the ocean of secrecy, an increasing number of islands of openness is beginning to emerge. These allow any interested party to experience science as a process, rather than as a chain of "scientists found out" statements in the news. The aim of this activity is to take visitors on a guided tour through ongoing open research by watching scientists as they deposit ideas, protocols, code, data, analyses and publications on the web, or comment on the activities of others. They will also be able to interact with the process of scientific discovery via citizen science projects and open publications on which all can comment.

Target audience
Anyone, especially those with an interest in science. (General Public)

Aims and Objectives
Aim: To engage people with the process of scientific discovery by not only demonstrating what scientists themselves do, but how the public can get involved at every step of the process, from crowd sourced citizen science to making use of scientific publications.

Objectives: To illustrate the scientific research cycle from idea to publication via colourful and informative posters. To allow people to watch the scientific process in real time via computers connected to labs operating open lab notebooks, data repositories and open access journals which allow comments on articles. To encourage people to contribute to citizen science projects such as Galaxy Zoo and the Open Dinosaur Project, and earn points for Team ESOF2012 via computers with internet access. To illustrate these contributions to science and encourage further participation from visitors by tracking them visually via a large counter or bar graph e.g. number of galaxies classified, comments on research posted. To emphasise the importance of open science in allowing this level of transparency to see science 'as it happens' and the value of this to the public (who are often the funders of science). To explore Open Data in Science by providing the general public the right tools, methods and shared values to critically assess science in-the-making. To facilitate communication between experts and lay communities, creating contexts for people to find solutions together.

When will the event take place?
Three days during the main week of ESOF 2012, each time for four hours in a row. This could be extended if local support were available.

Where will the event take place?
As part of the ESOF2012 venue exhibition or Science in the City (no specific venue required, as stand is portable as long as tables, power source and internet are available)

How many people are expected to attend the event?
This depends on the frequency of people passing by the location, but around 50 per hour having a look would seem reasonable, with about 20 engaging in at least some of our activities.

Is this a new event?
Yes

What format will the event take?
Interactive Dialogue; Exhibition; Outdoor Event

Which of the City of Science 2012 themes best describe the event?
Science & Culture; Information; Science Education

Will this be a recurring event?
Yes

If "Yes", how is it envisaged that the event will develop over time?
If the event is successful and public feedback is positive, this event could be taken to a wider audience at further science events for the public e.g. international and national science festivals. This would be facilitated by the fact that the organisers are part of an international, non-profit organisation (the Open Knowledge Foundation) through which the event model, organisation and feedback could be disseminated. The event could be used as a case study for developing future interactions between the public and the scientific process, and could be developed into a permanent online exhibition with which people can explore these themes at their leisure.

What evaluation method(s) will be used for measuring the success of the event?
We will record an estimated number of vistors and create a simple feedback form for completion by those who spend time interacting with it. We will log contributions by the ESOF2012 team to the citizen science projects provided via the computers. We will use Open Knowledge Foundation social media (blogs, Twitter, email lists) to announce the project and give updates. We will follow up with evaluation of comments and responses.

How much will the event cost to run?
Ca. EUR 200.

Please provide a financial breakdown of the major cost items for the event.

 * Building or renting the stand
 * Poster printing (x4)
 * Internet access for the computers at the stand

Technical requirements
Facilities to place at least two posters (preferably four) that may be used to gain the attention of potential visitors. The central figure of the poster will be the, which highlights some of the basic stages that a research project has to pass on its way to completion. Four computers reliably connected to the internet will each be highlighting two steps of the research cycle: Idea/ Develop; Fund/ Plan; Record/ Process; Publish/ Read.

Two more computers will be used for providing visitors with an opportunity to play science games.


text:
User:OpenScientist/ESOF 2012/Shaping the public face of your discipline

About
''This page hosts a proposal for a scientific session at the Euroscience Open Forum 2012 that will take place in Dublin from 11-15 July, 2012. It was submitted on 30 June, 2011 and rejected in September. Call. ''

Title
Shaping the public face of your discipline

Programme
Scientific Programme

Theme
Science and Culture

Session format
Workshop

Abstract
The public perception of a field of research is an important, albeit indirect, determinant for public spending on it. We will look at some scenarios of non-specialists searching the Internet for scientific information, at the tools that are commonly used and on how the search results contribute to shaping the public face of an area of research. As a next step, the search results for some popular queries will be examined as to whether the corresponding content is user-generated and how it fares in the eyes of both specialists and non-specialists. Special emphasis will be placed on projects run by the Wikimedia Foundation (e.g. Wikipedia, Wikiversity, Wikispecies) and public wikis in general.

To ensure that the discussion is relevant to participants across fields, examples in the introductory part will mainly be drawn from topics related to Open Access. In the second part, session participants will collaborate to gather information on the web-public face of some audience-selected fields of research, and explore the extent to which they can help shape it.

Target audience
Researchers, research institutions, research funders, research communicators and other stakeholders in fields pertaining to scientific research.

