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Pillbox, Shako, and Cap

These writings follow the life of a London family living in Victorian and Edwardian times; they deal in particular, with the enlistment and actions of Albert Edward Kearey, b1889. The Keareys’ were originally from Gaelic Ireland - from northern Tipperary, emigrating at the turn of the eighteen hundreds. His ancestor, settled at first in Westminster, then Paddington, finally Kensal Green. Albert volunteered - to be a recruit in the local Volunteers, The Kensingtons. Through meritorious behaviour, awarded the Distinguished Conduct Medal [DCM], and Mentioned in Dispatches [MID], with clasp, eventually, over a period of almost thirty years, became their Regimental Sergeant Major. In WWII he was promoted to Major, second in command of the 17th London Division, with orders to attend to the protection of north London.

 * 1) The militia, volunteers and territorials
 * 2) Preparations for war
 * 3) War declared, 1914
 * 4) Hard lessons, 1915
 * 5) Battle of the Somme, and its subsidiary, the battle for Gommecourt, Saturday 1st July, 7.30am
 * 6) Your country needs you, 1917
 * 7) The end in sight, 1918

Acknowledgements
It has been difficult to achieve a chronological order: correct bodies of troops, key non-commissioned personnel - names and ranks concerned with outstanding events, and most importantly, the Kensington Battalion’s precise movements… Please excuse any misrepresentations and the staccato writing form. I have used the date of each battle during the war on the western front to build some order [there are still some missing] and keep to a year a chapter – to form a pattern - for future scholars. This book is a follow on from, The Demise of an Irish Clan, and Horses, Tractors, and Vans. The Trilogy is a tribute to a London family who had an Irish past.

My research, to write this account of The Volunteer Force, 1907 – 1918, and the part played by the 1st Division, Kensington Battalion, initially lent heavily on many dates of battles recounted on Wikipedia. That these do not always conform to other accounts - are not complete in themselves, is beside the point, they still give a unique picture, and a starting off point. I have tried to link them up, with my father’s accounts, and what is written in the books listed here. For a personal look at life in the trenches I have dipped into Johnny Get Your Gun by John F Tucker; the Years of Combat by Lord Douglas of Kirtleside, The First Day on the Somme by Martin Middlebrook, The Somme by A H Farrar-Hockley and World War One by Philip Warner. An almost complete history of the regiment is told within the pages of ‘The Kensingtons’ published by the Regimental Old Comrades Association, although hardly any names mentioned of all ranks, and there are some gaps during time spent out of the front line. Richard Van Emden has written a good series of books about the war, and times, including many personal accounts. Where possible I have tried to stick to first hand knowledge. To obtain a political view of the period have consulted As It Happened by C R Attlee, PC, OM, CH., and A Portrait of Britain, 1851-1951, by Lindsay & Washington. For the economics of the period I have turned to The People and the British Economy, 1830-1914, by Roderick Floud. As for history, Hope and Glory, Britain 1900-2000, by Peter Clarke, all served me well. I thank the Family and Children’s Services of The Royal Borough of Kensington and Chelsea, for their kind assistance and interest, and the library service of West Sussex.

title: Pillbox, Shako, and Cap


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Ideas in Geometry/Proofs by Picture II

Topic:Ideas in Geometry

Please click on the following picture to enlarge the image. Please note that there are two pages to the problem and you will need to click on "next page" in order to see the full problem.

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

title: Ideas in Geometry/Proofs by Picture II


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User talk:Mokgadimorudu

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity.Harrypotter 20:00, 25 August 2010 (UTC)

title: User talk:Mokgadimorudu


text:
User talk:Kenlam101

 Hello Kenlam101, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity.Harrypotter 20:00, 25 August 2010 (UTC)

title: User talk:Kenlam101


text:
Portal:Social Sciences/Upcoming Events/Archive1

WS3 2009 - September 22, 2009 - September 26, 2009 The Wikiversity Social Sciences Summit: Waiting For the Fall Bells


text:
Portal talk:Social Sciences/Management

Interim Ad-Hoc Committee
I would propose we form an Interim Ad-Hoc Committee.Harrypotter 21:02, 25 August 2010 (UTC)

title: Portal talk:Social Sciences/Management


text:
Portal:Linguistics/Related

Portal:Social Sciences

title: Portal:Linguistics/Related


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Portal:Social Sciences/Featured Research

25 August 2010

Purpose
This page is meant to support some brain storming on the relative merits of paper-based and wiki-based scholarly communication, as discussed in a blog post that was later updated and expanded. Feel free to add to it, here or there, and to reuse it.


text:
Portal:Social Sciences/Participate/Research Projects

 * Toward a theory of corporate governance in China's socialist market economy
 * Wikis in scholarly communication


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User:Egm6321.f10/Lecture plan

 Under construction throughout the semester. Egm6321.f10 22:15, 25 August 2010 (UTC)

= All versions =

Fall 2011, Fall 2010, Fall 2009

= Recorded lectures, TA user page =

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

TA user page: Summary of HW statements, for students to interact with TA.

= Lecture notes, report table =

These lecture notes were mostly written in real time during the lectures (i.e., not prepared ahead of the lectures, except for a few extra lectures). Additional presentations (video, wiki, static html) made in class may not be recorded on these transparencies.

A mtg number n followed by a lowercase alphabet in parentheses ([a-z]) indicates that this pdf file had been updated with a 2nd version "b", 3rd version "c", etc. If you had downloaded this pdf file before, you want to clear the cache of your browser so to get the new version.

djvu: (install the viewers evince or DjView4) [[media:2010 08 24 15 22 30.djvu|Mtg 1 (c)]], [[media:2010_08_26_13_57_13.djvu|Mtg 2 (d)]], [[media:2010_08_26_14_53_13.djvu|Mtg 3 (b)]], [[media:2010_08_31_15_01_03.djvu|Mtg 4 (c)]], [[media:2010_09_02_13_55_50.djvu|Mtg 5 (b)]], [[media:2010_09_02_14_58_46.djvu|Mtg 6 (d)]], [[media:2010_09_07_14_59_22.djvu|Mtg 7 (c)]], [[media:2010_09_09_13_54_49.djvu|Mtg 8]], [[media:2010_09_09_14_48_41.djvu|Mtg 9 (b)]], [[media:2010_09_14_15_00_52.djvu|Mtg 10 (b)]], [[media:2010_09_16_13_50_21.djvu|Mtg 11]], [[media:2010_09_16_14_59_27.djvu|Mtg 12]], [[media:2010_09_21_14_56_48.djvu|Mtg 13 (c)]], [[media:2010_09_23_13_57_17.djvu|Mtg 14 (b)]], [[media:2010_09_23_14_52_54.djvu|Mtg 15 (b)]], [[media:2010_09_28_15_08_25.djvu|Mtg 16]], [[media:2010_09_29_07_17_06.djvu|Mtg 17 (b)]], [[media:2010_09_30_13_56_04.djvu|Mtg 18]], [[media:2010_09_30_15_51_32.djvu|Mtg 19]], Mtgs 20+21: Exam 1, [[media:2010_10_08_17_07_22.djvu|Mtg 22 (b)]], [[media:2010_10_12_15_02_11.djvu|Mtg 23]], [[media:2010_10_14_14_02_27.djvu|Mtg 24 (c)]], [[media:2010_10_14_14_56_10.djvu|Mtg 25 (b)]], [[media:2010_10_19_14_56_03.djvu|Mtg 26 (b)]], [[media:2010_10_21_14_05_59.djvu|Mtg 27 (b)]], [[media:2010_10_21_14_48_38.djvu|Mtg 28 (c)]], [[media:2010_10_26_15_07_13.djvu|Mtg 29 (c)]], [[media:2010_10_28_14_00_19.djvu|Mtg 30 (c)]], [[media:2010_10_28_14_54_20.djvu|Mtg 31 (b)]], [[media:2010_11_02_14_58_42.djvu|Mtg 32 (b)]], [[media:2010_11_04_13_57_39.djvu|Mtg 33 (c)]], [[media:2010_11_04_14_51_31.djvu|Mtg 34 (b)]], [[media:2010_11_05_07_46_02.djvu|Mtg 35 (b)]], [[media:2010_11_09_15_00_14.djvu|Mtg 36 (b)]], [[media:2010_11_10_14_40_12.djvu|Mtg 37 (b)]], [[media:2010_11_11_08_24_37.djvu|Mtg 38]], [[media:2010_11_11_15_13_58.djvu|Mtg 39 (b)]], [[media:2010_11_23_15_05_23.djvu|Mtg 40 (b)]], [[media:2010_11_30_14_54_10.djvu|Mtg 41 (c)]], Mtgs 42+43: Exam 2, [[media:2010_11_30_19_50_24.djvu|Mtg 44 (b)]], [[media:2010_12_01_16_31_38.djvu|Mtg 45 (c)]], [[media:2010_12_02_14_28_37.djvu|Mtg 46 (b)]],

