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User:Egm6936.f09/When to use incompressible flow model?

Fluid motion at steady state is considered incompressible when Mach number is much less than unity, given in Eq.(24). In fluid flow analysis, including turbulent flow, it is very frequent to take the fluid, either a gas or a liquid, to be incompressible because this assumption simplifies the governing equations. For example, McComb (1992, p.2) states that the fluid motion is considered incompressible throughout the book and refers to the book by Batchelor (1967, p.167). In practice, when the flow speed is less than half of the sound speed, incompressibility condition holds (Bolster et al., 2011).

 = Introduction: What is incompressibility? =

The velocity and the pressure fields, $$\displaystyle \mathbf v $$ and $$\displaystyle p $$ respectively, are obtained from a solution to the momentum balance and mass balance equations. The latter, also known as the continuity equation, is expressed as

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$$  \displaystyle \frac {\partial \rho} {\partial t} + \rm div (\rho \mathbf v) = 0 $$  (1)
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or, in terms of material time derivative,

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$$  \displaystyle \frac {1}{\rho} \frac {D \rho}{D t} + \rm div (\mathbf v) = 0 $$  (2)
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where $$\displaystyle \rho $$ is the density of the fluid, which is found from an equation of state of the form $$\displaystyle \rho = \rho(p,T) $$ where $$\displaystyle T $$ is the temperature. A fluid (gas or liquid) is said to be incompressible if its volume (or density) is constant upon an applied external force, e.g., pressure. Then, for an incompressible fluid, the continuity equation, i.e. Eq.(1) simplifies considerably and is expressed as

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$$  \displaystyle \rm div (\mathbf v) = 0 $$     (3)
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Liquids are usually assumed to be incompressible because the effect of the pressure on its density is negligible (see Schlichting 1968, p.10 ). In an isothermal system, even though the density of the gases is pressure dependent, the question is whether this change is important enough to take into consideration. Therefore, the goal in this section is to derive the criteria under which a fluid can be considered incompressible. We will follow three approaches presented by Malvern (1969, p.443), by Landau and Lifshitz 1975, p.245 , and by Batchelor 1967, p.167. Even though the starting points and the steps they take are different, they come to the same conclusion.

= A quick derivation using gas dynamical equation =

Here, we obtain the condition for using incompressible flow model starting with the gas dynamical equation. By assuming that the flow velocity is very small compared to the speed of sound, and that the gradient of the velocity is bounded by some finite number, then the divergence of the velocity field is negligible, i.e., approaching the incompressibility condition; Malvern 1969, p.443

The gas dynamical equation

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$$  \displaystyle c^2 {\rm div \,} \mathbf u - \mathbf u \cdot {\rm grad \,} \mathbf u \cdot \mathbf u = 0 $$     (4)
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or

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$$  \displaystyle {\rm div \,} \mathbf u = \frac{\mathbf u \cdot {\rm grad \,} \mathbf u \cdot \mathbf u}{c^2} $$     (5)
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thus

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$$  \displaystyle \parallel \mathbf u \parallel \ll c {\ \rm and \ } \parallel {\rm grad \,} \mathbf u \parallel < M \Rightarrow {\rm div \,} \mathbf u \approx 0 $$     (6)
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for some finite number $$\displaystyle M$$.

The downside of this approach is that the condition on the velocity field (being less than the speed of sound) had to be assumed ahead. Instead, Landau and Lifshitz 1975 and by Batchelor 1967 took different starting points to arrive at the velocity condition for the validity of using incompressible-flow model.

Appendix: Derivation of the gas dynamical equation
The steady state Euler equation, dotted with the velocity vector is given as

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$$  \displaystyle \left(\rho (\rm grad \, \mathbf v) \cdot \mathbf v \right) \cdot \mathbf v = \left(-\rm grad p\right) \cdot \mathbf v $$ (7)
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Using the definition of the material time derivative, the right hand side of Eq.(7) can be written as

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$$  \displaystyle -\rm grad p \cdot \mathbf v = -\frac{Dp}{Dt} + \frac{\partial p} {\partial t} $$ (8)
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As we are concerned with steady state flow, the second term in Eq.(8) vanishes and the first term can be expanded as in Eq.(28) where $$\displaystyle DS/Dt=0$$ as isentropic (constant entropy, i.e., reversible adiabatic) process is assumed. Hence, Eq.(8) reduces to

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$$  \displaystyle -\rm grad p \cdot \mathbf v = - c^2 \frac {D \rho}{D t} = -c^2 \left(-\rho \, \nabla \cdot \mathbf v \right) $$  (9)
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For the second inequality in Eq.(9), the continuity equation, Eq.(2) is used. Combining Eq.(9) with Eq.(7) yields the gas dynamical equation.

= Derivation of the incompressibility conditions using sound wave equations =

Here, we derive the incompressibility conditions from the sound wave equation (see Landau and Lifshitz 1975, p.245 ). First, we start from the momentum equation, derive the wave equation, and obtain the incompressibility conditions.

A sound wave is an oscillatory motion of small amplitude in a compressible fluid. The pressure and the density may be written as

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$$  \displaystyle p = p_0 + p^ \prime $$  (10)
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and

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$$  \displaystyle \rho = \rho_0 + \rho^ \prime $$  (11)
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where $$\displaystyle p_0 $$ and $$\displaystyle  \rho_0 $$ represent the undisturbed/equilibrium pressure and density and $$\displaystyle  p^ \prime $$ and $$\displaystyle  \rho^ \prime $$ are the small changes/disturbances to the equilibrium quantities. The continuity equation, given in Eq.(1) becomes

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$$  \displaystyle \frac {\partial \rho^ \prime } {\partial t} + \rho_0 \rm div \mathbf v = 0 $$  (12)
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Navier Stokes equation, which is

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$$  \displaystyle \frac {\partial \mathbf v} {\partial t} + (\rm grad \, \mathbf v) \cdot \mathbf v = -\frac{1}{\rho} \rm grad p + \nu \nabla^2 \mathbf v $$ (13)
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For an inviscid fluid, Eq.(13) becomes Euler’s equation, which is

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$$  \displaystyle \frac {\partial \mathbf v} {\partial t} + (\rm grad \, \mathbf v) \cdot \mathbf v = -\frac{1}{\rho} \rm grad p $$ (14)
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Omitting higher order terms, Eq.(14) reduces to

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$$  \displaystyle \frac {\partial \mathbf v} {\partial t} + \frac{1}{\rho_0} \rm grad p^ \prime = 0 $$  (15)
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For an ideal fluid (deformation of fluid elements is an isentropic process, i.e. adiabatic and reversible), the small changes in pressure and density are related to each other as

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$$  \displaystyle \frac {p^ \prime}{\rho^ \prime} = \left( \frac {\partial p} {\partial \rho_0} \right)_S $$  (16)
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Then, the continuity equation, i.e. Eq.(12) becomes

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$$  \displaystyle \frac {\partial p^ \prime } {\partial t} + \rho_0 \left( \frac {\partial p} {\partial \rho_0} \right)_S \rm div \mathbf v = 0 $$  (17)
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For an ideal fluid, the velocity field may be expressed as a potential $$\displaystyle \mathbf v = \rm grad \phi $$. Then, Eq.(15) becomes

