text:
User talk:Plainguym

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 12:14, 28 September 2008 (UTC)

title: User talk:Plainguym


text: File:View source.png

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

title: File:View source.png


text: File:BIO October Calendar.pdf

title: File:BIO October Calendar.pdf


text:
User talk:Sorinelb

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 18:27, 28 September 2008 (UTC)

Foreign language
Affiliversity and Artaactiunii are not allowed on en.wikiversiy. They could be allowed a beta.wikiversiy.org. Ottava Rima (talk) 12:51, 1 July 2010 (UTC)

title: User talk:Sorinelb


text: Face perception

title: Face perception


text:
User:D Mon

Hello

title: User:D Mon


text:
User:Devourer09/sandbox/Participants

--Devourer09 20:31, 28 September 2008 (UTC)

title: User:Devourer09/sandbox/Participants


text:
User:Emesee/Diffs

http://en.wikiversity.org/w/index.php?title=User_talk:JWSchmidt&diff=next&oldid=349228

http://en.wikiversity.org/w/index.php?title=Wikiversity:Requests_for_Deletion&diff=prev&oldid=338945

title: User:Emesee/Diffs


text:
User:Applechair~enwikiversity

User:Applechair

title: User:Applechair~enwikiversity


text:
User:Devourer09/Useful templates

This will just be a page for keeping track of the templates I discover that I think are useful, and I may also explain the ways in which I think they are useful.

Help:Template - This page has a lot of information on templates available at Wikiversity. I should just cite this page instead of listing all the cool templates I find. I should only list templates that I use often. Some may look like a good idea but may actually not really be used.

List

 * Template:underconstruction - Good to to use to tag pages that are new so people are aware of their state.
 * Template:Participants - Good for courses so people can see who their peers are or people who they can approach to ask questions.

Hopeful templates
These are ones that I would like to use, but am not at the moment.

 * Template:To do - Could be useful. Not sure. I'll just keep it in mind.
 * Template:Activity - Should be good to somehow incorporate this into lessons to get people doing things. Learn by doing. ;)

title: User:Devourer09/Useful templates


text:
User talk:Emeseee

cu status
You are very frustrating to get a hold of with the billyun accounts :-). What's up with the CU status thing? --SB_Johnny talk 22:54, 28 September 2008 (UTC)

Digital astrophotography
If you, or anyone you know, is interested in Digital astrophotography feel free to contact me. I can set something up. See: Category:Supernova_Images Category:Moon Images --mikeu talk 02:24, 6 October 2008 (UTC)

title: User talk:Emeseee


text: User:Dmitri.black

title: User:Dmitri.black


text:
User talk:NCMnMe

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 23:22, 28 September 2008 (UTC)

 * NCMnMe has completed the following assignments in the course on Basic filmmaking (pre-production) for narrative motion pictures.

 * [[Image:Blancovinkjeup.png|16px]] Formatting the Script [[Image:Nuvola apps package wordprocessing.png|28px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - What is the first shot? [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the thumbnail storyboards [[Image:Crystal Clear app gimp.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Quick Exercise - Over-the-shoulder shot [[Image:Applications-accessories.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Creating the 3D storyboards [[Image:Crystal Clear app Login Manager.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] A simple DVD-Video Editing Workshop [[Image:Crystal Clear device cdwriter unmount.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Learning about camera lenses [[Image:Crystal Clear app camera.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Record the dialog for the animatic [[Image:Crystal Clear app krec.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Intro to narrative filmmaking [[Image:Clapboard-Small.gif|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Draw the movie poster for "Star Wars" [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding dailies [[Image:Clapboard-Small.gif|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create a matte painting [[Image:Crystal Clear app kcoloredit.png|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding editing [[Image:Clapboard-Small.gif|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Pop Quiz - Creating the moods (film scoring) [[Image:Crystal Clear app clock.svg|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Understanding "L-Cuts" [[Image:Clapboard-Small.gif|24px]]
 * [[Image:Blancovinkjeemptysmall.png|16px]] Create the animatic [[Image:Clapboard-Small.gif|28px]]

 October 1, 2008 -- NCMnMe has formatted the script with free demo of Final Draft. You can download it at [[Media:beccaseduced.pdf]].

 October 1, 2008 -- NCMnMe has created a thumbnail storyboard.

 October 1, 2008 -- NCMnMe has created a wide angle over-the-shoulder shot and a telephoto over-the-shoulder shot.

Uploaded images
Hi, I am sorry to disturb you from your frutable work in here, but could you specify the license in some of your uploaded images and add in description, please (here). If you need a help, ask for that. I have seen there some programming:

(({|class="toccolours" style="width: 100%" cellpadding="2" ! style="background: #ccf; text-align: right; vertical-align: top; padding-right: 0.4em; width: 15%" |Description | 3D storyboard for the movie "Seduced by the Dark Side!" |- ! style="background: #c))

But dont know, what is that. Thank you very much and have a good day.--Juan 08:04, 22 October 2008 (UTC)

what is frutable work? I was completing the work for this class, but could not have any of my completed assignments posted by the teacher. I used the templates to post my work on the page, and created the images myself using the demo software downloaded as requested by the teacher. I will not re-post anything.--NCMnMe 16:08, 24 October 2008 (UTC)

 * Ah, I see. I am sorry.--Juan 00:11, 28 October 2008 (UTC)

Copyright problem with Image:SBTDS Storyboard Shot xx.png
I find it hilarious that although you sign up for a "class," and follow the instructor's instructions exactly, no one ever bothers to contact you until months after you have given up on this horrible system that is nothing but a bunch of hype. PLEASE feel free to delete everything on this page under the guise of "copyright infringement." What a waste of time this "university" and it's absentee "professors" are. It just shows that you get what you pay for! NCMnMe 02:27, 19 August 2009 (UTC)

title: User talk:NCMnMe


text:
User talk:Jzleibo

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 23:45, 28 September 2008 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Jzleibo


text: User:Xdenizen

title: User:Xdenizen


text:
User talk:Xdenizen

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 01:11, 29 September 2008 (UTC)

title: User talk:Xdenizen


text:
Talk:Ubuntu

Boxes
I would like to point out that though these boxes are meant to help users find their way, they make this page that more complicated. At least 3-4 of them are almost pointless. --BiT 01:54, 29 September 2008 (UTC)
 * Agreed; have tidied up a little by using a different template. -- Jtneill - Talk - c 02:00, 29 September 2008 (UTC)

Red Links
As noted at User talk:Tech201805, there is no point to adding red links unless you are also adding the content. You have left a veritable minefield of red links on Wikiversity that will take months to repair. Instead of adding red links, add a link and then add the content immediately. Thanks! -- Dave Braunschweig (discuss • contribs) 22:20, 5 December 2019 (UTC)
 * As far as i am concern there is no policy in Wikiversity regarding red links, or I am missing it? Thanks. Tech201805 (discuss • contribs) 23:31, 5 December 2019 (UTC)
 * At the same time you have move almost 100 page to drafts in onE day creating even more red links and now deleting them without leaving time to fix them. ???? Tech201805 (discuss • contribs) 23:39, 5 December 2019 (UTC)

title: Talk:Ubuntu


text: Social loafing

title: Social loafing


text: Category:Israel

title: Category:Israel


text: Category:Canada

title: Category:Canada


text: File:Area Triangle.jpg

title: File:Area Triangle.jpg


text:
Wikiversity:Tuition

Wikiversity do not charge for tuition. Please see FAQ for more information. However, donations the Wikimedia Foundation which hosts the Wikiversity project will help support Wikiversity.

title: Wikiversity:Tuition


text:
User:Janelle farvour

Janelle Farvour is a National award winning middle school English teacher from Sitka, Alaska. Featured in Who's Who in American Education as well as a National Honor Society recognized teacher, this teacher still lives and teaches in Sitka, Alaska, serving Alaskan youth since 1995.

title: User:Janelle farvour


text:
User talk:Janelle farvour

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 05:45, 29 September 2008 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

title: User talk:Janelle farvour


text:
Social psychology (psychology)/Readings/Textbooks/Baumeister and Bushman/2008

Reader comments
Feel free to add comments about the Baumeister and Bushman (2008) textbook here - or at Feedback - Textbook

 * 1) User:Vfrankel critiques this text as exhibiting right-wing bias, containing factual errors, and sees the text as symptomatic of broader, related issues in the teaching of psychology. (feel free to amend/correct this summary).
 * 2) I like the text book. I think that it is structured in a "user friendly" way and is not the usual use lots of big words people don't understand. The text is entertaining (well more than most anyway) and relateable while still conveying important theories and experiments. I wouldn't say I love reading the text and would read it in my spare time, though I have heard another student mention it, but it is in my opinion an excellent choice of text for the course. MandaG 04:16, 10 October 2008 (UTC)MandaG

Reference
Baumeister, R. F., & Bushman, B. J. (2008). Social psychology and human nature (1st ed.) Belmont, CA: Thomson Wadsworth. Accompanying resources via purchasable access code


text: Category:Social psychology (psychology)/Readings


text: Category:Mineralogy

title: Category:Mineralogy


text:
Social psychology (psychology)/Readings/Textbooks

The current textbook for this unit is:

 * Baumeister and Bushman (2008)'s Social psychology and human nature.

A free wiki-book is under development at:

 * Social psychology (Wikibooks)

Previously used textbooks for this unit include:

 * Vaughan and Hogg's Introduction to social psychology


text:
Coffee house

Welcome to Wikiversity’s Coffee House portal. Coffee House is the root of contemporary cafes all over the world, and have rich history concerning about the modern social systems, such as postal service, board of stock trade, newspapering, insurance business, and so on. Additionally, Coffee House played the important role in generating the publicity while Britain monarchy flourished. You can learn and add information about historical Coffee House, and deepen the understanding Coffee House’s historical role in forming the civil society.