 Mediawiki transcripts:  Mtg 1, Mtg 2, Mtg 3, Mtg 4, Mtg 5, Mtg 6, Mtg 7, Mtg 8, Mtg 9, Mtg 10, Mtg 11, Mtg 12, Mtg 13, Mtg 14, Mtg 15, Mtg 16, Mtg 17, Mtg 18, Mtg 19, Mtg 20, Mtg 21, Mtg 22, Mtg 23, Mtg 24, Mtg 25, Mtg 26, Mtg 27, Mtg 28, Mtg 29, Mtg 30, Mtg 31, Mtg 32, Mtg 33, Mtg 34, Mtg 35, Mtg 36, Mtg 37, Mtg 38, Mtg 39, Mtg 40, Mtg 41, Mtg 42, Mtg 43, Mtg 44, Mtg 45, Mtg 46,

Report table

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

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

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

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

= References =

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

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

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

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

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

Kailath, T., Linear systems, Prentice Hall, 1980. UF library QA402 .K295 1980 google amazon

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

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

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

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

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

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

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

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

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

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

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

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

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

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

$$\displaystyle \color{red}{\spadesuit}$$  NEW: </b>

Stephen Wolfram: Computing the theory of everything, video on TED.com

$$\displaystyle \color{red}{\spadesuit}$$ <b> NEW: </b>

Wolfram online integrator

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

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

Open-source software and documentation
$$\displaystyle \color{red}{\spadesuit}$$ <b> NEW: </b>

Symbolic computation

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

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

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

<b> NEW: </b>

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

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

<b> NEW: </b>

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

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

<b> NEW: </b>

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

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

= Inspiring engineering news =

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

<b> NEW: </b>

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

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

<b> NEW: </b>

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

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

<b> NEW: </b>

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

= Motivation =

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

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

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

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

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

Recent news on high-speed train (Aug 2010)
$$\displaystyle \color{red}{\clubsuit}$$

<b> NEW: </b>

Fla. seeks $1B more to build bullet train, Miami Herald, 28 Aug 2010.

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

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

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

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

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

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

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

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

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

Helmholtz equation (PDE)
Helmholtz equation (Wikipedia)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Zwillinger (1998), Sec 61

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

King et al. (2003), Appendix 5

Zwillinger (1998), Sec 94

Wikipedia

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

Zwillinger (1998), Sec 85

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

Non-homogeneous L2-ODE-CC
Boyce & DiPrima

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

Integrating factor method
= Legendre functions =

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

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

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

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

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

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

elliptic coordinates (2D)
Elliptic coordinates (wikipedia)

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

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

Legendre polynomials
Legendre polynomials (wikipedia)

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

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

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

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

Moving cylinder in a fluid (video)

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

Rodrigues's formula
Olinde Rodrigues (1795-1851)

<b> Lecture plan of other courses </b>

title: User:Egm6321.f10/Lecture plan


text: File:2010 08 24 15 22 30.djvu

title: File:2010 08 24 15 22 30.djvu


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Pillbox, Shako, and Cap/Chapter VI

Your country needs you, 1917
''In 1917 Alfred Kearey was posted as missing believed killed… as was his youngest brother Sidney, who was only seventeen… Fred died the following year. Walter had already been killed in Gallipoli, just after the landings. Albert, her fourth son, was a Company Sergeant Major. Martha despaired, and vowed never to come out of morning. She took to wearing each of her son’s medals in turn, each Sunday. She had taken to reading her bible every day, to be closer to her boys; this is how I remember her before WWII.''

In Britain there was a call for volunteers. It could be seen that the war was not going to end soon – that there were going to be more large battles and many more deaths before the Germans were defeated. Quickly men rushed to join the colours. In the first eighteen months, two and a half million men were volunteers. It could be seen that the pick of these men were the finest the nation could produce.

All through that winter of 1916, after the battles on the Somme, the weather had been awful with wind driven sleet and snow… but the Allies kept up the pressure into the new year. The local populace could not remember a colder winter, there were weeks of unbroken frost. Uniforms froze solid and could not be taken off, before being partly unfrozen. Plans were afoot to restart the attacks on the front as soon as the weather improved... The Germans strengthened their line by giving up some less tactical parts to permit an easier defensible position. Their army was undoubtedly weaker. In mid-March the Germans pulled back to the Hindenburg Line constructed the previous year by the then Chief of Staff Von Hindenburg and his Quartermaster General Ludendorff. It stretched from the coast to Metz and was an extremely strong series of interlinking strong points and barbed wire entanglements.

Battle of Arras, 9 April - 20 May
The Allies plan devised by General Robert Neville was to launch a massive attack in the south – on the Aisne, whilst the British were to contribute by asserting pressure, with fourteen divisions, in front of Arras. This surprise attack was meant to guarantee victory in forty-eight hours. On the 4th April, a furious bombardment commenced. Once again the object was: to cut the wire, keep the Germans underground, knock out as many strongholds as possible and give hope and support to the waiting troops. This artillery effort had 2,800 guns firing a variety of calibres. The attack by the British troops began on the morning of the 9th April that included ten British and four Canadian divisions. The goal was to scale the Vimy Ridge heights. At the northern end of the line the attack was a brilliant success as the troops backed up by tanks forced the heights on a three mile front. Ten thousand prisoners were captured, strongholds blasted flat, and many guns destroyed and captured. However, at the southern end of the ridge the battle see-sawed backwards and forwards for five days… the Germans directing more and more reserves forward. Five days later the British attack was halted to allow the French to advance to the Aisne… The French tried hard to keep the pressure up but the offensive turned into a colossal failure as the Germans started to press forward. The French injected further fresh troops which together made fifty-four divisions attempting to hold the tide. Mutiny took place as Frenchmen refused to take up arms. Nivelle was sacked and Marshal Petain installed as the new Commander-in-Chief. Around Arras General Haig continued to attack… on into May. They were costly advances. The Kensingtons played an important part for over nine weeks having to re-enter the line on a number of occasions.

The Kensingtons were directed to take up quarters not far from the station of Rue du Saumon. All the houses adjacent to the station had their cellars linked together. These quarters had been occupied by each army in turn as the battles seesawed backwards and forwards. The men were detailed off sleeping on all the floors of each of the houses still standing. The battalion was taken out of the line and the majority of men were found room in the Schramm Barracks. The whole place was crowded with troops from Canada and South Africa. On the 9th April, there was launched, on a front of fourteen miles, the Battle of Arras. The most important feature was Vimy Ridge, which stands two or three miles to the north of Arras. The men still had to put up with the atrocious weather conditions. When the battle commenced on Easter Monday there was a strong south-westerly squalls, rain and sleet, and even snow flurries. The awful conditions hampered the build up to the front lines. As usual there were some successes but the bad weather played a part in stopping observation by the Royal Flying Corps – to give the fall of shot. A week later there was launched to the south an offensive by general Nivelle who had prophesied would be a day of glory for France. It turned out to be one of appalling disaster, partly because the Germans had acquired the plans for the French attack. The French were soundly beaten and broken… they were on their knees. The failure by the French meant that the British had to not only withstand their own pressure, received from the Germans, but push forward with even greater force - to take some of the pressure off the French. General Haig had to continue the battle longer than he wanted to… It was during that week that the United States entered the war against Germany.