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$$  \displaystyle p^ \prime = -\rho_0 \frac {\partial \phi} {\partial t} $$ (18)
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Continuity, i.e. Eq.(17) becomes
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$$  \displaystyle \frac {\partial^2 \phi } {\partial t^2} - c^2 \rm div (\rm grad \phi) = 0 $$  (19) which is called a wave equation. Here, $$\displaystyle c := \sqrt{(\partial p/\partial \rho_0)_S} $$. Now, let’s consider a wave equation in one dimension as
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$$  \displaystyle \frac {\partial^2 \phi} {\partial x^2} - \frac {1} {c^2} \frac {\partial^2 \phi} {\partial t^2} = 0 $$  (20) which has a solution of the form
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$$  \displaystyle \phi = f_1(x-ct) + f_2(x+ct) $$  (21) This form of the solution is also valid for $$\displaystyle (p^\prime, \rho^\prime, \mathbf v) $$. The function $$\displaystyle f_1 $$ implies that the value of $$\displaystyle \phi $$ at $$\displaystyle t=0 $$ is also observed after time $$\displaystyle t $$ at a distance $$\displaystyle ct $$ from the previous point. Therefore $$\displaystyle c $$ represents the speed of the sound and the function $$\displaystyle f_1 $$ is called a travelling plane wave. Note that $$\displaystyle f_2 $$ propagates in the opposite direction. For a travelling wave, as $$\displaystyle \phi = f(x-ct) $$, $$\displaystyle v_x = v = f^\prime (x-ct) $$ and $$\displaystyle p^\prime = -\rho_0 \partial \phi/ \partial t = \rho_0 c f^\prime(x-ct) $$. Therefore,
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$$  \displaystyle v = p^\prime/(\rho_0 c) $$ (22) Substituting Eq.(16) into Eq.(22), with the definition of $$\displaystyle c$$ yields
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$$  \displaystyle \frac{\rho^\prime}{\rho_0} = \frac{v}{c} $$  (23) The fluid may be treated as incompressible if $$\displaystyle \rho^\prime/\rho_0 \ll 1 $$ or
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$$  \displaystyle v/c \ll 1 $$     (24)
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This last quantity is also known as Mach number. At $$\displaystyle 25^{\circ}{\rm C} $$, the speed of sound in air is $$\displaystyle 346.1 \rm {m/s} $$ and it is $$\displaystyle 1497\rm {m/s} $$  in water. Therefore, for all practical purposes, the liquids are assumed to be incompressible and for gases, one needs to check the Mach number.

For an unsteady flow, a second criteria needs to be satisfied

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$$  \displaystyle \tau \gg l/c $$     (25) where $$\displaystyle \tau $$  and $$\displaystyle l$$  are the time and length scales over which the fluid goes significant changes. The above equation is obtained when the $$\displaystyle \partial \mathbf v/\partial t$$ and $$\displaystyle (1/\rho) \rm grad p$$ in Euler’s equation are comparable. The order of magnitude of each term are $$\displaystyle v/\tau \sim \Delta p/(l \rho)$$. Then, $$\displaystyle \Delta \rho \sim l\rho v /(\tau c^2)$$. When the $$\displaystyle \partial \rho / \partial t$$ and $$\displaystyle \rho \rm{div} \mathbf v$$ terms in the continuity equation are compared, $$\displaystyle \partial \rho / \partial t$$ can be neglected if $$\displaystyle \Delta \rho/\tau \ll \rho v/l$$, which yields Eq.(25). Note that, for steady flow, $$\displaystyle \tau = \infty$$, and the second criteria, Eq.(25) is always fulfilled.
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= Alternative derivation =

Here, we follow primarily the exposition in Batchelor (1967, p.167). Let the characteristic length and velocity scales be $$\displaystyle L$$ and $$\displaystyle U$$, respectively. Then, the spatial derivative of the velocity field has an order of magnitude of $$\displaystyle U/L$$. The velocity field can be approximated as solenoidal if

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$$  \displaystyle \begin{vmatrix} \nabla \cdot \mathbf v \end{vmatrix} \ll \frac{U}{L} $$  (26)
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i.e., using Eq.(2)

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$$  \displaystyle \begin{vmatrix} \displaystyle \frac {1}{\rho} \frac {D \rho}{D t} \end{vmatrix} \ll \frac{U}{L} $$  (27)
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For a homogeneous fluid, the degrees of freedom $$\displaystyle F$$, given as $$ \displaystyle F=C-P+2$$ is two. Here, $$\displaystyle C $$ and $$\displaystyle P$$ are the number of components and phases, respectively and they are both one for a homogenous fluid. We choose the density $$\displaystyle \rho$$ and the entropy per unit mass $$\displaystyle S$$ as two independent variables. Then,

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$$  \displaystyle \frac {D p}{D t} = c^2 \frac {D \rho}{D t} + \left( \frac {\partial p} {\partial S} \right)_\rho \frac {D S}{Dt}
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$$  (28) where $$\displaystyle c := \sqrt{(\partial p/\partial \rho)_S} $$. Then the incompressibility condition Eq.(27) becomes
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$$  \displaystyle \begin{vmatrix} \displaystyle \frac {1}{\rho c^2} \frac {D p}{D t} - \frac {1}{\rho c^2} \left( \frac {\partial p} {\partial S} \right)_\rho \frac {D S}{Dt} \end{vmatrix}
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\ll \frac{U}{L} $$  (29) Using the definitions for the material time derivative, i.e.
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$$  \displaystyle \frac {D p}  {Dt} =  \frac {\partial p}  {\partial t} + {\rm grad} \, p  \cdot \mathbf v $$ (30)
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and the Euler equation with the body force term, which is

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$$  \displaystyle \frac {\partial \mathbf v} {\partial t} + (\rm grad \, \mathbf v) \cdot \mathbf v = -\frac{1}{\rho} \rm grad p + \rho \mathbf g $$ (31) eq.(29) becomes
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$$  \displaystyle \begin{vmatrix} \displaystyle \frac {1}{\rho c^2} \frac {\partial p}{\partial t} - \frac {1}{2 c^2} \frac {D u^2}{D t} + \frac {1}{c^2} \left( \mathbf u \cdot \mathbf g \right) - \frac {1}{\rho c^2} \left( \frac {\partial p} {\partial S} \right)_\rho \frac {D S}{Dt} \end{vmatrix}
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\ll \frac{U}{L}

$$  (32)
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The most general way to satisfy the inequality in Eq.(32) is that each term has a magnitude much smaller than $$\displaystyle U/L$$. The second term in Eq.(32) has the same magnitude as $$\displaystyle {\rm grad} \, v^2 \cdot   \mathbf v $$, which is $$\displaystyle U^3/L$$. Then, the first criteria for the incompressibility is

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$$  \displaystyle \frac{U^2}{c^2} \ll 1 $$     (33) which is the condition in Eq.(25). The pressure term in Eq.(32) has a magnitude of rate of momentum per area, i.e., $$\displaystyle \rho L U/ \tau $$. Then, the first term yields
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$$  \displaystyle \tau^2 \gg l^2/c^2 $$     (34) which is the condition in Eq.(D17). Note that if $$\displaystyle \tau=L/U $$, then the condition in Eq.(34) becomes same as in Eq.(33). If $$\displaystyle \tau=L/c $$, then $$\displaystyle L $$ is the wavelength of a sound wave. The gravitational term in Eq.(32) yields
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$$  \displaystyle \frac {gL}{c^2} \ll 1
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$$     (35)
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The term with the rate of entropy change in Eq.(32) can be decomposed into two parts. The first one