Political contribution
In the late 17th century, when there was after effect of English Civil War, one of the roles of Coffee House was a place for discussion about politics. Various kinds of people (but men only) gathered at Coffee House and argued about politics, criticized powers of king. In short, discussions at Coffee House improved

Development of Journalism
It has often been pointed out that Britain journalism, such as newspapers and magazines, have something to do with Coffee House. Unlike today's world where we can easily get the information that we want through internet and other media, people in the 17th, 18th century could get news or other information at only few places. Coffee House played the very important role as information center.

title: Coffee house


text:
Group polarisation

Group polarisation is the tendency of people to make decisions that are more extreme when they are in a group as opposed to a decision made alone or independently.

title: Group polarisation


text: Category:Coffee

title: Category:Coffee


text:
Wikiversity:Blocking

Pages relevant to the use of the blocking tool on Wikiversity:

 * Blocking policy — proposed blocking policy
 * Request custodian action — request custodians block serial vandals
 * Community Review — discuss and review issues with the community (someone could suggest blocking or unblocking for instance)

title: Wikiversity:Blocking


text:
User talk:Takano

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 14:41, 29 September 2008 (UTC)

Japanese Wikiversity
Hi, I was wondering if you know about 日本語? --mikeu talk 14:38, 29 September 2008 (UTC)

title: User talk:Takano


text:
Editing audio

This page aims to help people who are trying to edit audio files.

Software

 * Audacity
 * Wavepad - Is this free?

title: Editing audio


text:
Talk:Flat Classroom Project

I just searched around on your Flat Classroom Project page, and thought it is very creative! The topic itself is creative, and the design, including illustrations and blocks' layout is great. Unlike the other common pages, I saw more colors, seemed to be very friendly to the viewers. Also, a quiz section you prepared for the learners would help a lot. I felt it is very original. If you want to make even more helpful for readers, adding a list of references (books or few more websites related to the topic) might be good, so that they can gain more and deeper information if they wish to. Great job for creating such a creative and informative page!! -Natsuki

Great page!
Hi! I think you are sooooo creative. I like the layout of your page as it is different from other pages. I find that your topic is quite interesting as I didn't know about Flat Classroom project. However, you should put references and sources clearly so that the readers are able to know further information about Flat Classroom Project. Well done, Jasmine!- Haruna

title: Talk:Flat Classroom Project


text:
Mobile learning

 * Introduction: What is Mobile Learning?
 * Theory of Mobile Learning
 * Big Issues: Challenges and Opportunities
 * Features and Characteristics
 * Case Studies
 * Design
 * Resources
 * old stuff - very messy

title: Mobile learning


text:
User:Eas4200c.f08.WIKI.E/hw1

 Case one:  σ reaches σallowable first therefore τ < τallowable

The first case is for tau less than or equal to tau allowable. Using the following formulas, you can find the optimal cross section.

Recall: $$ \displaystyle \tau$$ = {T}/{2·B·A·t}

 * σ = M·Z/I

M = Bending Moment

Z = Ordinate of a point on the axis perpendicular to bend of neutral axis

I = 2nd Area Moment of Inertia

$$I = \iint_{A}^{} \Z^2 dx\,dy$$

title: User:Eas4200c.f08.WIKI.E/hw1


text:
User:Eas4200c.f08.WIKI.E/hw2

=Wed September 17 2008=

 Axial Members Continued

title: User:Eas4200c.f08.WIKI.E/hw2


text:
User:Edgar181

I edit on the English Wikpedia as Edgar181.

title: User:Edgar181


text:
User talk:Jtnazari

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 17:15, 29 September 2008 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Jtnazari


text:
User talk:Natsuki

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 17:19, 29 September 2008 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

Bravo!
I have seen the tons of very-valuable edits you made! It is good to have you here! --Gbaor 19:21, 4 October 2008 (UTC)

title: User talk:Natsuki


text:
User talk:Applechair~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 17:21, 29 September 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Applechair~enwikiversity


text:
User talk:Dmitri.black

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 17:21, 29 September 2008 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Dmitri.black


text:
User talk:Johnny039

 Hello Johnny039, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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title: User talk:Johnny039


text:
User:Eml4500.f08.RAMROD.F/HW3

Monday, September 22 2008
'''

Derivation of elemental force displacement with respect to the global system.
'''

$$ K^{(e)}_{4x4} \cdot d^{(e)}_{4x1} = F^{(e)}_{4x1}$$

Statics dictates that this can be defined as a two-force member. Therefore, it can be drawn like this.

The force displacement relationship is as follows for P and q.

$$K^{(e)}_{2x2} \cdot q^{(e)}_{2x1} = P^{(e)}_{2x1}$$

$$K^{(e)}\begin{vmatrix} 1 & -1\\ -1 & 1 \end{vmatrix} \begin{Bmatrix} q^{(e)}_1\\ q^{(e)}_2 \end{Bmatrix}=\begin{Bmatrix} P^{(e)}_1\\ P^{(e)}_2 \end{Bmatrix}$$

$$q^{(e)}_i$$ = the axial displacement of element e at local node i.

$$ P^{(e)}_i$$ = the axial force of element e at local node i.

Goal : Derive equation $$ K^{(e)}_{4x4} \cdot d^{(e)}_{4x1} = F^{(e)}_{4x1}$$ from $$K^{(e)}_{2x2} \cdot q^{(e)}_{2x1} = P^{(e)}_{2x1}$$ . Find the relationship between matrix $$q^{(e)}$$ and $$d^{(e)}$$ and between matrix $$P^{(e)}$$ and $$F^{(e)}$$.

These relations can be expressed in the form:

$$q^{(e)}_{2x1}= T^{(e)}_{2x1}\cdot d^{(e)}_{4x1}$$

== Consider the displacement vector of local node 1, denoted by $$d^{(e)}_1 $$ == center text

$$ d^{(e)}_1 =  d^{(e)}_1\vec{i} \cdot d^{(e)}_2\vec{j}$$

$$q^{(e)}_1 $$ = the axial displacement of node 1 is the orthogonal projection of the displacement vector of node one. $$d^{(e)}_1 $$ on the zxis of the bar $$\tilde{x}$$ of element e.

$$q^{(e)}_1=\vec{d}^{(e)}_1\cdot \vec{\tilde{i}}$$

$$q^{(e)}_1=(d^{(e)}_1\vec{i}+d^{(e)}_2\vec{j})\cdot \vec{\tilde{i}}$$

$$q^{(e)}_1=d^{(e)}_1(\vec{i}\cdot \vec{\tilde{i}})+d^{(e)}_2(\vec{j}\cdot \vec{\tilde{i}})$$

$$q^{(e)}_1=l^{(e)}d^{(e)}_1+ m^{(e)}d^{(e)}_2$$

$$q^{(e)}_1=\begin{vmatrix} l^{(e)} & m^{(e)} \end{vmatrix}\begin{Bmatrix} d^{(e)}_1 \\d^{(e)}_2

\end{Bmatrix}$$

Consider the displacement vector of local node 2, denoted by $$d^{(e)}_2$$

$$ d^{(e)}_2 =  d^{(e)}_3\vec{i} \cdot d^{(e)}_4\vec{j}$$

$$q^{(e)}_2 $$ = the axial displacement of node 2 is the orthogonal projection of the displacement vector of node two. $$d^{(e)}_2 $$ on the zxis of the bar $$\tilde{x}$$ of element e.

$$q^{(e)}_2=\vec{d}^{(e)}_2\cdot \vec{\tilde{i}}$$

$$q^{(e)}_2=(d^{(e)}_3\vec{i}+d^{(e)}_4\vec{j})\cdot \vec{\tilde{i}}$$

$$q^{(e)}_2=d^{(e)}_3(\vec{i}\cdot \vec{\tilde{i}})+d^{(e)}_4(\vec{j}\cdot \vec{\tilde{i}})$$

$$q^{(e)}_2=l^{(e)}d^{(e)}_3+ m^{(e)}d^{(e)}_4$$

$$q^{(e)}_2=\begin{vmatrix} l^{(e)} & m^{(e)} \end{vmatrix}\begin{Bmatrix} d^{(e)}_3 \\d^{(e)}_4

\end{Bmatrix}$$

The result of the nodal analysis is combined to form this matrix.

$$\begin{Bmatrix} q^{(e)}_1\\ q^{(e)}_2 \end{Bmatrix}=\begin{vmatrix} l^{(e)} & m^{(e)} & 0 & 0\\ 0& 0 & -l^{(e)} & -m^{(e)} \end{vmatrix}\begin{Bmatrix} d^{(e)}_1\\ d^{(e)}_2 \\ d^{(e)}_3 \\ d^{(e)}_4

\end{Bmatrix} $$

title: User:Eml4500.f08.RAMROD.F/HW3


text:
User:Eas4200c.f08.blue.a/Lecture 13

 * {| class="toccolours collapsible collapsed" width="100%" style="text-align:left"

! Homework Solution: Triangle Area Proof

Problem: prove that $$A_{BEC}=\frac{1}{2}(ED)(BC)$$

Solution: The area of the triangle BED is calculated from the formula for the area of a right triangle: $$A=\frac{1}{2}bh$$ b= lenght of horizontal base h= length of vertical height Thus, the area of triangle BED is

$$A_{BED}=\frac{1}{2}(ED)(BD)$$

and the area of the interior right triangle CED is

$$A_{CED}=\frac{1}{2}(ED)(CD)$$

Therefore, the area of triangle BEC can be found by subtracting these two areas:

$$A_{BEC}=\frac{1}{2}(ED)(BD)-frac{1}{2}(ED)(CD)=\frac{1}{2}(ED)(BC)$$
 * }

For the open thin walled cross section:

This means that $$T=2q\bar{A}$$ and that the reationJ=\frac{1}{2}\pi a^{4}

Uniform Bar with Circular Cross Section
Nonwarping case: Cross Section behaves as rigid disks

For this case, Torque is calculated thus:

$$T=\int_{A}^{}{\int_{}^{}{}r\tau dA}$$  with   $$\tau =G\gamma $$

and define $$\gamma =\frac{rd\alpha }{dx}$$

Therefore, $$T=\int_{A}^{}{rG(r\theta )dA}$$ where G and $$\theta$$ are independent of variables y and z

This means that the above formula can be written as: $$T=G\theta (\int_{A}^{}{r^{2}dA})$$. The integral enclosed in brackets is known as the polar moment of inertia, J. if the radius of a circular cross section is defined as a, then J can written as:

$$J=\frac{1}{2}\pi a^{4}$$

Now consider the case of a hollow circular cross section with thin walls (t<<a)

Let: $$r_{inner}=a$$ and $$r_{outer}=b$$

This yields a polar moment of inertia of:

$$J=\frac{1}{2}\pi (b^{4}-a^{4})$$

and with some manipulation:

$$J=\frac{1}{2}\pi(b-a)(b+a) (b^{2}-a^{2})$$

Where (b-a) can be approximated as t and (b+a) is approximately $$2r\bar{}$$.

in addition we assume:

$$b^{2}\cong r\bar{}^{2}$$ $$a^{2}\cong r\bar{}^{2}$$

Substituting yields the eqution:

$$J=2\pi tr\bar{}^{3}$$

rearranging gives the equation:

$$J=2\pi ^{-\frac{1}{2}}t(\pi r\bar{}^{2})^{\frac{3}{2}}$$

where $$\pi r\bar{}^{2}=A\bar{}$$. Therefore, J is proportional to $$A\bar{}^{\frac{3}{2}}$$ with $$(2\pi ^{-\frac{1}{2}}t)$$ as the proportionality factor.

title: User:Eas4200c.f08.blue.a/Lecture 13


text: File:Shaded Curve.jpg

title: File:Shaded Curve.jpg


text:
User:Eml4500.f08.echo.mott/HW3

= Homework Report 3 =
 * This report contains material for homework report 3 in EML4500.