Towards the end of April Douglas Haig completed his plans for the campaign in Flanders, something he had always wanted but was dissuaded by Nivelle. Over the next three weeks the already tired troop were told to keep up the pressure and continue with the attack. During May these attacks failed at Cambrai. The Kensington battalion stayed on the Arras front for over two months, not always on the same sector, for they were occasionally rested… to return to some other position. The battalion took up residence of some villages behind the line. Afterwards, returned to Beaurains – in reserve. There the men helped construct a new camp using corrugated iron. Once again the weather was awful - raining continuously.

3rd Battle of the Scarp, May
On the 3rd May the British Army made a gallant attack at 03.45 hrs. on the Hindenburg Line, along a front of sixteen miles, the most formidable was the section around Bullecourt, ten or so miles to the southeast of Arras. They broke through in many places but their successes were short-lived because the enemy threw in a series of counter-attacks. For two years the British miners had been tunnelling under the ridge constructing twenty-one mines of which two failed to detonate, the other nineteen succeeded. The German knew this was going on, but not the scale, nor the exact whereabouts. The massive explosion destroyed part of the German front line and support positions… literally blowing the Germans off the ridge. Initially the attack was a success achieving all the first objectives. The British and Empire Forces immediately occupied the ridge… they quickly reassembled the trenches reversing the firing steps and parapets. Several attempts were made by the Germans to retake the line but to no avail - they were not strong enough.

The attack on the Messines Ridge was commanded by General Sir Herbert Plumer leading the British 2nd Army, of nine infantry division from X, IX, and II Anzac Corps. Plumer had his orders extended to cover the first line, the second, the village of Wytshaete, and the reverse slope position… an advance of nearly two miles. He deployed massed artillery pieces whose job it was to saturate the German lines - to be taken, and return fire - to eliminate German artillery positions. The creeping barrage was followed up by tanks and infantry who achieved their aim – the village of Messines in the first phase, an hour after the explosion. The second phase, the village of Wytshaete, fell two hours after that. This June offensive was a success achieving its objectives with fewer casualties than expected. Unfortunately Douglas Haig was asked to attend a meeting with the Politicians in London. These meeting lasted six weeks and during this time when the weather was at its best the momentum was lost, impetus drained away. The storming of the ridge at Messines and the opening of the larger offensive cost the British troops dearly.

3rd Battle of Ypers, June - July
It was the start to total misery for all. The British command attacked the Imperial German Army… the object: to seize the village of Passchendale. As secondary motives it was: to deny the Germans the better defended ridge, to take some of the strain off the French at Verdun, who were still having morale problems, to deflect the German submarine campaign, and to hinder the German bombers offensive on mainland England. The British War cabinet approved the plan for the summer offensive – to begin in the 20th July 1917. A vast number of artillery piece were assembled whose task was to completely flatten the German trenches, supply dumps and strongholds. Eleven days were calculated in which to accomplish this task.

The picture facing the British was one of a low lying ridge that gave the defending enemy better observation of the plain. This, the British observed from a naturally swampy plain without any redeeming features. The farmland had been criss-crossed with drains and ditches seeking natural escape routes for the water. These watercourses had been blasted away over the previous months that not only upset the natural flow of water but redirected storm water. That summer the weather had been unusually wet. The British and Commonwealth troops attacked, making a spectacular advance quickly. That summer was a particularly wet one… during the bombardment the rain started falling… off and on, during the whole period… turning into a heavy drizzle on the day of the attack. The battlefield was a quagmire. Nevertheless the troops mostly achieved their allotted tasks.

The Germans, in their organised manner, had prepared on the ridge deep fortifications, blockhouses, pillboxes and defensive positions with linking defile trenches protected by staked barbed wire, all covered against enfilading fire. These defended positions formed four lines facing the British and a further line on the reverse slope. Adopting their newly devised plan of lightly defending the forward position, keeping the body of their troop below ground in deep shelters and retaining reserves in counter-attacking positions, they awaited the battle. The manner of defence was replicated at both the villages of Messines and Wytshaete. To consolidate the newly won positions and to plan the next advance the Allied Headquarters staff took six weeks. During this delay the Germans improved their defences by installing another strategic defence line to the south, and a further one on the reverse slope. The existing machine-gun emplacements were resisted to take regard of the new, extra, defence line. The battle started about the middle of July lead by General Sir Herbert Gough. Their task was to take the Gheluvet Plateau, which was proceeded by a four-day bombardment. The Germans knowing that this probably heralded an attack moved more troops the defences. Appreciating the significance of the prolonged barrage they prepared their new offensive weapon mustard gas.

1st Battle of Passchendale, 15 July
By the time Field Marshal Sir Douglas Haig, the British Expeditionary Force’s Commander-in-Chief returned from England, the Germans had found some reserves, even thinning out troops in the front line opposite the French, who were in no position to take advantage. Haig believed the German Army was on its last legs – near to collapse after the battles of The Somme and Arras. The British Grand Plan, its primary motive, was to break out of the salient and open up a route to the Belgian coast and the U-boat harbours - to relieve the strain on the multi-national merchant fleet – stop the sinkings of desperately needed supply vessels.

Battle of Pilckem Ridge, July
After the bombardment the British attacked forcing their way up the slight ridge gaining over a mile. The British were learning the hard way that it is better to plan carefully to achieve a limited objective then defend it. The artillery also responded to the counter-battery with more precision knowing the Germans would follow up the attack to expel the invaders. The Kensingtons entrained at Liencourt to be deposited at St Omer, there to march to the villages of Houle and Moule to be got ready for the next battle. It was the most wonderful weather. The countryside had never looked better and the river sparkled. If there was anything which put everyone in good spirits it was the sun allowing everyone to wash and laundry their clothes. But it wasn’t for long before they had to take an old grey painted London bus to Abeel and onwards to take part in the 3rd Battle of Ypres. The journey was filled with singing and shouting as they journeyed along the county roads past woods, meadows and fields of hay reaching Abeel village on the Franco-Belgium border. We all fell-in to be marched to Steenvoode. The villages did not look particularly inviting. Marching along feeling quite jolly arrived at Mic-Mac Camp close to Dickebush, there being several Nissen huts. Now the battalion was in the battle zone where the roads and fields were pocked marked with shell holes filled with water. The village of Ouderdom was only a mile or so away… marching on, they got nearer and nearer to the sounds of battle… at last entering the village where they were directed to a disused brewery. There was no singing now only a grim deadly look of resignation. Everyone quietened down knowing that shortly we were to go to the front. After staying in the village for a few days we set off again towards Ypres. On the 15th August the weather was threatening, and the storm clouds complimented our depressed feeling. We continued marching in open formation passing Shrapnel Corner. On the right, the walls of the city, and on the left, the moat which ran parallel to the front.

Battle of Langemarck, 16 - 18 August
Over this devastated area the battle raged. It was described as a nightmare casualty station… was inundated – they were shelled by day and bombed at night. The scene in the horse lines was horrible. Lines of horses blown to pieces others stampede around helplessly with torn limbs. Any attempt to move in the thick mud and filled shell hole was impossible any straying meant drowning without being able to move from the cloying mud. The Germans drew breath praying for more rain which was their greatest saviour. At Estree Blanche another attack was made but the weather took another turn for the worst and the attack faltered. The weather broke, and the month of August became the wettest known in that part of Flanders. The artillery attack left the ground pock-marked by shell holes that filled up with water. Before troops could advance a path of duck-boards had to be laid following tapes laid by the Pioneers. The next two weeks saw both sides engaged in repeated artillery barrages – each side trying to outdo the other in weight of fired shot and saturation. The battalions took it in turn to keep up the attack throughout the fortnight. On the 16th August the Battle of Langemarck was launched just before dawn. Eight divisions were assigned to create an enormous shove on a wide front.

