text:
Multi-Locality

The concept of multi-locality, or also known as “bifocaility,” refers to the several relations and consciousness that an individual contains within the country of origin, and current location of a mobile migrant .Theorist and scholars, such as James Clifford, Juan Flores, and Gloria Anzaldua have applied the concept multi-locality within their books and articles to further understand the unstudied topic of Diaspora. By looking through a multi-locality lens, scholars are able to analyze the transnational economic, political and social relationships that are established “across national borders” by migrants whom come from a Diaspora, (such as the Puerto Rican, Mexican, Cuban, and Dominican Diaspora) that need to “conceptually connect oneself with others ‘there’ and ‘there,’ who share the same ‘routes’ and ‘roots. ’” The transnational ties that migrants contain with several multiple locations can also be practiced for economic and political upward mobility; in the hopes to obtain the financial resources from the host country, and come back to the country of origin.

It is important to note that there has been increase in interconnectivity between the multi-localities, during the rise of globalization in the 20th and leading onto 21st century. The increase in interconnectivity has been caused by the technological advances that has allowed economic and social goods accessible and exchangeable across national borders. But also, in a global context, the technological advances has also “suppressed time and space,” by reducing the distance between the two localities of the mobile migrant, and the time that it is take to travel there through aircraft and communications (Skype, Aim, Gmail) .These advances contributed to the foundation of multi-localities because “People can actually live in two places at the same time because travel has become easier” in leading onto the relevancy in studying the multiplicity of a Diaspora. For example, Puerto Ricans who travel back and forth from New York through the transportation of flight travel, have both established a sense and consciousness of multi-localities in the us and Caribbean. This back circular migration strengthen the connection of establish in both locations, but would be weaken without the advancement of technological advancement of transportation.

Multi-Locality between New York and Puerto Rico
Looking closely at the relationship between Puerto Rico and New York, in response to the large Puerto Rican population that inhabit the region, we are able to determine that there is a strong sense of multi-locality in relation to the both locations. There has a precedent of Puerto Rican natives that has established during the early 20th century through the Jones act, that has allow Puerto Ricans to come to the United States and return back to their home country. Through the circular migration, Puerto Ricans strengthen their ties and connections between the two regions, creating new cultures through the process. Puerto Ricans who travel to New York, have often embraced the roots of the African America culture and melodies of hip hop, that they bring to Puerto Rico. The cause of bringing cultures those are foreign to the Puero Rican, mesh, with the Latin melodies and rhythms of the smooth Latin music.The effect that the hybrid of latin and hip rhythems creates a transnational relationship that can be seen in the song by Calle 13, a Puerto Rican hip hop rapper, that discusses his story of dreaming to move to the “north” in his song “El Norte” because of the instabilities within his country. Although Calle 13 establishes and creates an ideal image of the “North,” many Puerto Ricans who are well established in the United States idealized images of back home, who feel culturally connected to their homeland such as the Organization of Puerto Rican Artist (O.P Art). O.P Art feel culturally connected to their homeland of Puerto Rico through the artistic work of idealized images back home, or produce music (such as Ivy Queen) and films to encourage the Puerto Rican youth with a sense of Latin idenitity. This back and forth creates an awkward relationship, but is the essence of multi-locality. The conscious that Puerto Ricans natives and Puerto Ricans that live in the US, create a multiple sense of thinking between several locations.Looking closely at the relationship between Puerto Rico and New York, in response to the large Puerto Rican population that inhabit the region, we are able to determine that there is a strong sense of multi-locality in relation to the both locations. There has a precedent of Puerto Rican natives that has established during the early 20th century through the Jones act, that has allow Puerto Ricans to come to the United States and return back to their home country. Through the circular migration, Puerto Ricans strengthen their ties and connections between the two regions, creating new cultures through the process. Puerto Ricans who travel to New York, have often embraced the roots of the African America culture and melodies of hip hop, that they bring to Puerto Rico. The cause of bringing cultures those are foreign to the Puero Rican, mesh, with the Latin melodies and rhythms of the smooth Latin music. The effect that the hybrid of latin and hip rhythems creates a transnational relationship that can be seen in the song by Calle 13, a Puerto Rican hip hop rapper, that discusses his story of dreaming to move to the “north” in his song “El Norte” because of the instabilities within his country. Although Calle 13 establishes and creates an ideal image of the “North,” many Puerto Ricans who are well established in the United States idealized images of back home, who feel culturally connected to their homeland such as the Organization of Puerto Rican Artist (O.P Art). O.P Art feel culturally connected to their homeland of Puerto Rico through the artistic work of idealized images back home, or produce music (such as Ivy Queen) and films to encourage the Puerto Rican youth with a sense of Latin idenitity. This back and forth creates an awkward relationship, but is the essence of multi-locality. The conscious that Puerto Ricans natives and Puerto Ricans that live in the US, create a multiple sense of thinking between several locations.

Local/Hemispheric Multi-locality
In 1974, RobertoVargas co-founded the “Gaceta Sandinista” a Spanish newspaper dedicated to covering the struggle in Nicaragua (220). The newspaper published in the Bay area provided information that would have been impossibly accessible in Nicaragua without serious repercussions from the government. Poets, activists and soldiers showed the FSLN support and did their best to participate in the struggle. Activist actions in San Francisco motivated activists in the home country and which had them going on about the injustices the Nicaraguan government had placed upon their people (223). Soon after in 1979, the FSLN took over Managua Nicaragua, the capital city. The group in San Francisco also produced a newspaper that made the social injustices in Nicaragua more known. The information was accessible to many people through newspaper in the states that resulted in a change in policies in Nicaragua.

After the assassination of Augusto Sandino, many Nicaraguan’s fled the country, which brought hundreds of mobile migrants to the mission district in San Francisco (214). At the mission, many found others struggling with the same issues which motivated them to organize a long list of intersecting events such as poetry readings, rallies and demonstrations that were all in support of the revolution in Nicaragua. This movement of migrants between Nicaragua and the United States demonstrates the awareness of problems that arose in their host country. As a result of the social injustices back home, Nicaraguans organized in San Francisco making their existence multi-local. While living in their host country, migrants were conscious of political, economic, and social issues in their home country. Multi-locality is more than a concrete concept but more the idea and the awareness of being connected to multiple locations. Nicaraguan protesters in San Francisco is an example of multi-locality because it points out how migrants who live in San Francisco still associate with Nicaragua. It is important to remember that multi-locality is a main component to the understanding of Diaspora.

title: Multi-Locality


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

title: File:Irb14007.jpg


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BCP/Laburnum

Laburnum

title: BCP/Laburnum


text:
BCP/Laburnum/Logs

Recent Logs

 * Anna reg 11:02, 9 May 2011 (UTC)

title: BCP/Laburnum/Logs


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text:
User talk:Emjay

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

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 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 12:23, 9 May 2011 (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:Emjay


text: File:EC2 vql.svg

title: File:EC2 vql.svg


text:
User:Gzc6064

This page is built by Zhichao Gong to show that how I use MS add-in to get Latex code of equations.

1, environment Windows 7 Home Premium

Microsoft Office Professional Plus 2010

MathType version 6.7

MicrosoftOfficeWordAddinForMediaWiki

2，my steps a, input a equation by MathType in Word2010 b, select the equation and click the task-bar above of MathType c, click the "Convert Equations", we will see a window pops-up d, in the "Convert equations", click to select "text using MathType translator", then   select"Texvc" e, remember to de-select "Include translator name as comment" and "Include MathType data as a comment" f, we will get a code as the following example"$I=\sum\limits_{i=1}^{4}{\frac{12}}+{{A}_{i}}d_{i}^{2}$" g, in Word2010, save the file as MediaWiki h, Open the MediaWiki file by notepad, at the beginning and the end of the code, there are two "$", change them into " " and "< / m a t h >" just like " I=\sum\limits_{i=1}^{4}{\frac{12}}+{{A}_{i}}d_{i}^{2}< / m a t h >"( notice: no space between them, I put spaces there just in order to view) i, we will get the result as this $$I=\sum\limits_{i=1}^{4}{\frac{{{b}_{i}}h_{i}^{3}}{12}}+{{A}_{i}}d_{i}^{2}$$

3: the video of my steps please click the following link

http://www.youtube.com/watch?v=JyEG-a8kexg

title: User:Gzc6064


text: File:Indented bom.gif

title: File:Indented bom.gif


text: File:Single bom.gif

title: File:Single bom.gif


text: File:Sum bom.gif

title: File:Sum bom.gif


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title: File:Mrp.png


text: File:RawMaterialESingleLevelImplosion.png


text: File:AssemblyASingleLevelExplosion.png

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text:
User:Eml5526.s11.team01.roark/Mtg03

[[media: Fe1.s11.mtg3.djvu| Mtg 3]]: Mon, 10 Jan 11 [[media: Fe1.s11.mtg3.djvu| Page 3-1]]

 * Students who just joined
 * Example of computation for insight: Vu-Quoc et al. on granulated flows (1999, PRS and 2000, CMAME)

Elastic Bar (continued)

$$\Omega =\left] 0,L \right[=\left( 0,L \right)$$

$$\partial \Omega =\left\{ x=0, \right.\left. x=L \right\}$$

 * {| style="width:100%" border="0"

$${{\Gamma }_{u}}={{\Gamma }_{g}}=\left\{ x= \right.\left. 0 \right\}$$

 * $$\displaystyle (Ess. B.C.) $$

 * }

 * {| style="width:100%" border="0"

$${{\Gamma }_{h}}=\left\{ x= \right.\left. L \right\}$$

 * $$\displaystyle (Nat. B.C.) $$

 * }

$$\partial \Gamma ={{\Gamma }_{g}}\bigcup {{\Gamma }_{h}}$$

Connected to abstract notation 60-minute program Part 1, Part 2

Linear 2nd order ODE w/avarying coeff (L2-ODE-VC)

x is the independent variable, y(x)=unknown

[[media: Fe1.s11.mtg3.djvu| Page 3-2]]

 * {| style="width:100%" border="0"

$$\underbrace{{{a}_{2}}\left( x \right)}_{coeff}\underbrace_{{{y}^{(2)}}:=\frac{{{\partial }^{2}}y}{\partial {{x}^{2}}}}+{{a}_{1}}(x){y}'+{{a}_{0}}(x)y=g(x)$$

 *  (1)

 * }

where g(x) is the forcing function. “Self adjoint” L2-ODE-VC

 * {| style="width:100%" border="0"

$$\underbrace_{\frac{d}{dx}\left[ {{a}_{2}}(x)\frac{dy}{dx} \right]={{a}_{2}}{y}''+{{a}_{2}}^{\prime }{y}'}+{{a}_{1}}(x){y}'+{{a}_{0}}(x)y=g(x)$$

 *  (2)

 * }

Compare (2) to (1) [[media: Fe1.s11.mtg2.djvu| p. 2-2]]:

$${{a}_{2}}(x)=E(x)A(x)$$

$${{a}_{1}}(x)={{\left[ E(x)A(x) \right]}^{\prime }}$$

$${{a}_{0}}(x)=0$$

$$g(x)=-f(x)$$

Note:

Self adjoint different operator <-> sym. square matrices (“stiffness” matrices).