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$$  \displaystyle \frac {1}{\rho c^2} \left( \frac {\partial p} {\partial S} \right)_\rho = - \frac {1}{\rho} \frac {1}{ \left( \partial p / \partial \rho \right)_S} \left( \frac {\partial p }{ \partial \rho}\right)_S \left( \frac {\partial \rho }{ \partial S}\right)_p = \frac{\beta T}{C_p} $$  (36) where (p.26, Batchelor, 1967 )
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$$  \displaystyle \left( \frac {\partial p} {\partial S} \right)_\rho = -\left( \frac {\partial p} {\partial \rho} \right)_S \left( \frac {\partial \rho} {\partial S} \right)_p $$  (37) In Eq.(36), the thermal expansion coefficient is defined as $$\displaystyle \beta = -1/\rho \left(\partial \rho /  \partial T \right)_p $$, which is a positive quatity as the density decreases with temperature. The constant pressure specific heat is defined as $$\displaystyle C_p = T \left(\partial S / \partial T \right)_p $$. The time rate of change of the entropy is given as (Bird et al., 2006, p.372 Eq.(11D.1-3) )
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$$  \displaystyle \rho \frac {DS}{Dt} = -\frac {1}{T} \left( \nabla \cdot \mathbf q \right) -\frac {1}{T} \left( \boldsymbol \tau : \nabla \mathbf v \right) $$  (38)
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= References =


text:
ITIL/Foundation

Welcome to the Information Technology Infrastructure Library (ITIL) Introductory Course
(This course is currently under development) Authors:
 * Garydrumm (discuss • contribs) 16:38, 6 December 2011 (UTC)
 * Sundgauvien38 (discuss • contribs) 08:21, 20 August 2014 (UTC)

Axelos revealed ITIL 4 releasing in Early 2019

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

title: ITIL/Foundation


text:
User talk:Katzekratzer

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Talk:Trigonometry/Angles

I have not seen angle defined as the measure of the arc length in a reference unit. As angle is a dimensionless metric, then angle needs to be a ratio but the way it is presented here it is the measure of the arc.

please advise, DrJoe 22:05, 23 November 2010 (UTC)

 * Amongst mathematicians it is common to define an angle to be the arc length along a unit circle that is specifically the circle of radius 1.  Of course in most contexts mathematicians are not usually concerned with whether or not a particular number is dimensionless.  Of course the whole conversation often get people generally confused when it is recognized that degrees are also necessarily dimensionless.  But I will do what I can to improve the definition. Thenub314 22:29, 23 November 2010 (UTC)

Title of this resource
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 * On second thought, I looked at Topic:Trigonometry and am organizing all the links ("Lessons") as subpages of Trigonometry, this being very obviously useful and simple. --Abd (discuss • contribs) 12:55, 6 September 2014 (UTC)

title: Talk:Trigonometry/Angles


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User talk:DrJoe~enwikiversity

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User:KBlott/Test and treat

Test and treat is a proposed public health measure aimed at stemming the spread of HIV/AIDS. The proposed program entails seeking out individuals who may be infected with HIV, testing them, and initiating therapy for the infection as soon as they test positive regardless of their CD4 count. Throughout the history of the AIDS epidemic, many people have gotten tested for HIV infection only to discover, after the fact, that their physician is unwilling to treat them. Without treatment, AIDS carriers remain infectious and are capable of transmitting the infection to others. Drug therapy slows the rate of viral replication making transmission of the infection more difficult. This, in turn, slows the spread of AIDS.

title: User:KBlott/Test and treat


text: File:2010 11 23 15 05 23.djvu

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User talk:Newspopularity

Welcome to Wikiversity. Keep in mind that our links come with rel="nofollow". If you would like to experiment, please visit Sandbox and edit there. --Draicone (talk) 02:48, 24 November 2010 (UTC)

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text:
Ideas in Geometry/Proofs by Picture

Section 2.4.3

Proofs Involving Sums

1+2+3+4+5+...+n= [ n (n+1) ] /2
==== This picture is meant to show the pattern of infinite sums. If the height of the rectangle is "n", the width of the rectangle is "n+1". This then shows the bottom triangle's area, made up of the light colored circles, is equal to [ n (n+1) ] /2 Therefore proving for any number "n" it's infinite sum will be [ n (n+1) ] /2 ====

Pictures are used to show the sum.
==== Square shows that with each piece of the equation can fit into the next tiny section of the 1x1 square making the sum of all the pieces is 1 (1/2)+(1/2)^2+(1/2)^3+(1/2)^4+(1/2)^5+...=1

Triangle shows that the shaded region is each piece of the equation. It exaggerates with each layer created in the triangle, the shaded pieces take up (1/3) every time. This shows that the sum of all the pieces would be (1/3) (1/4)+(1/4)^2+(1/4)^3+(1/4)^4+(1/4)^5+...=(1/3) ====

title: Ideas in Geometry/Proofs by Picture


text:
User:Bastetswarrior

Greetings!

Avi.Silterra@asu.edu

EDUCATION

Master’s of Education in Technology. In Progress.

Arizona State University, Phoenix, AZ (Aug 2010 – Present).

Master's of Science in Mathematics. Awarded Jun 2005.

Ohio State University, Columbus, OH. (Jun 2003 - Jun 2007).

Bachelor’s of Science in Mathematical Sciences. Awarded May 2003.

Bachelor’s of Science in Logic and Computation. Awarded May 2003.

Carnegie Mellon University, Pittsburgh, PA. (Sep 1999 - May 2003).

EXPERIENCE

University of Phoenix (Oct 2008-Present)

Mathematics Facilitator: Instruct and tutor adult learners in mathematics. Motivate adult learners to achieve a mastery of practical mathematics. Design and modify supplemental course materials as needed for improved student progress. Assist with educational software usage including ALEKS, Online Learning System, and graphing utilities.

Arizona State University (June 2010)

Instructor: Taught a three week pilot programming course in Alice for 4th and 5th graders. Assisted students with learning about programming syntax, program design and data structures. Expanded draft pilot material and communicated with instructional designers for course improvement.

''2wire (Feb 2009-Dec 2009)

Technical Support Representative: Phone technical support for AT&T DSL service. Responsibility expanded to include Southeast AT&T region. Measured on call length, call quality, and customer satisfaction. Multitask customer issues and assist coworkers in a rapidly changing call center environment. Considered a permanent employee.

Volt (Jan 2008-Feb 2009).

Technical Support Representative: Phone technical support for AT&T DSL service in the 13 state area. Measured on call length, call quality, and customer satisfaction. Considered a temporary employee.

Mathematics Department Ohio State University (Sep 2003-Jun 2007).

Teaching Assistant: Calculus TA for general and business students. Lectured for evening classes. Maintained class records and developed testing materials and lesson plans. Assisted students with the educational software WebWork.

Student Athletics Ohio State University (Mar 2005-Mar 2006).

Tutor: Provided assistance to student athletes in a wide range of mathematical courses ranging from basic algebra to calculus. Held both small group and individual learning sessions.

School of Computer Science (SCS) CMU (Aug 2000-Dec 2001).

Assistant: Course assistant for Java and C++ programming classes. Developed JavaScript grading assistance tools.

