text:
User:JWSchmidt/Report

This page will hold the final report.

Introduction
How does a wiki website that is open and where "everyone can edit" prevent its biographies of living people from being disrupted by vandalism and bias? Wikipedia started with an emphasis on traditional biographies that might be expected to exist in a traditional print encyclopedia (example). The article talk page was the main tool for sorting out how to craft a balanced biography.

The early biographies of living persons on Wikipedia were usually about well-known people (example). and the evolution/creationism debates (related early discussion moved to META. What policies were developed to keep biographies under control? NPOV, all policy

The Siegenthaler Incident
In May of 2005 a Wikipedia editor entered false information into the Wikipedia biography for John Seigenthaler, Sr. The false information was not discovered until September 2005 after which it became known as the Seigenthaler Incident. In response to the publicity generated by this and other similar cases (see also), Wikipedia restricted page creation (see: Wikipedia Signpost 2005-12-05 "Page creation restrictions") and created new guidelines for biographies. The Wikipedia community continues to struggle with biased and false content in its biographical articles.

The  Biography
is Professor of Media Arts and Sciences at a major university. She holds Doctor of Science and Master of Science degrees from a major university and a Bachelor of Science degree from a major university. She has been a member of the faculty at  since 1991 and a full professor since 2005.

With over a quarter of a million biographies, Wikipedia has many biographical articles about university professors. In 1997, Dr. published an important book in an innovative branch of Computer Science. One might guess that her Wikipedia biography would have been started in order to describe her scientific research and seminal contributions, however, that is not the case.

On Feb. 21, 2006, The New York Times published "Few Biologists but Many Evangelicals Sign Anti-Evolution Petition" by Kenneth Chang. The petition comprised a two-sentence statement, "We are skeptical of claims for the ability of random mutation and natural selection to account for the complexity of life. Careful examination of the evidence for Darwinian theory should be encouraged." Dr. was one of a group of 105 scientists, researchers, and academics who agreed with this statement when it was circulated (in E-Mail) in academia in 2001.

On March 8, 2006 the Wikipedia biography article about Dr. was started by a Wikipedia editor who copied the online Faculty Profile of Dr. . In addition to the copied Faculty Profile, the Wikipedia article included a section called, "Intelligent Design Support". Based on the edits of the creator of this BLP, it is clear that the purpose of this editor was to create an article that labels Dr. as a supporter of Intelligent Design and as "anti-evolution". The Wikipedia user account " " that was used to create this BLP was a single purpose account, used only to push into Wikipedia the claim that Dr. is anti-evolution and a supporter of Intelligent Design. Note that person editing as " " is an experienced wiki editor who decided to use a "throw-away account" in order to make a biographical article that violates the Wikipedia policy on Biographies of living persons, which reads in part: "Editors should be on the lookout for the malicious creation or editing of biographies or biographical information. If someone appears to be pushing a point of view, ask for credible third-party published sources and a clear demonstration of relevance to the person's notability."

Comments by User:Centaur of attention

 * This does help. It's you who are being unhelpful
 * One-sided "analysis" that casts specific Wikipedians in poor light

Discussion
As far as I can tell, the page has now been "sanitized". I wonder why it matters to the Wikipedian who edits at Wikiversity as "Centaur of attention" that a throw-away account, created for the purpose of violating Wikipedia policy, was discussed on this page as an example that illustrates a problem at Wikipedia. I think this page can be helpful in thinking about how to improve BLP policy. I have to wonder how the problems of Wikipedia will ever be fixed if Wikipedians like myself are prevented from studying those problems. --JWSchmidt 01:03, 17 September 2008 (UTC)

title: User:JWSchmidt/Report


text:
User:EAS4200C.F08.WIKI.A/HW/Contributions

Christopher Pergola 72.196.114.95 01:37, 17 September 2008 (UTC)

Eric Viale Eas4200c.f08.wiki.c 02:31, 17 September 2008 (UTC)