[[media: Fe1.s11.mtg3.djvu| Page 3-3]]

All engineering problems here are self adjoint except advanced differential equations.

End Note

title: User:Eml5526.s11.team01.roark/Mtg03


text:
Cultural imaginary

The Cultural Imaginary
The Cultural Imaginary is a theory derived from different concepts in Latin American, Latina/o, and Hispanic Cultural Studies. In order to understand what the imagined is, two concepts are put together to form a community’s cultural imaginary, the definition of culture by Stuart Hall and Benedict Anderson’s idea of the “imaginary”. Alicia Camacho also expands upon the notion of the migrant community imagining their own culture, in a space neither here nor there. Stuart Hall’s definition of culture is one used by the class and is one that helps define the cultural imaginary. Hall emphasizes the notion of ‘meaning’ and the process that comes with the production and exchange of “meaning” within a society. The ways and forms that this “meaning” is shared is the core of a culture, the social actors that reproduce this sense of meaning are within that culture. It is this definition that forms the basis of Latin American and Latina/o Cultural Studies. Benedict Anderson sees the nation as an ‘imagined community’; it is imagined because most members of said community will never meet or hear from other members of this community, yet each has in their minds the image of their communion. It is this notion of the nation as a community that gives culture, and the production of culture, its meaning amongst people with a sense of collectiveness. Professor Hector Perla (University of California - Santa Cruz) describes the Latin American identity as an imagined community, one that is “socially constructed through narratives, myths of origins, symbols, rituals, and collective memory…imagined by people who see themselves as part of that group…”. It is also this sense of identity and how culture reinforces it that contributes to the imaginary. Cultural Imaginary used in this course is a term used to describe the production, identification, and reproduction of culture within Latin American and Latina/o cultural studies. Heather Levi uses the example of the Luchador and his/her mask in a way to create a cultural tie to Mexican indigeneity. Masks used by the Luchadores create an imaginary with the ceremonial masks used by indigenous peoples in Latin America, thereby creating a sense of connection between Lucha Libre and the culture it appeals to. The Luchadore’s appeal to mainstream audiences in Latin America resulted in the creation of an imaginary through which both high and low cultures were able relate to one another. This reproduction of the indigenous culture and the identification with the Mexican identity create the cultural imaginary. Identity and nationhood also apply to the cultural imaginary. In their trying to hold onto this nationhood, Alicia Camacho sees the migrant experience of workers from Latin America to the U.S. as a form of cultural imaginary; one exaggerated so as to not lose their sense of identity. She sees culture as “[not] merely a detached set of ideas but rather the means by which [people] work through their connections… and create a sense of relatedness to a particular time, place, and condition”. Because of the loss of sense of belonging, the cultural imaginary is one that helps define identity and meaning in a setting of neither belonging “here nor there”. Cultural imaginaries are socially constructed to fit the needs of a particular group. Food, music and dance are social constructions built to define what it means to be a part of a selective group. These constructions and their imaginaries help form the sense of belonging and “meaning” to a community, which directly relates to Hall’s definition. The shared space or bond created by culture is what makes the imaginary; a notion of meaning that gives people a sense of communion. Because an idea is given meaning that only makes sense within certain cultural parameters, it is imagined and only applies to that culture/community.

title: Cultural imaginary


text:
User:J39m

I'm a pianist (in the loosest sense of the word) who's been at it for nine years now. I like Wikiversity and I want to share my knowledge, so I'll be making as many contributions as I can to the subject of the Piano.

Owing to personal issues with Wikis in general, though, I will probably not be very active.

title: User:J39m


text:
Digital portfolio/Patricia Zavella

Professor Patricia Zavella is currently a professor at the University of California, Santa Cruz. She teaches and is the current department chair of the Latin American and Latino studies department. Zavella joined the UC Santa Cruz faculty in 1983. In 2008 Zavella was the Honored Faculty Research Lecturer. In 2010 Zavella was named the co-winner of the Distinguished Achievement in the Critical Study of North America by the Society for the Anthropology of North America along with Catherine Lutz, chair of the anthropology department at Brown University.

Education History
Zavella attended Chapman Community College after high school. After Chapman Community College Zavella went to Pitzer College. Zavella then went to the University of California, Berkeley where she received her M.A. and a Ph. D in Anthropology.

Courses Taught
10-11 LALS 100 – Concepts and Theories in Latin American and Latino Studies

09-10 LALS 10 - Bridging Latin American and Latino Studies LALS 175 - Migration, Gender and Health in Latina/o Community

08-09 LALS 10 - Bridging Latin American and Latino Studies LALS 175 - Migration, Gender and Health in Latina/o Community LALS 242 - Globalization, Transnationalism, and Gender in the Americas.

07-08 LALS 10 - Bridging LALS

06-07 LALS 100A - Politics and Society LALS 175 - Migration, Gender and Health in Latina/o LALS 200 - Bridging LALS

Research Focus
Chicana/o-Latina/o studies, women's work and domestic labor, poverty, family, sexuality and social networks, feminist studies, ethnographic research methods, and transnational migration of Mexicana/o workers and U.S. capital.

In the Media
http://www.youtube.com/watch?v=0SNs-ksMw4U

Publications
Chicana Feminisms: A Critical Reader Hardcover, Duke Univ Pr, ISBN 0822331055 (0-8223-3105-5)

Perspectives on Las Americas: A Reader in Culture, History, & Representation: Hardcover, Blackwell Pub, ISBN 0631222952 (0-631-22295-2 Situated Lives: Gender and Culture in Everyday Life: Hardcover, Routledge, ISBN 0415918065 (0-415-91806-5)

Sunbelt Working Mothers: Reconciling Family and Factory: Hardcover, Cornell Univ Pr, ISBN 0801427886 (0-8014-2788-6

Women and Migration in the U.S.-Mexico Borderlands: A Reader: Hardcover, Duke Univ Pr, ISBN 0822340976 (0-8223-4097-6

Women's Work and Chicano Families: Cannery Workers of the Santa Clara Valley: Hardcover, Cornell Univ Pr, ISBN 0801417309 (0-8014-1730-9)

Achievements
Late 90's Named Co-director of UCSC's Chicano/Latino Research Center

2003 Scholar Award from the National Association for Chicana and Chicano Studies,

2008 Honored Faculty Research Lecturer

2010 Co-Winner of the Distinguished Achievement in the Critical Study of North America by the Society for the Anthropology of North America

title: Digital portfolio/Patricia Zavella


text:
User:Professorchuck

Welcome to Professorchuck's wikipage. I hope that you enjoy my lessons/materials.

title: User:Professorchuck


text: TESOL/Talking about responsibilities

title: TESOL/Talking about responsibilities


text: User:KYPark/Navyears

title: User:KYPark/Navyears


text:
User:JSaettem

E-mail: joakim@saettem.org

title: User:JSaettem


text:
User manual ABB IRB 1400

Master's Thesis Vision-based control on an industrial robot with a webcam
 * irb14001.jpg

ABB IRB 1400 robot with corresponding S4-controller (M94A software) Sébastien Ducatteeuw Martijn Jaeken 2010-2011 Group T - Leuven Deze gebruikershandleiding is ook beschikbaar in het Nederlands en kan op de volgende plaats worden geraadpleegd: http://en.wikiversity.org/wiki/Gebruikershandleiding_ABB_IRB_1400

I made a movie of the working setup and can be downloaded here: http://dl.dropbox.com/u/6537121/demo.3gp

The paper and appendix (Dutch) can be downloaded here: http://dl.dropbox.com/u/6537121/paper.pdf http://dl.dropbox.com/u/6537121/appendix.pdf

CONTROLLER

 * irb14002.jpg

 * 1) Turn the drive's automatic circuit breaker in its upward position.  irb14003.jpg irb14004.jpg
 * 2) Turn on the controller by turning the big black button clockwise.  irb14005.jpg
 * 3) Make sure no emergency stop is pushed and the door of the safety cage is closed. Now press the O-button to reset all the emergency stops.  irb14006.jpg
 * 4) Press the start/stop button on the drive to remove the error.  irb14007.jpg irb14008.jpg
 * 5) Turn the key to the left so that the automatic mode becomes activated. This must be confirmed on the Teach Pendant (TP) by pressing OK.  irb14009.jpg irb140010.jpg
 * 6) Press the I-button to start the engines.  irb140011.jpg
 * 7) Load the program "LAURA" on the TP (File – 1 Load Program). Use the arrows and the enter key to select the right program.  irb140012.jpg
 * 8) When the program is loaded, start it by pressing the Start button on the TP.  irb140013.jpg irb140014.jpg
 * 9) It is best to execute the remark about the autofocus at this point (and after this ./PC on the computer).

 * irb140015.jpg

PC

 * 1) Turn on the PC in the Linux OS (Ubuntu 10.04 LTS with kernel version 2.6.32-29-generic)
 * 2) Open the terminal and go to the following directory where the program is located (cd Documents/libserial-0.6.0rc1/examples/thesis/)
 * 3) If necessary, compile the code by entering following command: gcc -ggdb -I/usr/local/include/opencv -o PC PC.cpp -L/usr/local/lib -lml -lcvaux -lhighgui -lcv -lcxcore -lserial
 * 4) Run the code with ./PC
 * 5) To terminate the program, press Ctrl+C.

 * irb140016.png

REMARKS

 * There may never, ever be someone inside the cage when the robot is operating.
 * There are three emergency stop buttons in the system: the big red button on the controller, the big red button on the TP and opening of the cage.
 * Do not forget to connect the serial cable to the parallel port on the controller before beginning..
 * Step 4 (PC) may only be done when step 8 (CONTROLLER) is executed. Beware that there is an integrated timeout and you will have to execute both steps within 60 seconds. If a timeout error does occur on the TP, you will have to press OK first and afterwards retry the last step.
 * When shutting down the entire setup, shut down the controller first before setting the drive's automatic circuit breaker in its downward position.
 * If one chooses not to integrate the conveyor belt in the emergency stop circuit, it can be disabled (or enabled) by following this procedure on the drive:
 * 1) menu
 * 2) LG – enter (long)
 * 3) =30= – enter
 * 4) 3003 – enter (long)
 * 5) 0 (disable) of 4 (enable) – enter
 * 6) 2x menu
 * By not integrating the conveyor belt in the emergency stop circuit, step 4 (CONTROLLER) can be skipped.