COMPUTER SKILLS

Programming Languages: ML, LISP (Scheme), Java, C, C++, Perl, Visual Basic, LaTeX

Operating Systems: Unix (Linux, SunOS, Solaris), MS-DOS, XP, Vista, Windows 7, OS X

Certifications: Microsoft Office Specialist

Software: Matlab, R, Word, Excel, SPSS, Camtasia, Scribus, CamStudio, Open Office

HONORS

Graduate Research Assistantship

Jun 2004-Sep 2004

Worked in conjunction with Professor Rathjen to develop the pigeonhole principle and fixed point theory in ECST, a constructive logic.

SUNY Potsdam Research Experience for Undergraduates

Jun 2002-Sep 2002

Developed partial classification of C-groups and investigated them with theoretical analysis combined with custom GAP programs.

Undergraduate Research Fellowship

May 2001-Aug 2001

Research Fellowship: Research on the statistical behavior of a distributed resource discovery algorithm (Name Dropper), mainly through computer simulations and basic probability analysis.

Alpha Phi Omega

May 2003-Present

Service Fraternity.

Phi Kappa Phi

May 2003-Present

Academic Honor Society.

title: User:Bastetswarrior


text:
User talk:Nvsware~enwikiversity

 Hello Nvsware, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * 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. --La comadreja formerly AFriedman RESEARCH (talk) 04:51, 24 November 2010 (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?

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 Nvsware. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nvsware~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 23:45, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Nvsware~enwikiversity


text:
User talk:Unofyjan

Please don't introduce external links in articles where those links are unnecessary and where those links point to sites blacklisted as carrying malware. Some of your edits broke the layout of the article pages - use the preview button before making any changes involving markup. I've blocked you for two hours, but if you wish to edit constructively that can be reviewed. --Draicone (talk) 05:20, 24 November 2010 (UTC)

title: User talk:Unofyjan


text: File:7.1 GRAPHS.jpg

title: File:7.1 GRAPHS.jpg


text:
User talk:Mistahsno

 Hello Mistahsno, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * 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. --Draicone (talk) 05:51, 24 November 2010 (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:Mistahsno


text:
User talk:BrendaWili1

 Hello BrendaWili1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 24 November 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 24 November 2010 (UTC)

title: User talk:BrendaWili1


text: Introductory Algebra

title: Introductory Algebra


text: Introductory Algebra/box-header

title: Introductory Algebra/box-header


text: Introductory Algebra/box-footer

title: Introductory Algebra/box-footer


text:
Ideas in Geometry/Constructions I

Introduction
This is clearly one of the "trickier" sections that is covered in this textbook. To master this section, simple memorization is not required. Rather, one must apply techniques learned in previous chapters and use problem-solving strategies and thought.

The main idea of this section is constructing shapes when you are only given a limited amount of information. In section 4.1 (Constructions) we learned some basic constructions that are very necessary in our section. To stand a chance in section 4.2, one must learn the following constructions from 4.1 first: Equilateral triangle, copying a segment, bisecting a segment, constructing a perpendicular line, bisecting an angle, copying an angle, constructing a parallel line and constructing lines that are tangent to a circle (this one is not as crucial as the others).

Once you have memorized these constructions and have a good understanding of why they work you are ready for some tricky constructions.

Let's walk through one of the first examples of a tricky construction.
We are asked to construct a triangle when we are only given the three sides. We do not know any of the angles, only the sides.

So what steps should we take to begin this process? The book clearly lays out how to complete this construction step by step, but lets try to do this by ourselves using our minds.

A smart step for any construction is to copy down what we are given and know. We are given sides A,B and C but we do not know how they are connected, so a good place to start is to copy the first segment, AB. We know this is in the right place, now how do we get the other two in the correct location? We could copy the other two segments repeatedly and see where they match up...but that isn't too exact and would take a very long time. This is thinking along the right track though, how can we do this in a more precise measure? What shape can we use that has the same length to all of its points? A circle! If we construct a circle at point A with radius of length AC this shows us all the possibilities where segment AC and point C can end up. Now lets do the same thing at point B with segment BC. Now we have two circles on our paper, one with a center at point A with a radius of AC and one with its center at point B with a radius of BC (which shows us all the possibilities, again, of where point C can end up). So we have two circles that are showing where point C could be. How do we know where it actually is? If you said where they intersect, you are correct! Point C cannot be in two places at once, so the intersection point(s) of these two circles is where point C must lie. Since the circles intersect in two places, you must choose which point you want to be C. Notice, though, that each point creates the same triangle, just reversed on itself. To complete the problem, all you have to do is connect the dots.

Here is an image that may help you through the process:

Final Words
There is no clearly laid out solution for these problems and they are complex. We need to discover some ways that will improve our efficiency and effectiveness with problems such as these. I have to emphasize page 127 in the book. The other pages only provide practice and examples, but the bulk of the chapter lies on this ever-important page. These are the strategies you can use to give you the ability to solve these problems on your own.

"Construct what you can. You should start by constructing anything you can, even if you don't se how it will help you with your final construction. In doing so you are "chipping away" at the problem just as a rock-cutter ships away at a large boulder." - We did this in out example problem when we copied the first segment, AB. It opened the problem up and enabled us to think more clearly about our next step.

More guidelines as stated in the book
1) If a side is given, then you should draw it

2) If an angle is given and you know where to put it, draw it

3) If an altitude of length L is given, then draw a line parallel to the side that the altitude is perpendicular to. The new line must be distance L from the side. Lets break this one down a little farther as to make it less complex. If an altitude is given, this can also mean a height, draw a parallel line to the side the altitude is perpendicular to. This means that if their is a height given, you should draw a line that is parallel to the opposite side of the height. This will make the picture more clear and will create many distances that are all of length L.

4) If a median is given, then bisect the segment it connects to and draw a circle centered around the bisector, whose radius is the length of the median.

5) If you are working on a figure, construct any "mini-figures" inside the figure you are trying to construct. For example, many of the problems below ask you to construct a triangle. Some of these constructions have right-triangles inside of them, which are easier to construct than the final figure.

Using your mind and these techniques, these constructions are solvable despite how impossible they may seem.

title: Ideas in Geometry/Constructions I


text:
Introductory Algebra/Intro

This course is intended for adult learners returning to college or university studies. Some common classes covering roughly these topics are the College Algebra class sequence at University of Phoenix and Axia College, and the Basic Algebra class sequence at Devry. You might not have used academic algebra for many years, but don't worry! Introductory algebra can be both fun and useful!

title: Introductory Algebra/Intro


text:
Introductory Algebra/Lesson Sequence

If you are ready, start here!

title: Introductory Algebra/Lesson Sequence


title: File:Convolution.1.pdf


text:
Introductory Algebra/Prerequisites

Learning mathematics takes time, energy and a few basic skills. Take the Introductory Algebra Readiness Check to see if you are ready! To succeed in this course, you need
 * Arithmetic (including fractions) mastery,
 * Mathematics Study Skills mastery,
 * Spending time on this class daily.

title: Introductory Algebra/Prerequisites


text:
Introductory Algebra/Course Objectives

By the end of this course, you will be able to
 * 1) Solve and graph linear, quadratic, exponential and logarithmic equations.
 * 2) Interpret function notation.
 * 3) Formulate and solve real world problems involving linear, quadratic, exponential and logarithmic equations.

title: Introductory Algebra/Course Objectives


text:
Introductory Algebra/Related Courses

The following courses cover related material but focus on specific exams:
 * GED Mathematics Preparation
 * ASVAB Mathematics Preparation
 * GRE Mathematics Preparation

title: Introductory Algebra/Related Courses


text:
Why academics do and do not participate on wikis

"What I wonder is why professors don't curate [pages on] Wikipedia and add course materials and open access sections of textbooks, much of which they post online anyways. We aren't really seeing the potential  that you would hope for with all of the Web 2.0 tools out there. We  aren't seeing the academic community take advantage of them as much as  other subsets of the community."