Derivation of Element F-D with Respect to Global Coordinate System
$$\mathbf{k}_{4x4}^{(e)}\mathbf{d}_{4x1}^{(e)}=\mathbf{f}_{4x1}^{(e)}$$  (Equation 1)

This can equivalently be expressed in the following figure.

In matrix terms this is:

$$k^{(e)}\begin{bmatrix} 1 & -1 \\ -1 & 1 \end{bmatrix}\begin{Bmatrix} q_1^{(e)} \\ q_2^{(e)} \end{Bmatrix}=\begin{Bmatrix} P_1^{(e)} \\ P_2^{(e)} \end{Bmatrix}$$  (Equation 2)

In short:

$$\hat{\mathbf{k}}_{2x2}^{(e)}\mathbf{q}_{2x1}^{(e)}=\mathbf{P}_{2x1}^{(e)}$$

$$q_i^{(e)}=$$ axial displacement of element e at local node i

$$P_i^{(e)}=$$ axial force of element e at local node i

 * Goal: Derive Equation 1 from Equation 2. This can be done with the help of previous notes.

The k matrix can be found using the theta's.

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

Where: $$l_{ }^{(e)}=cos( \theta^{(e)})$$

$$m_{ }^{(e)}=sin( \theta^{(e)})$$

Next, the 4x1 distance matrix can be found using trigonometry.

$$\mathbf{d}_{4x1}^{(e)}=\begin{Bmatrix} d_1^{(e)} \\ d_2^{(e)} \\ d_3^{(e)} \\ d_4^{(e)} \end{Bmatrix}=\begin{Bmatrix} q_1^{(e)}\cdot cos\theta_1^{(e)} \\ q_1^{(e)}\cdot sin\theta_1^{(e)} \\ q_2^{(e)}\cdot cos\theta_1^{(e)} \\ q_2^{(e)}\cdot sin\theta_1^{(e)} \end{Bmatrix}$$

Similarly, the 4x1 force matrix can be derived.

$$\mathbf{f}_{4x1}^{(e)}=\begin{Bmatrix} f_1^{(e)} \\ f_2^{(e)} \\ f_3^{(e)} \\ f_4^{(e)} \end{Bmatrix}=\begin{Bmatrix} P_1^{(e)}\cdot cos\theta_1^{(e)} \\ P_1^{(e)}\cdot sin\theta_1^{(e)} \\ P_2^{(e)}\cdot cos\theta_1^{(e)} \\ P_2^{(e)}\cdot sin\theta_1^{(e)} \end{Bmatrix}$$

Therefore the result is:

$$k^{(e)}\begin{bmatrix} cos( \theta^{(e)})^2 & cos( \theta^{(e)})sin( \theta^{(e)}) & -cos( \theta^{(e)})^2 & -cos( \theta^{(e)})sin( \theta^{(e)}) \\cos( \theta^{(e)})sin( \theta^{(e)}) & sin( \theta^{(e)})^2 & -cos( \theta^{(e)})sin( \theta^{(e)}) & -sin( \theta^{(e)})^2 \\-cos( \theta^{(e)})^2 & -cos( \theta^{(e)})sin( \theta^{(e)}) & cos( \theta^{(e)})^2 & cos( \theta^{(e)})sin( \theta^{(e)}) \\-cos( \theta^{(e)})sin( \theta^{(e)}) & -sin( \theta^{(e)})^2 & cos( \theta^{(e)})sin( \theta^{(e)}) & sin( \theta^{(e)})^2\end{bmatrix}\begin{Bmatrix} q_1^{(e)}\cdot cos\theta_1^{(e)} \\ q_1^{(e)}\cdot sin\theta_1^{(e)} \\ q_2^{(e)}\cdot cos\theta_1^{(e)} \\ q_2^{(e)}\cdot sin\theta_1^{(e)} \end{Bmatrix}=\begin{Bmatrix} P_1^{(e)}\cdot cos\theta_1^{(e)} \\ P_1^{(e)}\cdot sin\theta_1^{(e)} \\ P_2^{(e)}\cdot cos\theta_1^{(e)} \\ P_2^{(e)}\cdot sin\theta_1^{(e)} \end{Bmatrix}$$

These relations can be expressed in the form:

$$\mathbf{q}_{2x1}^{(e)}=\mathbf{T}_{2x4}^{(e)}\mathbf{d}_{4x1}^{(e)}$$

Consider the displacement vector of local node 1, denoted by $$d_1^{(2)}$$:

$$\vec{d}_1^{(e)}=d_1^{(e)}\vec{i}+d_2^{(e)}\vec{j}$$

$$q_1^{(e)}=$$ axial displacement of node 1 is the orthogonal projection of the displacement

Vector $$\vec{d}_1^{(e)}$$ of node 1 on the axes $$\tilde{x}$$ of element e:

$$\Rightarrow q_1^{(e)}=\vec{d}_1^{(e)}\cdot\vec{i}=(d_1^{(e)}\vec{i}+d_2^{(e)}\vec{j})\cdot\vec{\tilde{i}}=d_1^{(e)}(\vec{i}\cdot\vec{\tilde{i}})+d_2^{(e)}(\vec{j}\cdot\vec{\tilde{i}})=d_1^{(e)}\cdot cos\theta^{(e)}+d_2^{(e)}\cdot sin\theta^{(e)}=d_1^{(e)}\cdot l^{(e)}+d_2^{(e)}\cdot m^{(e)}$$

$$\mathbf{q}_1^{(e)}=l^{(e)}\cdot d_1^{(e)}+m^{(e)}\cdot d_2^{(e)}=\begin{bmatrix} l^{(e)} & m^{(e)} \end{bmatrix}\begin{Bmatrix} d_1^{(e)} \\ d_2^{(e)} \end{Bmatrix}$$

Similarly for node 2:

$$\Rightarrow q_2^{(e)}=\vec{d}_3^{(e)}\cdot\vec{i}=(d_3^{(e)}\vec{i}+d_4^{(e)}\vec{j})\cdot\vec{\tilde{i}}=d_3^{(e)}(\vec{i}\cdot\vec{\tilde{i}})+d_4^{(e)}(\vec{j}\cdot\vec{\tilde{i}})=d_3^{(e)}\cdot cos\theta^{(e)}+d_4^{(e)}\cdot sin\theta^{(e)}=d_3^{(e)}\cdot l^{(e)}+d_4^{(e)}\cdot m^{(e)}$$

$$\mathbf{q}_2^{(e)}=l^{(e)}\cdot d_3^{(e)}+m^{(e)}\cdot d_4^{(e)}=\begin{bmatrix} l^{(e)} & m^{(e)} \end{bmatrix}\begin{Bmatrix} d_3^{(e)} \\ d_4^{(e)} \end{Bmatrix}$$

Combining:

$$\mathbf{q}_{2x1}^{(e)}=\mathbf{T}_{2x4}^{(e)}\mathbf{d}_{4x1}^{(e)}$$

$$\begin{Bmatrix} q_1^{(e)} \\ q_2^{(e)} \end{Bmatrix}=\begin{bmatrix} l^{(e)} & m^{(e)} & 0 & 0\\0 & 0 & l^{(e)} & m^{(e)}\end{bmatrix}\begin{Bmatrix} d_1^{(e)} \\ d_2^{(e)} \\ d_3^{(e)} \\ d_4^{(e)}\end{Bmatrix}$$

$$ \begin{Bmatrix} P_1^{(e)} \\ P_2^{(e)} \end{Bmatrix}_{2x1} = \mathbf{T}_{2x4}^{(e)} \begin{Bmatrix} f_1^{(e)} \\ f_2^{(e)} \\ f_3^{(e)} \\ f_4^{(e)} \end{Bmatrix}_{4x1}$$

$$\mathbf{P}_{}^{(e)} = \mathbf{T}_{}^{(e)} \mathbf{f}_{}^{(e)}$$

Recall the element axial Force-Displacement relationship

$$\mathbf{\hat{k}}_{2x2}^{(e)} = \mathbf{q}_{2x1}^{(e)} \mathbf{P}_{2x1}^{(e)}$$

where:

$$\mathbf{q}_{2x2}^{(e)} = \mathbf{T}_{2x1}^{(e)} \mathbf{d}_{2x1}^{(e)}$$

$$\mathbf{P}_{2x2}^{(e)} = \mathbf{T}_{2x1}^{(e)} \mathbf{f}_{2x1}^{(e)}$$

therefore:

$$\mathbf{\hat{k}}_{}^{(e)}(\mathbf{T}_{}^{(e)} \mathbf{d}_{}^{(e)}) = (\mathbf{T}_{}^{(e)} \mathbf{f}_{}^{(e)})$$

 *  Goal:  We want to have $$\mathbf{k}_{}^{(e)} \mathbf{d}_{}^{(e)} = \mathbf{f}_{}^{(e)}$$.

So we need to move $$\mathbf{T}_{}^{(e)}$$ from the right hand side to the left hand side by "pre-multiplying" the equation by $$\mathbf{T}_{}^{(e) -1}$$.

Unfortunately since $$\mathbf{T}_{}^{(e)}$$ is a rectangular matrix it can not be inverted.

However through usage of the Principle of Virtual Work we find $$\mathbf{k}_{}^{(e)} = [\mathbf{T}_{}^{(e)T} \mathbf{\hat{k}}_{}^{(e)}\mathbf{T}_{}^{(e)}]$$

Which yields answer of $$[\mathbf{T}_{4x2}^{(e)T} \mathbf{\hat{k}}_{2x2}^{(e)}\mathbf{T}_{2x4}^{(e)}]_{4x4} \mathbf{d}_{4x1}^{(e)} = \mathbf{f}_{4x1}^{(e)}$$

and gives us $$\mathbf{k}_{}^{(e)} \mathbf{d}_{}^{(e)} = \mathbf{f}_{}^{(e)}$$

We could not solve as $$\mathbf{d}_{}^{} = \mathbf{K}_{}^{-1} = \mathbf{F}_{}^{}$$ because of the singularity associated with matrix $$\mathbf{K}_{}^{}$$. ($$det\mathbf{K}_{}^{} = 0$$)

For an unconstrained strut system there are 3 possible rigid body motions in 2-D.