 * It is possible to disable the autofocus feature of the webcam. Go to Applications – Sound & Video – guvcview and let the webcam focus one last time on a block right below him (when the robot is in its starting position) such that the image is sharp in this position. Disable ‘Focus, Auto’ and press Quit. You will have to do this after every reboot to keep the autofocus disabled. In this tab you can also play with the settings for Brightness (118), Contrast (0) and Saturation (100).
 * Make sure that the webcam is facing downwards at all times. An error of just a single degree can be blown up enormously because of the height above the conveyor belt!
 * When the emergency button is pushed or the emergency circuit is activated, turn the key back into its middle position and follow controller step 3 until 6. It is best to let the program start from the beginning (Edit – 2 Start from Beginning – OK). Possible errors on the TP can be removed by pushing OK.
 * Please (if possible) do not stop the program (by pushing the red button on the TP) if the conveyor belt is still moving. If you do stop it at this moment, no command will be executed to stop the conveyor belt. When this scenario occurs, turn the key back into its middle position. Go to the I/O menu on the TP and put doStartConv1 to 0 manually. Step 5 and 6 (controller) should be executed again. Eventually start the program from the beginning.
 * The login details of the used Linux computer are the following:
 * User: robotuser
 * Password: irb1400

title: User manual ABB IRB 1400


text:
User talk:Professorchuck

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 11:00, 10 May 2011 (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:Professorchuck


text:
Fiji Hindi/Vocabulary/Fijian derivations

Fiji Indians use a large number of Fijian words. These include many fish and animals not found in Indian and many root crops.


text:
User talk:.de'BOSS

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:48, 10 May 2011 (UTC)

Topic:French
I've reverted your edit to this topic. Are you interested in it? Thanks. --Abd 13:50, 10 May 2011 (UTC)

title: User talk:.de'BOSS


text:
User:Stevesuny

Steve Schneider

Professor

SUNY Polytechnic Institute

User: Stevesuny

steve@sunypoly.edu

http://people.sunypoly.edu/~steve

Wikimedia Conference Presentation

 * 1) Mid-semester rookie report: Starting a wikiversity project & teaching a class with wikiedu assignments to WikiConference North America

My Wikiversity Pages
/sandbox/dmis/classes

title: User:Stevesuny


text:
User talk:JSaettem

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 17:27, 10 May 2011 (UTC)

email address on your user page
... may attract a lot of spam. You may set your preferences to enable email to you through the Wikiversity interface, which is much better, and, as well, to notify you by email of any changes to your User talk page. I'd recommend that you then blank your email address on your user page. Just a suggestion. --Abd 17:29, 10 May 2011 (UTC)

title: User talk:JSaettem


text:
User talk:Stevesuny

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 17:30, 10 May 2011 (UTC)

Files Missing Information
Thanks for uploading files to Wikiversity. All files must have source and license information to stay at Wikiversity. The following files are missing and/or License tags, and will be deleted if the missing information is not added. See Uploading files for more information.

 * File:Digital Media and Information in Society — https en.wikiversity.org wiki Digital Media and Information in Society.pdf

MaintenanceBot (discuss • contribs) 15:42, 19 December 2023 (UTC)

Hello
Hello Steve,

scrolling to some of your material like CourseMaterialsProject, reading 'These materials should be generic, and not directly related to the specific offering of the course', I wanted to say hello. I am a professor of mathematics and have been presenting my mathematical lectures since 2008 on the German wikiversity. For this term I have created also an English translation of one course, see Mathematics_for_Applied_Sciences_(Osnabrück_2023-2024)/Part_I (basically course notes including exercises). I also separate strictly content (material, generic) and the use within a course. In some discussion here, I tried to explain this in User:Bocardodarapti/Comments (especially item 6).

Regarding the relation between wikiversity content and real life university content, my experience and observation over the years is in fact that substantial contributions on the academic level need (quite different from Wikipedia) a real life education in the background. Looking forward to what you will create here.Bocardodarapti (discuss • contribs) 17:53, 8 January 2024 (UTC) (Holger)

title: User talk:Stevesuny


text:
911@10 SUNYIT Summer Workshop

Welcome to the 911@10 SUNYIT Summer Workshop Learning Project!

Learning project summary

 * Project code:
 * Suggested Prerequisites:
 * Time investment:
 * Assessment suggestions:
 * Portal: Portal:...(List main portal/s here)
 * School: School:... (List main school/s here)
 * Department: Topic:...
 * Stream:
 * Level:
 * Department: Topic:...
 * Stream:
 * Level:

Overviewy
This workshop is part of the 911@10 Project. Our goal is to explore the September 11 Web Archive, and build an interface to the archive that enables interested visitors to use the Web to remember the September 11 terrorist attacks.

Goals

 * Systematically explore the September 11 Web Archive, an archive of 25,000 Web sites housed at the U.S. Library of Congress and the Internet Archive collected between September 11, 2001 and December 1, 2001.
 * Develop a new interface to the archive that provides a “guided tour” to some of the materials (as much as we can uncover in a few weeks), and facilitates access so that visitors to the archive can explore it on their own.
 * Use Web Sphere Analysis as a methodology to guide our exploration and analysis activities.

Community

 * Students registered in two courses at the SUNY Institute of Technology during the Summer 2011 semester will be participants in this project:
 * IDT 524: Web Sphere Analysis (graduate)
 * COM 490: Web Sphere Analysis (undergraduate)
 * Both courses are offered online during SUNYIT's 8-week summer session (May 23 - June 15). Interested students from other Universities may register on a non-matriculated basis.

 * Others interested in exploring the Archive with us are welcome to join the project as well. Please contact Steve Schneider, Director of the 911@10 Project, steve@sunyit.edu.

Contents
automotive engineering mechanical engineering

Learning materials
Add learning materials here. See also the box below.

Readings and other resources
Each project/lesson/activity may have a suggested reading selection. For example:
 *  ...
 *  ...

Lessons

 * Lesson 1:
 * Lesson 2:

Activities

 * Activity 1:
 * Activity 2:

Tests and quizzes

 * Quiz 1:
 * Quiz 2:
 * Test 1:

Subpages
Subpages can be created - using the syntax '/concepts/' (for concepts involved in this learning project & without the quotes).

Links to subpages can be automatically shown using

Active participants
Active participants in this Learning Group

{| width="100%" style="background:#FFFCCF; border:1px solid #DAA520"

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace (i.e. without any prefix such as 'Topic:' or 'School:'). Simply make a link to the name of the learning resource, lesson, or learning project (these are independent pages in the main namespace, and sometimes subpages when appropriate) and start writing!

You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.

 * }

[[Category:]] <--please include subject name. By default, this page is included in the category with the same name as this page.

title: 911@10 SUNYIT Summer Workshop


text:
Literature/1989/Eco

 * Originally Italian, Il pendolo di Foucault, 1988; English trans. William Weaver, 1989, ISBN 0-436-14096-9.

title: Literature/1989/Eco


text:
User:Eml5526.s11.team01.roark/Mtg05

[[media: Fe1.s11.mtg5.djvu| Mtg 5]]: Fri, 14 Jan 11 [[media: Fe1.s11.mtg5.djvu| Page 5-1]]
 * Team, wiki user account, HW1

Q: “A” in (1) [[media: Fe1.s11.mtg4.djvu| p. 4-2]], no “A” in [[media: Fe1.s11.mtg4.djvu|(2) p. 4-2]] }-heat pb

“A” in [[media: Fe1.s11.mtg2.djvu|(3) P.2-3]], no “A” in [[media: Fe1.s11.mtg4.djvu|(3)-(6) p. 4-3]] }-Elasticity (E in $$\displaystyle \mathbf D$$ [[media: Fe1.s11.mtg4.djvu|(4) p 4-3]])

Answer: Elasticity

Dimensional Analysis (part 1)

Elastic Bar (dynamic): [[media: Fe1.s11.mtg2.djvu|(3) P.2-3]]

$$\displaystyle \left[ f \right]=\frac{F}{L}$$

(f=force per unite length)

$$\displaystyle \left[ m\frac{{{\partial }^{2}}u}{\partial {{t}^{2}}} \right]=\underbrace{\left[ m \right]}_{{}^{M}\!\!\diagup\!\!{}_{L}\;}\underbrace{\left[ \frac{{{\partial }^{2}}u}{\partial {{t}^{2}}} \right]}_{{}^{L}\!\!\diagup\!\!{}_\;}=\frac{F}{L}$$

$$\displaystyle \left[ \frac{{{\partial }^{2}}u}{\partial {{t}^{2}}} \right]=\frac{\left[ {{\partial }^{2}}u \right]}{\left[ \partial {{t}^{2}} \right]}$$

$$\displaystyle \left[ {{\partial }^{2}}u \right]=L$$

$$\displaystyle \left[ \partial {{t}^{2}} \right]={{T}^{2}}$$

F=Force (Dimension)

L=Length(Dimension)

$$\displaystyle m=\rho A$$= mass per unit length, M =Mass (dimension)

[[media: Fe1.s11.mtg5.djvu| Page 5-2]]

$$\displaystyle F=\frac{ML}$$

$$\displaystyle (\underbrace{f}_{Force}=ma)$$

$$\displaystyle \left[ f \right]=F$$

$$\displaystyle \left[ \frac{\partial }{\partial x}\left( EA\frac{\partial u}{\partial x} \right) \right]=\frac{F}{L}$$

With

$$\displaystyle A\sigma =A\left( E\varepsilon \right)=EA\frac{\partial u}{\partial x}$$

$$\displaystyle \left[ \varepsilon \right]=\frac{\left[ \partial u \right]}{\left[ \partial x \right]}=\frac{L}{L}=1\to \left[ \sigma  \right]=\left[ E \right]$$

$$\displaystyle \left[ \sigma \right]=\frac{F}\to \left[ A\sigma  \right]={{L}^{2}}\frac{F}=F$$

$$\displaystyle \left[ \frac{\partial }{\partial x} \right]=\frac{1}{\left[ \partial x \right]}=\frac{1}{L}$$

=>Must have “EA” for consistency in dimension.

Derivation (formulation <-quotation by Einstein)

Let’s look @ dimension of 2-D or 3-D elastodynamic [[media: Fe1.s11.mtg4.djvu| (3)-(6) p. 4-3.]]