The day before, expeditionary forces were pushed forward to clear the ground before the main attack… over-running several strongholds including the main fortification of Au Bon Gite, which although surrounded held out. The battle see sawed backwards and forwards, but the attacking troops had secured a vital foothold across the Steenbeek. This was essential to the main attack the following night. The 60th and 61st Brigades would now be able to cross, and form up within striking distance of the German trenches by the next morning… to allow the main body of troops, coming up behind, to pass through the hoped for break in the German line.

The 2nd British Army took over from the 5th. bringing General Plumer into action again. He decided to take the offensive towards the southeast along the southern half of Passchendale Ridge using limited action, then taking a firm stance - to hold on to what was gained. There were three objectives – a series of lines five hundred yards apart, identified by the colours blue, green and red. The two-hundred attacking troops in the first wave were to hold the first position – defined by the road on the western side of the village, this was the blue line… they were to stay there for twenty minutes before following up. The second wave passed through these men holding the road… setting out to attack and clear the village stopping at the far side to reform and dig in. The third wave then passed on through the two former lines, to secure a third, red line, marked by a series of German trenches. When the third wave attacked the trenches the first would be following up in a supporting role. The green, when their role of keeping the German heads down was over, would then join in.

Meanwhile, the artillery would fire a creeping barrage in front of the leading troops - to form a curtain of fire and to pulverise the enemy. Signallers were detailed off to lay a line behind the leading troops to allow artillery observers to report back. This barrage would lift every five minutes one-hundred yards… until the German trench were reached, and then a final lift of two hundred yards… to deter any possible counterattack to take back the trench. This final artillery contribution would allow the sized German trench to be fitted with new firing steps and machine gun positions. This was the plan for the capture of Langemarck all the attacking troops took part in necessary training for the battle at the beginning of August. The planners meant this to herald a breakout which demanded that the various stages to be rigidly kept - so that the overlapping waves would provide the support for the leading troops. This demanded the men should not be weighed down by having to carry their packs which were left behind to be kept in store… there was going to be enough extra ammunition and equipment to be carried as it was!

Before all set piece battles the men played cards, told stories and busied themselves to take their minds off what was to happen. Two days rations were passed out and the water carriers struggled to fill up the water bottles. The officers instructed the sergeants what the plan was so that the men could be told what their particular tasks were to be. Flares were issued to be lit to indicate when they reached the German trench. The night of the attack was cold and it was raining hard. The troops formed a single file all along the Yser Canal keeping as quiet as possible. At 22.30 hrs. they moved off crossing the water keeping a hundred yards between each of the four companies. An hour later, after making their way over planks laid over the worst stretches, the way indicated by white tape, the men were allowed to rest. Starting again their march continued still making use of the carefully prepared track by the pioneers the previous night. Crossing over the road and keeping the railway line on their left then over the stream the first wave arrived at the assembly line on the far side of the Steenbeek. The German front line was very close – only about eighty yards away, the leading troops could hear the Germans talking. It was clear that the Germans had no idea of what was about to happen.

At 4.30 the artillery started to pulverise the German position… then ceased firing to allow the attack to go in. The ground had been stirred up by the bombardment making it even more pock marked. The forward line of troops was knee deep in mud. The attack was going well the Germans did not have a chance to retaliate. As the waves passed through each other the artillery lifted their fire. At 5.00 the battalion was in position. The attacking troops found that the opposition was lighter than expected. The bombardment was having the desired effect. The Germans were in confusion. The barbed wire had been cut and flattened. As the first men, to reach the trench, jumped in there was hand to hand fighting. The bombers were out moving along the trench throwing their bombs down into the dugouts. Men were detached to search out documents, maps and orders trying to identify the Germans who had been manning the trench. Anything of interest was collected and sent back to headquarters. The supporting troops using their Lewis guns caused many casualties allowing many prisoners to be taken. The red line had been reached and the attacking force was digging in, reversing the firing steps and mounting the machines guns to cover their front.

The forward battlefield was now empty. No attack in the past had occurred without the Germans reacting by trying to retake lost ground. There was no reason to suppose that this was not going to happen here. Enemy aircraft were flying overhead no doubt surveying the ground reporting on the condition and numbers of opposing forces. At 17.00 hrs. there was movement ahead and the British observers were blowing their whistles. Orders were given to stand up and receive the enemy. The Germans were about a battalion in strength. The order was given to open fire including the now mounted and positioned Lewis guns. A green rocket was fired to alert the artillery to lay down a barrage. This had the desired effect for the Germans gave up and disappeared. There was a second attack two and a half hours later but this to failed to dislodge the British. Patrols were sent out throughout the night but it remained calm.

The following morning, the 17th August, the orderly teams were collecting and issuing the battalion’s breakfast, topping up water bottles and issuing ammunition. The Germans were firing a morning hate barrage directing their fire at the farm and Langemarck… this continued practically all day. That evening a minor attack was made to secure a short section of trench the Germans had retaken. This was soon accomplished forcing the Germans to leave in rather a hurry… ending the operation as the 20th Division moved into reserve. The battle was over by eleven, and by that time the reversing of the firesteps completed… There was now time to allow the men to take it in turns to rest, clean up and have a smoke. The place was an utter shambles. All the craters were half filled with water. The bodies of the dead and wounded littered the ground. The wounded were crying out and the stretcher parties were moving about collecting up the worst cases. It took sometimes six men to move one wounded soldier because the sticky mud was at knee height and the shell holes had to be straddled as the water squelched out at each step. A section of German 4.2-inch howitzers and one 77-mm field gun had been captured and a number of pillboxes and strongholds put out of action. This part of the battle had been a success with relatively few casualties… however; the battle in the south was a disaster with 15,000 casualties and very little gain.

The afternoon went by and the Germans never tried to retake the trench… which was a relief, as the men were pretty well done in. Those who had slight wounds made their way back to the casualty station. Each battalion had their own stretcher bearers who were busy. They had receive sufficient first aid to attempt to stop wounds bleeding and to prepare the wounded for the journey back to the rear… three-quarters of a mile away, over the other side of the Steenbeek, and then a further three-quarters of a mile to Gallwitz Farm, which was the Forward Advanced Dressing Station. On the morning of the 18th August the survivors were then taken by either horse-drawn ambulance or placed on trolleys using the light railway lines to be patched up at the FADS then shipped to England. The battalion marched to the proven camp to recuperate. New drafts were sent towards the end of the month to make up for the injured and dead. As soon as the new draftees were placed, training undertaken - to instruct the new men about trench warfare. On the 9th September the battalion returned to the front to act initially as salvage collectors – to scavenge for weapons left on the field of battle.

Battle of Menim Road, 20 - 25 August
Once again there was a tremendous bombardment meant to soften up the opposition, flatten the strong-hold and break-up the wire. The Allies attacked and managed to hold on despite counterattacks. At last their seemed to be a solution to prepared positions. This required guns to be ranged accurately using all calibres and shells to creep forward closely followed up by the infantry to gain achievable goals then taking stock to reform and start again. Ypres was the key position that affected the whole sector. The city had exacted a terrible toll on both sides. As the Kensington battalion marched along the road past the city walls they reached the Menim Gate, turning right continued over a wooden bridge past the Zillebeke Lake. Ahead there was a trench system topped by a mound making the whole area a fortified bastion. Batteries of guns were firing over our heads as they carried on - towards the Westhoek Ridge. It was then that the Battalion Major was killed together with the Adjutant. As the RSM lay wounded Captain Shaw took over, coming from Brigade to take over from Captain Venables. The Germans were putting up a heavy barrage as the remainder of us doubled along the Menim Road past the dressing station of Half-Way House. Lines of German prisoners were passing as the Kensingtons made their way quickly along the road until they reached the pill-box.