These 3 motions are Axial Deformation, Rotation at Nodes and Translation at Nodes.

Closing the Loop between FEM and Statics

 * When using the Finite Element Method, the displacements of the nodes are found and the reactions at the nodes are computed using the displacements. In Statics, the reactions are found directly. In order to close the loop, the displacements must be found from statics - after finding the reactions.

 * The image below shows the virtual displacement of global node 2. The displacement vector for node 2 is the vector from point A to point D. The length from A to C is the deformation of element 1. The length from A to B is the deformation of element 2.

 * The figure presented above can also be drawn and the displacements computed using MATLAB. The code and output image are collapsed in the table below.

 * The true displacement of the open-end in the image above has both an x and a y component. For very small angles, the equations for the components can be approximated by the ones shown in the figure below.

Infinitesimal Displacement

 * Related to virtual displacement

The length of AC can be found by:

$$AC=\frac{|P_2^{(1)}|}{k^{(1)}}=\frac{|P_2^{(1)}|}{(E^{(1)}A^{(1)})/{L^{(1)}}}=\frac{5.1243}{(3\cdot1)/4}=6.8324$$

 * The position of point D, $$(x_D^{ },y_D^{ })$$, is unknown. Therefore, equations for lines AB & BC must be found.

$$\begin{align} \overrightarrow{PQ}&=(PQ)\tilde{\vec{i}} \\ &=(PQ)[cos\theta \vec{i}+sin\theta\vec{j}] \\ &=(x-x_p)\vec{i}+(y-y_p)\vec{j} \\ \end{align}$$

$$ x-x_p=(PQ) cos \theta$$

$$ y-y_p=(PQ) sin \theta$$

Therefore,

$$\frac{y-y_p}{x-x_p} = tan \theta$$

And so,

$$ y-y_p = (tan \theta)(x-x_p)$$

Shown below is the equation for a line perpendicular to the above line passing P:

$$y-y_p=tan(\theta+\frac{\pi}{2})(x-x_p)$$

3-bar Truss System

$$E^{(1)}=2$$              $$E^{(2)}=4$$                 $$E^{(3)}=3$$ $$A^{(1)}=3$$              $$A^{(1)}=1$$                 $$A^{(3)}=2$$ $$L^{(1)}=5$$              $$L^{(2)}=5$$                 $$L^{(3)}=10$$

$$\mathbf {P}=30 $$

$$\theta{(1)} = {30}=-\theta{(2)}$$

$$\theta{( 3)} = 45 $$

Local node numbering = convenience in assembly of k

Convenient local node numbering

 * Go from the local node 2 of one element and make that the local node 1 of the next element

$$\Sigma F_x=0$$; $$\Sigma F_y=0$$; $$\Sigma M_A=0$$, This step is trivial

What about $$\Sigma M_B$$ ?

3-D Explanation

$$\sum M_b = \overrightarrow {BA}x \overrightarrow{F} = \overrightarrow {BA'}   x \overrightarrow{F} $$

For all points $$A'$$ on the line of action of $$\overrightarrow{F}$$ ,

$$\overrightarrow{BA'} = \overrightarrow{BA} + \overrightarrow{AA'}$$

$$\begin{align} \sum M_b &= (\overrightarrow {BA} + \overrightarrow{AA'})x \overrightarrow{F} \\ &= \overrightarrow {BA} x \overrightarrow{F} + \overrightarrow{AA'} x \overrightarrow{F} \\ \end{align}$$

Where $$\overrightarrow{AA'}x \overrightarrow{F} = \overrightarrow{0}$$ because they are both on the same line of action.

Back to the 3-Bar Truss:

Node A in equilibrium: $$\sum_{i=0}^{3} \overrightarrow{F_i} = \overrightarrow{0}$$

$$\sum_{i} \overrightarrow{M_{b,i}} = \sum_{i} \overrightarrow{BA'_i}x\overrightarrow{F_i}$$, where $$\ A'$$ is any point on the line of action of $$\overrightarrow{F_i}$$

Therefore:

$$\sum_{i} \overrightarrow{M_{b,i}} = \sum_{i} \overrightarrow{BA}x\overrightarrow{F_i} = \overrightarrow{BA}x\sum_{i} \overrightarrow{F_i} = \overrightarrow{0}$$

$$\mathbf{K}= \begin{bmatrix} k_{11}^{(1)} & k_{12}^{(1)} & k_{13}^{(1)} & k_{14}^{(1)} & 0 & 0 & 0 & 0\\k_{21}^{(1)} & k_{22}^{(1)} & k_{23}^{(1)} & k_{24}^{(1)} & 0 & 0 & 0 & 0\\k_{31}^{(1)} & k_{32}^{(1)} & k_{33}^{(1)}+k_{11}^{(2)}+k_{11}^{(3)} & k_{34}^{(1)}+k_{12}^{(2)}+k_{12}^{(3)} & k_{13}^{(2)} & k_{14}^{(2)} & k_{13}^{(3)} & k_{14}^{(3)}\\k_{41}^{(1)} & k_{42}^{(1)} & k_{43}^{(1)}+k_{21}^{(2)}+k_{21}^{(3)} & k_{44}^{(1)}+k_{22}^{(2)}+k_{22}^{(3)} & k_{23}^{(2)} & k_{24}^{(2)} & k_{23}^{(3)} & k_{24}^{(3)}\\0 & 0 & k_{31}^{(2)} & k_{32}^{(2)} & k_{33}^{(2)} & k_{34}^{(2)} & 0 & 0 \\0 & 0 & k_{41}^{(2)} & k_{42}^{(2)} & k_{43}^{(2)} & k_{44}^{(2)} & 0 & 0 \\0 & 0 & k_{31}^{(3)} & k_{32}^{(3)} & 0 & 0 & k_{33}^{(3)} & k_{34}^{(3)}\\0 & 0 & k_{41}^{(3)} & k_{42}^{(3)} & 0 & 0 & k_{43}^{(3)} & k_{44}^{(3)} \end{bmatrix}= \begin{bmatrix} K_{11} & K_{12} & K_{13} & K_{14} & K_{15} & K_{16} & K_{17} & K_{18}\\K_{21} & K_{22} & K_{23} & K_{24} & K_{25} & K_{26} & K_{27} & K_{28}\\K_{31} & K_{32} & K_{33} & K_{34} & K_{35} & K_{36} & K_{37} & K_{38}\\K_{41} & K_{42} & K_{43} & K_{44} & K_{45} & K_{46} & K_{47} & K_{48}\\K_{51} & K_{52} & K_{53} & K_{54} & K_{55} & K_{56} & K_{57} & K_{58}\\K_{61} & K_{62} & K_{63} & K_{64} & K_{65} & K_{66} & K_{67} & K_{68}\\K_{71} & K_{72} & K_{73} & K_{74} & K_{75} & K_{76} & K_{77} & K_{78}\\K_{81} & K_{82} & K_{83} & K_{84} & K_{85} & K_{86} & K_{87} & K_{88}\end{bmatrix}$$

$$K_{33} = k_{33}^{(1)}+k_{11}^{(2)}+k_{11}^{(3)}$$ and $$K_{34} = k_{34}^{(1)}+k_{12}^{(2)}+k_{12}^{(3)}$$

Contributing Members
Chris Mott 16:42, 8 October 2008 (UTC)

Brad LaCroix Eml4500.f08.echo.lacroix 16:55, 8 October 2008 (UTC)

Brandon Sell Eml4500.f08.echo.sell.br 17:04, 8 October 2008 (UTC)

Charles Marshall 17:13, 8 October 2008 (UTC)

Jason Bruce Eml4500.f08.echo.bruce.jp 17:41, 8 October 2008 (UTC)

Chris Sell Eml4500.f08.echo.sell.cm 17:59, 8 October 2008 (UTC)

title: User:Eml4500.f08.echo.mott/HW3


text: File:Cylinder Section.jpg

title: File:Cylinder Section.jpg


text: File:Element equivalent.jpg

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User:Eas4200c.f08.aeris.krammer/HW1.2

Purpose and the Big Picture (Aerospace Structures EAS4200C)  The purpose of the class methodology of teaching is to allow for easy access to vast amounts of information while in the process, learn the knowledge that is being archived and presented. By using Wikiversity as a means of infomation exchange, not only can the class benefit from each other by learning from different perspectives in a synergetic approach, the entire engineering population can benefit as well. This approach is similar to the MIT open course ware. It basically provides lecture notes to the general public in a free and organized manner so that information can be shared to the masses. Throughout the semester, the class and the group will learn and develop communication skills, presentation skills, and essential reporting-writing skills. The technical goals of this course includes understanding the structures and components of an aircraft, understanding the mechanics of these components and the derivation of the formulas in which the mechanics can be described, understanding how and why components fail, fracture, and buckle, etc.

Preface and Introduction to Aerospace Structures  The book "Mechanics of Aircraft Structures" by C.T. Sun aims to teach students to better understand the mechanics of aircraft structures, formulating the problem, and judging the correctness of the solution. It also exposes the student to an important analysis topic used in engineering for the last three decades: fracture mechanics. This is important because fracture mechanics has been used to study the durability and damage tolerance on aircrafts. The book also introduces the topic of composite materials. Since recently advanced materials have been used in building aircrafts, it is imperative for the student to realize the difference between these new materials from the traditional metallic materials. Since the finite element method is becoming more and more prevalent in the analysis of structures, the book begins to emphasize multi-dimensional stress, strains and their relationships. Also, displacement instead of stress and strain will be used to derive the governing equations of these structures. This teaching methodology will be taught along with the classical plane stress and plane strain concepts taught in mechanics of materials.

Aerospace structures include everything from wings to fuselage, from stabilizers to engine casings. Modern aerospace structures are made from various types of materials ranging from metal alloys to composites. Aerospace structures differ from other structures due to the highest demands for performance and light weight. The structure's geometry and material dictate the stresses it can withstand during flight. Analysis of aerospace space structures provides information on areas of critical stress and strain. Analysis methods include the finite element method coupled with knowledge of material failure criteria.