[[media: Fe1.s11.mtg5.djvu| Page 5-3]]

$$\displaystyle \left[ \right]=\frac{F}$$

Where $$\displaystyle $$is body tone, i.e., force per unit volume

$$\displaystyle \left[ \rho \frac{\partial {{t}^{2}}} \right]=\underbrace{\left[ \rho \right]}_{Mass\_Density={}^{M}\!\!\diagup\!\!{}_\;}\underbrace{\left[ \frac{\partial {{t}^{2}}} \right]}_{Accel={}^{L}\!\!\diagup\!\!{}_\;}=\left( \frac{1} \right)\underbrace{\left( \frac{ML} \right)}_{F}=\frac{F}$$

$$\displaystyle \left[{\rm div}{\mathbf \sigma } \right]$$

$$\displaystyle div{\mathbf \sigma }=\frac{\partial {{\sigma }_{ij}}}{\partial {{x}_{i}}}{{{\mathbf e}}_{j}}=\sum\limits_{i}{\frac{\partial {{\sigma }_{ij}}}{\partial {{x}_{i}}}}{{{\mathbf e}}_{j}}$$

Where $$\displaystyle {{{\mathbf e}}_{j}}$$is the basis vector (see fig [[media: Fe1.s11.mtg4.djvu| p 4-2]]) and where $$\displaystyle \frac{\partial {{\sigma }_{ij}}}{\partial {{x}_{i}}}$$is the Einstein summation convention on repeated indices.

$$\displaystyle \left[ div{\mathbf \sigma } \right]=\left[ \frac{\partial {{\sigma }_{ij}}}{\partial {{x}_{i}}} \right]=\frac{\left[ \partial {{\sigma }_{ij}} \right]}{\left[ \partial {{x}_{i}} \right]}=\frac{\left[ \sigma \right]}{L}=\frac{{}^{F}\!\!\diagup\!\!{}_\;}{L}=\frac{F}$$

Again dimensions consistent (no “EA”)

[[media: Fe1.s11.mtg5.djvu| Page 5-4]]

[[media: Fe1.s11.mtg4.djvu| (3-6) p. 4-3]]: 3 scalar coupled PDEs, Compact or tensor form.

$$\displaystyle \underbrace{\frac{\partial {{\sigma }_{ij}}}{\partial {{x}_{i}}}}_{\begin{smallmatrix}

3Terms, \\

i=1,2,3

\end{smallmatrix}}+{{b}_{j}}=\rho \frac{\partial {{t}^{2}}},\underbrace{j=1,2,3}_{3eqs}$$

$$\displaystyle \underbrace{{{\sigma }_{11}},}_{\begin{smallmatrix}

Normal \\

Stress

\end{smallmatrix}}\underbrace{{{\sigma }_{21}},{{\sigma }_{31}}}_{=0}$$

(Assuming no shear in the above equation)

$$\displaystyle \frac{\partial {{\sigma }_{11}}}{\partial {{x}_{1}}}+{{b}_{1}}=\rho \frac{\partial {{t}^{2}}}$$

$$\displaystyle \displaystyle {{x}_{1}}=x,{{\sigma }_{11}}=\sigma ,{{u}_{1}}=u$$

[[media: Fe1.s11.mtg5.djvu| Page 5-5]]

$$\displaystyle \frac{\partial \sigma }{\partial x}+\underbrace{b}_{\begin{smallmatrix}

Body \\

force

\\

\left( {F}/\; \right)

\end{smallmatrix}}=\frac{{{\partial }^{2}}u}{\partial {{t}^{2}}}$$

Consider $$\displaystyle \int\limits_{A}{b(x,t)\underbrace{dA}_{dydz}}=f(x,t)$$

Assume $$\displaystyle \displaystyle b(x,t)$$ is dependent on $$\displaystyle \displaystyle x$$ only, not $$\displaystyle \displaystyle (x,y,z)$$

$$\displaystyle \int{\rho }\frac{{{\partial }^{2}}u}{\partial {{t}^{2}}}dA=\rho \frac{{{\partial }^{2}}u}{\partial {{t}^{2}}}\underbrace{\int_{A}^ – {dA}}_{A}$$

Assume $$\displaystyle \rho (x,t)\And u(x,t)$$

Consider

$$\displaystyle \int\limits_{A}{\underbrace{\frac{\partial \sigma }{\partial x}}_{\frac{\partial }{\partial x}\left( E(x)\frac{\partial u}{\partial x} \right)}}dA=\underbrace{\left( \int\limits_{A}{dA} \right)}_{A(x)}\left( \frac{\partial }{\partial x}\left( E(x)\frac{\partial u}{\partial x} \right) \right)$$

The above is WRONG. Miss term w/ A’ (change in area), $$\displaystyle \frac{dA}{dx}={A}'$$

Derivation

[[media: Fe1.s11.mtg5.djvu| Page 5-6]]

HW 1.1: Derive [[media: Fe1.s11.mtg2.djvu| (3) p. 2-3]]

$$\displaystyle N(x)=\sigma (x)n(x)A(x)=-\sigma (x)A(x)$$

$$\displaystyle N(x+dx)=\sigma (x+dx)n(x+dx)A(x+dx)= \underbrace{\color{red}{+}}_{NOTE} \sigma (x+dx)A(x+dx)$$

End HW 1.1

Why $$\displaystyle n(x)$$and $$\displaystyle n(x+dx)$$? Mimic 3-D Case

title: User:Eml5526.s11.team01.roark/Mtg05


text:
User:Sunchavit

The two most impressive operating systems were the two with the briefest histories: iPhone OS and Android.

Both are built for Internet-centric devices, both are not only functional but fun, and both make extending your phone's capabilities with new applications extremely easy. At the moment, iPhone OSbeats the newer, rougher

Google OS; over time, Android's open-source design and lack of restrictions on third-party developers could give it an edge over Apple's more locked-down approach.

Among the old-timers, the BlackBerry OS is doing a solid job of preserving the strengths that made it popular in the first place while keeping up with the times. In contrast, I regret to report, Windows Mobile and S60 3rd Edition

are aging badly.

title: User:Sunchavit


text:
User talk:Macrame10

 Hello Macrame10, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:25, 11 May 2011 (UTC)

--Poetlister 08:56, 11 May 2011 (UTC)
 * Poetlister, I think that template is designed to be substituted. ... The user obviously has an account! Thanks for noticing the blanking, likely this inexperienced user didn't realize the effect of what he or she was doing.
 * Macrame10, if you want to publicize your web site, be aware that cross-wiki contributions like this can lead to site blacklisting, which, to be brief, I don't think you'd want, it would make it difficult for anyone to add links to your site even legitimately. You added a link to your user page on Wikipedia. If you were a regular Wikipedia editor, that might be allowed. It might also stand unnoticed for a time. Unless it's been blacklisted! And user names that connect with a web site are not generally allowed on Wikipedia!
 * If you are interested in building free educational resources here, say on macrame, that could be welcome, and I think we'd allow your user name here, especially if any conflict of interest were disclosed, but I have not looked at the web site and I can't always predict what the community will allow. The educational resources, yes, that, I'm sure, would be allowed, and part of it could be a list of useful web sites, my guess. But it would have to be neutral! Work with us and we may be able to work with you. Thanks. --Abd 15:25, 11 May 2011 (UTC)

title: User talk:Macrame10


text: File:DFT.3.A.Matrix Property.20110511.pdf


text: File:DFT.2.A.Matrix Example.20110511.pdf


text: File:DFT.1.A.Complex Phase.20110511.pdf

title: File:DFT.1.A.Complex Phase.20110511.pdf


text:
Talk:God

God does not exist?
I reverted insertions of comments by an anonymous editor., "GOD DOES NOT EXIST!"

Someone seems very certain. If they'd like to discuss this, this could be a place. What does not exist? And why would someone be so certain about the non-existence of a thing? Surely to be certain, one would have to have comprehensive knowledge of the thing, and how is that possible for something that does not exist? More likely, this represents an emotional reaction to aspects of the history of the individual, to complex views held by others, and their behavior, which the individual is rejecting.

I once gave a presentation on Islam at a small college in North Carolina. A student stood up and said, assertively, "I don't believe in God." "Great," I said. "What is it that you don't believe in?"

He sputtered for a moment, and then I said, "The 'God' you don't believe in, I don't believe in either." He had nothing to say, I don't think this is the answer he expected, he was not prepared for this. However, this dialog could be an opening into a conversation which touches on the deepest philosophical questions, including the meaning of "meaning," and whether "reality" exists, let alone "God." --Abd 13:50, 11 May 2011 (UTC)

Life
Hello, I just want to suggest this discussion page too: Talk:Life --Javier José Moreno Tovar18 (discuss • contribs) 12:57, 31 May 2016 (UTC)

title: Talk:God


text:
Literature/1983/Eco

 * Originally Italian, Il nome della rosa, 1980; English trans. William Weaver, 1983.

Wikipedia

 * Meaning or interpreting in context
 * By keeping an open mind, collecting facts and observations, following pure intuition, and the dialectic method, he makes decisions as to what he should investigate, exactly as a scholastic would do. However, the simple use of reason does not suffice. The various signs and happenings only have meaning in their given contexts, and William must constantly be wary of the contexts within which he interprets the mystery. Indeed, the entire story challenges the narrator, William's young apprentice Adso, and the reader to continually recognize the context he is using to interpret, bringing the whole text to various levels which can all have different hermeneutical meanings. The narrative ties in many varied plot lines, all of which consider various interpretations and sources of meanings. Many of the interpretations and sources were highly volatile controversies in the medieval religious setting, all while spiraling towards what seems to be the key to understanding and truly interpreting the case.

title: Literature/1983/Eco


text:
Literature/1976/Eco

 * Originally Italian, Trattato di Semiotica Generale, 1975; English trans. 1976.

title: Literature/1976/Eco


text:
User:B9 hummingbird hovering/Blog/Linux/NuttyNarwhal

Last FM

 * http://www.last.fm/forum/34905/_/685013#f14919460


text:
User:Cindyu

I am a Learning Resource Design Strategist for the University of British Columbia's Centre for Teaching, Learning and Technology (CTLT). I spend much of my time collaborating with others to create online learning resources for students and faculty - doing my best to leverage the tools and approaches that allow us to create, publish and share what we do. My blog/portfolio is: http://cindyu.wordpress.com/

Some of my projects at UBC include:
 * Digital Tattoo
 * Learning Commons
 * Orientation to Teaching Online: Modules

title: User:Cindyu


text:
User:Eml5526.s11.team5.JA/Mtg2

Mtg 2: Fri, 7 Jan 11

[[media: Fe1.s11.mtg2.djvu| Page 2-1 ]]

3) Spectral methods (EGM 6341): Highly accurate, simple geometries. For complex geometries - spectral element methods (ideas from FEM)

Mathematical models of engineering problems

where:

$$ \Gamma_u = \Gamma_g \ $$ (Hughes 2000) $$ \rightarrow $$ Essential boundary condition: prescribed unknown u(x,t)

$$ \Gamma_h \ $$ $$ \rightarrow $$ Natural boundary condition: prescribed flux or force

$$ \underbrace{\partial \Omega}_{\color{Blue}boundary \ of \ \Omega } = \Gamma_u \cup \Gamma_h \ $$