Length of session
2h

Special needs and remarks
General remark: The session will be prepared on-wiki at http://en.wikiversity.org/wiki/User:OpenScientist/ESOF_2012/Shaping_the_public_face_of_your_discipline. IT requirements: stable LAN for the presenter, stable WLAN for the audience. Remote participation is encouraged.


text:
User:Kayekc

The best smartphone operating system is Apple iphone ios. With the strengths that Apple is the leader in smartphone business, also iphone has nearly all the things/applications that a person on the go uses on a regular basis during the day.

title: User:Kayekc


text:
User talk:Lvman1991

 Hello Lvman1991, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 17:58, 18 June 2011 (UTC)

title: User talk:Lvman1991


text:
User talk:I wrestled a bear once

/"\                 |\./|                  |   |                  |   |                  |>~<|                  |   |               /'\|   |/'\..           /~\|   |   |   | \          |   =[@]=   |   |  \          |   |   |   |   |   \          | ~   ~   ~   ~ |`   )            |                   /           \                 /            \               /             \             /              |           /              |          |              |          |

title: User talk:I wrestled a bear once


text:
User talk:Gpotter72

 Hello Gpotter72, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:03, 18 June 2011 (UTC)

title: User talk:Gpotter72


text:
User talk:Swcrown

 Hello Swcrown, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:05, 18 June 2011 (UTC)

title: User talk:Swcrown


text:
User talk:Jlbradley28752

 Hello Jlbradley28752, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:08, 18 June 2011 (UTC)

title: User talk:Jlbradley28752


text:
User talk:Anoldgangsta

 Hello Anoldgangsta, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 22:09, 18 June 2011 (UTC)

title: User talk:Anoldgangsta


text:
Literature/1981/Barwood

Wikimedia

 * Dragonslayer
 * A sixth century post-Roman kingdom called Urland is being terrorized by a 400 year old androgynous dragon named Vermithrax Pejorative. An expedition led by a young man called Valerian ... comes to the house of the sorcerer Ulrich ... of Craggenmoor, the last of his kind. They explain that their king, Casiodorus ..., who is desperate to appease the dragon, offers it a virgin chosen in a lottery twice a year.

title: Literature/1981/Barwood


text:
Literature/1983/Anderson

Author

 * He is the brother of Perry Anderson.
 * Partial works
 * Interpreting Indonesian Politics: Thirteen Contributions to the Debate (1982)
 * Imagined Communities: Reflections on the Origin and Spread of Nationalism (1983)
 * In the Mirror: Literature and Politics in Siam in the American Era (1985)
 * Language and Power: Exploring Political Cultures in Indonesia (1990)

Excerpts

 * ... the concept was born in an age in which Enlightenment and Revolution were destroying the legitimacy of the divinely-ordained, hierarchical dynastic realm. Coming to maturity at a stage of human history when even the most devout adherents of any universal religion were inescapably confronted with the living pluralism of such religions, and the [direct relationship] between each faith's ontological claims and territorial stretch, nations dream of being free, and, if under God, directly so. The gage and emblem of this freedom is the sovereign state. (pp. 6-7)
 * [A nation is an imagined community because] regardless of the actual inequality and exploitation that may prevail in each, the nation is always conceived as a deep, horizontal comradeship. [...] Ultimately it is this fraternity that makes it possible, over the past two centuries, for so many millions of people, not so much to kill, as willingly to die for such limited imaginings.

Wikimedia

 * Imagined Communities
 * Anderson falls into the "historicist" or "modernist" school of nationalism along with Ernest Gellner and Eric Hobsbawm in that he posits that nations and nationalism are products of modernity and have been created as means to political and economic ends. This school stands in opposition to the primordialists, who believe that nations, if not nationalism, have existed since early human history. Imagined communities can be seen as a form of social constructionism on a par with Edward Said's concept of imagined geographies.

title: Literature/1983/Anderson


text:
Class

There are several definitions of a class in use. The following definition is given by Copi. An ordered 4-tuple (C,(∩,∪),~,(1,0)) is called a class if it satisfies the following axioms. 1. (C, ∩, 1) is an abelian monoid 2. (C, ∪, 0) is an abelian monoid 3. 0 ≠ 1 4. for every a in C, 5. and for every a, b, and c in C,
 * a ∩ ~a = 0
 * a ∪ ~a = 1
 * a ∪ (b ∩ c) = (a ∪ b) ∩ (a ∪ c)
 * a ∪ (b ∩ c) = (a ∩ b) ∪ (a ∩ c).

title: Class


text:
User:Egm6321.f11/Report table

 Please keep this table and the wiki code tidy. Use exactly the same format that I created. Remember to log in before you link to your team's  archived  HW report. Only archived reports are accepted; please do NOT link to current versions. Links to the archived HW reports should be made within one hour of the deadline. Egm6321.f11 12:20, 19 June 2011 (UTC)

Inspiring video on teamwork and learning: A hole in the wall: How children learn without a teacher, (better video resolution from TED)

 Lecture plan:  Fall 2011, Fall 2010, Fall 2009

Good model reports

 Report table:  Fall 2011, Fall 2010, Fall 2009

(a) : The deadline for any report is in general on a Wed, unless extended by formal announcement (e.g., to accommodate the travel schedule of students, etc.), or upon a reasonable request.

(b) : Deadline for R1 (originally due on Wed, 7 Sep 11) is extended by one week (i.e., Wed, 14 Sep 11) due to recent team formation over the weekend (Sun, 28 Sep 11).