Material In aerospace science, the design of the system must be light-weight and strong. It must be light-weight to ultimately improve efficiency. The lighter the aircraft, the less fuel it uses or the more payload it can carry. It must be strong to withstand the rigorous forces and stresses induced on the system during flight. Thus, the materials chosen to build these structures must have high stiffness, high strength, and a high strength to weight ratios. To understand the rationale for using materials with high stiffness, strength, etc., stiffness, strength and strength to weight ratios must be defined. The stiffness of a material is essentially how sensitively the material elastically deforms when stress is induced on it. It is known as Young's Modulus or the Modulus of Elasticity. It is the slope of the stress versus strain line where $$\displaystyle E$$=$$\displaystyle \sigma$$$$\displaystyle \epsilon$$. In this equation, $$\displaystyle E$$ represents Young's Modulus, $$\displaystyle \sigma$$ represents stress (which is force per unit area) and $$\displaystyle \epsilon$$ represents strain (which is the change in length over the original length). Strength is defined as the stress at which the material yields. Yielding is where plastic deformation occurs and the material can no longer return to its original shape. The strength to weight ratio is the ratio of the yield stress to the materials density. The toughness of the material is also an important characteristic. Aircraft structures want to have high toughness as well. Toughness is defined as the ability to resist fracture. High stiffness and high strength materials include steel, titanium, and aluminum alloys. An example of high stiffness and low toughness is glass. Once glass cracks, the crack can easily propagate through the material and thus it has low toughness. Low stiffness and high toughness materials include plastics, nylon, and aluminum as aircraft skin. High stiffness and high toughness materials include fiber reinforced composites like epoxy. Materials are used tot he full capacity meaning that the stresses subject to the material should be close to the yield stress in order to the the aircraft to be more weight efficient.

Geometry The design of an aerospace structure is not only subject to the material but also to the geometry of the structure itself. Obviously, geometrical configurations that exhibit strength are required. Structures called monocoques and semi-monocoques are examples of strong geometrical configurations. The monocoque is a "construction technique that supports structural load using an object's external skin" (source:[]). The semi-monocoque is a technique where a something like a structural beam is inserted into a monocoque to prevent buckling. The design is also limited by geometry. For instance, the airfoil of an aircraft must be "chosen according to aerodynamic life and drag characteristics" (source:"Mechanics of Aircraft Structures", C.T. Sun).

Aircraft Example "Because of their high stiffness/weight and strength/weight ratios, aluminum and titanium alloys have been the dominant aircraft structural materials for many decades. However, the recent advent of advanced fiber-reinforced composites has changed the outlook" (source:"Mechanics of Aircraft Structures", C.T. Sun.) The F18 Hornet fighter jet is a good example of how and where materials are used on an aircraft. It has aluminum skin since aluminum is fracture tough, steel landing gears, titanium engine casing, stabilator, landing and cockpit gear, and carbon epoxy fuselage, aileron (control surface along the trailing edge of the wing), stabilator and vertical stabilizer.

Problem 1.1
(Mechanics of Aircraft Structures, C. T. Sun, 2006) Problem Statement: A rectangular thin-walled beam section carrying a bending moment M and torque T is given. The total contour length is of the beam section is a given fixed value L=2(a+b). Furthermore, M=T and σallowable=2τallowable. With this information, we need to find the optimum b/a ratio for the maximum load bearing capacity and so for the most efficient section.

To find the optimum b/a ratio for the maximum load bearing capacity, the bending moment must be maximized. The equation for a maximized bending moment is as follows: Mmax = (2σall)(I/b)max. I, moment of inertia, is calculated using the length of the base, b, and the height, a. Using the given formula above, L=2(a+b), a can be written in terms of b,; therefore, I can be written in terms of b alone and plugged into the bending moment equation, Mmax = (2σall)(I/b)max. Finding where the change of the bending moment with respect to b equals zero gives the value of b where the bending moment is the highest. For example: $$dM/db = 0$$.

Using the optimum b value, the optimum a value can be found through the first assumption, L=2(a+b). The optimum b value is divided by the optimum a value to obtain the optimum b/a ratio.

Assumptions:
 * $$\ t << a $$ (given)
 * $$\ t << b $$ (given)
 * $$\ L = 2 (a+b) $$ (given)
 * $$\ M = T $$ (given)
 * $$\ \sigma_{allowable} = 2 \tau_{allowable} $$ (given)

Governing Equations:
 * $$\ \sigma = \frac{T}{2 a b t}\,$$

This problem must be solved for 2 separate cases to arrive at a conclusion. The first case is where $$ \sigma_{max} = \sigma_{allowable}$$, and the second case is where $$\tau_{max} = \tau_{allowable}$$.

Case 1: Assume $$\sigma_{max} = \sigma_{allowable}$$.

Recall that $$\sigma = \frac{M z}{I}\,$$ with $$z = \frac{b}{a}\,$$

We can now solve for M, which as can be seen below is a function of the ratio of I to b.
 * $$M = \frac{2 I \sigma_{max}}{b}\,$$
 * $$M = \frac{2 I \sigma_{allowable}}{b}\,$$
 * $$M = 2 \sigma_{allowable}* \frac{I}{b}\,$$

In order to maximize M we need to either maximize I, minimize b, or do a combination of both. Before we look at this further, we need to get an expression for I in terms of the given variables.

 * $$ I = \sum_{i=1}^4 \frac{b_i h_i^3}{12}\ + A_i d_i^2$$
 * $$ I = 2[\frac{a t^3}{12} + a t (\frac{b}{2})^2] + 2(\frac{t b^2}{12})$$
 * $$ I = \frac{a t}{12} (t^2 + 3 b^2) + 2(\frac{t b^2}{12})$$

Going back to the given assumptions, we recall that
 * $$\ t << b $$ --> $$\ t^2 << b^2 $$ --> $$\ t^2 << 3 b^2 $$

We can now assume that the wall thickness is negligible, and neglecting the t term we can now substitute our I back into the term we are trying to maximize, $$ \frac{I}{b}$$.

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

Recalling that $$ a = \frac{L}{2} - b)$$, we can simplify to just one variable, b.

 * $$ \frac{I}{b} = \frac{t b (3 L - 4 b)}{12}$$

We note that this is a downward opening parabola, and using some simple calculus we solve for the vertex at $$ b = \frac{3 L}{8}$$.

Substituting back into the original assumption $$\ L = 2 (a+b) $$, we find that $$ a = \frac{L}{8}$$.

title: User:Eas4200c.f08.aeris.krammer/HW1.2


text: File:Slope line.jpg

title: File:Slope line.jpg


text: Category:Japanese vocabulary

title: Category:Japanese vocabulary


text: Category:Vocabulary

title: Category:Vocabulary


text:
User:Eas4200c.f08.wiki.f/9-22-08

Curved Panels
Below is an image of a curved panel in the (x,y,z) coordinates.

Note: Sometimes (y,z) coordinates are used for the axes in plane of the cross section of the panel instead of (x,y) coordinates.

Below is an image of another curved panel with thickness t. A force will be applied to the panel which can be seen in the next image below.

Below is a cross sectional view of the same curved panel with force F acting on it at an angle above the horizontal (y-axis). The cross section goes from point A to point B. It's height is b and it's width is a.

$$d\overrightarrow{F} = q\overrightarrow{dl} = q(dl_yj + dl_zk)$$

$$d\overrightarrow{F} = q(dl\cos\theta \overrightarrow{j} + dl\sin \theta \overrightarrow{k})$$

 * $$dl\cos\theta = dy$$

 * $$dl\sin\theta = dz$$

 * $$ q = \tau t $$ = shear flow

Here's a closer look at the panel where the force is acting. You can see it's acting on and parallel with section dl.

Closed Thin-Walled Cross Section
$$\overrightarrow{T} = T\overrightarrow{i} $$

Below is the cross section of a closed thin-walled area. There is a force acting on section dl.

$$\overrightarrow{r}$$ = the distance from the origin to section dl

$$\rho$$ = the distance from the origin to the force that is perpendicular to the force vector.

$$ d\overrightarrow{T} = \overrightarrow{r}xd\overrightarrow{F} $$

$$ dT = \rho dF $$

Take a closer look where the force acts on on section dl.

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

$$T = \oint_{}^{}{dT} = q\oint_{}^{}{\rho dl} $$

 * $$ \rho dl = 2dA $$

$$ T = 2q\int_{\overline{A}}^{}{dA}$$

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

$$\overline{A}$$ = Average Area

Below is an image of the average area of the cross section of a curved panel:

title: User:Eas4200c.f08.wiki.f/9-22-08


text:
User talk:Abubakari

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --mikeu talk 20:50, 29 September 2008 (UTC)

title: User talk:Abubakari


text:
User:Abubakari

[[I am a Ghanaian by nationality,age 45, and a civil servant by employment status. I am married with three(3) children. Educationally, I am a holder of Higher National Diploma (HND) certificate in Management and secretaryship Second Class Upper.

I am an employee of the Department Of Urban Roads, an agency of the Ministry of Transportation. I am Senior Executive Officer (SEO)in charge of administration and human resource management.I have been scouting for scholarship to further my education in either Public Administration, Human Resource Management or International Relations.

I will be very pleased to have the opportunity to join your study group.

Best regards.

Abubakari Mohammed Siraj.]]

title: User:Abubakari


text:
Beowulf

In this story of Beowulf the main character Beowulf is an "ideal" Anglo-Saxon hero. Beowulf comes from the Kingdom of Hygelac which is across the ocean from Hrothgar. Beowulf fights three different monstrous creatures. The first of which the evil Grendel. Grendel is a large, powerful, and cowardly creature that attacks the Mead Hall at night. When Hrothgar asks Beowulf to "solve" the Grendel problem. The next creature that Hrothgar ask Beowulf to kill is Grendel's mother, The Troll-Wife. Beowulf had to swim underwater for three days and then he fought The Troll-Wife. After he defeated the troll wife he then proceeded to get back to the king to get his reward. After they got back to his kingdom after collecting the reward, Beowulf becomes king and everything is going well, until one day a man happens upon the dragon's lair. The man sees the vast amount of gold and takes a goblet.

Beowulf
Beowulf is described as a heroic, righteous, and strong person. He is apparently able to fight large creatures with his bare hands, swim underwater for long lengths of time, and fight valiantly against any foe. Beowulf is described as the "ideal" Anglo-Saxon hero: strong, persistent, and honest. He is this way because the original "authors" of this epic poem, wanted to portray their customs to the younger crowd when this poem was performed. Beowulf can conquer anything, and overcome any obstacle because he is the embodiment of good.