,where $$ \cup \ $$ denotes "union"

[[media: Fe1.s11.mtg2.djvu| Page 2-2 ]]

 * {| style="width:100%" border="0"

$$ \mathbf{u}(x,t) = \ $$ vector field
 * style="width:95%" |
 * style="width:95%" |

$$
 *  $$ \displaystyle
 * }

2) Boundary conditions:

a) Essential boundary condition on $$ \Gamma_u \ $$

b) Natural boundary condition $$ \Gamma_h \ $$

 * }

Example: Elastic bar

, $$ {\color{Blue}E(x)} \ $$  is Young's Modulus

Static:
1) PDE (actually ODE for 1D static)

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \frac{d}{dx} \left [ E(x) A(x) \frac{du}{dx} \right ] + f(x,t) = 0 \ $$ (cf. F&B p. 44)

$$
 *  $$ \displaystyle
 * }

[[media: Fe1.s11.mtg2.djvu| Page 2-3 ]]

2) Boundary Conditions

a) Essential (displacement) boundary condition:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ u(0) = \underbrace{\bar{u}}_{\color{Red}constant \ and \ not necessary \ 0} {\color{Purple} = g } \ $$

$$
 *  $$ \displaystyle
 * }

b) Natural (force) boundary condition:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ N(L) = \sigma(L) \ A(L) = F \Rightarrow \frac{du(L)}{dx} = \frac{F}{E(L) \ A(L)} $$

$$
 *  $$ \displaystyle
 * }

, with

$$ \sigma(L) = E(L) \  \epsilon(L) \ $$ and   $$\epsilon(L) = \frac{du(L)}{dx}  \ $$

Also $$ \frac{F}{E(L) \ A(L)} \ $$ is defined as $$ {\color{Blue} h } \ $$ in Hughes 2000.

Dynamic:
1) PDE (actually ODE for 1D static)

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \frac{d}{dx} \left [ E{\color{Blue}(x)} A{\color{Blue}(x)} \frac{du}{dx} \right ] {\color{Blue}+} f(x,t) = \underbrace{m(x)}_{\color{Blue} \rho(x) \ A(x)} \frac{\partial^2 u}{\partial t^2} \ $$

$$
 *  $$ \displaystyle
 * }

2) Boundary conditions

a) Essential (displacement) boundary condition:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ u(x=0,t) = \bar{u}(t) \ $$

$$
 *  $$ \displaystyle
 * }

b) Natural (force) boundary condition:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \frac{\partial u(x = L,t)}{\partial x} = \frac{F(t)}{E(L).A(L)} \ $$

$$
 *  $$ \displaystyle
 * }

3) Initial conditions

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ u(x,t=0) = u_0(x) \ $$

$$
 *
 $$ \displaystyle
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \frac{ \partial u(x ,t = 0)}{\partial x} = v_0(x) \ $$

$$
 *
 $$ \displaystyle
 * }

End Example

title: User:Eml5526.s11.team5.JA/Mtg2


text:
User:Eml5526.s11.team5.JA/Mtg4

Mtg 4: Wed, 12 Jan 11

[[media: Fe1.s11.mtg4.djvu| Page 4-1 ]]

Other self - adjoin problems:

Heat problems (diffusion equation as particular case)

F&B p.46, p.59

steady - state (static):

1-D (F & B p.46)

PDE: $$

\frac{d}{dx} \left ( A(x)k(x) \frac{d{\color{Blue}u}}{dx} \right ) + {\color{Blue}f} = 0 $$

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ u(x) = T(x) {\color{Blue} \leftarrow Temperature} \ $$

$$
 *  $$ \displaystyle
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ f(x) = s(x) {\color{Blue} \leftarrow distributed \ heat \ source } \ $$

$$
 *  $$ \displaystyle
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ k(x) = {\color{Blue} conductivity} \ x \in ]0,L[ = \Omega \ $$

$$
 *  $$ \displaystyle
 * }

Boundary conditions:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ -q(0) = k \frac{du(0)}{dx} = \bar{q} \ at \ x=0 \ $$

$$
 *  $$ \displaystyle
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ u(L) = T(L) = \bar{q} $$

$$
 *  $$ \displaystyle
 * }

Transient (dynamic):

[[media: Fe1.s11.mtg4.djvu| Page 4-2 ]]

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

PDE: $$

\frac{d}{dx} \left ( A(x) \ k(x) \ \frac{du}{dx} \right ) + f(x,t) = \underbrace{ A \ \rho}_{\color{Blue} m = A \ \rho}  c \underbrace{\frac{\partial u}{\partial t}}_{\color{Blue} 1st \ order} \ $$

$$
 *  $$ \displaystyle {\color{Red}(1)}
 * }

2-D and 3-D:

Transient:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

PDE: $$

div \left [ k(x) grad(u) \right ] + f(x,t) = \rho c \frac{\partial u}{\partial t} \ $$

$$
 *  $$ \displaystyle {\color{Red}(2)}
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \Omega \in R^{nd} \ $$

$$
 *
 $$ \displaystyle
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$

nd = \begin{cases} 2, & {\color{Blue} 2-D } \\ 3, & {\color{Blue} 3-D } \end{cases}

$$

$$
 *
 $$ \displaystyle
 * }

,where

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ x \in \Omega \ $$

$$
 *
 $$ \displaystyle
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ x = (x_1, x_2, x_3) \ $$

$$
 *
 $$ \displaystyle
 * }

[[media: Fe1.s11.mtg4.djvu| Page 4-3 ]]

Note: I-D PDE = After integration over cross section, example, PDE is valid at any point inside cross section (example, at point 'x')

2-D and 3-D PDE valid $$ x \in R^{nd} \ $$

elastodynamics (see F&B p. 223 for static case):

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ div \boldsymbol{\sigma} + \mathbf{b} = \rho \frac{\partial^2 \mathbf{u}}{\partial t^2} \ $$

$$
 *
 $$ \displaystyle {\color{Red}(3)}
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \boldsymbol{\sigma}(x,t) = \mathbf{D}(x) \boldsymbol{\varepsilon}(x,t) $$

$$
 *
 $$ \displaystyle {\color{Red}(4)}
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \boldsymbol{\varepsilon} = \frac{1}{2} \left ( grad(\mathbf{u}) + grad^T(\mathbf{u}) \right ) \ $$

$$
 *
 $$ \displaystyle {\color{Red}(5)}
 * }

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ div \boldsymbol{\sigma} = \frac{1}{2} div \left [\mathbf{D} \left ( grad(\mathbf{u}) + grad^T(\mathbf{u}) \right ) \right ] $$

$$
 *
 $$ \displaystyle {\color{Red}(6)}
 * }

"conferre" (cf.) (6) to first term of [[media: Fe1.s11.mtg4.djvu| (1) - (2)  page 4-2 ]] (Montesquieu)

[[media: Fe1.s11.mtg4.djvu| Page 4-4 ]]

Generic (abstract, general) equation for 1-D elastic bar, 1-D heat (diffusion) F&B see. 3.1.3, p.46

"Strong" form:

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$

{\color{Red}s} = \begin{cases} {\color{Red}s} = 2, & for \ elastic \ bar\\ {\color{Red}s} = 1, & for \ heat \end{cases}

$$

$$
 *
 $$ \displaystyle {\color{Red}(2)}
 * }

Boundary conditions

on $$ \Gamma_g : \ \frac{u}{\Gamma_g} = g \leftarrow {\color{Blue}essential} \ boundary \ condition \ $$

 * {| style="width:100%" border="0"

 * style="width:95%" |
 * style="width:95%" |

$$ \Gamma_g \ $$ = boundary where essential boundary condition is applied

$$
 *
 $$ \displaystyle
 * }

on $$ \Gamma_h: \  \underbrace{ \left ( n. a_2 \frac{\partial u}{\partial x} \right ) }_{\color{Red} 'flux'} |_{\Gamma_h} = h \leftarrow  {\color{Blue}natural } \ boundary \ condition  \ $$

Initial conditions

 * }

title: User:Eml5526.s11.team5.JA/Mtg4


text:
User:EGM6341.S11.team5.cavalcanti/Table Walkthrough

 * 1) Instructions for installing OpenOffice 3.3 in Linux

Open the terminal and type:

wget http://. . . Ooo.3.3.0.tar.gz

Uninstall the original OpenOffice from the computer (even though this is not required, it is helpful).

Unpack the software and install.

 * 1) Making tables in OpenOffice

It is quite simple to make tables on OpenOffice. Click on Table → Insert → Table.

Once Table is selected, the following window will pop up:

To make a table similar to the contributing members table, we set the columns to 1 and leave the rows as 2.

 * 1) Equations

To input equations, just click the following: Insert → Object → Formula

To write a very simple formula, for example, the Pythagorean Theorem, one should enter:

a^2 + b^2 = c^2

This will yield:

$${a}^{2}+{b}^{2}={c}^{2}$$

 * 1) Saving as a Wiki file

To save an OpenOffice document as a Wiki file, click File → Export. Click on Save File as MediaWiki (.txt)

EC


title: File:Fe1.s11.mtg05.figure5-2.svg


text:
User:Eml5526.s11.team01.roark/Mtg07

[[media: Fe1.s11.mtg7.djvu| Mtg 7]]: Mon, 17 Jan 11 [[media: Fe1.s11.mtg7.djvu| Page 7-1]] Motivation for WRF [[media: Fe1.s11.mtg6.djvu| (p. 6-4)]]: Vectors in $\displaystyle {{\mathbb{R}}^{n}}$ |undefined

$$\displaystyle \{\begin{matrix} {{\mathbf b}_{i}}, & i=1, & ..., & n\} \\ \end{matrix}$$ basis for $$\displaystyle {{\mathbb{R}}^{n}}$$, not necessarily orthonormal
 * {| style="width:100%" border="0"

$$\displaystyle {{\mathbf b}_{i}}\cdot {{\mathbf b}_{j}}\ne {{\delta }_{ij}}$$
 *  (1)
 * }
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \underbrace_{Kronec\ker \,\delta }=\left\{ \begin{matrix} 1 \\   0  \\ \end{matrix} \right.\begin{matrix} for\,i=j \\ for\,i\ne j \\ \end{matrix}$$ Q Find $$\displaystyle \{{{v}_{i}}\}$$ such that
 *  (2)
 * }
 * }
 * {| style="width:100%" border="0"

$$\displaystyle \mathbf V=\sum\limits_{i=1}^{n}$$ Equation three yields
 *  (3)
 * }
 * }
 * {| style="width:100%" border="0"

$$\displaystyle \sum\limits_{j=1}^{n}{\underbrace_{known}}\underbrace_{Unk}=\underbrace{\mathbf{v}}_{known}$$
 *  (4)