(c) : 21:00 UTC = 17:00 EDT = 5:00 pm EDT = 4:00 pm EST. In the Summer and at the beginning of Fall, we use EDT. From the first Sunday of November, the Eastern time changes from EDT back to the EST, and we use 22:00 UTC = 5:00 pm EST.

 Report tables of other courses

title: User:Egm6321.f11/Report table


text:
User:Tv enganerd

Hi

title: User:Tv enganerd


text:
User:Egm6321.f10/Report table fall semester template

 Please keep this table and the wiki code tidy. Use exactly the same format that I created. Remember to log in before you link to your team's  archived  HW report. Only archived reports are accepted; please do NOT link to current versions. Links to the archived HW reports should be made within one hour of the deadline. Egm6321.f12 (talk) 20:05, 23 July 2012 (UTC)

Inspiring video on teamwork and learning: A hole in the wall: How children learn without a teacher, (better video resolution from TED)

 Lecture plan:  Fall 2011, Fall 2010, Fall 2009

Good model reports

 Report table:  Fall 2011, Fall 2010, Fall 2009

(a) : The deadline for any report is in general on a Wed, unless extended by formal announcement (e.g., to accommodate the travel schedule of students, etc.), or upon a reasonable request.

(b) : void

(c) : 21:00 UTC = 17:00 EDT = 5:00 pm EDT = 4:00 pm EST. So there are 4 hours difference between EDT and UTC, and 5 hours difference between EST and UTC. From the second Sunday of March until the beginning of November, we use EDT. From the first Sunday of November, the Eastern time changes from EDT back to the EST, and we use 22:00 UTC = 5:00 pm EST.

 Report tables of other courses


text:
Digital Video

Course Description In this course a student learns how to use a digital video camera (HD) as a professional tool in the creation of content. The cameraʼs relation to light is experienced through exposure, depth of ﬁeld and focus. Students learn the role of a Lighting Director [LD} and how an LD uses light as a creative tool to enhance what a video camera can capture. Students have practical physical experience putting the principles of cinematography into play. Camera movement takes the form of handheld, tripod, dolly & track, and jib and is known as a Grip. The Grip is also responsible for assisting the Lighting Director with physical set-up, diffusing, gelling, reﬂecting and reducing light in a scene.

This course is meant to be experienced in conjunction with both post production and audio production. This is not a course that would be easy to do alone. It would be best to have a group of at least 4 people. The equipment and software the group should have would include an HD video camera that records to a storage medium. (internal hard drive, SD card, et al.) 2 lights and a white reflector [cardboard will do, 3 ft x 4 ft] a laptop or computer with video editing software. [your choice on platform and software] The critical grip equipment would be a tripod. The dolly and jib can be constructed inexpensively from plans available online.

Pre requisite knowledge should be Drawing, story development/scriptwriting and a basic understanding of cinematography.

Course Philosophy Each of these areas of production have a technical component which naturally blends into the creative component. In the early stages of instruction. student will be introduced to the processes, software and equipment and itʼs relationship to the production process 720p. There will be additional information that references the courses related to the elective stream. Course Objectives

Course Outcomes/Objectives

1: Experience as a videographer, camera operator & digital cinematographer A videographer is a person who records moving images and sound. On a set, the videographer is usually responsible for the camera, sound, and lighting. As part of a typical ﬁeld production crew, videographers usually work underneath a producer. However, for smaller productions (e.g. corporate and event videos), a video videographer often works alone or as part of a two or three person team of camera operators and lighting and sound technicians. The camera operator is responsible for physically operating the camera and maintaining composition throughout a given scene or shot. In narrative ﬁlmmaking, the camera operator will collaborate with the director, cinematography, actors and crew to make technical and creative decisions. In this setting, a camera operator is part of a camera crew consisting of the director of photography and one or more camera assistants. In documentary ﬁlmmaking and news, the camera is often called on to ﬁlm unfolding, unscripted events. The cinematographer (Director of Photography [DP]) is responsible for the technical aspects of the images (lighting, lens choices, composition, exposure, ﬁltration, ﬁlm selection), but works closely with the director to ensure that the artistic aesthetics are supporting the director's vision of the story being told. The cinematographers are the heads of the camera, grip and lighting crew on a set, and for this reason they are often called directors of photography or DPs.

2: Experience as a Digital Intermediary Technician [DIT]  A digital intermediary technician handled all data from the production process. They work closely with Cameras and Audio to archive and begin the post production process. Duties of a Digital Intermediary Technician, Controls digital workﬂow on location, during shooting. First point of contact with post production by gathering the appropriate set generated paperwork and generating .dmg ﬁles of footage from P2 Cards. The DIT may also pre-log footage on set with the script supervisor in the FCP Log and Transfer window where metadata can be entered. ﬁles are saved and archived along with all relevant Video & Sound, as well as any paperwork in electronic form. Any generated paperwork on set will need to be gathered as well.

The DIT is on set during the production and may also include duties of assistant editing and one pass color correction on digital dailies. DITʼs distribute material digitally at the directors request. A DIT also ﬁlls the position of Assistant Editor.