- 30px

Purpose of this page
''This list is inspired by Top 10 Reasons Why Academics Should Edit Wikipedia and shall serve as a basis for discussion of expert involvement in Wikimedia and other wiki projects. The discussion is being continued through a survey on the topic.''

List mechanics
Please order by importance - those reasons (perceived or real) most likely supported by many academics would go to the top, less likely ones to the bottom. The same for the rough categories. The list is in flow, and everyone is invited to contribute to it. Though the aim is to have a top-10 list (or so), there is no reason to delete any suggested item, as long as it is potentially relevant - just reorder accordingly. If you think you can shorten an item without losing much, then go for it.

Why not to participate
We should probably add a way to mark reasons as to whether they apply only to Wikimedia projects, only to wikis, or to Web 2.0 tools in general.

Lack of incentives
  Wiki edits do not increase my scientific reputation and is not useful for my research.   I do not know what that would be good for.   None of my peers do it.   Work done cannot be properly cited in CV.

Disincentives
Wiki edits take away time from my research. Wiki edits could actually damage my reputation. It does not fit into my workflows.
The quality of wiki articles in my field is rather low, which rarely brings me in anyway, and I value my time too highly to help fix that.

The following reasons did not make the top ten list.

 * 1) I am not allowed to post my original research in there.
 * 2) The rules are too complicated.
 * 3) Everything I write will get changed or removed before long.
 * 4) Reuse of one's contributions to Wikipedia, although permitted by CC licenses, are considered unethical behaviour in academia.
 * 5) Wikipedia robots with poor algorithms frequently revert my legitimate edits to the website.

Other commitments

 * 1) I already have to do lots of writing and editing with a higher return and I can't do any more.
 * 2) I am involved in too many other projects already and can't handle another area of focus.
 * 3) I already do lots of writing and editing and don't want to do any more.
 * 4) Developing content for Wikiversity creates a conflict of interest with university commitments.
 * 5) Most Wiki editors are younger than 20 and edit topics they don't understand.

Attitudes

 * 1) I dislike spending time correcting stuff that I posted correctly or corrected but was turned incorrect in between.
 * 2) I dislike arguing with other contributors who do not have a clear understanding of the subject but are sure they have.
 * 3) Most regular contributors, administrators and other "regulars" resent and/or are envious of my qualifications.
 * 4) I do not want to argue with other contributors who have no understanding of the subject but are sure they have.
 * 5) I do not want others to modify what I wrote.
 * 6) I dislike discussions with anonymous participants.
 * 7) I feel uncomfortable pointing peers to articles that I worked on at Wikipedia, because I can never be sure that the article is in good shape when they actually come and take a look.
 * 8) I do not want to spend my time correcting stuff that had been correct before but turned incorrect in between.
 * 9) I do not want others to see the kind of mistakes I make.
 * 10) Why should I deal with an encyclopedia if I have access to primary sources?
 * 11) I dislike the user interface.
 * 12) Wikipedia? That's a non-reliable source!
 * 13) Nobody cares here about my status in academic world.
 * 14) Frankly, I'm not interested in joining a project for altruistic motives. What's in it for me, myself, personally?

Lack of knowledge about Wikipedia

 * 1) What is Wikipedia? What is a wiki?
 * 2) Really!? I can edit an article in Wikipedia?
 * 3) I do not know how to edit a wiki.
 * 4) It looks too complicated e.g., the markup

Why participate
''Nothing wrong with having this one as well, right? ''

 * 1) To learn how to use wikis for collaborative work.
 * 2) To learn how to use wikis for building a knowledge base.
 * 3) To discover firsthand what it's like to participate in a crowd-sourced medium.
 * 4) To create reference material which is potentially available free of charge to the reader on the Web.
 * 5) To create reference material which can be used in education.
 * 6) To create reference material which can be used in research.
 * 7) To gain experience to teach students how to use wikis.
 * 8) To meet others who are interested in the same subject matter to contribute, collaborate, comment, challenge, or critique it.
 * 9) To provide material that can & often will be translated into multiple other languages.
 * 10) To reach a larger audience than would typically be possible through lectures and academic publishing.
 * 11) To identify through participation areas that will warrant further research.
 * 12) To help building the web of linked data and later use it to analyze some experimental data.
 * 13) To obtain unbridled comments, feedback, and criticism of one's work or style of presentation.
 * 14) To find others who are interested enough in one's subject matter to contribute, collaborate, comment, challenge, or critique it.
 * 15) To create some reference material which can be used in education / first acquaintance in research on new topics by academics who are working in  different field.
 * 16) To participate in developing a different type of knowledge resource and help in its development of how to do it and what it should contain.


text:
User:Gotanda

I mainly edit on Simple Wikipedia and it is easiest to reach me there. User Talk

title: User:Gotanda


text:
User talk:Gotanda

 Hello Gotanda, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * 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. --Draicone (talk) 04:28, 25 November 2010 (UTC)

title: User talk:Gotanda


text:
User talk:Thomasmcbryde

 Hello Thomasmcbryde, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 08:17, 25 November 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 08:17, 25 November 2010 (UTC)

title: User talk:Thomasmcbryde


text:
User:Pankaj khedkar

my name is pankaj khedkar my deth of berth is 4-10-1986 my email id is khedkarpankajkhedkar@ymail.com

title: User:Pankaj khedkar


text: User:Plindenbaum

title: User:Plindenbaum


text:
Survey design/Workshop/Objectives

 * Survey research: How to design and develop survey-based research
 * 1) Survey research as a research method
 * 2) Common types (e.g., face-to-face interview, mail survey, internet survey) and the pros and cons of each
 * 3) Steps in survey development

 * Survey design: Nuts & bolts of questionnaire design, including:
 * 1) Question types
 * 2) Response formats
 * 3) Layout
 * 4) Pilot testing
 * 5) Sampling

 * Survey examples: Critically examine example and draft surveys
 * 1) Review example surveys
 * 2) Review participant draft surveys