Successively multiply (4) by $$\displaystyle {{\mathbf b}_{i}},i=1,...,n$$ => n equations for n unknowns $$\displaystyle \{{{v}_{j}}\}$$ [[media: Fe1.s11.mtg7.djvu| Page 7-2]] Equation [[media: Fe1.s11.mtg7.djvu|(4) p. 7-4]] yields
 * }
 * }
 * {| style="width:100%" border="0"

$$\displaystyle \mathbf P(\mathbf v):=\sum\limits_{j=1}^{n}{{{\mathbf b}_{j}}{{v}_{j}}-\mathbf v=\mathbf 0}$$
 *  (1)
 * }
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle {{\mathbf b}_{i}}\cdot \mathbf P(\mathbf v)=0,\,\,i=1,...,n$$
 *  (2)
 * }
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \underbrace{{{\mathbf{b}}_{i}}\cdot \sum\limits_{j=1}^{n}}_{\sum\limits_{j=1}^{n}{\underbrace{\left( {{\mathbf{b}}_{i}}{{\mathbf{b}}_{j}} \right)}_{{v}_{j}}}}=\underbrace{{{\mathbf{b}}_{i}}\cdot v}_$$
 *  (3)
 * }
 * {| style="width:100%" border="0"
 * {| style="width:100%" border="0"

$$\displaystyle \underbrace_{\mathbf K}\underbrace_{\mathbf d}=\underbrace_{\mathbf F}$$
 *  (4)

Where $$\displaystyle \mathbf{K}$$ is the “stiffness” matrix = Gram matrix $$\displaystyle \mathbf \Gamma ({{\mathbf b}_{1}},...,{{\mathbf b}_{n}})$$
 * }
 * }
 * {| style="width:100%" border="0"

$$\displaystyle \mathbf K \mathbf d=\mathbf F$$ [[media: Fe1.s11.mtg7.djvu| Page 7-3]] Example: Consider $$\displaystyle \left\{ {{\mathbf a}_{i}},i-1,...,n \right\}$$
 *  (5)
 * }
 * }
 * {| style="width:100%" border="0"

$$\displaystyle {{\mathbf a}_{i}}\cdot {{\mathbf a}_{j}}={{\delta }_{ij}}$$ This is orthonormal basis (Cartesian)
 *  (1)
 * }
 * }
 * {| style="width:100%" border="0"

$$\displaystyle {{\mathbf b}_{j}}={{b}_{jk}}{{\mathbf a}_{k}}$$ Where k is a repeated index, sum on “k”
 *  (2)
 * }
 * }
 * {| style="width:100%" border="0"

$$\displaystyle \left[ {{b}_{jk}} \right]=\left[ \begin{matrix} 1 & 1 & 1 \\   2 & -1 & 3  \\   3 & 2 & 6  \\ \end{matrix} \right]\begin{matrix} \leftarrow  \\ \leftarrow  \\ \leftarrow  \\ \end{matrix}\begin{matrix} {{\mathbf b}_{1}} \\ {{\mathbf b}_{2}} \\ {{\mathbf b}_{3}} \\ \end{matrix}$$ e.g., $$\displaystyle {{\mathbf b}_{2}}=2{{\mathbf a}_{1}}+(-1){{ \mathbf a}_{2}}+3{{\mathbf a}_{3}}$$ Consider $$\displaystyle \mathbf v=5{{\mathbf a}_{1}}-7{{\mathbf a}_{2}}-4{{\mathbf a}_{3}}$$
 *  (3)
 * }
 * }

HW 2.2:
 * 1) Find determinant $$\displaystyle \left[ {{b}_{jk}} \right]$$
 * 2) Find $$\displaystyle \mathbf \Gamma \left( {{\mathbf b}_{1}},{{\mathbf b}_{2}},{{\mathbf b}_{2}} \right)= \mathbf K$$, det $$\displaystyle \mathbf \Gamma $$
 * 3) Find $$\displaystyle \mathbf F=\left\{ {{F}_{i}} \right\}=\left\{ {{\mathbf b}_{i}}\cdot \mathbf v \right\}$$
 * 4) Solve [[media: Fe1.s11.mtg7.djvu|(5) p. 7-3]] for $$\displaystyle \mathbf d=\left\{ {{v}_{j}} \right\}$$

End HW 2.2

title: User:Eml5526.s11.team01.roark/Mtg07


text:
User talk:Nini1121

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title: User talk:Nini1121


title: File:CORDIC.Background.2.A.20110512.pdf


text:
Material Requirements Planning/Item

Item Definition: Any unique manufactured or purchased part or assembly. May be a product, raw material, intermediate item.

Relationships among three types of Item: The three types of Item: Raw Materials, Intermediate Item and Products. Here is a simple structure diagram to show a relationship between these three:

title: Material Requirements Planning/Item


text:
Material Requirements Planning/Raw Materials

Some Definitions:
 * A material which is purchased from a supplier (vendor) and used directly or indirectly in producing a product.
 * A manufacturing item which has had no processing done since it was acquired, i.e. it is Raw (uncooked)

Learn by examples Now I am going to use a manufacture example to show readers the concept of Raw Materials more clearly.

There is a factory whose major work is to produce 3-Shelf Bookcase.Every week they buy 3cm Plank, 2cm Ply, 2cm Plank,Varnish,Stain,Panel Pin,Glue and some other materials from other companies or suppliers. They use professional machines to cut those Plank or Ply into Roughcut shelf,side, back or Front Panel.Then the next stage is to turn these roughcut items into finished state or grooved.After these intermediate items are finished, Assembled 3-shelf Bookcase can be made with those items and some others like Panel Pin and Glue. Finally, after the work with Varnish and Stain, a 3-shelf Bookcase product is done.

Here is a product structure diagram to show the above progress:

As we know,those roughcut or finished items as well as the grooved ones are made by this factory themselves from the wood materials bought from others.So they are not raw materials ( They are Intermediate Items ), the raw materials in this manufacture process are those 3cm Plank, 2cm Plank, 2cm Ply.And also those Panel Pin,Glue,Varnish and Stain.

Following are some pictures to show some of these raw materials: Plank:

Ply:

Panel Pins:


text:
Material Requirements Planning/Intermediate Items

Definitions

 * Any manufacturing item which is neither a raw material nor a product.
 * Any manufacturing item which has had some processing done but is not yet a finished product.

Learn By Examples
Let's take an example in a certain real manufacture to have a detailed look at Intermediate Items.

Uncle John is a famous company of producing food sauce for family cooking.In supermarkets, you can find many different kinds of Uncle John food sauce packed in small glass bottles.For instance,a bottle Uncle John curry sauce has the following four stages in its producing process:

 * 1) Buy raw materials from other suppliers: these materials includes curry powder, green peppers, sweet chili, condiment, tomato, or even water.These above are necessary ingredients for making curry sauce which are not produced by Uncle John itself.
 * 2) Preparing the ingredients: prepare these raw materials to make them ready for cooking.For example: cut the peppers, chili and tomato into pieces or slices.
 * 3) Complete curry sauce: mix ingredients and cook the curry sauce.
 * 4) Packing: Package those completed curry sauce into labelled glass bottles after cooling.

Now a bottle of Uncle John curry sauce is ready for market.

For more detail, here is a product structure diagram:

It is clear to see, sliced pepper, cut chili, sliced tomato are not raw materials, they are produced from raw materials. They are also not products, Uncle John never sell them.They are items which do a contribution to make the end product, so they are Intermediate Items. Then what about the "completed curry sauce"? Is it Intermediate Item as well or products?

Even though it is curry sauce seems the same as what we get from a bottle of Uncle John Curry sauce, it is not product. A clear reason is it can not be sold directly unless it get packed in glass bottles.For most manufacture products,there should be a proper measurement standard.For instance, people may sell soft drinks by bottles or by tins, however they may not use something like pots to contain those drinks and sell them.Nowadays, each industry has its standard for selling.Go back to our example, those finished curry sauce are contained in a big container with pipes which are used to pack them into bottles.Customers can not buy those curry sauce directly from the big container (even if it could be, i think nobody would do that), the way to purchase them is to buy a bottle of such products in supermarket. So it is Intermediate Items as well and together with glass bottle and labels, a end product can be made.

The next two images show more clearly the difference between Intermediate item "completed curry sauce" and Product " a bottle of Uncle John curry sauce":

Completed curry sauce:

A bottle of Uncle John curry sauce

From the above example, readers can have a clear mind about what is an Intermediate Item and its relationship to Raw Materials and Products.


text:
Material Requirements Planning/Products

Some Definitions:

 * Any manufacturing item which is marketed or sold to customers.
 * Also called an End-Product or End-Item

Some Examples
 * Car.
 * Cell Phone.
 * Home Computer.

title: Material Requirements Planning/Products


text:
Material Requirements Planning

Material requirements planning (MRP) is a production planning and inventory control system used to manage manufacturing processes.

Most MRP systems are software-based, while it is possible to conduct MRP by hand as well.

An MRP system is intended to simultaneously meet three objectives:
 * Ensure materials are available for production and products are available for delivery to customers.
 * Maintain the lowest possible level of inventory.
 * Plan manufacturing activities, delivery schedules and purchasing activities.

Resources

 * Enterprise Resource Planning
 * /Intermediate Items/
 * /Item/
 * /Products/
 * /Raw Materials/
 * /Raw Materials, Intermediate Items & Products/

title: Material Requirements Planning


text:
Enterprise Resource Planning

Enterprise resource planning (ERP) is a category of business-management software—typically a suite of integrated applications—that an organization can use to collect, store, manage and interpret data from many business activities, including product planning, cost, manufacturing or service delivery, marketing and sales, inventory management, shipping and payment.