Jeff Eas4200c.f08.wiki.f 13:40, 17 September 2008 (UTC)

Chris fontana Eas4200c.f08.WIKI.E 15:02, 17 September 2008 (UTC)

Braden Barnes Eas4200c.f08.wiki.b 20:18, 17 September 2008 (UTC)

Michael Rolle Eas4200c.f08.wiki.d 17:14, 12 September 2008 (UTC)

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


text: User:Emesee mobi

title: User:Emesee mobi


text: User talk:Emesee mobi

title: User talk:Emesee mobi


text:
User:EML4500.F08.RAMROD.B/Homework 1

=Finite Element Analysis=

Finite Element Analysis, otherwise known as the Finite Element Method, is a technique used to attain solutions to Partial differential equations(ODE's) and integral equations. This method is most often used to solve ODE's over complex domains. This class will focus on learning how to use and apply this method to real world situations in which it is necessary to determine the tendencies of a system.

The goal of this course is to avoid the old ad-hoc structure of analysis and to encourage true learning and judgment of correctness.

This course will not be conducted in the usual manner. Instead of the old method of simple lecture notes and homework assignments, Wikiversity will be used to post the concepts we learn in class as well as the problems that are assigned to us for homework. At first glance this structure seems like a lot of work and as well as a hindrance to the learning experience, but if an in depth look at the new system is taken, one would emerge with a greater appreciation of what is being accomplished.

=Wikiversity and The Class=

What is Wikiversity

Wikiversity is part of the Wikimedia Foundation, which is a foundation in which provides free content to its users. It is a very large server-based software that allows its users to create articles on any topic of their choosing. The incredible aspect of this software is that anyone who has an account with any Mediawiki project can go into that article and make corrections. The ability to edit any article allows for an environment that promotes collaborative learning.

Questions may arise as to the quality of contributions made to an article found on any of the Mediawiki projects. For example, an article may be writen that doesn't contain a single factual statement. In this case, the administrators in charge of overseeing all activities within the domain will quickly eliminate the article. Another example is that of a contribution made to an article already approved by the administrators. The contribution will be reviewed and either accepted or rejected. If rejected, the last acceptable saved copy of the article gets uploaded back onto the Wiki. This brings up another advantageous aspect of the software. When an edit is made and saved to any article, a copy of that article is stored in a database and will remain there until the MediWiki software is shut down. This means that any copy of any article can be retrieved by simply going into the history of that article and searching for the needed copy. This function serves as a solution to vandalism to articles as well. It is almost always safe to assume that information posted on Mediawiki software are correct.

Advantages of Wikiversity

There are numerous advantages to using a Mediawiki software such as Wikiversity, the first of which would be learning through collaboration and teamwork. Teamwork has been proven to be one of the most effective ways of learning and deploying this method in the classroom is absolutely essential. Not only is this a collaboration of the team, but it's also a collaboration of the class because each team can view and learn from other team contribution. Taking it even a step further, this software allows there to be a collaboration between the class and the professor.

Another important advantage of using such a software is that a user will forever have the information they input into the database for future reference. This is a great aspect of the software that allows the user to go back and review the material they learned whenever they need a little reminder of concepts.

title: User:EML4500.F08.RAMROD.B/Homework 1


text:
User:EML4500.F08.RAMROD.B/Homework 2

= Element One Stiffness Analysis =

Taking all of the knowledge we have gained into consideration, we can now begin the analysis of the stiffness matrix for element one. Because we know that the element stiffness matrix is derived with the use of only three variables,

$$\displaystyle \ l^{e}$$     $$\displaystyle \  m^{e}$$     $$\displaystyle \ k^{e}$$

it is imperative to the completion of this problem to compute these values so that the element stiffness matrix for element one can be constructed. And if you have already forgotten, $$\displaystyle \ k^{e}$$ is the axial stiffness of the bar element $$\displaystyle \ e $$ and is given by the following formula,