3: Experience as a Grip  In the U.S. and Canada, grips are lighting and rigging technicians in the ﬁlm and video industries. They make up their own department on a ﬁlm set and are led by a key grip. Grips have two main functions. The ﬁrst is to work closely with the camera department, especially if the camera is mounted to a dolly, crane or other unusual position. Some grips may specialize in operating camera dollies or camera cranes. The second is to work closely with the electrical department to put in the lighting set-ups necessary for a shot. In the UK, Australia and most parts of Europe, grips are not involved in lighting. In the "British System", adopted throughout Europe and the British Commonwealth (excluding Canada), a grip is solely responsible for camera mounting and support. The term 'grip' dates back to the early era of the circus. From there it was used in vaudeville and then in today's ﬁlm sound stages and sets. Some have suggested the name comes from the 1930s-40s slang term for a tool bag or "grip" that these technicians use to carry their tools to work. Another popular theory states that in the days of hand-cranked cameras, it would be necessary for a few burly men to hang on to the tripod legs to stop excessive movement of the camera. These men became known as the 'good grips'- as they were constantly being instructed to 'keep a good grip on the tripod'.

4: Experience as a Lighting Director [LD] The Lighting Director (LD). The DP/LD is responsible for the overall lighting design, but may give a little or a lot of latitude to the LD on these matters, depending on their working relationship. The LD works with the Grip, who is in charge of some of the equipment related to the lighting. The LD is familiar with using a variety of light sources to mood and tone in a scene. The types of lighting used is natural, ﬁxed and reﬂected. the LD also is familiar with the use of gels, scrims and ﬂags to shadow a scene.

The projects a student would complete are the following

Moments Capturing moments in time using the principles of cinematography and framing. The student will be practicing the use of manual focus and exposure

Interview a single camera interview shot for editing using several angles and techniques commonly used in broadcast situations.

Lip Sync Music video time... this is fun and can be funny.

Instructable Use video to teach a skill or demonstrate the steps in accomplishing a thing

Demo Reel Edit together a simple demo reel of the work completed in the course.

title: Digital Video


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Talk:Digital Video

This course was developed and abandoned by a major technical institute as it was not in keeping with their philosophy of curriculum development and student engagement.

title: Talk:Digital Video


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User:Arided/FreeLearningManifesto

''We are creating an open manifesto that can be rewritten and developed by everyone interested in free learning. Do not be afraid to jump in and edit, or to contest or further discuss the claims and ideas. However, please try to leave the manifesto in a coherent state, by discussing it elsewhere, for example, in the discussion page.''

=What we mean by free learning= Among many visions for educational practice, we have chosen to use digital technologies to learn in a collaborative, free, and open way. We seek to empower ourselves and others to learn in self-organizing online communities, and in offline or hybrid communities that follow similar practices.

=Anti-commercialization= We reject the notion that a good education must be bought and sold. Many of the world's educational resources are still locked up behind restrictive admissions barriers and high price tags, even on the Internet. We make an explicit distinction between the goals of a market-driven educational system and the goals of self-motivated learners. We advocate open online spaces as an alternative to the increasing commercialization and corporatization of educational institutions around the world.

=Self-determination= We believe that all may be teachers, just as all may be learners, and we claim the right to accredit ourselves and each other as we pursue our own educational goals and objectives. We need no external authority to decide what we should and shouldn't learn. Our choices are our own, rooted in curiosity, experience, and a desire for building our knowledge and personal effectiveness.

=Knowledge for empowerment, not stratification= We view the world's cultural heritage as a dynamic space, neither controlled by institutions (universities, museums, corporations), nor entirely outside of their control. However, certification has traditionally been the dominion of institutionalized higher education. We assert that knowledge building in ad hoc, nontraditional, and mediated or virtual spaces can be as good or better than knowledge building in traditional institutions. Our agenda is not to stratify but to empower. We wish not simply to expand access to old knowledge, but to build new and timely resources and practices.

=Free as in Freedom= We recognize that knowledge is one of the most important issues in global development, and that it can be used for "good" or "bad". We do not dictate the terms of use...

=Agenda for Change= While we cannot always use free software and freely licensed learning materials, it is expressly our desire to contribute our work to the Free World and to expand the scope of the public domain whenever and wherever possible. We support the copyright reform agendas pursued by the Pirate Parties worldwide. We recognize that access is only the beginning to empowerment, and we will seek to learn from, support, and expand the knowledge building activities and techniques of free software hackers and self-described pirates.

=Our ambitions= To these ends, we are dedicating our study of Computer-Supported Collaborative Learning to developing techniques for creating and maintaining a self-sustaining learning community and networks devoted to exploring innovative models of free and open education, and enacting these models through high quality participatory courses, study groups, and new forms of collaboration.