Resources

 * /Accounting/
 * /Application Setup/
 * /Components/
 * /Entrepreneurship/
 * /Implementation/
 * /Presales and Business Analysis/
 * /Project Apprenticeship/
 * /Project Management/
 * /Projects/
 * /Reporting/
 * /Software and Development/
 * /SAP/
 * /Open Source/

title: Enterprise Resource Planning


text:
Material Requirements Planning/Raw Materials, Intermediate Items & Products

Raw Materials
Some Definitions:
 * A material which is purchased from a supplier (vendor) and used directly or indirectly in producing a product.
 * A manufacturing item which has had no processing done since it was acquired, i.e. it is Raw (uncooked)

Learn by examples Now I am going to use a manufacturing example to show readers the concept of Raw Materials more clearly. There is a factory whose major work is to produce 3-Shelf Bookcase. Every week they buy 3cm Plank, 2cm Ply, 2cm Plank, Varnish,Stain,Panel Pin,Glue and some other materials from other companies or suppliers. They use professional machines to cut those Plank or Ply into Roughcut shelf,side, back or Front Panel. Then the next stage is to turn these roughcut items into finished state or grooved. After these intermediate items are finished, Assembled 3-shelf Bookcase can be made with those items and some others like Panel Pin and Glue. Finally, after the work with Varnish and Stain, a 3-shelf Bookcase product is complete. Here is a product structure diagram to show the above progress:

As we know,those roughcut or finished items as well as the grooved ones are made by this factory themselves from the wood materials bought from others. So they are not Raw Materials( They are Intermediate Items ) The Raw Materials in this manufacture process are those 3cm Plank, 2cm Plank, 2cm Ply. And also those Panel Pin,Glue,Varnish and Stain. Following are some pictures to show some of these Raw Materials:

Plank

Plywood

Intermediate Items
Some Definitions:
 * Any manufacturing item which is neither a Raw Material nor a Product.
 * Any manufacturing item which has had some processing done but is not yet a finished product.

Learn By Examples Let's take an example in a certain real manufacture to have a detailed look at Intermediate Items.

Uncle John is a famous company of producing food sauce for family cooking. In supermarkets, you can find many different kinds of Uncle John food sauce packed in small glass bottles. For instance,a bottle Uncle John curry sauce has the following four stages in its producing process:

1. Buy Raw Materialsfrom other suppliers: these materials includes curry powder, green peppers, sweet chili, condiment, tomato, or even water.These above are necessary ingredients for making curry sauce which are not produced by Uncle John itself.

2. Preparing the ingredients: prepare these Raw Materialsto make them ready for cooking. For example: cut the peppers, chili and tomato into pieces or slices.

3. Complete curry sauce: mix ingredients and cook the curry sauce.

4. Packing: Package those completed curry sauce into labelled glass bottles after cooling.

Now a bottle of Uncle John curry sauce is ready for market. For more detail, here is a product structure diagram:

It is clear to see, sliced pepper, cut chili, sliced tomato are not Raw Materials, they are produced from raw materials. They are also not Products, Uncle John never sells them. They are items which contribute towards the making of the end Product, so they are Intermediate Items. Then what about the "completed curry sauce"? Is it an Intermediate Item as well or a Products?

Even though it is curry sauce seems the same as what we get from a bottle of Uncle John Curry sauce, it is not a Product. A clear reason is it can not be sold directly unless it get packed in glass jars. For most manufactured products, there should be a proper measurement standard. For instance, people may sell soft drinks by bottles or by tins, however they may not use something like pots to contain those drinks and sell them. Nowadays, each industry has its standard for selling. Go back to our example, those finished curry sauce are contained in a big container with pipes which are used to pack them into bottles. Customers can not buy those curry sauce directly from the big container (even if it could be, i think nobody would do that), the way to purchase them is to buy a bottle of such products in a supermarket. So it is Intermediate Items as well and together with glass bottle and labels, a end Product can be made.

The next two images show more clearly the difference between Intermediate item "completed curry sauce"

and Product "A bottle of Uncle John curry sauce" (in the Product section)

Products
Some Definitions:
 * Any manufacturing item which is marketed or sold to customers.
 * Also called an End-Product or End-Item

Some Examples
 * Car.
 * Cell Phone.
 * Home Computer.
 * Jar Of Curry Sauce.

A Jar of Uncle John curry sauce

From the above example, readers can have a clear idea of what is an Intermediate Item and its relationship to Raw Materials and Products.

Links

 * Enterprise Resource Planning
 * BoM Product Structure
 * Continuous versus Discrete Manufacturing in ERP
 * Materials Requirements Planning
 * Manufacturing Resource Planning
 * Master Production Schedule


text: File:Convertible-color-counter-clockwise-yin-yang.png


text:
User:Mupeap

Hi!! My name is Piap. My Id number is 5280865. I'm second yer student. I'm interested in swimming and singing. My major is Finance. Nice to see you! :)

Biggest, fastest PC
Processor Processor Class	 Intel Core i7 Processor Model	 2600K Processor Speed	 5 GHz Number of Cores	 4 Cache Size	 8192 KB Number of installed processors	 1 Graphics Graphics Type	 Discrete Discreet Graphics Chipset	 Nvidia GeForce Discreet Graphics Chipset Model Number	 GTX 580 Number of video cards included	 3 Installed Video Memory per Card	 1536 MB Memory Installed memory	 16384 MB Memory technology	 DDR3 Storage Hard Drive Type Hard Disk Drive Solid-State Drive Hard-drive capacity	 2256 GB RAID Type	 RAID 0 Other Storage CompactFlash Memory Stick SD/MMC Card SmartMedia Interface Connection Interface connection 	 Bluetooth HDMI Video - 24 pin DVI-D eSATA Number of Back USB 3 Ports	 8 Number of Front Firewire Ports	 1 Number of Front USB 2 Ports	 5 Case Chassis style	 Tower (Full) Power Supply Power Supply Wattage	 1500 watts Software Operating system	 Microsoft Windows 7 Home Premium

The best smart phone operating system
The best smart phone operating system is iPhone because it was one of the first mobile phones to be mainly controlled through a touchscreen, the others being the LG Prada and the HTC Touch (also released in 2007). It was the first mobile phone to use a multi-touch interface, and it featured a web browser that Ars Technica then described as "far superior" to anything offered by that of its competitors. A process called jailbreaking emerged quickly to provide unofficial third-party applications. Apple also created the App Store with both free and paid applications. The App Store can deliver applications developed by third parties directly to the iPhone or iPod Touch over Wi-Fi or cellular network without using a PC to download.

title: User:Mupeap


text:
User:Eml5526.s11.team4/test

Before

$$ \begin{align} \mathbf{d}=\mathbf{K}^{-1}\mathbf{F} \end{align} $$ Equation 1.1

After

title: User:Eml5526.s11.team4/test


text:
User:Alternativ

Solarenergy :-))

title: User:Alternativ


text:
User:Annieg

Este articulo es una adaptción de un papel estudiantil para la clase SPAN 520.

Resumen
En esta investigación, investigo el orden de palabras primero en general y luego específicamente el orden del sujeto y verbo en español. Muchos aprendices crean que el hecho de que español tiene un ‘orden libre’ (diferente de ingles) significa que hay la opción de usar cualquier orden en cualquier contexto. Esto no es correcto. Hay ciertas reglas que gobiernan el orden correcto del sujeto y verbo en la oración española. Son: (1) el tipo de verbo (2) el foco implicado de la oración. (1) los verbos intransitivos inergativos usualmente siguen un orden SV (Sujeto-Verbo) y los verbos intransitivos inacusativos siempre siguen VS (Verbo-Sujeto). (2) Con respecto al foco de la oración, el foco (o información nueva) debe estar en la posición final de la oración y esto cambia la posición del sujeto. La adquisición de estas reglas es muy difícil porque el input varía mucho, aprendices suelen usar la estructura de inglés, y muchos crean que “sintaxis libre” indica que no hay un orden correcto. Estas dificultades en la adquisición del orden contribuyen a la habilidad de los aprendices en alcanzar a un nivel nativo. Entonces, con este estudio podemos acercar la respuesta de “¿Sería posible que un estudiante de español alcance un nivel nativo con respecto a sus intuiciones sobre la gramática?”

Objetivos

 * Estudiar algunas características básicas de la sintaxis.
 * Probar que no hay una opción en cuanto al orden de sujeto/ verbo (ie. hay un orden correcto).
 * Explicar porque muchos estudiantes no adquieren este punto gramatical.
 * Relacionar este estudio con preguntas generales de la adquisición de una lengua.

title: User:Annieg


text:
User talk:Askkd

Languagebarrior port ps3 ipho kd10

title: User talk:Askkd


text:
Literature/1987/Kochen

 * http://www.garfield.library.upenn.edu/essays/v12p166y1989.pdf This is where the above article is reprinted and appended to:

Author
He is perhaps the earliest pioneer in the small world phenomenon, and an enthusiastic world brainist, as dubbed by  Eugene Garfield in memoriam (1989), who himself is another in effect as he founded the  Science Citation Index only to prefer the  World Brain (1938) in global perspective to the  Memex (1939, 1945) in personal perspective of information management.

It is an irony and pity that the relevant academics neglect to acknowledge their intellectual debts and pay due homage to Kochen, the pioneer of the "small world" above all. They may fatally endanger the fair free market as well as academic morality. Take seriously why and how serious it is. Such unfairness or injustice may give way to the recent emergence of Pirate Party,  WikiLeaks, and  twitter in a year, 2006!
 * Selected publications

title: Literature/1987/Kochen


text:
Talk:Open academic practice and Excellence in Research for Australia

1st group meeting notes
Meeting: Leigh, Ben, Jamie, Kasia, James, Sarah, 13/5/2011. Initial notes by James.

Target journal(s)
List of possible journals to target for publication of this article:
 * Overall publication

 * Discipline-specific publications
 * 1) Education
 * 2) Sports science
 * 3) Psychology
 * 4) Nursing
 * 5) Disaster management

Scope

 * 1) Keep survey in or not? (it increases the scope - but delays it?)

Search

 * 1) Keywords
 * 2) ANZFoR
 * 3) A and A+ journals (end of June)

Rating
Continuum of openness:
 * 1) Allow "conditional" or 1/2 star rating e.g., if author pays to publish openly - and include extra notes
 * 2) Open access - rating
 * 3) Open access - condition?
 * 4) Open format - rating
 * 5) Open format - condition?
 * 6) Open licensing - rating
 * 7) Open licensing - condition?

Conditions
 * 1) Time-based
 * 2) Pay-based

Include date of entry

Perspective

 * 1) Author?
 * 2) Consumer?

Deadlines

 * 1) Template for journal survey by mid 20 May
 * 2) Initial survey of journals in spreadsheet by end of June
 * 3) Aim for publication is by end of year

Other actions
Leigh to bring in Diane Phillips - advise about overall target journal

2nd group meeting notes
Meeting: Leigh, James, Sarah, 1/7/2011 Initial notes by James.

Categories/Conditions
These have been expanded during the initial coding period. The extra conditions may or may not be necessary in order to address the overall research questions, so its really up to the individual researcher how detailed they wish to be. For the overall paper, probably only simplified data (i.e., is each journal open or closed, and %s) will be reported, but additional details may be appropriate for a discipline-focused paper.