$$\displaystyle \ k^{e} = \left ( \frac{E^{e} A^{e}}{L^{e}} \right )$$

where $$\displaystyle \ E^{e} $$, $$\displaystyle \ A^{e} $$, and $$\displaystyle \ L^{e} $$ are the modulus of elasticity, cross sectional area, and length of an element $$\displaystyle \ e $$ respectively. If you remember from previous work, the equations for $$\displaystyle \ l^{e}$$ and $$\displaystyle \ m^{e} $$ have already been computed and are as follows;

$$\displaystyle\ l^{e} = \cos{(\theta^{(e)}})$$

$$\displaystyle\ m^{e} = \sin{(\theta^{(e)}})$$

where θ is the angle at which the truss element is tilted. If you recall from the problem statement, the following values for the length, angle, modulus, and cross sectional area were given for element one.

With this information it is possible to begin to calculate the three variables needed to construct the element stiffness matrix.

$$\displaystyle \ l^{1} = cos (30) = \left ( \frac{\sqrt{3}}{2} \right ) $$

$$\displaystyle \ m^{1} = sin (30) = \left ( \frac{1}{2} \right ) $$

$$\displaystyle \ k^{1} = \left ( \frac{(3)(1)}{4} \right ) = \left ( \frac{3}{4} \right ) $$

Having calculated these values, it is now possible to construct the stiffness matrix for element one. Before we defined the element stiffness matrix as the following;

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

To make things a little more condensed and easier to understand, we will multiply the axial stiffness value through and represent the element stiffness matrix as follows;

$$\displaystyle \ k^{(1)} = $$ $$\displaystyle \begin{bmatrix} k_{1,1}^1 & k_{1,2}^1 & k_{1,3}^1 & k_{1,4}^1 \\ \\k_{2,1}^1 & k_{2,2}^1 & k_{2,3}^1 & k_{2,4}^1 \\ \\ k_{3,1}^1 & k_{3,2}^1 & k_{3,3}^1 & k_{3,4}^1 \\ \\ k_{4,1}^1 & k_{4,2}^1 & k_{4,3}^1 & k_{4,4}^1\end{bmatrix}$$,

where   $$\displaystyle \ k_{1,1}^1 = k^{1}* l^{1^{\,\!2}} $$ and    $$\displaystyle \ k_{1,2}^1 = k^{1}*{l^{1}}*{m^{1}} $$ and so on until $$\displaystyle\ k^{e} $$ (axial stiffness) has been multiplied through the director cosines matrix. A short hand form of the same matrix can be constructed in which the entire four by four matrix is represented by a one by one matrix. This form is as follows,

$$\displaystyle \begin{bmatrix} k_{i,j}^{(e)} \end{bmatrix}$$  $$\displaystyle \ 0 \le i \le 4 $$     $$\displaystyle \ 0 \le j \le 4 $$

where $$\displaystyle \ 0 \le i \le 4 $$ and $$\displaystyle \ 0 \le j \le 4 $$. This matrix along with the equivalent matrix above is the element stiffness matrix. All of the required numerical values are at our disposal so it is now time to compute the values that will be placed into the matrix. As stated before,

$$\displaystyle \ k_{1,1}^1 = k^{1}*l^{1^{\,\!2}} $$ and $$\displaystyle \ k_{1,2}^1 = k^{1}*{l^{1}}*{m^{1}} $$

If a closer look is taken at the director cosine matrix, one will notice two important aspects that characterize the values within the matrix. The first is that there are only three numbers need to be calculated in order to completely fill the matrix, two of which are displayed in the two equations above. The second is that this matrix is symmetrical, meaning that if a line was drawn diagonally across the matrix as to cut it into two pieces, the upper portion would be a mirror image of the bottom portion. In general this means

$$\displaystyle \ k_{i,j}^e = k_{j,i}^e $$ or  $$\displaystyle \ K^e = K^{{e}^T} $$

where $$\displaystyle \ T$$ represents the transpose of the element stiffness matrix of an element $$\displaystyle \ e $$.