Grendel
Grendel is the first foe that Beowulf is called to defeat. Grendel, who is called "the seed of Cain," is not described exactly well in the book. However, he is described as a large figure with the strength to pick up a grown man and swallow him whole. Grendel is shown as somewhat of a coward because he only attacks at night when the guards are asleep. This is to avoid any type of actual fighting that would probably ensue during the day time.

Troll-Wife
The Troll-Wife, also known as Grendel's Mother, is furious that Beowulf killed her son. In retaliation, Grendel's Mother attacks the hall killing Eschere, a comrade of Beowulf. Beowulf and an army of men travel to Grendel's Mother's dwelling, to slay the Troll-Wife. The Troll-Wife slayed one person, because Grendel was one mere person, but Beowulf took it upon himself to claim that one more death of Hrothgar's men was one more death too many. This dwelling is underneath a lake, which also contains the remains of Grendel himself. Beowulf is given a sword in which to battle Grendel's Mother with. He dives into the lake and is immediately confronted by the beastly creature. She drags Beowulf deeper into the lake into her lair. For the majority of the fight it seems that Beowulf is losing the fight. Beowulf loses his sword, and is protected only by his armor. However, Beowulf finds the a sword that belongs to the Troll-Wife. This sword was so massive that it could only be wielded by Beowulf himself. He proceeds to use this sword to kill this beast.

Although he claims differently, Beowulf didn't fight the Troll-Wife to beat the Troll-Wife, he fought the battle to prove to everyone that he could, that he could win. As he is fighting, everyone loses faith in him, they all believe him to be dead and leave, so when Beowulf comes back alive, it is as if he has done the impossible, making it so none of Hrothgar's men will ever forget him, and insuring his own figurative immortality.

Dragon
The dragon is the final foe that Beowulf has to fight. The dragon was in a deep slumber until the thief woke the dragon up by stealing the goblet. Once the dragon woke up and realized that one of his small items from the horde of items he has was stolen, he became enraged and started burning buildings and people around his lair. Beowulf was then summoned to go and slay the dragon. Beowulf decided to get a couple of soldiers to go with him to fight the dragon but when they arrived at the location of the dragon, the soldiers got scared and decided not to go help Beowulf. In the fight against the dragon Beowulf killed the dragon but at the same time the dragon managed to hurt Beowulf so much that Beowulf knew he was going to die. Beowulf then tells the soldiers that his last wish is to see some of the loot that the dragon was guarding.

Battle Characteristics
These battles show Beowulf's willing to give his own life to defeat these monstrous creatures for the good of his people. His lacks the need to worry about his own well being, only strengthening his will in battle. The thought of fighting with weapons makes him feel that he is being cowardly if his opponent does not also have a weapon. "To bear my sword, or sheltering shield, Or yellow buckler, to battle the fiend. With hand-grip only I'll grapple with Grendel" (Kennedy 340-342) The only times that Beowulf actually uses a weapon for the entire tale is when he fights Grendle's mother and when he fights the Dragon. Beowulf shows complete disregard for his personal well being in order to defend his freinds.

Creature Characteristics
The three creatures that are introduced in the epic poem of "Beowulf" show some very different characteristics. Grendel is a large monster, capable of swallowing grown men whole, and striking fear into many of these people. However, Grendel is a coward. No matter how strong he is, he is afraid to fight. He attacks at night in order to keep from entering a conflict. Grendel's Mother on the other hand, is a very strong "lady". She is not afraid to fight someone head on, as she does with Beowulf. She is actually a very good combatant. The final creature that Beowulf fights is a venomous, fire-breathing dragon. This monster is a little different. He/she is so aware of his/her surroundings, that he/she can pick out if one of his/her items are missing. "There a thief broke in on the heathen treasure, Laid hand on a flagon all fretted with gold, As the dragon discovered, though cozened in sleep By the pilferer's cunning. The people soon found That the mood of the dragon was roused to wrath!..." (Kennedy 1379-1383) This greed is the source of the dragons venomous nature during battle.

title: Beowulf


text:
Prevention of dementia

Alzheimer’s and dementia are becoming more prevalent in today’s society. As the baby boomer’s generation ages, the fastest growing age group in the nation is the over 85 age group. As our nation ages, dementia becomes more of a concern.

Dementia is the loss of memory, reason, judgment, and language. Alzheimer’s disease is the most common cause of dementia today. While some loss of memory is normal as you age, drastic loss of memory or problem solving skills are not normal and may be attributed to dementia or Alzheimer’s. While these diseases are not fully understood, we do know some things about them. The human brain is made up of cells called neurons and support cells called glial cells. There are over 100 Billion neurons in the human brain, and they are connected by over 100 Trillion synapses. Under normal conditions, neurons in the brain can live up to and even over 100 years. In an aging brain neurons can shrink and damage from free radicals increase. In an aging brain, tangles and plaques can also occur, and are thought to be related to dementia and Alzheimer’s disease. Plaques and Tangles can occur under normal circumstances, but occur more often with Alzheimer’s and Dementia. Plaques are remnants of cells that can stick to the neurons and make the less effective. Tangles are tiny tubes and filaments that tangle within neurons make it more difficult for them to send electrical impulses.

There are many different things that could help to delay the onset or prevent dementia. Studies have shown that physical exercise is beneficial for many different problems such as diabetes and coronary artery disease, but it has also been shown that physical activity can help prevent the symptoms of dementia. It is believed that the increase in blood flow may help prevent dementia. Social interaction and having an active mind have also been shown to prevent dementia. Mind engagement may have several different effects, but one theory is that it allows the mind to be flexible and help to adjust to the plaques and tangles that occur with age.

Engaging your mind more often can seem like a daunting task, but there are many things that you can do to improve your mind. Reading more often is something that could greatly help. This can be done as easily as getting a newspaper subscription and reading your news instead of watching it on TV. It is also important to get together with people in social situations by taking a class at the local community college or gym. Staying up to date on current events is also a great way to maintain an interest and engagement in the world. Taking the following steps can decrease your risk:

 * lowering cholesterol and homocysteine levels
 * lowering high blood pressure levels
 * controlling inflammation
 * exercising regularly
 * education
 * non-steroidal anti-inflammatory drugs (NSAIDs)

Engaging in intellectually stimulating activities, such as social interaction, playing a musical instrument, chess or crossword puzzles may significantly hinder cognitive decline and lower risk for developing dementia and Alzheimer’s disease. While researchers aren’t sure what causes people with cognitive decline to later develop dementia and Alzheimer’s disease, steps can be taken to maintain brain health and allow older Americans to maintain their independence and enjoy the golden years of their life.

Dementia is a problem that is facing an ever-increasing number of people. There are many people affected by this disease, and the numbers are increasing. Research in this area is ongoing, and hopefully the future will see a cure, but until then there are efforts that you can make to protect yourself.

title: Prevention of dementia


text:
Wikiversity:Requests for Deletion/Archives/2

Marcus Bibbigan - DELETED
Hoax article, no Google results. Thanks, AP aka -- Sunstar NW XP 16:37, 16 July 2008 (UTC)
 * Agree. -- Jtneill - Talk - c 16:54, 16 July 2008 (UTC)
 * - another note: also in case the mentioned gentleman exists, I see no relevance of this entry here --Gbaor 12:06, 17 July 2008 (UTC)
 * Surely this could be speedy deleted? A clear hoax which is probably intended as an attack page. Adambro 20:03, 20 July 2008 (UTC)

Deleted. Thought it over, Adambro was right --Gbaor 04:51, 21 July 2008 (UTC)

Sex Ed for Pre School - DELETED, NEW PAGE
Completely inappropriate content Donek (talk) - Go raibh mile maith agaibh 00:08, 21 August 2008 (UTC) ✅ deleted and restored with last available content on page. The original author can provide further info on the talk page. Erkan Yilmaz uses the Chat (try) 10:46, 23 August 2008 (UTC)
 * Delete Completely inappropriate and not an attempt at creating an educational resources at all and little prospect of it becoming one as it stands. Adambro 07:21, 21 August 2008 (UTC)
 * There was also discussion about this on its talk page. The tone and title were obviously problematic, yet it is also a perfectly legitimate topic for WV if approached appropriately. WV has no content on sex education until now. So, I've moved to this page to a more generic title sex education, removed the silly stuff, and left it for now as a stub. Be bold and improve further. -- Jtneill - Talk - c 12:24, 21 August 2008 (UTC)
 * Delete and recreate. Reason: the pedophile content could still show up in the history. So delete to erase the pedophile stuff. Then recreate a page with the better title chosen by Jtneill. --McCormack 12:42, 21 August 2008 (UTC)
 * Delete again, no meaningful content. Adambro 16:28, 28 August 2008 (UTC)
 * Happy for this to stay now as it seems that attempts are being made to develop it beyond the state it was in when I commented above. Adambro 10:53, 31 August 2008 (UTC)
 * http://www.telegraph.co.uk/news/uknews/2620259/Compuslory-sex-education-for-children-under-five-proposed.html Emesee 02:10, 29 August 2008 (UTC)

 * What happened? Why was the page deleted when opinions point to the opposite? Hillgentleman|Talk 15:57, 2 September 2008 (UTC)
 * Sorry, I should have left a note here, it was moved to Sex education, has been developed somewhat, but was then deleted and recreated because of the nature of the initial edit placed at Sex Ed for Pre School, and then the redirect that was at Sex Ed for Pre School was deleted. Please post here if you think something different should be done. -- Jtneill - Talk - c 22:23, 2 September 2008 (UTC)
 * Thank you. I was confused by the note "orphaned redirect" in the log. Hillgentleman|Talk 00:51, 3 September 2008 (UTC)

drjayztekradio-related pages - DELETED

 * user:drjayztekradio - At this time the following pages under this user name need to be completely removed from wikiversity for the following reasons:

(COMPANY VIOLATIONS PLEASE REFER TO GPL FOR PROPER USE (MODERATORS DELETE THIS PAGE))

All content and pages linking to this page need to be completely removed per order of NCR media within 48 hours of this request, failure to do so will result in copyright and violations notices being levied against wikiversity as the principle controlling authority of this information!

thank you for the prompt attention in this matter! --Ncrmedia 00:29, 23 August 2008 (UTC)