Selection of journals
We need to clarify the method for selecting journals from large discipline lists. Up to now the strategy has been to survey the A* and A journals within a field. Several issues have now become more apparent:
 * 1) ERA rankings have been dropped (see section below)
 * 2) For some disciplines, there are a small number of journals, so they all (A* through C) all need to be surveyed.
 * 3) For some other disciplines, there are a large number of journals, so they need to be sampled in such a way as to generate data which is representative of the ERA recognised journals in that field.
 * 4) Sampling from the top journals only will not provide a representative sample, therefore a form of random sampling is needed. Options include:
 * 5) Quota sampling with random selection - e.g., target, say, min. 50 journals per discipline. Could be either systematic random (every xth item from the alphabetical list) or selected via random number generator.
 * 6) % sampling with random selection - the problem with this approach is that disciplines vary so much in size that %s will need to vary
 * 7) Stratified sampling - Sample a quota or % from each rank within each discipline - could be a good method, but given that the rankings have been dropped by ERA as of June 2011, we need to adjust our method for evaluating ERA against open journal criteria so as it remains useful and relavent beyond that date.
 * 8) We also need to clarify whether to use only journals with target ANZFoR1 codes or whether to also use journals with ANZFor2 and ANZFoR3 codes as well. The former would mean tighter concentration of journals which have the target discipline as their primary focus. James discovered that the list from Deakin combine the FoR codes and so can include journals where its relevance to the discipline is quite small.
 * 9) This generated discussion on the validity of using the Deakin list in our assessment. We agreed that we should use the source list http://www.arc.gov.au/era/era_journal_list.htm and while this is not as usable as the Deakin list, it reassures us that the assessment is consistent with the source list. It was proposed that James and Leigh download the files from the ARC site and generate discipline specific lists based on the agreed method for sampling.

ERA ranking dropped

 * 1) ERA has dropped the journal rankings, therefore let's move forward (we are still in the early stages of the project) and do not base the article in any way on ranking, although this change should be noted and documented in the article.
 * 2) It is recognised that the change in methodological strategy will impact particularly on those surveying large fields, particularly psychology, education and sport

Title
I'd like to see mention of "journals" in the title and "open journals". How about "Open journals and Excellence in Research for Australia"? -- Jtneill - Talk - c 21:31, 5 July 2011 (UTC)

 * Yes I agree James, we should move it Leighblackall 10:14, 14 August 2011 (UTC)

Discussion about conditional openness
In July, Kasia and Jamie told the team that they would be simplifying their review of journals related to nursing, by first assessing open access. If a journal wasn't open access, they would not assess copyright or format. Leigh agreed with this method, seeing it as significantly reducing the workload, allowing for a greater number of journals to be assessed, rather than just a sample.

In mid August, Ben emailed a link to http://www.plosone.org/static/information.action as an example of a journal that provides open access, free copyright, and reusable format, but it is pay to publish. The journal does mention that not all authors need pay to publish:

 * "We offer a complete or partial fee waiver for authors who do not have funds to cover publication fees. Editors and reviewers have no access to payment information, and hence inability to pay will not influence the decision to publish a paper."

It doesn't say how it determines the waiver.

Leigh suggested that for Kasia and Jamie's assessment method, this journal not be counted as open access, because of it being pay for publish and therefore restricting who can publish through it. He clarified that where team members are recording conditions on access, journals like these should be recorded as conditional access - pay to publish.

Ben sees things differently, and believes Leigh is allowing his views about openness cloud his judgement, and that Kasia and Jamie should go further than Yes / No binary assessments of journals.

Leighblackall 10:14, 14 August 2011 (UTC)


text:
Open academia survey

Current tasks

 * 1) What related survey-based studies of academics' knowledge and practice have been conducted?
 * 2) Brainstorm and discuss possible research questions

Aim
This survey aims to help in understanding university academics' knowledge, attitudes, motivations, behaviours, and perceived barriers with regard to use of open academic practices (open access, licensing, formatting, use of free software, and open governance).

This survey may also be useful as the basis for a benchmarking tool by institutions undertaking openness reforms.

Research questions

 * 1) What level of knowledge do university academics have about open academic practices (access, licensing, format etc.) and online social networking and media?
 * 2) To what extent do academics use open practices and online social networking and media in teaching, research and service?
 * 3) What are academics' attitudes towards open practices?
 * 4) How do open academic attitudes related to open academic practices?
 * 5) To what extent do ERA-ranked journal lists influence a university researcher's decisions on what to research, how, and where to publish the findings? (A more general form of this question might be "What influences a university researcher's decisions on what to research, how, and where to publish the findings?"; A more specific, alternative for of the question might be "To what extent do principles of openness influence university academics' decisions about what to research, how, and where to publish the findings?" Also: To what extent does ERA influence the decisions of university-based researchers to adopt open academic practices?")
 * 6) Determine to what extent the ERA Ranked Journal Lists affect  a university researcher's decision to document and publish research openly (An alternative, broader question might be "What influences academics' decision to document and publish research closedly or openly?"
 * 7) What are the attitudes of institutional teachers and researchers towards independent teachers and researchers?
 * 8) What are the motivating influences for academics' teaching, learning and service behaviours? e.g.,
 * 9) To what extent, or what is the nature of the influence that a university's strategic plans and management policies have on academic practices?
 * 10) What is the relation between academic work motivation (e.g. hierarchy of needs) and practice?

Ethics
Ethics approval is being sought using the National Ethics Application Form.

Survey questions

 * How would you rate your awareness of ERA?
 * Would you say the ERA influences your decisions as a researcher?
 * To what extent does the ERA influence your decisions as a researcher?
 * Influences where I aim to publish my research findings
 * Influences what I research
 * Influences who I collaborate with
 * Influences my research methods

 * How would you rate your awareness of the UC Strategic Plan?
 * Would you say the UC Strategic Plan influences your decisions as a teacher and researcher?
 * To what extent does the UC Strategic Plan influence your decisions as a teacher and researcher?
 * I change my teaching practices to meet aspects of the Strategic Plan
 * I select the parts of the Strategic Plan that reinforce my teaching practices
 * I change my research practices to meet aspects of the Strategic Plan
 * I select the parts of the Strategic Plan that reinforce my research practices

 * How would you rate your awareness of informal teaching, research and learning practices?
 * Do you collaborate with independent, or non institution based researchers and teachers?
 * To what extent do you collaborate with independent, or non institution based researchers and teachers?
 * I don't know what an independent, or non institution based researcher or teacher is
 * I have not had an opportunity to work with with independent, or non institution based researchers or teachers
 * I actively avoid working with independent, or non institution based researchers and teachers
 * I see no reason to work with independent, or non institution based researchers or teachers

 * Do you think there are people wanting to access your teachings but do not cannot?
 * Do you allow non paying, or non enrolled students to access your teachings?
 * How would you rate your understanding of networked learning?
 * I've not heard of networked learning before

 * Thinking about Maslow's Hierarchy of Needs, where on the pyramid do you consider yourself as a practicing academic?

title: Open academia survey


text:
User:B9 hummingbird hovering/Blog/ComputerScience

Computer Science theory
The Cathedral and the Bazaar

Pascal
User:B9_hummingbird_hovering/Blog/ComputerScience/Pascal

Python
User:B9_hummingbird_hovering/Blog/ComputerScience/Python

Java
User:B9_hummingbird_hovering/Blog/ComputerScience/Java


title: User:Tk128/common.js


text:
User:Lvman1991

My name is Patiwat Noiwanit. As everyone call me, Mac. I am major in International Business. My user adress is Lvman1991.

The perfect case of computer Processor - Intel EM64T Xeon X56xx (Westmere-EP) 2930 MHz (11.72 GFlops) Motherboard - EVGA 170-BL-E762 Memory - PNY OPTIMA 2GB (2x1GB) Dual Chael Kit DDR 400 MHz PC3200 Desktop DIMM Memory Modules MD2048KD1-400 Case - XIGMATEK ELYSIUM SUPER TOWER Powersupply - Diablotek PHD750 Floppy Drive - Iomega Floppy USB-Powered (32633) Hard Drive - G.SKILL Phoenix Pro 240 GB SSD Optical Drive - LG Electronics GGW-H20L Keyboard - ROCCAT KEYBOARD ARVO Mouse - ROCCAT KONE 2750 Video Card - Geforce GTX 580 Monitor - LCD Samsung PX2370 Sound Card - ASUS Xonar Essence STX Modem - Billion BiPAC 7800N

The perfect operating system smartphone IOS, because there are a lot of appilcations. It is about 500,000 applications, and the touch screen procesing of IOS is the best. Moreover, the speed of IOS is the fastest and stable if compare with Window.

title: User:Lvman1991


text:
User talk:Bomo33

hello 5555

title: User talk:Bomo33


text:
File:Solar car1.jpg

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for school project

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File:Solar car2.jpg

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File:Case SSV part 2.pdf

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File:Enterprising.pdf

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File:Process Report final.pdf

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File:Meeting Report nr. 1.pdf

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File:Meeting Report nr. 4.pdf

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File:Meeting Report nr. 5.pdf

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File:Meeting Report nr. 6.pdf

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File:Log book Jeff.pdf

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title: File:Log book Jeff.pdf


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File:Log book Maarten.pdf

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title: File:Log book Maarten.pdf


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File:Log book Robin.pdf

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title: File:Log book Robin.pdf


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File:Log book Shen Jiaxi.pdf

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title: File:Log book Shen Jiaxi.pdf


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File:Log book Tian Jianlei.pdf

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title: File:Log book Tian Jianlei.pdf


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File:Log book Wang Yu.pdf

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title: File:Log book Wang Yu.pdf


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File:SSV1.png

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File:SSV2.png

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title: File:SSV2.png


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File:WholeSSV.jpg

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File:SSV-frame.jpg

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File:SSV-iso.jpg

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title: File:SSV-iso.jpg


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File:WBS2.pdf

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title: File:WBS2.pdf


text:
File:PlanVanAanpak2.pdf

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for school project

title: File:PlanVanAanpak2.pdf


text:
File:Eindverslag case 2 team lightspeed.pdf

Licensing
for school project


title: File:Foto2SSV.jpg


title: File:SSV1.jpg


text: File:Procesverslag.pdf

title: File:Procesverslag.pdf


text:
User:KJS~enwikiversity

Soy un estudiante en la universidad de Kansas. Voy a graduarme al fin del semestre de 2011 con un bachillerato en español y finanzas.

title: User:KJS~enwikiversity


text:
File:Giel.PNG

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File:Makke.PNG

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File:Michael.PNG

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File:Proot.PNG

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File:SSV.PNG

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File:Vierkant.PNG

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File:Vierkant ontwerp.PNG

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title: File:Vierkant ontwerp.PNG


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File:Vincent.PNG

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title: File:Vincent.PNG


text:
File:Smallsolar.JPG

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title: File:Smallsolar.JPG


text:
User talk:Ufl.mae.yang

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Devourer09 ( t · c ) 20:41, 13 May 2011 (UTC)

title: User talk:Ufl.mae.yang