As was previously stated, the element stiffness matrix is composed of only three values, of which are computed below.

$$\displaystyle \ k_{1,1}^1 = k^{1}*l^{1^{\,\!2}} = \left ( \frac{9}{16} \right )$$ $$\displaystyle \ k_{1,2}^1 = k^{1}*{l^{1}}*{m^{1}} = \left ( \frac{3\sqrt{3}}{16} \right )$$ $$\displaystyle \ k_{2,2}^1 = k^{1}*m^{1^{\,\!2}} = - \left ( \frac {3}{16} \right )$$

It is now possible to construct the stiffness matrix $$\displaystyle \ k $$ for element one.

$$\displaystyle \ k^1 = $$ $$\displaystyle \begin{bmatrix} \left ( \frac{9}{16} \right ) & \left ( \frac{3\sqrt{3}}{16} \right ) & - \left ( \frac{9}{16} \right ) & -\left ( \frac{3\sqrt{3}}{16} \right ) \\ \\ -\left ( \frac{9}{16} \right ) & -\left ( \frac{3\sqrt{3}}{16} \right ) & \left ( \frac{9}{16} \right ) & \left ( \frac{3\sqrt{3}}{16} \right ) \\ \\ -\left ( \frac{3\sqrt{3}}{16} \right ) & \left ( \frac {3}{16} \right ) & \left ( \frac{3\sqrt{3}}{16} \right ) & - \left ( \frac {3}{16} \right ) \\ \\ -\left ( \frac{3\sqrt{3}}{16} \right ) & \left ( \frac {3}{16} \right ) & \left ( \frac{3\sqrt{3}}{16} \right ) & - \left ( \frac {3}{16} \right )\end{bmatrix}$$

=Element Two Stiffness Analysis=

Now that the stiffness matrix for element one is completed, construction of the stiffness matrix for element two can begin. To do so requires us to perform the same method as used for element one. To begin, lets remind ourselves of the parameters for element two given in the problem statement:

With this data we can compute the axial stiffness as well as the director cosine values $$\displaystyle \ l^2, m^2 $$.

$$\displaystyle \ k^{2} = \left ( \frac{E^{2} A^{2}}{L^{2}} \right ) = \left ( \frac{5*2}{2} = 5\right )$$ $$\displaystyle \ l^{1} = cos (-45) = \left ( \frac{\sqrt{2}}{2} \right ) $$ $$\displaystyle \ m^{1} = sin (-45) = -\left ( \frac{\sqrt{2}}{2} \right ) $$

And just as before, the stiffness matrix can be represented as the director cosine matrix multiplied through by the axial stiffness matrix.

$$\displaystyle \ k^2 = $$ $$\displaystyle \begin{bmatrix} k_{1,1}^2 & k_{1,2}^2 & k_{1,3}^2 & k_{1,4}^2 \\ \\k_{2,1}^2 & k_{2,2}^2 & k_{2,3}^2 & k_{2,4}^2 \\ \\ k_{3,1}^2 & k_{3,2}^2 & k_{3,3}^2 & k_{3,4}^2 \\ \\ k_{4,1}^2 & k_{4,2}^2 & k_{4,3}^2 & k_{4,4}^2\end{bmatrix}$$

where

$$\displaystyle \ k_{1,1}^{2} = k^2 * (l^1)^2 $$.

All values that are needed to complete the stiffness matrix are now known, but if a further observation is made the process of constructing this matrix becomes very simple. If you notice that the absolute value of the director cosine values of $$\displaystyle \ l^2, m^2 $$ are exactly the same, it is only necessary to compute one value of the stiffness matrix. This is possible because the director cosine matrix is a combination of three different processes:

$$\displaystyle \ (l^1)^2, (m^1)^2, m^2 * l^2 $$

Since all of these calculations yield the same values, only one calculation is needed to complete the matrix. Then the value can be placed and the sign of the values can appropriately be assigned as necessary. Below is the once calculation needed in order to carry out this process.