Battle of Polygon Wood - 3rd battle of Ypers, September
This took place during the Third battle of Ypres, starting off on the morning of the 26th of September. It was planned as a jumping off point for a direct assault on the Ridge that had as its focal point the village of Passchendale. The troops were marched into line making their way from the road to the torn and shell holed track that lead to the communicating trench. At onetime this had been well dug with duckboards and dugouts, firing points and steps well placed with looped sandbags facing the enemy… now it was a shambles with bits of equipment and bodies sticking out from the slimy mud with two foot of water contaminated with an evil smelling scum. When all was quiet at night the rats came out stealing the rations and foraging amongst the litter. The men asleep covered their faces with a blanket even though they could feel the rats running over them. The rats had no fear hardly taking any notice of the happenings around them. Stray dogs roamed the battle fields looking for scraps of food shivering and shaking as the guns boomed out.

It did not take long for the men to become battle hardened. If they didn’t smoke before they did now… it was a nerve calming habit promoting a sense of togetherness, as they all lit up. All men suffered from fatigue and exhaustion, many having the shakes. No-one took any notice or made a remark but most engaged in mindless conversation, although no-one listened. This occurred the closer the time came to go over the top. Instructions would be continually repeated. The butterflies in the stomach made everyone breathless, having loose bowel movements, hands that would not keep still and the eyebrow that twitched…, they rocked backwards and forwards on the squelching duckboards… waiting their turn… Again the artillery put down a barrage prior to the order to advance… all could feel the ground shake and tremble. The noise of the whistles and bangs, the whine, and whooshing sound as the shells passed overhead. Everyman had to stand firm. Occasionally a man was hit by shrapnel or an unlucky bomb burst. The cry for ‘stretcher bearer’ rings out, as the word was passed along the line. Somebody had bought it. Who’s turn next?

Battle of Broodsinde, 7 October
Much of the south side of the ridge had been captured by the first of October. It had been a tremendous slog by the British 2nd and 5th Armies. The later attack managed to pass through the German defences to the depth of one mile. Just over a week later the two armies pushed forwards again - on Passchendale itself, after two days of continuous heavy rain. It had been a grim business. It was almost impossible to comprehend how troops could continue in such conditions. There appeared to be no change to the strategy and tactics. The troops had to just carry on with the Battle of Flanders capturing Passchendale three days later.

Battle of Poelcappelle, 10 October
Whilst the battle for Passchendale was being raged another was in progress. Poelcappelle was proving to be a harder nut to crack for it was a complete failure with very little to show for the 13,000 casualties. The British 5th. Army once again was being asked to create a diversion by attacking Houthulst Forest, Malmaison and northeast of Poelcappelle. At first only slight gains were made. Later on the right flank succeeded in capturing the rest of Poelcappelle.

3rd Battle of Passchendale, 31 Oct - 10 November
This was, and is still called, ‘The greatest martyrdom of the World War. The four divisions of Canadian Corps were transferred to the Ypres Salient relieving the Anzac Corps on the 18th October. Ypres lies at the western end of a low-lying plain circled by woods and hills. It lies behind the front line by some two miles and some five miles beyond- further east, is the actual village of Passchendale. In-between the town of Ypres and village of Passchendale flows the river Yser… dotted about, numerous canals and streams, all part of the field drainage system - all not much above sea-level guarded by the Pommern Redoubt. From the river the ground rises… to the village of Gravenstafel and there, further up the valley, perched on the heights… the village of Passchendale, a gentle climb up to the ridge.

It is important to picture: all military attacks were preceded at that time by an artillery barrage… this was either a total stonk that could last for days or a creeping barrage began just before the battle to saturate the ground in advance of the attacking troops. The Ypres plain was like a basin - the river running through the centre had created water meadows on either side making much of the grassland marshy. Past generations of farmers built a series of canals, channels, ditches and water-courses to drain away the surface water - to make the land productive. Naturally: any breaking or damage of that drainage system would recreate the marsh. The weather was unexpectedly wet – it rained continually… Three separate attacks were planned, each given a day to achieve. The British 5th Army were to mount diversionary operation on the left [Pilckem Ridge] and the 1st. Anzac on the right [Nonne Boschem]. The start date was 26th October 1917. The bombardment began on 22nd July employing 3,000 guns, well in advance of the start date. This shellfire: transformed the area into a pock-marked swamp two miles wide, full of quicksand’s capable of drawing man and horse beneath its surface. The 3rd Canadian Division kicked off advancing up the northern flank towards Bellevue spur. The 4th Canadian Division made for Decline Copse. Altogether the Canadians achieved all their objectives but were eventually forced back by repeated German counterattacks. The second stage, four days later, was to mop up what had not been cleared on the 26th. And secure a base on the Passchendale crest... A number of strongly held farms were assaulted and captured. By the 10th November the Third Battle of Passchendale succeeded costing the Canadians Corps 15,654 casualties in 16 days of hard fighting.

Battle of Cambrai, 13 November
The Kensingtons took over the front line on the 12th November. In support were the 3rd London’s bringing up full battle equipment. This was the first battle to be ordered that was not preceded by an artillery bombardment. Headquarters had come to the conclusion that a pre-bombardment only alerted the enemy to an impending attack – allowing the German troops to retire from the front line - to return after the artillery had moved forward. On the eve of the battle the 167th and the 169th Brigades were holding the front. Their task was to create a diversion making it look as if they were the attacking party using many different ploys to seek that effect. The 168th Brigade was in reserve. When the battle began it became obvious that the ruse had been a success. The troops following the tanks, penetrated the Hindenburg Line, on a wide front. The 36th Division on the right of the 56th advanced from Demicourt the 169th linked up with them later that morning. By the end of the day there was a large bulge in the line, eight miles wide by four deep. The advance was stopped by the Germans short of the Bourlon Wood which covered a ridge. Douglas Haig on the 22nd decided to carry on the attack. Both the Brigades 167th and the 169th were ordered to attack the Hindenburg Line. The next day the 168th were thrown into the fray, Tadpole Copse now the objective. The Kensingtons, with Lieut-Colonel Shaw in command marched the Brigade to Le Bucquiere, along the Cambrai Road. The following night they took up residence vacated by the Rangers and the \Fusiliers about the Louval Wood.

The London Scottish was occupying the Hindenburg Line pushing their way towards Tadpole Copse. C Company of the Kensingtons started to dig a trench from the original front line to the crater. A Company took over defending the right flank. When the trench had been dug C Company went to the rear to carry up battle stores. In the morning the rest of the Battalion moved in to relieve the Fusiliers. The Battalion was now in a confusion of trenches, dug-outs and strongholds totally unknown to them. They could hear the Germans but not see them. In the morning the Germans put in a determined attack shelling the line. It was clear that the Germans would attack again.

For the first time tanks were used. The attack started in the early morning with a large number of tanks [381] opening the way ahead for the infantry. Great advances were made including a breaching part of the Hindenburg Line defences. The heavy tank assault broke through the enemy lines into clear ground ahead opening up a marvellous chance to forge ahead. But no reserves were available to take over the territory gained. Before anything could be arranged the Germans had once again sealed the breach and they counter-attacked. In the end the battle was called off and the Germans retook all the ground they had lost. The battle ended with withering blizzard the snow drove everybody below ground. Although the battle had only lasted two weeks the figures of the casualties again leave the mind dazed at the stupidity of it all. Forty-five thousand on each side. The Battalion took eleven-thousand prisoners and the Germans took nine thousand of ours. There was to be no more major assaults for the rest of that winter. The Third Battle of Passchendale depleted the number of troops available to exploit the gains made at the Battle of Cambrai which showed the capabilities of massed tank action. At the end of November, beginning of December, The Kensingtons were relieved by the Gordon Highlanders and Black Watch to take up a rear reserve camp at Roclincourt. A few weeks later they were off again to Bailleul south of Vimy Ridge after a couple of days taken out of the line to celebrate Christmas 1917 back in Roclincourt Camp.