=In Closing= We announce our intentions and methods so that others may follow and claim their own right to learning. Signed in 2011 by

 * Arided 16:57, 19 June 2011 (UTC)
 * LeGuin 4:52, 22 June 2011

title: User:Arided/FreeLearningManifesto


text:
User talk:Arided/FreeLearningManifesto

I think a wiki is a good place to work on a manifesto, but pobably not a good place to sign one,as it takes digging into the document's history to see exactly what any given signer agreed to. I haven't decided whether or not I will sign this as it has developed, specifically the language regarding copyright reform singling out Pirate Parties, hackers and pirates. I would be more amenable to a more generalized statement. I'd also prefer if the document were tightened up a lot, but it seems others wanted to take it more in this direction. This is indeed fine, and you have done good work, but it might not be what I want to put my name on. I'll decide soon. -Nate Otto

=The section headings=

At present the section headings are:

 * 1) What we mean by free learning
 * 2) Anti-commercialization
 * 3) Self-determination
 * 4) Knowledge for empowerment, not stratification
 * 5) Free as in Freedom
 * 6) Agenda for Change
 * 7) Our ambitions
 * 8) In Closing

but feel free to change them (they should be improved...) Arided 17:04, 19 June 2011 (UTC)

title: User talk:Arided/FreeLearningManifesto


text:
User talk:Tv enganerd

 Hello Tv enganerd, 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. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * 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.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --HappyCamper 17:07, 19 June 2011 (UTC)

title: User talk:Tv enganerd


text:
UTPA STEM/CBI Courses/Graphics/Introduction to Multi-view Drawings - Snap Cubes

Course Title: Engineering Graphics Lab

Lecture Topic: Introduction to Multi-view Drawings – Snap Cubes

Instructor: Gregory Potter

Institution: UTPA

To visit the Engineering Graphics website click here

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Draw a multi-view drawing of a simple object

 * Sub Objectives- The objectives will require that students be able to:
 * Understand parallel projection
 * Draw a multi-view drawing using the proper format

 * Difficulties- Students may have difficulty:
 * Telling the difference between parallel projection and perspective drawings
 * Understanding the geometric basis for the multi-view format

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * When reading technical drawings as engineers
 * When creating technical drawings as engineers

Model of Knowledge

 * Concept Map
 * Multi-view sketches and drawings are used in every stage of the Engineering Design Process.
 * Used to identify the problem
 * Used to brainstorm
 * Used to refine the design
 * Used to verify the design
 * Used to manufacture the design
 * Used to market the design

 * Content Priorities
 * Enduring Understanding
 * Students should be able to look at a multi-view drawing and visualize the object from the information shown in the drawing.
 * Students should be able to generate a multi-view drawing when shown a simple 3D object.
 * Important to Do and Know
 * The format of a multi-view drawing
 * The concept of parallel projection
 * Worth Being Familiar with
 * Sketching techniques
 * Engineering Graphics website - tutorial movie available

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Examples by instructor during lab
 * Worksheet assignment on website
 * Homework (individual)
 * Simple parts multi-view sketches
 * Summative Assessment
 * Quiz at the end of lab
 * Question on Exam 1

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Draw a multi-view drawing of a simple object
 * Understand parallel projection
 * Draw a multi-view drawing using the proper format

THE CHALLENGE

This exercise will take place during the second week of Engineering Graphics Lab as an introductory assignment. It is designed to use a simple example to make the students think about the format of a multi-view drawing.

GENERATE IDEAS

Show a multi-view/isometric drawing showing a basic shape created by adding cubes together. The drawing is purposefully without color and as basic as possible. At this point, the information the students receive is limited to the simple line drawing below.

MULTIPLE PERSPECTIVES

Show students an Isometric Drawing of the same Basic Block Shaped Part made from different colored Snap Cubes. Ask the students to build what they see in the drawing. Ask them to match the color of each snap-cube.

RESEARCH & REVISE

Now the instructor can reveal the lesson of multi-view drawings and give the students some examples in class using standard sketching tools (triangles, ruler, pencil, etc.). Below are a couple of sketches done as an example of how to use geometry to produce a multi-view drawing. The first figure below shows a sketch drawn while filming a tutorial movie on this topic. The movie is accessible on the UTPA-EG website. The darker lines are the actual finish product, but notice the other lines on the drawing. A miter line is used to derive the depth dimension for the right side view from the top view. The use of extension lines and miter lines is the purpose for the format taught earlier in this lesson. The second figure below shows an example drawn in class. The instructor should perform at least two example sketches in class before issuing a homework assignment.

TEST YOUR METTLE

Assign homework (4 multi-view worksheets available on the UTPA-EG website) designed to exercise the skills learned during this exercise. This is the same homework assignment that the control group will receive. At this time the students are still in the lab and have the opportunity to interact with the instructor and ask questions. During this time, the instructor will give one-on-one instruction to the students who request help. The students are required to complete the worksheets and hand them in the following week. The students are also required to generate multi-view drawings for parts drawn in a CAD lesson. This is to reinforce the concept that a multi-view sketch with dimensions can help when creating a 3D model. This also insures that all students use the same dimensions for the CAD lesson. This is important, because these parts are to be used in later lessons when creating assemblies using CAD software.

GO PUBLIC

Quiz students for a grade at the end of the lab. It will consist of displaying a block shape in isometric form and asking students to complete a multi-view sketch given the top and front views. The quiz is designed to test the students on the concept of orientation of the multi-view sketches. Students are asked to use the skills taught during the lesson to create the right side view. All test groups receive the same quiz and homework assignments. There will also be a specific question on the first exam where the students will use the skills learned during the multi-view and pictorial sketch lessons.