$$\displaystyle \ k_{1,1}^2 = k^2 * (l^1)^2 = \left ( \frac{5}{2} \right )$$

This then makes the element two stiffness matrix to be the following,

$$\displaystyle \ k^1 = $$ $$\displaystyle \begin{bmatrix} \left ( \frac{5{2}}{2} \right ) & -\left ( \frac{5}{2} \right ) & - \left ( \frac{5}{2} \right ) & \left ( \frac{5}{2} \right ) \\ \\ -\left ( \frac{5}{2} \right ) & \left ( \frac{5}{2} \right ) & \left ( \frac{5}{2} \right ) & -\left ( \frac{5}{2} \right ) \\ \\ -\left ( \frac{5}{2} \right ) & \left ( \frac{5}{2} \right ) & \left ( \frac{5}{2} \right ) & -\left ( \frac{5}{2} \right ) \\ \\ \left ( \frac{5}{2} \right ) & -\left ( \frac{5}{2} \right ) & -\left ( \frac{5}{2} \right ) & \left ( \frac{5}{2} \right )\end{bmatrix}$$

Just as the element stiffness matrix for element one, this stiffness matrix is symmetric. In other words,

$$\displaystyle \ k_{i,j}^2 = k_{j,i}^2 $$ or  $$\displaystyle \ K^{(2)} = K^{{2}^T} $$

where $$\displaystyle \ T$$ once again represents the transpose of the element stiffness matrix of an element $$\displaystyle \ 2 $$.

=Element Force-Displacement Relationship=

Now that we have found the stiffness matrices for both elements, we must now find the relationship between the force and displacement. In order to do so we must analysis the following equation:

$$\displaystyle \ k^e * d^e = f^e $$

where $$\displaystyle \ k, d, $$ and $$\displaystyle \ f $$ are the stiffness matrix, displacement matrix , and force displacement of an element $$\displaystyle \ e $$ respectively. The math works as the stiffness matrix is a $$\displaystyle \ 4 X 4 $$ matrix and when multiplied by a $$\displaystyle \ 4 X 1 $$ matrix (element displacment matrix), the product becomes a $$\displaystyle \ 4 X 1 $$ matrix that is the element force matrix.

$$\displaystyle \ k^{(e)} = $$ $$\displaystyle \begin{bmatrix} k_{1,1}^{(e)} & k_{1,2}^{(e)} & k_{1,3}^{(e)} & k_{1,4}^{(e)} \\ \\k_{2,1}^{(e)} & k_{2,2}^{(e)} & k_{2,3}^{(e)} & k_{2,4}^{(e)} \\ \\ k_{3,1}^{(e)} & k_{3,2}^{(e)} & k_{3,3}^{(e)} & k_{3,4}^{(e)} \\ \\ k_{4,1}^{(e)} & k_{4,2}^{(e)} & k_{4,3}^{(e)} & k_{4,4}^{(e)}\end{bmatrix}$$ $$\displaystyle \ d^{(e)} = $$ $$\displaystyle \begin{bmatrix} d_{1}^{(e)} \\ \\ d_{2}^{(e)} \\ \\ d_{3}^{(e)} \\ \\ d_{4}^{(e)}\end{bmatrix}$$ $$\displaystyle \ f^{(e)} = $$ $$\displaystyle \begin{bmatrix} f_{1}^{(e)} \\ \\ f_{2}^{(e)} \\ \\ f_{3}^{(e)} \\ \\ f_{4}^{(e)}\end{bmatrix}$$

title: User:EML4500.F08.RAMROD.B/Homework 2


text: Educational Media Awareness Campaign/Cell biology/POTD 5


text:
User:Eas4200c.f08.radsam/Homework

 Comment: This page is identical to the previous one, except that a few simple formatting edits were applied, such as addition of parentheses and changing spacing between equations. Here is a comparison between these two versions. Eas4200c.f08.radsam.a. 18:57, 7 November 2008 (UTC) =Homework #2=