title: Survey design/Workshop/Objectives


text:
Talk:Why academics do and do not participate on wikis

New name?
Are there any objections for renaming this resource to "Why are academics not contributing to Wikimedia projects?" The intension seems to be to cover more than just Wikipedia and to go beyond 10 reasons. -- dark lama  12:25, 25 November 2010 (UTC)
 * Is there any real evidence that academics don't contribute to Wikipedia? Other than myself, I know a few academics who do, and the survey stats of Wikipedia activities show that there is a fairly high percentage of self-identified experts editing the project. I'm not sure that it can be assumed that they're not present. Perhaps it might be better as a more vague statement: "Top ten reasons why academics might not chose to contribute to Wikipedia"? - Bilby 00:15, 26 November 2010 (UTC)
 * Better yet: Why are academics denigrated, vilified, intimidated, insulted, defamed, character assassinated, lied to, tricked, misled, censored [add what happened to you or that you witness happening], blocked, and banned from Wikimedia Foundation projects? Vapmachado 00:42, 26 November 2010 (UTC)
 * Are they? Or at least, are they more than other editors? There are some issues, such as a general anti-elitism that emerges and has previously been identified. But I'm not sure that the issues academics face are generally different to the issues others face. - Bilby 02:03, 26 November 2010 (UTC)
 * Evidence I cite alot: Vast Majority of Professors Are Rather Ludditical Leighblackall 00:11, 4 December 2010 (UTC)
 * Neat. :) I lecture in computing, so I always find it amusing when other IT lecturers struggle to get a laptop working with a projector, or fail in some other basic task - although the incidence of this has fallen over the past few years. That said, the examples there only really hold for the "never heard of it" category - there are good reasons why someone would choose not to use most of those (I've attempted almost all, and some are at best only of value for particular courses and situations). - Bilby 08:30, 5 December 2010 (UTC)
 * For vagueness how about: "What contributing decisions do academics make online?" -- dark lama  11:19, 26 November 2010 (UTC)
 * What about "Impacts on academic participation in wikis" ? --Draicone (talk) 11:21, 26 November 2010 (UTC)
 * The original idea was to have a top-ten list of reasons for academics not to contribute (which was not to say that there are none that contribute), but I agree that the current content goes beyond that and that a move to a new title is in order. I would favour something like Reasons that encourage or discourage academics to contribute to wiki projects - it is broader and not limited to a particular number of reasons, and it treats both sides equally. I think that the listed reasons can still be grouped somewhat even within the categories, and similar categories would probably also be of use for the pro reasons. As discussed in the next section, a further distinction between Wikipedia and other wikis would probably also be of interest, as would one between reasons for non-participation and for departure.
 * A major problem thus far is the lack of references, since most of the current entries are somewhat based on anecdotal evidence. --Daniel Mietchen (talk) 16:16, 30 November 2010 (UTC)
 * Why academics do and do not contribute to wikis? If you are concerned by lack of references because your use to Wikipedia requiring them, don't be. Wikiversity allows original research and references are for when you are actually quoting someone, or basing an opinion on a work you read for example. If you want this page to only include opinions that can be verified from a source that is fine too though. -- dark  lama  00:59, 5 December 2010 (UTC)
 * I like this suggested title. -- Jtneill - Talk - c 01:28, 5 December 2010 (UTC)
 * In general I like the idea of a broader title and scope for this resource. The title above sounds good to me, but I would be open to other suggestions. --mikeu talk 13:41, 7 December 2010 (UTC)
 * Why academics do and do not contribute to wikis resonates well with me. --Daniel Mietchen (talk) 00:49, 14 December 2010 (UTC)
 * I've moved it over to Why academics do and do not participate on wikis. Academics do not necessarily have to 'contribute' to a wiki: if an academic expert on a subject were to provide detailed feedback on an encyclopedia article or wiki page, they would still be participating even if they aren't contributing in the same way that a fervent Wikipedian is. –Tom Morris 21:06, 14 December 2010 (UTC)

Broader than Wikipedia?
I would just point out that in Citizendium, where academics have a privileged position, participation by academics remains low. This leads me to believe that the distrust of 'experts', anti-intellectualism, etc. found among editors on Wikipedia is not the controlling factor in poor rates of participation by academics on Wikipedia. -- Donald Albury 12:13, 30 November 2010 (UTC)
 * That is an assertion -- not even a testable hypothesis -- and deserves to be ignored. Far more useful than all this theorising would be to conduct quasi-random surveys of academic institutions where it is known that some had previously participated in WP but left, and try to identify any causal patterns that would distinguish academic departures from CZ from those of the general population.
 * In my case, I stopped working with WP for several reasons: (1) the idiots (who think they know everything) far outnumber the experts, and simply outvote them in settling disputes; (2) I objected to my own work being referenced by cretins who misinterpreted it, but refused to allow me as the author to explain what the research actually showed; (3) when my name (and academic reputation) was revealed, I was then attacked on personal grounds for - variously -- not having a PhD, not having the correct nationality, my published research not reaching the conclusions that semi-educated idiots thought it should have.. (4) having my objections to unreferenced nationalistic propaganda taken seriously, even though there was nothig to back up the populist claims; while my references to standard literature were pooh-poohed as "biased"; (5) continuous revert wars carried out by teams of people, so that I could not revert without breaking the 3-revert rule but they could.
 * Basically, the list is endless. Citizendium has none of these problems: it has rather different ones. On the other hand, it is likely that junior academics have career reasons not to waste time on WP or CZ, and more senior academics may feel that there is little point. However, it is useful to make a clear distinction between departure from a project as opposed to non-participation. 85.72.221.97 15:09, 30 November 2010 (UTC)
 * Tag team reverting still counts as 3RR. And there are certainly cases where papers are cited to show something that they don't - I saw a likely one today, unfortunately it was a subscription only paper, so I had to let it ride. I would be interested to see the area where you had problems. Rich Farmbrough
 * Participation in Citizendium is low, but the proportion of academics with relevant expertise compared to the total of contributors to articles in a given field may well be higher than at most Wikimedia projects. Again, as stated above, adding in some references would be good. --Daniel Mietchen (talk) 16:24, 30 November 2010 (UTC)
 * I can present some basic numbers: CZ currently lists 4311 authors and 467 editors (credentialed experts, primarily academics), of whom 51 are active and 416 are inactive. Many of the inactive editors have done nothing in CZ since applying for an account. In terms of article development, CZ currently has 15,266 live articles, 1,038 developed articles (roughly equivalent to A or B articles in WP) and 155 (editor-)approved articles.
 * So, just under 10% of contributors who have signed up with CZ are editors (and most likely academics), which I am sure exceeds the participation rate in WP. However, only 11% of the editors are currently active (I haven't found a list of inactive CZ authors), and in 3 1/2 years only 155 articles have won approval from the experts in the relevant field(s). So why aren't there more academics active in CZ? Consensus being overwhelmed by partisanship and/or ignorance, distrust of experts, anti-intellectualism, etc. are not issues (or at least, not noticeable ones) in CZ, so I don't think they can be blamed for low numbers of academics participating there. -- Donald Albury 00:20, 5 December 2010 (UTC)

Which of these reasons are Academic specific?
I liked the "I do not want to argue with other contributors who have no understanding of the subject but are sure they have." - because this is something I have to do sometimes not only in respect to niceties of various WP templates and categories, which are at least "out there" for people to look at, but people who are convinced they know, on the basis of zero proof and usually no evidence, my methods, software, purposes and even attitude, emotion and state of mind! So this particular reason applies to all experts, not just academics.

Moreover the "it does not advance my academic credentials", "Does not go on my CV" etc. are true for more or less anyone whether they are lawyers, labourers or layabouts. Rich Farmbrough 19:59, 30 November 2010 (UTC)

Question 2
Who says academics don't contribute? Maybe they contribute in other fields than their speciality. Maybe they contribute to other resources which we use (the taxonomy databases, Sloane's integer sequences, Planet math, freely available papers and even subscription papers). Rich Farmbrough 19:59, 30 November 2010 (UTC)
 * Can we design a simple survey for people in academic institutions to copy and use, and report back data on this? Perhaps just a simple yes/no to start? Leighblackall 00:19, 4 December 2010 (UTC)
 * We could probably use something like the securepoll extension and host it here, but there might be issues relating to who exactly is answering. --SB_Johnny talk 16:45, 5 December 2010 (UTC)
 * Such a survey has now been set up (still in beta). Feedback welcome. --Daniel Mietchen (talk) 00:52, 14 December 2010 (UTC)

Questions 3 and 4
What can academics do for Wikipedia? What do we mean by academics?