Pre-Lesson Quiz
Students are shown the following drawing.
 * What are the different views?
 * The students will try to answer, but do not have all the facts. This is the optimum time to introduce the concept of a multi-view drawing.  The instructor should now inform the students about the top, front, and right side views.
 * Why are things the same size even though they are at different distances?
 * This question introduces the concept of parallel projection. Parallel projection is a drawing technique in which lines that are parallel on the object are parallel in the drawing.  This differs from the more artistic style of perspective projection.  The instructor should show an example of perspective projection to distinguish parallel projection as the preferred method for the multi-view lesson, as well as for pictorial sketching in Lesson 2.

Test Your Mettle Quiz
The Quiz will consist of displaying a block shape (similar in complexity to the first shape of the lesson) in isometric form and asking students to complete a multi-view sketch given the top and front views. The quiz is designed to test the students on the concept of orientation of the multi-view sketches. Students are asked to use the skills taught during the lesson to create the right side view. All test groups receive the same quiz and homework assignments. There will also be a specific question on the first exam where the students will use the skills learned during the multi-view and pictorial sketch lessons.


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UTPA STEM/CBI Courses/Graphics/Introduction to Pictorial Drawings - Snap Cubes & Special Graph Paper

Course Title: Engineering Graphics

Lecture Topic: Introduction to Pictorial Drawings – Snap Cubes and Special Graph Paper

Instructor: Gregory Potter

Institution: UTPA

To visit the Engineering Graphics website click here

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Draw a Cabinet Oblique Pictorial Sketch of a simple object
 * Draw a Cavalier Oblique Pictorial Sketch of a simple object
 * Draw a Isometric Pictorial Sketch of a simple object

 * Sub Objectives- The objectives will require that students be able to:
 * Convert a multi-view drawing into one of three types of pictorial sketches

 * Difficulties- Students may have difficulty:
 * Determining the difference between the three types of pictorial drawings

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * During all phases of the engineering design process
 * To communicate ideas before CAD models can be generated

Model of Knowledge

 * Concept Map
 * Pictorial Sketches can be used to document the initial phases of the design process.
 * Pictorial Drawings can be used to communicate dimensions, for manufacturing purposes, or for illustrative purposes.

 * Content Priorities
 * Enduring Understanding
 * Students must understand how to draw all three types of pictorial sketches given a simple object.
 * Important to Do and Know
 * The difference between the three types of pictorial sketches
 * Worth Being Familiar with
 * Parallel projection
 * Online location of special graph paper - Click here to see Special Graph Paper

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Examples by instructor during lab
 * Worksheet assignment on website
 * Homework (individual)
 * Simple parts pictorial sketches

 * Summative Assessment
 * Quiz at the end of lab
 * Question on Exam 1

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Draw all three types of pictorial sketches (Cavalier Oblique, Cabinet Oblique, Isometric)

The objectives will require that students be able to:
 * convert information from a multi-view sketch into a pictorial sketch

THE CHALLENGE

This exercise will take place during the third week of Engineering Graphics Lab as an introductory assignment. It is designed to give the students tactile experience making the shape with Snap Cubes before attempting to sketch a pictorial drawing. This assures that the student is visualizing the shape accurately before the pictorial sketches are started.

GENERATE IDEAS

Give the students Snap Cubes so that they are able create the shape above. Possible questions:
 * Why does the cavalier sketch look stretched?
 * This is intended to point out the differences between the different types of pictorial drawings.
 * The cavalier sketch looks stretched because the depth lines are drawn to the same dimension as the actual part. When using the oblique graph paper, this produces a stretched image.
 * Why does the cabinet sketch look right?
 * The cabinet oblique has depth lines that are one-half the actual depth. When drawn using the oblique graph paper, the part looks closer to what the human mind perceives as correct.
 * How is the isometric pictorial different from cavalier and cabinet pictorials?
 * The isometric pictorial has vertical lines in the height dimension and width and depth lines at ±30°.
 * The cavalier and cabinet oblique pictorials have vertical and horizontal lines for height and width, but the depth lines are at 45°.

MULTIPLE PERSPECTIVES

Ask students to create multiple shapes from pictorial drawings. The instructor can give some examples using shape from previous multi-view exercises. The students should be following along until they feel comfortable trying on their own.

RESEARCH & REVISE

Give students other shapes to draw using the standard pictorial views so that they may familiarize themselves with the process during the lab. A tutorial movie is available on the website. Students can access these movies to practice and review before quizzes and exams. Below is a screenshot showing some of the examples drawn during the tutorial movie. These are shapes taken from the 4 worksheets completed in Lesson 1. The students are already familiar with the shapes, so they can concentrate on the subject of pictorial sketches.

TEST YOUR METTLE

Assign homework designed to exercise the skills learned during this exercise. The figure below shows the puzzle cube the students are required to draw and model (both pictorial sketches and CAD) for homework.

GO PUBLIC

Quiz students for a grade at the end of the lab.

Pre-Lesson Quiz
Give the students Snap Cubes so that they are able create the following shape (previously shown).