 * Please provide some evidence that there is a copyright problem. What Wikiversity text/image is problematical? Where was that text/image previously published? --JWSchmidt 01:04, 23 August 2008 (UTC)
 * linked pages include Talk:Wiki Campus Radio....I do not see how it makes sense to request that we delete such pages. --JWSchmidt 01:08, 23 August 2008 (UTC)
 * Is the problem on one of these pages? --JWSchmidt 13:44, 23 August 2008 (UTC)
 * I found this: I will paste in a excerpt from our ever changing website which was linked to User:Drjayztekradio/history of ztek. The images on that page might be a problem. --JWSchmidt 13:56, 23 August 2008 (UTC)
 * I deleted two images that were used on User:Drjayztekradio/history of ztek since they had been uploaded with no description of their coyright/licensing status and seem to have come from http://zteknologies.com where it says "images are to property of this site and shall not be removed". --JWSchmidt 14:15, 23 August 2008 (UTC)
 * I deleted another image that was used at User:Drjayztekradio/the birth of ztek. --JWSchmidt 15:29, 23 August 2008 (UTC)
 * All of these pages were previously vandalised - I take a sceptical view of this request, and I've reverted all page blankings for the time being. To Ncrmedia: can you email me with details of the problem with NCR? My email address is on my user page, or you can use the "Email this user" link on the left hand side of the user page. As JWSchmidt notes, we need evidence of a problem in order to take any action. Thanks, Cormaggio talk 14:34, 23 August 2008 (UTC)
 * Do the pages have any educational value? And then also, do users have ultimate say over content they create in their user space (i.e. user, user talk, and all subpages within user and user talk)? So, potentially, User:Drjayztekradio could simply have these deleted? Emesee 01:26, 24 August 2008 (UTC)

 * I was contacted by user:drjayztekradio and I deleted the pages. If anyone has any questions, please send me an email. --JWSchmidt 02:36, 24 August 2008 (UTC)

Wiki process - KEPT

 * Empty article with meaningless title. Can anyone see any way of turning this into a useful learning resource? --McCormack 13:01, 15 June 2008 (UTC)
 * I added some context. Whether this is now useful... Emesee 20:12, 20 July 2008 (UTC)


text: Category:Informatics

title: Category:Informatics


text:
Talk:Nanomedicine

this page was forked from http://en.wikiversity.org/w/index.php?title=Topic:Nanomedicine&oldid=237928 Emesee 23:51, 29 September 2008 (UTC)

title: Talk:Nanomedicine


text: File:BBQBot.jpg

title: File:BBQBot.jpg


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User:Janelle Farvour

Janelle Farvour is a National award winning middle school English teacher from Sitka, Alaska. Featured in Who's Who in American Education as well as a National Honor Society recognized teacher, this teacher still lives and teaches in Sitka, Alaska, serving Alaskan youth since 1995.

title: User:Janelle Farvour


text:
Cambodia

The Kingdom of Cambodia is a country in South East Asia with a population of over 3 million people. Cambodia is the successor state of the once-powerful Hindu and Buddhist Khmer Empire, which ruled most of the Indochinese Peninsula between the eleventh and fourteenth centuries. Today, Cambodia is one of the greatest developing countries. Yet, the country is still having some issues such as its educational system.

Land
Cambodia has an area of 181,035 square kilometers, and it borders Thailand to its west and northwest, Laos to its northeast, and Vietnam to its east and southeast. Cambodia gained independence from France on November 9, 1953. Cambodia's main industries are garments, tourism, and construction. As for its language, more than 90% of its population is of Khmer origin, therefore, speaks the Khmer language, the country's official language. The remainder includes Chinese, Vietnamese, and Indians. As for the religion, most Cambodians are Buddhists of Khmer extraction, but the country also has a substantial number of Muslim Cham, as well as small animist tribes. In addition, according to the report of The World Bank, “Cambodia's economy is showing resilience in spite of the challenging international economic environment. Economic growth in 2001 was estimated at 6.3 percent, driven by an expanding tourism sector and robust garment exports. In 2001, there was nearly zero inflation. In 2002 inflation continued to be low (World Bank)”. That is, Cambodia’s economic growth has been moderately strong over the past decade. However, this growth has been concentrated in urban areas (The World Bank). Therefore the rural-urban income gap is widening these days. And around 40 percent of the population still remains under the national poverty line.

History

 * 1) 1863 - Cambodia becomes a protectorate of France. French colonial rule lasts for 90 years.
 * 2) 1941 - Prince Norodom Sihanouk becomes king. Cambodia is occupied by Japan during World War II.
 * 3) 1945 - The Japanese occupation ends.
 * 4) 1946 - France re-imposes its protectorate. Communist guerrillas begin an armed campaign against the French.
 * 5) 1953 - Cambodia wins its independence from France. Under King Sihanouk, it becomes the Kingdom of Cambodia.
 * 6) Early 1970s - Cambodian army faces two enemies: the North Vietnamese and communist Khmer Rouge. Gradually, the army loses territory.
 * 7) 1975 - Lon Nol is overthrown as the Khmer Rouge led by Pol Pot occupied Phnom Penh. Sihanouk briefly becomes head of state, the country is re-named Kampuchea. Basic freedoms are curtailed and religion is banned. Hundreds of thousands of the educated middle-classes are tortured and executed in special centres. Others starve, or die from disease or exhaustion.
 * 8) 1976 - The country is re-named Democratic Kampuchea. Sihanouk resigns, Khieu Samphan becomes head of state, Pol Pot is prime minister.
 * 9) 1977 - Fighting breaks out with Vietnam.
 * 10) 1979 January - The Vietnamese take Phnom Penh. Pol Pot and Khmer Rouge forces flee to the border region with Thailand. The People's Republic of Kampuchea is established. Many elements of life before the Khmer Rouge take-over started to be re-established.
 * 11) 1981 - The pro-Vietnamese Kampuchean People's Revolutionary Party wins the elections to the National Assembly.
 * 12) 1989 - Vietnamese troops withdraw. The country is re-named the State of Cambodia. Buddhism is re-established as the state religion.
 * 13) 1991 - A peace agreement is signed in Paris. A UN transitional authority shares power temporarily with representatives of the various factions in Cambodia. Sihanouk becomes head of state.
 * 14) 1993 - General election sees the royalist Funcinpec party win the most seats followed by Hun Sen's Cambodian People's Party (CPP). A three-party coalition is formed with Funcinpec's Prince Norodom Ranariddh as prime minister and Hun Sen as deputy prime minister. The monarchy is restored, Sihanouk becomes king again. The country is re-named the Kingdom of Cambodia.
 * 15) 1994 - Thousands of Khmer Rouge guerrillas surrender in government amnesty.
 * 16) 1997 - Hun Sen stages a coup against the prime ministar, Prince Ranariddh, and replaces him with Ung Huot. The coup attracts international condemnation and Cambodia's membership of the Association of Southeast Asian Nations (ASEAN) is delayed. The Khmer Rouge put Pol Pot on trial and sentence him to life imprisonment.
 * 17) 1998 - Pol Pot dies in his jungle hideout. Elections in July are won by Hun Sen's CPP, amid allegations of harassment. A coalition is formed between the CPP and Funcinpec. Hun Sen becomes prime minister, Ranariddh is president of the National Assembly.
 * 18) 2001 - Senate approves a law to create a tribunal to bring genocide charges against Khmer Rouge leaders.
 * 19) 2001 June - International donors, encouraged by Cambodia's reform efforts, pledge $560 million in aid at a donor conference in Tokyo.
 * 20) 2001 June - Five Cambodians, three of them US citizens, are sentenced to life for involvement in armed attack by US-based Cambodian Freedom Fighters (CFF) on government buildings in Phnom Penh in 2000. CFF says it will continue campaign to overthrow Prime Minister Hun Sen.
 * 21) 2001 December - First bridge across the Mekong River opens, linking the east and west of the country. The 1.36km bridge cost $56 million.
 * 22) 2002 February - First multi-party local elections; ruling Cambodian People's Party wins in all but 23 out of 1,620 communes.
 * 23) 2004 August - Parliament ratifies kingdom's entry into World Trade Organization (WTO).
 * 24) 2004 October - King Sihanouk abdicates and is succeeded by his son Norodom Sihamoni.
 * 25) 2005 April - Tribunal to try surviving Khmer Rouge leaders gets green light from UN after years of debate about funding.
 * 26) 2005 October - Prime minister signs a controversial border agreement with Vietnam. Legal action is taken against some critics of the deal, prompting international concern.
 * 27) 2006 July - Ta Mok, one of the top leaders of the brutal Khmer Rouge regime, dies aged 80.
 * 28) 2007 July - UN-backed court tribunals begin questioning suspects about allegations of genocide by the Khmer Rouge.
 * 29) 2007 September - Most senior surviving member of Khmer Rouge, Nuon Chea - "Brother Number Two" - is arrested and charged with crimes against humanity.
 * 30) 2008 February - Cambodian court sentences 20 member of small Cambodian Freedom Fighters group to prison for attack on prime minister's office in November 2000.
 * 31) 2008 March - Genocide tribunal refuses bail plea of Nuon Chea.
 * 32) 2008 April - US court convicts Cambodian-born Cambodian Freedom Fighters leader Chhun Yasith of masterminding 2000 attack.
 * 33) 2008 July - PM Hun Sen's ruling Cambodian People's Party (CPP) claims victory in parliamentary elections. EU monitors say the vote fell short of international standards.
 * 34) 2008 July - Cambodia and Thailand move troops to disputed land near ancient Preah Vihear temple after decision to list it as UN World Heritage Site fans nationalist emotions on both sides. Officials from both states start talks to resolve standoff.
 * 35) (BBC News 2008)

This part would focus on the Khmer Rouge, because it has affected the educational system in Cambodia. On 17 April 1975, after five years of civil war, Cambodia’s capital Phnom Penh fell to the forces of the Communist Party of Kampuchea (CPK), popularly known as the Khmer Rouge (Linton). Pol Pot was the leader of the Khmer Rouge. “The country was cut off from the outside world, its cities emptied, its economy militarized, and its Buddhist and folk cultures destroyed. The leadership’s ‘vision’ of a better Cambodia led to extraordinary horrors on Cambodian people, who had to endure the forced movement of their urban populations, starvation, unlawful killings, forced labor, torture, and cruel, inhumane and degrading treatment and persecution on a massive scale”(Linton). Mao-think that Pol Pot studied in China, the ethnocentric policy, and anti-Vietnam policy became the theoretical support which created the regime of terror by the Khmer Rouge (Miyamoto). Pol Pot sanctioned the use of massive violence because he believed it was the only “practical” way to achieve and protect his utopian vision for a better society in Cambodia (Valentino). By the hands of the Khmer Rouge, mainly educated people (such as teachers and respected local leaders and so on) had been killed, since they were likely to be rebel groups. Furthermore, the Khmer Rouge had denied the value of education at all points. Therefore, it can be said that Cambodia had experienced a systematic destruction of education by the Khmer Rouge, until Heng Samrin robbed the Khmer Rouge of its power in 1979. According to Linton, an estimated 20% of the 1975’s population of 7.7million people lost their lives. After the Khmer Rouge was over, the United Nations peacekeeping force, the United Nations Transitional Authority in Cambodia (UNTAC), began monitoring Cambodia in 1992. “The goal of UNTAC was disarmament of the troops, and national elections for a constituent assembly which took place in 1993. (…) Contrary to the fears of many, the elections were peaceful. Over 90 percent of the registered voters went to the polls in Cambodian freest, fairest, and most secret election since the colonial era. (…) For the first time in Cambodian history, a majority of Cambodians had voted against an armed government such as the Khmer Rouge” (Chandler). Therefore it can be said: Cambodia was able to gradually recover from many years of violence by the Khmer Rouge regime, in the wake of those elections, although not all problems were solved.