HW 2 Contributors
Eas4200c.f08.radsam.a. 20:34, 26 September 2008 (UTC) Eas4200c.f08.radsam.d 20:36, 26 September 2008 (UTC) Eas4200c.f08.radsam.z 20:32, 26 September 2008 (UTC) Eas4200c.f08.radsam.s 20:37, 26 September 2008 (UTC) Eas4200c.f08.radsam.m 20:27, 26 September 2008 (UTC) Eas4200c.f08.radsam.r 20:45, 26 September 2008 (UTC)

title: User:Eas4200c.f08.radsam/Homework


text:
Template talk:Storyboard Artwork Project:Table of Contents

Shall we "include only" some of the cats? Emesee mobi 06:03, 17 September 2008 (UTC)


text:
User:Ans/lex and yac vm

 * glade
 * save UI in xml
 * can convert xml to C code
 * ui.xml --> ui.c
 * callback.c + ui.c --> final application
 * has libglade that can load and run the xml on-the-fly, by not generating C code.
 * callback.c + libglade.so + ui.xml --> final application
 * no need to recompile ui.c, when ui.xml has been changed
 * libglade may be regarded as something like VM (virtual machine)
 * lex/yacc
 * write code in lex/yacc syntax
 * can generate C code
 * why not implement liblex/libyacc (lex/yacc VM) that can run on-the-fly, without generating C code?
 * lex-parser.lex/yacc-parser.yacc --> lex-parser.xml/yacc-parser.xml
 * the xml file is something describing the state machine
 * the real benefit is the precompiled form?
 * need to change the callback without regenerate the state machine from the grammar rule, but the change should only be done in the rule source
 * yacc-parser.yacc --> yacc-parser-skeleton.yacc + callback.c
 * not overwrite and recompile yacc-parser-skeleton.yacc, if it unchanged
 * yacc-parser.yacc --> yacc-parser-skeleton.c + callback.c ?
 * this will regenerate the state machine before it has chance to cmp
 * callback.c + liblex.so/libyacc.so + lex-parser.xml/yacc-parser.xml --> parser application

title: User:Ans/lex and yac vm


text:
User talk:Mohit~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 08:35, 17 September 2008 (UTC)

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

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:39, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:16, 19 April 2015 (UTC)

title: User talk:Mohit~enwikiversity


text:
User:Raghavendrante

Hello, I am Raghavendran T E.

I am a student of Amrita School of Engineering, Amrita Vishwa Vidyapeetham, Kollam, Kerala, India. I am pursuing my Bachelor's degree(B.Tech) in MEchanical Engineering.

My interests are in MEMS/NEMS.

title: User:Raghavendrante


text:
User talk:Ans

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 10:14, 17 September 2008 (UTC)

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

title: User talk:Ans


text:
Portal:Social entrepreneurship/News Archives/New University of Michigan African Scholars Exchange Program