Test Your Mettle Quiz
Quiz will consist of displaying a block shape in isometric form and asking students to draw cavalier and cabinet oblique pictorial sketches. There will also be a specific question on the first exam where the students will use the skills learned during the multi-view and pictorial sketch lessons.


text:
UTPA STEM/CBI Courses/Graphics/A Lesson in Sub-Assemblies - CAD - Snap Cubes

Course Title: Engineering Graphics

Lecture Topic: A Lesson in Sub-Assemblies – CAD – Snap Cubes

Instructor: Gregory Potter

Institution: UTPA

To visit the Engineering Graphics website click here

Backwards Design
Course Objectives

 * Primary Objectives- by the next class period students will be able to:
 * create a CAD model consisting of several sub-assemblies

 * Sub Objectives- the objectives will require that students be able to:
 * use assembly mates in CAD application
 * create an exploded view in CAD application

 * Difficulties- students may have difficulty:
 * understanding "real world" interferences that the snap cubes will encounter and how that should affect their model

 * Real-World Contexts- there are many ways that students can use this material in the real-world, such as:
 * when designing engineered systems of any kind (specifically parts with similar geometry)

Model of Knowledge

 * Concept Map
 * the students should realize that no matter the complexity of the assembly, it can be reduced to sub-assemblies and then reduced to parts

 * Content Priorities
 * Enduring Understanding
 * students should be able to create and organize CAD files
 * students should be able to use CAD as a design tool

 * Important to Do and Know
 * advanced Assembly techniques (smart mates)
 * familiarity with exploded view techniques
 * Worth Being Familiar with
 * part creation techniques (smart mates & important geometry)

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * students use snap cubes to create their own puzzle cube design
 * each student in the group is required to draw a piece of the puzzle (one sub-assembly)
 * group decides how the overall assembly is produced
 * Homework (individual)
 * overall assembly of puzzle cube assignment

 * Summative Assessment
 * projects (Lincoln Log House and IKEA furniture) on Exam 2 and Final Exam using skills learned during this lesson

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * create a model consisting of sub-assemblies

The objectives will require that students be able to:
 * use advanced assembly techniques

THE CHALLENGE

Give students an advanced lesson in sub-assemblies using snap-cubes as subject matter. This exercise will take place during the eighth week of Engineering Graphics Lab. It is designed to give the students tactile experience making the shape with Snap Cubes before attempting to create a CAD model. This assures that the student is visualizing the shape accurately before the parts and assemblies for this lesson are started.

GENERATE IDEAS

Give the students dimensions of a Snap Cube so that they are able create a part file in SolidWorks. From this, they can create an assembly of 3 sub-assemblies of a puzzle cube. At this point in the course, the students already posses the CAD skills to complete the basic task: creating sub-assemblies and using them to create an overall assembly. However, the lesson is about advanced techniques where the students are using “smart mates”. This technique saves time and effort when creating assemblies containing more of one part or similar parts. When the students are building their real-life snap-cube puzzle cubes, they should be thinking about how to assemble their 3D model sub-assemblies, and ultimately the overall assembly of the cube puzzle.

MULTIPLE PERSPECTIVES

Ask students to create puzzle part shapes from snap cubes first. They can then create a sub-assembly of each puzzle piece using their snap cube part drawn earlier.
 * Possible questions:
 * What type of tolerance fit is between each snap cube?
 * the snap-cubes have an Interference Fit between the mating surfaces. This question is meant to reinforce the regular EG curriculum with a real life example.
 * How do the pieces stay together?
 * What keeps them lined up with each other (sides flush)?

RESEARCH & REVISE

Ask students to model the entire puzzle cube assembly using component sub-assemblies.
 * Possible questions:
 * Do the sub-assemblies stay together when constructing the entire cube?
 * Why should you make each puzzle piece as a sub-assembly?
 * Do the snap-cubes interfere when assembling the puzzle components?
 * What surfaces are being used to mate the parts together?

TEST YOUR METTLE

Assign homework designed to exercise the skills learned during this exercise. This would include improving the “smart mates” for their models. After they have watched the tutorial, they will be able to greatly improve their snap-cube parts’ “smart mates”. This skill will be advantageous while working on the next lesson and the final project.

GO PUBLIC

The students are assigned a final project at the end of the semester. They will be required to use the skills acquired during this lesson.

Pre-Lesson Quiz

Students will be shown a design for a puzzle cube for discussion. Snap-cubes are handed out to stimulate real world connections. Students can build their puzzles for real, then build them again using a CAD program.

Test Your Mettle Quiz
Students are required to design their own puzzles in CAD for homework. They will also be required to use the skills learned during this lesson while completing projects later in the semester.


text:
UTPA STEM/CBI Courses/Graphics/A Lesson in Sub-Assemblies & Working Drawings - CAD - Lincoln Log House

Course Title: Engineering Graphics

Lecture Topic: A Lesson in Sub-Assemblies & Working Drawings – CAD – Lincoln Log House

Instructor: Gregory Potter

Institution: UTPA

To visit the Engineering Graphics website click here

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Create a library of parts to use in creation of an overall assembly
 * Use sub-assemblies to organize their CAD models
 * Create a set of working drawings

 * Sub Objectives- The objectives will require that students be able to:
 * Render their designs in order to display their designs in the best light

 * Difficulties- Students may have difficulty:
 * Organizing their sub-assemblies
 * Creating smart mates

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Creating a library of parts (e.g.-standard parts from any given manufacturing company)
 * Creating a unique design from standard parts
 * Creating sets of professional working drawings

Model of Knowledge

 * Concept Map
 * Students can use the skills from this lesson to organize and assemble virtually any real world design.