''On the 5th December 1917 the Russian Bolsheviks agreed a truce signing the Treaty of Brest-Litovsk on the 3rd March 1918. The terms were high. Russia had given up Finland, Estonia, Latvia, Lithuania, Poland and the Ukraine. This allowed the Germans to move many of their troops to the western front freeing up stocks of ammunition. By the 15th February 1918, the Germans had two armies stationed to attack between Ypres and La Bassee, and five more between Arras and Reims.''

title: Pillbox, Shako, and Cap/Chapter VI


text:
Shear Force and Bending Moment Diagrams

This article is part of the solid mechanics course, aimed at engineering students. Please leave feedback in the discussion section above.

What is shear force?
Below a force of 10N is exerted at point A on a beam. This is an external force. However because the beam is a rigid structure, the force will be internally transferred all along the beam. This internal force is known as shear force. The shear force between point A and B is usually plotted on a shear force diagram. As the shear force is 10N all along the beam, the plot is just a straight line, in this example.

The idea of shear force might seem odd, maybe this example will help clarify. Imagine pushing an object along a kitchen table, with a 10N force. Even though you're applying the force only at one point on the object, it's not just that point of the object that moves forward. The whole object moves forward, which tells you that the force must have transferred all along the object, such that every atom of the object is experiencing this 10N force.

Please note that this is not the full explanation of what shear force actually is.

Basic shear diagram
What if there is more than one force, as shown in the diagram below, what would the shear force diagram look like then?

The way you go about this is by figuring out the shear force at points A,B,C,E (as there is an external force acting at these points). The way you work out the shear force at any point, is by covering (either with your hand or a piece of paper), everything to right of that point, and simply adding up the external forces. Then plot the point on the shear force diagram. For illustration purposes, this is done for point D:

Shear force at D = 10N - 20N + 40N = 30Newtons

Now, let's do this for point B. BUT - slight complication - there's a force acting at point B, are you going to include it? The answer is both yes and no. You need to take 2 measurements. Firstly put your piece of paper, so it's JUST before point B:

Shear force at B = 10N

Now place your paper JUST after point B:

Shear force at B = 10N - 20N = -10N

(B' is vertically below B)

Now, do point A, D and E, and finally join the points. your diagram should look like the one below. If you don't understand why, leave a message on the discussion section of this page (its at the top), I will elaborate on the explanation:

Notice how nothing exciting happens at point D, which is why you wouldn't normally analyse the shear force at that point. For clarity, when doing these diagrams it is recommended you move you paper from left to right, and hence analyse points A,B, C, and E, in that order. You can also do this procedure covering the left side instead of the right, your diagram will be "upside down" though. Both diagrams are correct.

Basic bending moment diagram
Bending moment refers to the internal moment that causes something to bend. When you bend a ruler, even though apply the forces/moments at the ends of the ruler, bending occurs all along the ruler, which indicates that there is a bending moment acting all along the ruler. Hence bending moment is shown on a bending moment diagram. The same case from before will be used here:

To work out the bending moment at any point, cover (with a piece of paper) everything to the right of that point, and take moments about that point. (I will take clockwise moments to be positive). To illustrate, I shall work out the bending moment at point C:

Bending moment at C = 10Nx3m - 20Nx2m = -10Nm

(Please note that the two diagrams below should show units in "Nm", not in "N" as it is currently showing)

Notice that there's no need to work out the bending moment "just before and just after" point C, (as in the case for the shear force diagram). This is because the 40N force at point C exerts no moment about point C, either way.

Repeating the procedure for points A,B and E, and joining all the points:

Normally you would expect the diagram to start and end at zero, in this case it doesn't. This is my fault, and it happened because I accidentally chose my forces such that there is a moment disequilibrium. i.e. take moments about any point (without covering the right of the point), and you'll notice that the moments aren't balanced, as they should be. It also means that if you're covering the left side as opposed to the right, you will get a completely different diagram. Sorry about this... Upon inspection, the forces are unbalanced, so it is immediately expected that the diagram will most likely not be balanced.

Point moments
Point moments are something that you may not have come across before. Below, a point moment of 20Nm is exerted at point C. Work out the reaction of A and D:

Force equilibrium: R1 + R2 = 40

Taking moments about A (clockwise is positive): 40·2 - 20 - 6·R2 = 0

R1 = 30N, R2 = 10N

If instead you were to take moments about D you would get: - 20 - 40·4 + 6·R1 = 0

I think it's important for you to see that wherever you take moments about, the point moment is always taken as a negative (because it's a counter clockwise moment).

So how does a point moment affect the shear force and bending moment diagrams? Well. It has absolutely no effect on the shear force diagram. You can just ignore point C when drawing the shear force diagram. When drawing the bending moment diagram you will need to work out the bending moment just before and just after point C:

Just before: bending moment at C = 3·30 - 1·40 = 50Nm

Just after: bending moment at C = 3·30 - 1·40 - 20 = 30Nm

Then work out the bending moment at points A, B and D (no need to do before and after for these points). And plot.

Cantilever beam

Until now, you may have only dealt with "simply supported beams" (like in the diagram above), where a beam is supported by 2 pivots at either end. Below is a cantilever beam, which means - a beam that rigidly attached to a wall. Just like a pivot, the wall is capable of exerting an upwards reaction force R1 on the beam. However it is also capable of exerting a point moment M1 on the beam.

Force equilibrium: R1 = 10N

Taking moments about A: -M1 + 10·2 = 0 → M1 = 20Nm

Uniformly Distributed Load (UDL)
Below is a brick lying on a beam. The weight of the brick is uniformly distributed on the beam (shown in diagram A). The brick has a weight of 5N per meter of brick (5N/m). Since the brick is 6 meters long the total weight of the brick is 30N. This is shown in diagram B. Diagram B is a simplification of diagram A. As you will see, you will need to be able to convert a type A diagram to a type B.

To make your life more difficult I have added an external force at point C, and a point moment to the diagram below. This is the most difficult type of question I can think of, and I will do the shear force and bending moment diagram for it, step by step.

Firstly identify the key points at which you will work out the shear force and bending moment at. These will be points: A,B,C,D,E and F.

As you would have noticed when working out the bending moment and shear force at any given point, sometimes you just work it out at the point, and sometimes you work it out just before and after. Here is a summary: When drawing a shear force diagram, if you are dealing with a point force (points A,C and F in the above diagram), work out the shear force before and after the point. Otherwise (for points B and D), just work it out right at that point. When drawing a bending moment diagram, if you are dealing with a point moment (point E), work out the bending moment before and after the point. Otherwise (for points A,B,C,D, and F), work out the bending moment at the point.

After identifying the key points, you want to work out the values of R1 and R2. You now need to convert to a type B diagram, as shown below. Notice the 30N force acts right in the middle between points B and D.

Force equilibrium: R1 + R2 = 50 Take moments about A: 4·30 + 5·20 + 40 - 10·R2 = 0 R1 = 24N, R2= 26N

Update original diagram:

Shear force diagram
point A:

point B:

Notice that the uniformly distributed load has no effect on point B.

point C:

Just before C:

Now convert to a type B diagram. Total weight of brick from point B to C = 5x4 = 20N

Shear force before C: 24 - 20 = 4N

Shear force after C: 24 - 20 - 20 = -16N

point D:

Shear force at D: 24 - 30 - 20 = -26N point F:

(I have already converted to a type B diagram, below)

Finally plot all the points on the shear force diagram and join them up:

Bending moment diagram
Point A

Bending moment at A: 0Nm

Point B

Bending moment at B: 24·1 = 24Nm

point C:

(I have already converted to a type B diagram, below)

Bending moment at C: 24·5 - 20·2 = 80Nm

point D:

(I have already converted to a type B diagram, below)

Bending moment at D: 24·7 - 30·3 - 20·2 = 38Nm

point E:

(I have already converted to a type B diagram, below)

point F:

(I have already converted to a type B diagram, below)

Bending moment at F: 24·10 - 30·6 - 20·5 + 40 = 0Nm

Finally, plot the points on the bending moment diagram. Join all the points up, EXCEPT those that are under the uniformly distributed load (UDL), which are points B,C and D. As seen below, you need to draw a curve between these points. Unless requested, I will not explain why this happens.