The University of Michigan African Scholars Exchange Program is designed to enhance collaboration between early career faculty from Ghana and South Africa and students and faculty at the University of Michigan. Program Description The University of Michigan African Scholars Exchange Program is designed to enhance collaboration between early career faculty from Ghana and South Africa and students and faculty at the University of Michigan. It is also designed to support faculty development in Africa and capacity building for African home institutions. The University of Michigan offers support in cultivating the next generation of African scholars by bringing them to the University of Michigan for periods of one or two semesters, and it seeks to build and strengthen lasting scholarly relationships with those scholars and their institutions. At the University of Michigan, they will have access to library and research materials that can assist them in working on a research project, academic degree, new course, grant proposal, or other relevant activity. Where appropriate, they will also be paired with University of Michigan faculty members for collaboration on projects that will help them advance their careers. African scholars may apply to visit Michigan for a short term (two months), for a semester (four months), or for an entire year. Research Areas of Particular Interest In the January-August 2009 cycle of awards, special consideration will be given to applicants whose teaching and research interests include one of the following areas, which are related to current University of Michigan strategic collaborative initiatives in Africa: Applicants from all other disciplines will have a greater chance of success if their scholarly work represents areas of special need and/or capacity building for their home institutions, and represent scholarly areas in which the University of Michigan is particularly able to provide mentorship and collaborative engagement. For further information, asc-contact@umich.edu. Director, African Studies Center The University of Michigan 1080 S. University Ave, Suite 2660? Ann Arbor, MI 48109-1106 Tel: 734-615-3027 Fax: 734-763-9154
 * New University of Michigan African Scholars Exchange Program — Deadline Sep 1, 2008
 * See University of Michigan International Institute and Center for Middle Eastern and North African Studies
 * Heritage studies in Africa. Heritage is construed in its broadest possible way, engaging a multitude of disciplines in the arts, humanities, and social sciences. By heritage is meant the retrieval and reframing of objects, artifacts and cultural traditions, social practices and customary laws, sites, narratives, performances and practices pertaining to precolonial, colonial and post-independence legacies.
 * Social research in Africa. Consideration will be given to those in any social science discipline or profession that involves the collection and analysis of quantitative data to address areas such as poverty reduction, the promotion of public health, education, pluralism and good governance.


text:
User:Ans/flexible conf

flexible conf
When you write config file in perl, for example,
 * config.pl

What if you want to load this config from python, C, C++, php, java, etc.?
 * php code may look like,

passing external options to config file
In many cases, the flexible config file may accept some external options like,

To achieve this, php code will pass some runtime options, to config.pl like, and config.pl may use $opt like,

stdout approach

 * config.pl should generate output in xml?
 * load_flexible_config("perl", "config.pl") --> run the command "perl config.pl" and parse its xml output

libperl approach

 * 1) load_flexible_config("perl", "config.pl") --> use libperl to run or eval perl statement,
 * 2) convert internal perl data representation to php data

problem

 * There may be no library libphp, if you want to eval "config.php"?

other approaches

 * use .net framework
 * use DLR
 * use Lua
 * use parrot

note

 * Why not write config in XML or YAML or something like that? (To replace config.pl with config.xml)
 * Since XML/YAML can't execute the code. One goal of this flexible config is to be able to execute some code (in preferred script/language), some control statement ("if/else", for example). --Ans 06:09, 18 September 2008 (UTC)
 * This flexible config will not limit to write config.pl in just perl. It is designed to be able to load the config in other scripts, for example, config.php, config.py.

title: User:Ans/flexible conf


text:
Portal talk:Social entrepreneurship/networking/Core Team Activities

Discuss: ...


text:
Portal:Social entrepreneurship/networking/activities/Advisory Group Meeting 20080917

Notes on Meeting WBI and Meraka Institute 20080917

Present: Bob, Kim, Mario, Sarah, Thiru

Agenda

 * 1) Welcome to Sarah
 * 2) Recap on Process
 * 3) SAFIPA Collaboration
 * 4) Game and Piloting
 * 5) Fund Raising
 * 6) Succession Planning

Welcome to Sarah
Sarah will be helping out at WBI for the next few months. Sarah has a history in corporate social investment with a focus on education, and an interest in social entrepreneurship.

Recap on Process
We are on the last week of the Curriculum Development process (1st iteration).

We have learned much in this process. Issues which have arisen included:

 * Understanding the differences among Social Entrepreneurship and Service Learning and Community-based Learning.
 * The latter two are more like domain knowledge transafer during a semester, while social entrepreneurship intends to stimulate lateral thinking and generate ideas which may a life of their own beyond the students's study period.
 * The tension between the needs of university professors educating students and the needs of those interested in establishing sustainable entreprises, etc.
 * Ideological bias against terms like "business plan" as an end point in the process towards terms like "sustainability plan" or not specifying an end result as it restricts the thinking.
 * Mobilising the community
 * Educating educators about OER and wiki education - see for example WikiEducator, Learning4content and resources or educators.
 * Managing and inspiring the network.
 * Do we have a critical mass of educators focussed on social entrepreneurship?
 * How can we grow the community?
 * Is the discussion aligned with the needs of the participants?
 * Is there a fear of this open and continuous peer review?
 * NGOs should be highlighted and drawn in more pro-actively.
 * Is there real buy-in from the public sector?
 * Are the technical barriers to using the wiki too high?