Educational development strategy and challenge in Cambodia
Although all educational systems of Cambodia were abolished under the regime of terror by the Khmer Rouge, according to the World Bank, there have been significant improvements in the past five years in the education sector in Cambodia, particularly in terms of primary net enrollment gains (it’s because the government of Cambodia has put more efforts on the primary education, according to Komai), the introduction of program based-budgeting and the development of a sound pro-poor policy framework. But in Cambodia, several challenges remain. For example, most Cambodian children attend some schooling, but a large share complete only a few grades-with 85 percent of 15 to 19 year olds completing just grade 1, while only 27 percent complete grade 7 (The World Bank). It is partly because parents (especially those in rural areas) are blind to the importance of education. There are also disparities in education participation rates by different regions. Moreover, inefficiency and poor quality in education service delivery at primary, secondary and tertiary levels are other major challenges. For instance, the number and the quality of teachers in Cambodia are insufficient. It is because almost all of experienced old teachers had been killed under the regime of the Khmer Rouge. In fact, one thirds of teachers in the primary school have not finished even lower secondary education (Komai). And the budget for education is extremely restricted, compared to neighboring nations (Komai). Thus, the salary of teachers is too low, which causes teachers’ corrupt practices. And the time for studying in the school is 15 hours per week, which is extremely insufficient, too (Komai). Another challenge is related to child prostitution. “In Cambodia, child prostitution has become a worsening problem since 1990’s. Many Cambodian children have been deceived by words that there are “good” sources of employment in urban areas and have left their home, and have been forced to work in the house of prostitution. In Cambodia, there are more than 8.000～15.000 children who had been damaged by child prostitution” (Social Ecoo). Furthermore, expanding of child prostitution causes spread of HIV/AIDS among Cambodian children. HIV/AIDS is one of educational challenge, since children who are infected with the HIV virus cannot get an education well.

The external actor involved in Cambodian educational development
Cambodia has been aided by a number of more developed nations like France, West-Germany, Canada, Australia, the United States, and Japan. The United States has contributed up to $5 million through international relief agencies to children within Cambodia (Sutter). As for Japan, many Japanese organizations such as JICA have supported Cambodian educational development. For example JICA has tried to revive Cambodian educational system, by forming projects including “the project for improvement of science and mathematics education (2000-2004)”, which is aimed to enable teachers engaged in science and mathematics education to acquire skills more than cheap tricks. In addition, The World Bank, UNICEF, UNESCO, Asian Development Bank (ADB), and some NGOs (such as World Vision in the United States, Save the Children in the UK, and so on) have also supported educational development in Cambodia. Among interesting projects formed by those organizations is the World Bank’s “Education Quality Improvement Project (1999 - 2004)”. This project aimed to develop and put into practice a participatory approach to school quality improvement and performance-based resource management. The goal was to have participating schools eventually show improvements in student enrollment, attendance and achievement (The World Bank). The result was that Students in more than 1,000 participating schools in Cambodia achieved higher test scores in literacy, had lower drop-out and higher promotion rates. In addition, this project could show that health and vocational training was the important factor in reducing student drop-out, and in improving promotion rates.

title: Cambodia


text:
User:Eml4500.f08.team.foskey.ckf/teamHW3

 Comment: This is a resubmission of HW 3 that fixes mistakes made in the original submission, as well as improves some portions. The changed portions are indicated with (NEW) as part of the link name.

The two new, corrected links were created in different user sub pages than the original links, and as a result, it is not possible to make links to comparison pages between the original pages and the new pages.

A comparison between the original team submission and the corrected version can be seen here

Eml4500.f08.team.foskey.ckf 17:44, 1 November 2008 (UTC)

Team "TEAM"

WIKI Homework Report 3 Summary of Lecture Notes - Sept. 22 to Oct. 3

Sept 22 - Deriving the element Force Displacement Relationship with respect to the global coordinate system

Sept 24 - exam 1, no lecture -  Solutions for Exam 1 ; Grade Distribution Histogram

Sept 26 (NEW) - Transformation Matrix and Stiffness Matrix Eigenvalues

Sept 29 - Closing the loop between Statics and Finite Element Analysis

Oct 1 - Finding displaced nodes and introduction the the three bar truss problem

|HW from Oct 1 (NEW) - Node positions and infinitesimal displacement

Oct 3 - Equilibrium of the node in the three bar truss & the global stiffness matrix for the three bar truss

All lecture note summaries are summaries of the notes given by Professor Vu-Quoc for EML4500 - Finite Element Analysis and Design

MATLAB Assignment Two-bar truss system

Contributing Group Members

James Dwyer Eml4500.f08.team.dwyer.jd 17:06, 8 October 2008 (UTC) Cory Foskey Eml4500.f08.team.foskey.ckf 02:49, 7 October 2008 (UTC) Jin Yu Guan Eml4500.f08.team.guan 09:42, 7 October 2008 (UTC) Joseph Figuerrez Eml4500.f08.team.figuerrez 18:07, 7 October 2008 (UTC) Timothy BengtsonEml4500.f08.team.Bengtson 07:04, 8 October 2008 (UTC) Owen Allen Eml4500.f08.team.allen.oca 16:49, 8 October 2008 (UTC)


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Talk:M-Learning

Hi! Good topic. There is a lot of potential to expand on the new world this opens in education.

Perhaps you can discuss the issues of age, in that no matter what stage you are in learning, this progresses with you.

Furthermore, the idea that mobile learning is very up to date you can discuss if it's addictive and effective. This creates a buffer for the user and the provider. The user has to want to check up on the lesson, while it is still in their pockets. And the provider keeps track of the levels.

There is a great idea behind this. Good format and structure.

Maybe you would like to discuss the extent to which this has been tried in the past. Or perhaps, is there a way to spread M-learning to include teaching hobbies!Jtnazari 01:53, 30 September 2008 (UTC)Jasmine Nazari

Good job on your page! I like the topic, it's interesting, and the content is covering a lot of information. Also, the quiz section you set for the learners would help them learn in more interactive way, they can not only view the page as information, but also participate and commit themselves in learning, so I thought it's really good. I'm sure the page is good enough as it is now, however if you want to make it even better, adding few more pictures might help (if you find any) to let learners grasp more concrete image on the topic. great work!! -Natsuki

title: Talk:M-Learning


text:
Template talk:SPP/Participant

Listing user subpages
You may wish to add a column "! subpages" for the list of user-sub-pages: special:prefixindex/User:/. Hillgentleman|Talk 02:32, 30 September 2008 (UTC)
 * So, can we add some kind of "if" so that the link will only display if they do have subpages? -- Jtneill - Talk - c 11:49, 30 September 2008 (UTC)
 * I don't think there is any automatic way to do it. Both the parser function #ifexist (meta:help:ParserFunctions) and meta:template:exist (which uses the parserfunction anchorencode) are only able to check specific pagenames. Hillgentleman|Talk 13:31, 30 September 2008 (UTC)

Graphing
I'm just starting to think about ways I could summarise the data into graphical format. Is there a graphical function? Alernatively, I'm thinking that a function could be created to display one of say 10 different images for each user to indicate the "size" of contributions for example. -- Jtneill - Talk - c 04:39, 2 October 2008 (UTC)
 * try mw:Extension:EasyTimeline - it is enabled on and  but not here; you may file a bug for it. Hillgentleman|Talk 05:11, 2 October 2008 (UTC)
 * Appreciate the guidance here. 15804 is the bug report I made for Extension:EasyTimeline to be enabled on WV. -- Jtneill - Talk - c 06:57, 2 October 2008 (UTC)
 * Remember to vote for your bug. Hillgentleman|Talk 07:13, 2 October 2008 (UTC)
 * Well, how about that! It is already enabled here . But I learnt about bug reports! Will investigate some more... -- Jtneill - Talk - c 07:21, 2 October 2008 (UTC)
 * I've played some with the EasyTimeline extension here: User:Jtneill/Sandbox/EasyTimeline but couldn't quite get what I was after. Then realised that maybe for my specific need here, EasyTimeline is overkill!? So, I decided to play with Tables and now seem to have something like what I'd imagined working here: Social psychology (psychology)/Participants. See what you think. I daresay the code could be tidied/improved, but it seems to "work"! -- Jtneill - Talk - c 11:55, 2 October 2008 (UTC)

title: Template talk:SPP/Participant


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User:Ademuth93

Well, this is mostly just to make a page...

title: User:Ademuth93


text: File:FEM to Statics Diagram.jpg

title: File:FEM to Statics Diagram.jpg


text: File:Two Force Body Axial Forces.jpg

title: File:Two Force Body Axial Forces.jpg


text: File:Undeformed Two Member Truss Shape.jpg


text: File:Deformed Two Member Truss System.jpg


text:
Social psychology (psychology)/Tutorials/Australian zeitgeist/Tutor notes

Timings

 * Introduction 20-25 mins
 * Audio 50-55 mins
 * Wishlist (self) - 2 mins
 * Group solutions - 15 mins
 * Presentations - 20 mins


text:
Category talk:Tutorials

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my email is Sreekanth kannepallisk@gmail.com kannepallisk@yahoo.co.in

title: Category talk:Tutorials