 * Content Priorities
 * Enduring Understanding
 * Students must understand how assembly instructions help the assembly process
 * Students must be able to create a set of working drawings
 * Important to Do and Know
 * smart mates
 * rendering techniques
 * advanced drawing techniques
 * Worth Being Familiar with
 * texturing
 * file/model organization

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Examples by instructor during lab
 * Tutorial movie on website
 * Homework (individual)
 * Design a unique Lincoln Log House
 * Show this design in a complete set of working drawings

 * Summative Assessment
 * The Final Project will require the skills learned during this lesson.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Create a library of standard parts
 * Create a unique design using a library of parts
 * Generate a complete set of working drawings
 * Render their design
 * Organize their sub-assemblies
 * Use advanced drawing an assembly techniques

THE CHALLENGE

The students are required to design a Lincoln Log Fortification. They are required to generate a complete set of working drawings to manufacture and assemble their design.

GENERATE IDEAS Give the students dimensions of Lincoln Logs and accessories so that they are able create part files in SolidWorks. From this, they can create an assembly of a Lincoln Log House.

MULTIPLE PERSPECTIVES

Ask students to create rough sketches of their Log House first, and then create the assembly using their Lincoln Log parts drawn earlier. Students are encouraged to play with the Lincoln Logs brought to the lab. Students can see how the pieces fit together in the real world before attempting to create a solid model assembly.
 * What holds the Lincoln Log House together? Why doesn’t it fall down under its own weight?  These questions are designed to help students how the parts must be assembled using CAD software.  By understanding the real life relationships between parts, one can assemble a more accurate model.
 * What kind of smart mates could be employed when assembling your log fortress? Students can use the “smart mates” lesson to increase their efficiency on this project.  This would allow them to try out many ideas without wasting too much time.
 * How would you simulate the appearance of the wooden logs, chimney, and roof components? The use of textures to render parts with realistic surfaces and shadows is part of this lesson as well.

RESEARCH & REVISE

Students are required to create a unique design in the form of a battlement. The students are encouraged to do research online for design ideas for defensive structures. And the students may simply play around using the CAD software to explore different design ideas. With unlimited pieces, there are no limits on size. However, the students are required to create working drawings showing the dimensions of each part and all of the assembly steps to build their battlement. Available on the EG website is a tutorial movie to instruct the students what is required for this assignment. They are shown an example, but not step by step instructions.

TEST YOUR METTLE

Students will be required to complete their original design as part of their homework assignment. An example is given in the form of tutorial movies showing the necessary information to draw each piece. Each student will produce a complete set of working drawings for their design including dimensioned parts drawings and assembly instructions with a bill of materials (BOM).

GO PUBLIC

The students are assigned a final project at the end of the semester. They will be required to use the skills acquired during this lesson.

Pre-Lesson Quiz
Show the students an example of a Lincoln Log House. Proceed to show them a complete set of working drawings including parts and assembly drawings. Discuss the possible difficulties involved with such a task.

Test Your Mettle Quiz
Students are required to design a unique Lincoln Log House and generate a complete set of working drawings. Students will also use the skills learned during this lesson to complete the Final Project at the end of the semester.


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Talk:Natural number

The current version of this paper uses two slightly different definitions of the natural numbers. First it defines the natural numbers as the set N = {0, 1, 2, 3, ...} which includes zero. Then it constructs the Peano axioms for the whole numbers W = {1, 2, 3, ...} which excludes zero. The term “natural numbers” is used to refer to both sets, N and W. This can be confusing, since Lemma 1 in the section titled “ordering” fails if y happens to be zero. --173.206.237.178 21:59, 19 June 2011 (UTC)

title: Talk:Natural number


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User talk:Caroljx1

How serious is flu symptoms fever? Is there any news on how this season will affect the US?

title: User talk:Caroljx1


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Literature/1997/Dworkin

 * http://books.google.com/books?id=dY1Cgg8NV64C

title: Literature/1997/Dworkin


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Talk:Class

There are a couple problems with my understanding Copi’s definition of a “class”. First, Copi distinguishes between a class C and the mathematical object 1 contained within C. I can’t think of any examples of classes in which 1 is different from C.  Also, if 1 = C, then C must contain itself as a member. This is not actually a contradiction as there is nothing preventing a class from containing itself as a member.

Second, sets are typically considered to be “small classes”. However, the axiom 0 ≠ 1 specifically rules out singleton sets as a Copi class. Again, this is not actually a contradiction as there is no requirement that all sets be classes. However, sets are generally regarded as classes. One way to resolve this problem is to refer to Copi classes as “non-trivial classes” and refer to singleton sets and “the” empty set as trivial classes. A class could then be formally defined as a mathematical object which is either a trivial class or a non-trivial class. Unfortunately, Copi did not elect to use this terminology. --173.206.237.178 23:16, 19 June 2011 (UTC)

title: Talk:Class


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Literature/1978/Kolakowski

Wikimedia

 * Leszek Kolakowski
 * He was best known for his critical analyses of Marxist thought, especially [this three-volume history], which is "considered by some to be one of the most important books on political theory of the 20th century."
 * "Kolakowski does an even better job than Isaiah Berlin of showing how Marxism affected everything at the mental level."

title: Literature/1978/Kolakowski