If we mean only researchers - i.e. those who would be publishing in learned journals then possibly it is better use of their time to concentrate on their academic work - it will become available to us.

If we mean lecturers and other authors who are likely to write introductory text, they can donate text with little effort. Indeed anyone can release their text under CC-by unless they have a publishing arrangement that forbids it - and even they can lobby for more access to learned journals.

Some useful things might be providing pointers to suitable references, working on subject bibliographies, making themselves available via WikiProjects for expert advice.

Rich Farmbrough 19:59, 30 November 2010 (UTC)

Re: Top reasons for contributing, from an academic's perspective
You missed one: "My students are going to use Wikipedia for their research anyway, & it would help everyone involved if the quality of the information was acceptable to begin with." -- Llywrch 21:34, 30 November 2010 (UTC)
 * That was always my reason. Ottava Rima (talk) 21:53, 30 November 2010 (UTC)
 * I think it's somewhat contained in under "To gain experience to teach students how to use wikis." (currently number 7 of the for reasons) and "The quality of wiki articles in my field is rather low, which rarely brings me in anyway, and I value my time too highly to help fix that." (currently number 4 of the Disincentives) but it could probably be spelled out more explicitly. --Daniel Mietchen (talk) 13:59, 2 December 2010 (UTC)

Conflict of interest minefield
It's hard to make major contributions in articles related to your research for a living without running up against Wikipedia's Conflict of Interest guidelines. Sure, I can correct errors and fill in non-controversial missing information and I can write about my hobbies but if my paycheck comes from my research on this animal or that physical process, then it's a conflict for me to add substantial related conflict to Wikipedia.

When it comes to making substantial contributions related to my daily work I'm pretty much stuck drafting an article and submitting it through the Articles For Creation process or recommending changes on article talk pages. Davidwr 21:20, 2 December 2010 (UTC)

 * It depends on your view of WP:COI. If you're pushing your own viewpoint to the exclusion of others, that's clearly problematic but it's not a given that you won't be able to provide a neutral account of a subject in your area of expertise. The more you know about a subject, the more likely you are to have an opinion on it and of course it's not always easy to detach your edits from that opinion. But if you can, the input of an expert – who is familiar with the relevant sources and the background – can be invaluable. In a nutshell, the point of Wikipedia's conflict of interest policy is to so that people do not "promote your own interests, or those of other individuals or of organizations, including employers, unless you are certain that a neutral editor would agree that your edits are in the best interest of Wikipedia" (own emphasis added). WP:COI becomes problematic when it's assumed that anyone with actual expertise in an area is pushing their opinion; when applied in that manner it excludes those people best qualified to write an article. Nev1 00:34, 3 December 2010 (UTC)

 * I always thought that Stan Shebs, another veteran Wikipedia editor who doesn't contribute as frequently as he used to, had the right strategy:
 * WP is an unusual challenge for experts, because you can't just say "X is true" and have a crowd of adoring students copy it down uncritically. It's much more like being the ringer at the pool hall, where you go in unknown and have to impress people with your present skill rather than your past reputation. I think it's a good challenge for experts actually - can you command respect for your knowledge using your words alone, without falling back on the CV? We have some pseudonymous experts in WP who are really world-class and receive considerable deference, so it can work that way.
 * While argumentum ex cathedra does have its tactical advantages (e.g., an instructor can silence a chronic nuisance & allow the class to get back to learning the subject), a true expert, by definition, never needs to rely on titles to win her/his argument. -- Llywrch 17:20, 22 December 2010 (UTC)

Tweeted
http://twitter.com/#!/Wikiversity/statuses/11187667970555904 -- Jtneill - Talk - c 22:40, 4 December 2010 (UTC)

"cites"?
I just went over the history and saw edit comments (and edits) removing things that did not have a "cite". Is this resource related to an external class somewhere? As far as I can tell, there seem to be no references whatsoever (which is fine), so the "lacking a cite" stuff seems a bit odd. --SB_Johnny talk 00:51, 5 December 2010 (UTC)

Handout anecdote
During my time in university (BA in Philosophy, Religion and Ethics at Heythrop College), only one academic gave out a Wikipedia article as a handout. That was in a first-year class about the history of philosophy, and the handout was a large chunk of the Hermeneutics article.

It'd be useful to know how much Wikimedia materials are being used in the classroom for this kind of purpose. —Tom Morris 21:01, 14 December 2010 (UTC)

Reddit
This page was discussed on Reddit here. Tom Morris 15:22, 15 May 2011 (UTC)

Removing redundancy
I removed two redundant reasons for academic nonparticipation. They are:  It is not useful for my research.   None of my peers come here to read about my research.

The first of these two reasons was incorporated into the number one reason you aleady gave, and the second of the two removed reasons seems entirely redundant. Wikipedia has a penchant for lists that are two long. Also, I believe that "research" might not even be the primary reason, as important as it is. Many professors do little or no research, and they shy away from wikis.

I would also like to add a short essay at the bottom of your list. It might help put this into perspective if we discuss everything at once.--Guy vandegrift (discuss • contribs) 16:03, 9 March 2015 (UTC)


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User talk:Sychonet

Welcome to Wikiversity! If you want to join Topic:PHP, use four tildes without the nowiki tag. --Draicone (talk) 13:54, 25 November 2010 (UTC)

title: User talk:Sychonet


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User:Eml5526.s11/Open-source software

= Finite element analysis =

= CAD (Computer-Aided Design) modeling and meshing =

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title: User:Eml5526.s11/Open-source software


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Introduction to physics/Questions

Please ask questions about the resource page, Introduction to physics, here, in the relevant section, or under.

title: Introduction to physics/Questions


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User:Vapmachado

Introduction
Virgílio A. P. Machado, Ph.D. (1978), University of Florida, USA, is Associate Professor of Industrial Engineering at the School of Sciences and Engineering (Faculdade de Ciências e Tecnologia) of the New University of Lisbon (Universidade Nova de Lisboa - UNL), University of Portugal.

He has been teaching Industrial Engineering, in Portugal, since 1979, and is currently involved in computer aided production planning and design.

He has completed several Industrial Engineering projects for public agencies and private enterprises. He is a member of national and international professional associations, namely the Portuguese Institute of Industrial Engineering (Instituto Português de Engenharia Industrial - IPEI), of which he is a founding member, senior member of the Institute of Industrial Engineers (IIE) and Faculty Advisor of the IIE UNL Chapter, and Alpha Pi Mu, the industrial engineering honor society.

He has been granted several scholarships from the University of Lourenzo Marques (Universidade de Lourenço Marques), where he completed his undergraduate degree, from the Fulbright Commission, the Institute of Higher Culture (Instituto de Alta Cultura), the National Institute for Scientific Research (Instituto Nacional de Investigação Científica), the Secretary of State for Higher Education (Secretaria de Estado do Ensino Superior), the United States Agency for International Development, ERASMUS and TEMPUS programs of the European Union Commission, Calouste Gulbenkian Foundation, Luso-American Foundation, and the New University of Lisbon.

Personal
Virgilio A. P. Machado Apartado 313 2826-801 Caparica Portugal 351-96-472-6890

IM
WLMessenger, Skype, VoipBuster, GTalk and others: vapmachado

Interests

 * 1) Industrial engineering
 * 2) Logistics
 * 3) * Industrial location
 * 4) * Warehouse layout
 * 5) * Warehouse management
 * 6) * Material handling
 * 7) * Distribution systems
 * 8) Engineering economy

Likes

 * ethical and well mannered people;
 * to see animals roam free;
 * the beauty nature offers;
 * man made beauty and good deeds;
 * to learn;
 * to write; and
 * dance;

 * but it's his children whom he loves the most.