Note: The diagram is not at all drawn to scale.

I have drawn 2 curves. One from B to C, one from C to D. Notice that each of these curves resembles some part of a negative parabola.

Rule: When drawing a bending moment diagram, under a UDL, you must connect the points with a curve. This curve must resemble some part of a negative parabola.

Note: The convention used throughout this page is "clockwise moments are taken as positive". If the convention was "counter-clockwise moments are taken as positive", you would need to draw a positive parabola.

Hypothetical scenario
For a hypothetical question, what if points B, C and D, were plotted as shown below. Notice how I have drawn the curves for this case.

If you wanted to find the peak of the curve, how would you do it? Simple. On the original diagram (used at the start of the question) add an additional point (point G), centrally between point B and C. Then work out the bending moment at point G. That's it! If you have found this article useful, please comment in the discussion section (at the top of the page), as this will help me decide whether to write more articles like this. Also please comment if there are other topics you want covered, or you would like something in this article to be written more clearly.

Back to the solid mechanics course

Taltastic 14:11, 15 September 2010 (UTC)

title: Shear Force and Bending Moment Diagrams


text:
User:Barbie

About Barbie

I am currently studying a Bachelor of Human Nutrition and doing Psychology as a minor. This semester i am enrolled in Motivation and Emotion with James Neill. I chose this unit to learn about what drives someone and learn how i can motivate myself to study rather then procrastinate.

I am also interested in Motivation and Psychological disorders, focusing on anxiety and the connections between motivation, emotion and eating.

Introduction
This week we were introduced to motivation and the history of motivation.

Motivation = Energy + Direction. In the Study of Motivation we ask ourselves Two Questions: There are four motivational sources: After the introduction James went on to teach us about the history of Motivation. Another Student created a great timeline on the topic.
 * 1) What causes behaviour?
 * 2) Why does behaviour vary in its intensity?
 * 1) Needs
 * 2) Cognitions
 * 3) Emotions
 * 4) External events

Assesments
In our lecture we went over our assesments for this semester and began to learn how to use wikiversity. We have three assesments: We also had our first tutorial,which began by mixing with our peers by forming small groups with people who shared similar feelings and traits. We then were asked to define motivation and emotion and discovered that there are many different meanings for these two words. After sharing our definitions the following is what i think these two words mean.
 * 1) Textbook Chapter- Motivation and emotion/Textbook/Emotion/Stress, arousal and coping
 * 2) Multimedia- Stress, Arousal and Coping
 * 3) E-portfolio- Barbie
 * Motivation-The driving force behind any behaviour.
 * Emotion-State of mind which is determined by thoughts and feelings.

The Brain and Physiological Needs
This weeks topic was the Brain and Physiological needs. We discussed motivational sources:

 * Cognitions
 * Emotions
 * External events
 * Needs- any condition within an organism that is essential and neccessary for life, growth and well-being.

We continued into more depth with needs. It was interesting to know that sex was considered a physiological need, and when looking at the meaning just above of needs sex is neccessary for new life, but it remains a controversial topic. If it fits the definition of needs then there should be know controversy on the topic. The other physiological needs are:
 * Thirst
 * Hunger- short term and long term, 3 motivations of hunger:
 * 1) Self regulation of food intake
 * 2) Exercise/motivation
 * 3) Mindfulness over one's environmental influences
 * Breathing
 * Sleep
 * Homeostasis
 * Excretion

The third motivation of hunger suggests reasoning behind a person suffering from anorexia. For a person with this disease their environment must over power the other two motivations of hunger as their want to be thin seems to become a need replacing the need to eat. The following link gives information on anorexia, What it is, the apparent causes, symptoms and more. Anorexia

Personal and Social Needs

Week 4 in our lecture we went into depth of psychological needs: Four ways to support Autonomy: These two aspects are gained through tasks that are challenging enough to interest the person without being too hard and causing stress, thus, overwhelming them.
 * Autonomy- perceived control of choices, which requires support.
 * 1) Nutures inner motivational resources
 * 2) Relies on informational language
 * 3) Promotes valuing
 * 4) Acknowledges and accepts negative feedback
 * Competence- Confidence and Capability
 * Relatedness- social need to connect with someone

We also discussed social needs, which is an acquired psychological socialisation history that activates emotional responses to a particular need-relevant incentive: I think i am a Low-need achiever because i tend to procrastinate and struggle to motivate myself to put large amounts of effort in.
 * Achievement- show personal competence
 * Affiliation- please others to gain their approval, social connection and relationship
 * Intimacy- warm, secure relationship
 * Power- control over others

and Quasi Needs- which i still don't fully understand, when given the definition, the folloing examples help me: Both examples show quasi needs do not fit into the defintion of a need; any condition within an organism that is essential and neccessary for life, growth and well-being. One could argue in today's society that Money is a need rather then a quasi need as it is neccessary to buy food or to buy land and seeds to grow food, therefore it is essential and necessary for life, growth and well-being.
 * Needing money at the store
 * Needing an umbrella in the rain

We also had our second tutorial. We began discussing with our small groups our progress on our Textbook Chapter and then moved onto talk about parts of the brain involved in Motivation and Emotion. Each structure within the brain has a motivational or emotional experience.

We also very briefly touched on Physiological needs, Psychological needs and Social needs. After this we completed a questionaire about Autonomy, Control and Impersonal traits, to see where we fit. My scores were very similar for each but my highest score was for Autonomy followed by Impersonal and then Control.

Intrinsic & Extrinsic Motivation & Goal Setting
&
 * I nterests
 * N
 * T
 * R ewarding within yourself
 * I nherent
 * N ot one task that is 100% Intrinsic or Extrinsic
 * S atisfying psychological needs
 * I
 * C reativity & persistance
 * E nvironmental motivation
 * X ternal, Introjected, Identified and Integrated regulation
 * T here are better ways to encourage participation then extrinsic bribery
 * R ewards, can sometimes have unintended effects
 * I mmediate and long term consequences of punishment
 * N
 * S
 * I ncentives
 * C onsequences- Punishment or reinforcement

MOTIVATION

 * G oal Setting and goal Striving
 * O verwhelm-Too difficult goal
 * A ttainment requires planning
 * L ong term and short term

 * S tates-Present and ideal
 * E nhance learning
 * T OTE Unit: Test, Operate, Test, Exit
 * T wo types of discrepancy: reduction and Creation
 * I mplementation Intentions
 * N
 * G oal mechanisms

Personal Control Beliefs & the Self
This week we had a lecture and another tutorial. Expectancy>Efficacy & Outcome

Self Efficacy-Sources
 * 1) Behavioural history-successes and failures
 * 2) Vicarious Experience-learning through observation
 * 3) Verbal Persuasion-from others
 * 4) Physiological activity

Consequences
 * Choice
 * Effort & Persistance
 * Thinking & decision making
 * Emotional Reactions

Empowerment-Possessing the knowledge, skills & beliefs that allow people to exert control over their lives.

Mastery Beliefs-Extent of perceived control one has over attaining desirable outcomes & preventing aversive ones.

Learned helplessness-State that results when an individual expects that life's outcomes are uncontrollable. It can result in depression, low self efficacy, motivational, learning and emotional deficits.

The Self & it's Strivings
 * Defining or creating the self
 * Relating the self to society
 * Discovering & developing personal potential
 * Managing or regulating the self

Possible Selves- representation of attributes, characteristics & abilities People in some society's tend to fear being different, but in today's society we see more and more people stepping up and showing that they are unique. Possibly celebrities such as Ellen DeGeneres could be an Idol for others who were struggling to show their true identity and she has given them the confidence to do so. In recent years we have seen the rise of EMO's. I think emo's could be hiding their identity and trying to be substantially different from others.
 * Social in origin
 * Motivational role
 * Important piece of puzzle
 * Portraying self as a dynamic entity
 * Future self or ideal self
 * Identity

In the Tutorial we looked at Intrinsic & Extrinsic motivation for being a university student like, Career, Education and Social opportunities. We completed a University Student Motivation Survey. The average, highest motivator for studying at univeristy is to attain a career. This is followed by learning, socila opportunities, altruism and pressure. After this we looked at learned optimism and discovered too much optimism can be negative. In the case for gamblers, they will continue to gamble as they believe they will win, thus a little pessimism is a positive thing. We completed a survey from THE QUEST which evaluated our pessimism and optimism levels. The last activity for this tutorial was on Self. We looked at defintions of Life effectiveness and completed another survey L.E.Q. to see how we think and feel about ourselves.