Dislikes

 * unethical people or with no manners;
 * to see animals in captivity;
 * human sufering from natural causes;
 * the suffering a human being is capable of inflicting on others;
 * the degradation humans are capable of causing to nature; and
 * decaying and unkept things;

 * but he doesn't hate anyone. It's like they didn't exist.

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User talk:Seddon

 Hello Seddon, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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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. --Ottava Rima (talk) 01:49, 26 November 2010 (UTC)

title: User talk:Seddon


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User talk:Ktr101

 Hello Ktr101, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:37, 26 November 2010 (UTC)

title: User talk:Ktr101


text:
User talk:MuZemike

 Hello MuZemike, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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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. --Ottava Rima (talk) 04:18, 26 November 2010 (UTC)

title: User talk:MuZemike


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Wikiversity:Candidates for Custodianship/Thenub314

It has recently been noted that there is a lack of custodians to keep up with the necessary tasks such as reverting/deleting vandalism. It occurs to me I have quite a bit of experience with this type of work and would be glad to help out as much as possible. My intention would be to use custodial tools in two ways. First to help out with RC patrolling, most of this work doesn't require any special tools (though rollback is sometimes convenient) but deleting new vandalism pages. The second task I intend for which I intend to use the tools is deleting unnecessary, empty categories. At the suggestion of some of the custodians here I have been trying to clean up uncategorized categories and pages a bit and I have come across a lot of things which I had to tag as speedy deletions. It would be more efficient if I were to simply delete them myself.

As far as involvement in other projects I am mostly involved in wikibooks, wikiquote, and wikipedia (in order of recent activity). At wikibooks I am an administrator, bureaucrat and checkuser. Thenub314 20:48, 26 November 2010 (UTC)

Questions

 * 1) Do you understand and accept that a mentor may have your ability to use tools removed at any time during your probationary period?
 * Yes, that was my understanding and I am perfectly happy with that system. Thenub314 22:23, 26 November 2010 (UTC)
 * 1) Do you understand and accept that a mentor may reverse or limit your use of the tools during your probationary period?
 * Yes, part of learning is having your mistakes corrected, and this was my understanding of how the probationary period worked. Thenub314 22:23, 26 November 2010 (UTC)
 * 1) Do you understand and accept that after your mentoring period ends the Wikiversity community may terminate your Custodianship if there is no consensus to keep the tools beyond the probationary period?
 * Yes, I understand and accept this condition. Thenub314
 * 1) Are you willing to turn in the tools if life keeps you from participating at Wikiversity for more than 6 months, despite no policy obligating you to?
 * Yes, this is a system I endorse and I will voluntarily turn in my tools if I am absent for six months. If I neglect doing so because I am too busy, then any interested member of the community should simply bring up the matter and have my tools removed. Thenub314 22:23, 26 November 2010 (UTC)
 * 1) Are you willing to recuse yourself when your involvement could cause tension or conflict, despite no policy obligating you to?
 * Yes, whenever I can foresee that my personal involvement in any situation may cause further tension or conflict I will simply call the matter at hand to the attention of the other custodians so that a more neutral party may (or may not) take action (as they see fit.) Thenub314 22:23, 26 November 2010 (UTC)
 * 1) Are you willing to take the time necessary to attempt to educate people on issues that would typically result in an immediate stern warning or block on other projects, despite no policy obligating you to?
 * I generally try to make this my default behavior, and given the history here I will attempt to redouble my efforts in this direction whenever I take action at wikiversity. Thenub314 22:23, 26 November 2010 (UTC)
 * 1) Are you willing to undo your own actions when other custodians or the community objects and you think your in the right, despite no policy obligating you to?
 * Whenever the community as a whole objects, or most custodians object to actions I would then I would revert myself. In cases of a disagreement with an individual custodian I would first discuss and see if we can come to an understanding, and if not I would seek the advice of other custodians.  Finally if there is no one available or willing to comment I would lean towards what ever option represents the "status quo".  To see an example of where I have acted this way, I would point to this diff.  I had felt this resource had little or no value in my subject, but others had disagreed with deleting the resource.  At first I changed the page to a redirect, and after a little reflection decided that this was a mistake. Thenub314 22:23, 26 November 2010 (UTC)
 * 1) Are you willing to avoid wheel warning with other custodians, despite no policy obligating you to?
 * Yes, I will avoid wheel warring. Thenub314 22:23, 26 November 2010 (UTC)
 * 1) What do you hope to be doing at Wikiversity in 6 months?
 * I hope to be continuing work on the Linear Algebra resource and creating a course that ties in well with the corresponding wikibook. Possibly I will also tie this in with the corresponding information at wikipedia and create a set of truly cross-wiki educational materials.  A course here at wikiversity, the textbook to be used with that course at wikibooks, and an encyclopedic overview of the course at wikipedia.  I have longed hope to strengthen cross wiki work. Thenub314 22:23, 26 November 2010 (UTC)
 * 1) What do you hope Wikiversity will have accomplished in 6 months?
 * I hope wikiversity will disentangle itself from drama, and attracted more readers and creators of content. Thenub314 22:23, 26 November 2010 (UTC)

Custodians willing to mentor
I'm happy to mentor, but only on the conditions that (1) you concentrate your efforts on the sorts of "everyday things that need doing" you mentioned in your request, and that (2) you give me explicit permission to remove your buttons if I feel it's appropriate to do so. I'm fairly certain you know why I'm being conditional ;-). --SB_Johnny talk 21:33, 26 November 2010 (UTC)

I'm willing to mentor as well given the responses above. -- dark lama  22:30, 26 November 2010 (UTC)

 * I accept SB_Johnny and dark  lama  as mentors. In particular I accpet the conditions put forth by SB Johnny. Thenub314 23:01, 26 November 2010 (UTC)

✅ - Thenub314 is a probationary custodian as of 27 November 2010 10:06 -- Jtneill - Talk - c 23:10, 26 November 2010 (UTC)
 * Can I be a mentor too? --Draicone (talk) 01:14, 27 November 2010 (UTC)
 * Sure, I always tell my students to do more homework you won't see me shirking away from it. :)

Restarting Mentorship Period
I have had to postpone wiki activities for various life and health issues and I now intend to return to my previous duties. As I understand SB_Johnny is still happy to mentor, so provided there are no serious objections I would like to formally reset the clock on my mentorship period. Thenub314 16:11, 21 April 2011 (UTC)
 * Are you still keen to restart? From what I can see, you've still got the custodian flag, and you haven't yet been nominated for full custodianship. No objections on restarting from me. --Draicone (talk) 16:19, 16 August 2011 (UTC)
 * Activity cross-wiki seems to have completely ceased in June, including at Wikibooks, where he is 'crat and checkuser. No clue. I'll email him, see what's up. --Abd 02:08, 17 August 2011 (UTC)
 * No response to email. See Talk:Adrignola on Wikibooks. I just added a note on his Wikibooks talk page. --Abd 19:09, 27 August 2011 (UTC)
 * Just checking in, I am still alive, but real life is demanding most of my attention lately. Sorry for the slow replies to email. Thenub314 18:12, 30 August 2011 (UTC)


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