Week 7
No Lecture or Tutorial

Week 8
Class Free Period

Nature of Emotion
After a week away from classes we began to discuss Emotion. There are four components of emotion
 * 1) Feelings
 * 2) Bodily arousal
 * 3) Social-expressive
 * 4) Sense of purpose

Emotion can motivate someone to take action. It can also be representative of how well someone is adapting.

Emotion is Caused by a significant event which is followed by cognitive and biological processes. Basic emotions differ from one perspective to another. Emotions are beneficial to learn how to cope, for social interactions and regulate behaviour by contributing to cognition.
 * Fear
 * Anger
 * Disgust
 * Sadness
 * Joy
 * Interest

Aspects of Emotion
Week 10 we continued with emotions and i missed my tutorial. 3 Aspects of Emotion:

 * 1. Biological

James-Lang Theory Hypotheses
 * Autonomic nervous system
 * Endocrine System
 * Neural brain circuits
 * Rate of neural firing
 * Facial feedback

1. The body reacts uniquely to different emotion-stimulating events

2. The body does not react to emotion-stimulating events

Some emotions are an adaptive response.

Izard's differential emotions theory

1. 10 emotion's

2. Unique feeling

3. Unique expression

4. Unique neural activity

5. Unique purpose/motivation

Facial Feedback Perspective, emotion stems from feelings aroused by:

1. Movement of Facial musculator

2. Change in facial temperature

3. Changes in glandular activity in the face

 * 2. Cognitive

 * Appraisals
 * Knowledge
 * Attributions
 * Socialisation History
 * Cultural Identities
 * 3. Social & Cultural

Emotions can be considered negative or positive. This varies across cultures, for example interpretation of love can be different for different cultures. When James first mentioned that for parts of China people consider true love a negative emotion i was shocked but as he continued to explain that this is because of arranged marriages i understood that if one were to find true love outside of their marriage it would become a very negative experience.
 * Socialisation History
 * Cultural identities

3 parts for social and cultural aspects:
 * Emotion Knowledge
 * Expression management
 * Emotional Management

Personality, Motivation & Emotion
Personality Traits affect one's reactions to situations, whether they avoid, approach, or modify.

There are 5 personality traits:
 * 1) Openess to experience
 * 2) Conscientiousness
 * 3) Extraversion-Happiness, active
 * 4) Agreeableness
 * 5) Neuroticism- Unhappiness, cautious

Arousal is a continual state, the inverted u shows how arousal level relates to performance.

Underarousal results in boredom which is avoided by many people. When someone begins to become underaroused they usual seek tasks that interest them to increase arousal.

Overarousal can cause stress. A situation where someone encounters a bear for most people would not be an ideal situation thus causing overarousal resulting in stress. The brain requires stimulation but over stimulation results in stress.

Sensation Seeking- personality characteristic of one who seeks intense experience and stimulation to maintain a good mood. Eg Ben Cousins Sensation seeking trait can be a predictor of addictions such as gambling or alcohol addict.

Affect Stable- stable mood

Affect intense- fluctuating moods

Control
 * Percieved control-capability, situational support
 * Desire for control

Percieved control belief-engagement vs disaffection-actual outcome

Unconscious motivation
Freud's dual instinct theory

Eros-Instinct for life

Thanatos-Instinct for death

Wish Model- discrepancy theory, aggression and sex do not fit the drive theory

Contemporary Psychodynamic Perspective

 * The Unconscious

 * Freudian Unconscious-appraises the environment
 * Adaptive Unconscious-goals, judgement, action
 * Implicit Unconscious-emotionally linked environmental motivation
 * Subliminal Motivation
 * Psychodynamics

 * Id and Ego
 * Repression- Forgetting, Ignoring information
 * Suppression- Realising then putting it out of mind
 * Ego Development-develops to defend against anxiety and to empower the person

 * Symbiotic
 * Impulsive
 * Self Protective
 * Conformists
 * Conscientious
 * Autonomous
 * Object Relations Theory

 * Unconscious tone
 * Capacity for emotional involvement
 * Mutuality of autonomy with others

Growth Motivation and Positive psychology
This week our textbook Chapter due date rolled around. My chapter can be found by clicking the link. It discusses Stress Arousal and Coping. Motivation and emotion/Textbook/Emotion/Stress, arousal and coping

Growth Motivation and Positive psychology is said to be overly optimistic, naive, vague and ill-defined.

The Question this week is how do we know what is wanted or what is really needed by the actualising tendency?

Holism and Positive Psychology-

Holism-human potential and encouraging development

Positive-building of strengths and competencies

Self Actualisation- Fulfill innner desire, process of enlightenment, continually working at. There are 2 aspects; autonmy and openess

It was Maslow's beleif that their are many motivations that fit into a hierarchy. It isimportant to encourage self actualisation through:
 * 1) Growth Choices
 * 2) Be Honest and Authentic, open to feedback that fosters growth
 * 3) Situationally position yourself for peak experiences, choose environments of preference.
 * 4) Give up Defensiveness, accepting mistakes as opportunities for change
 * 5) Let the Self Emerge, inner wisdom about the right direction to move in
 * 6) Be Open to Experience, approach motivation

Rodgers beleived an organism has one basic motivation-self actualisation. It is innate and continual, genetic potential, personal development, conditional or unconditional regard, social environment organismic valuation process, evaluating whether something is damaging or developmental.

The fully functioning individual is said to possess:
 * Emergence
 * Acceptance
 * Expression

Casuality Orientations
 * Autonmy- individual sees themselves as fundamentally in control, they make decisions based on needs and interests. It is possible that Fred Hollows could be seen as having an Autonmy casuality orientation.
 * Control- Clues from other people about how to behave, always looking for guidance, more likely to be influenced by reward

Growth Seeking vs Validation Seeking

Relationships are important to encourage and improve conditions for self actualisation through:
 * Warmth
 * Genuineness
 * Empathy
 * Interpersonal acceptance
 * Capacity for self determination

The Problem of Evil-intentional acts of harm Some people can get pleasure for others suffering. A child solider has been brought up to be violent he/she knows no different.

Personal Strengths Resilience, happiness, optimism and enjoyment etc. If we focus on strengths could prevent symptoms of depression and other disorders. Nuture

Optimism-inflated perspective of themselves, good for mental health, helps to love and like and accept yourself. Facilitate effort and persistance

Meaning-question meanings in life, sense of purpose. sickness is symptoms of lack of meaning

Eudaimonic well-being-actively persuing self actualisation, richer, deeper, authentic happiness then hedonistic.

Conclusion
Motivation and Emotion was an enjoyable and interesting unit. I am unsure how i feel about the e-journal as i have conflicting thoughts. I feel it is a good method of getting students involved in tutorials and lectures and i agree with User:E.herbert that it is a fantastic learning tool if it is completed weekly. However the weekly writing proved difficult as i found myself completing other assesments and had another unit which also had weekly assesment items only these had deadlines. I find my motivation comes from a deadline and knowing it has to be completed now and not after that time. Having weekly deadlines may also make it easier for the marker. Thankyou James.

title: User:Barbie


text:
User talk:Barbie

 Hello Barbie, 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.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 01:26, 26 August 2010 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 01:26, 26 August 2010 (UTC)
 * Hi Barbie. Welcome to Wikiversity, and have fun editing! Diego Grez 01:29, 26 August 2010 (UTC)

-- Jtneill - Talk - c 10:13, 15 December 2010 (UTC)

title: User talk:Barbie