Some of the issues are tracked on the Issues Tracker.

We also considered running a competition for the best contributions to the wiki curriculum. So far, there have been insufficient entries and contributions from the collaborating institutions for the competition to be viable (i.e. there is no worthy winner yet).

Now that we have a curriculum outline, the competition could go ahead and be run systematically, or we could come up with other ways to use funds set aside for curriculum development activities.

Game and Piloting
The pilot will be smaller than initally expected. Need to develop the look and feel, the evaluation matrix.

Fund Raising
Collaborative sourcing of finds.

Korean Trust Fund
WBI should have an answer by the end of the month. This is the first round. More lobbying may be required to be successful in the second round.

SAFIPA Collaboration
SAFIPA is taking a pragmatic approach towards replication and community benefit. There seems to be some skepticism around social entrepreneurship.

There will be several calls starting at the end of September (earliest) - so, let's get some quality ideas together.

They key thing is to determine how all the collaborating parties will gain mutual benefit via synergies.
 * co-funding
 * intellectual exchange and enhancement
 * OER and sharing of educational resources
 * community engagement
 * innovation from students
 * innovation, incubation
 * etc.

Other Sources
WBI has been in contact with various other possible co-funders.

Succession Planning
Sarah will be Kim's successor.

For the Meraka Institute in general, three options were suggested:

 * 1) Stop and capture the learning to date. Meet at the end of October for this option.
 * 2) Integrate with multiple ongoing initiatives at the Meraka Institute.
 * 3) Collaboratively source funds to continue. The WBI, sor example, could bring in more resources too. Strenghten the DST conection.

Actions

 * 1) Design a short (maximum 10 questions) survey to determine the reasons for lack of engagement with the process.
 * 2) * Deploy the survey on (e.g. Survey Monkey).
 * 3) ** Follow up on survey responses by phone to selected individuals.
 * 4) Send out a final e-mail regarding the 8 week curriculum development process.
 * 5) * Link to the survey
 * 6) * Link to Process Improvement
 * 7) * E-mail the advisory group separately regarding the survey and process improvement.
 * 8) ** How to get the community to take over.
 * 9) Consider a workshop with students who have been through a social entrepreneurship course to go through the wiki and comment its usefulness.
 * 10) Send out a final e-mail to close the Curriculum Development process.
 * 11) * Take a break of 2 - 3 weeks but leave the discussion open, then start a new discussion. Perhaps on OER and Wiki Learning, or on some of the outstanding curriculum issues - see Issues Tracker.
 * 12) Re fund raising: Meraka Institute to consolidate possible synergies (Wireless Africa, Digital Doorway, WISP, ... and determine their role(s)).
 * 13) * Research - innovation - link between domains and technologists - etc.


text:
User:Jotzet

'''Hi, this is Jotzet's Versity account. I won't be "at home" very often. So don't waste your time trying to contact me these days. ;-)'''

♦ |Wikihome

♥ |Contact

title: User:Jotzet


text:
User talk:Jotzet

{| align="center" border="1" width="350"
 * style="background:#bbbbcc" |
 * meta
 * commons (+)
 * species
 * Ω

Welcome at Jotzet's! - Don't talk, just relax!

title: User talk:Jotzet


text:
User:Eas4200c.f08.aero.e/Week 3

=Monday=

Problem 1.1 continued

The σmax where $$z = {b \over 2}$$ is show as $$ \sigma_{max} = \frac{Mb}{2I}$$.

So,

$$M = \frac{2\sigma_{max}I}{b} = \frac{2\sigma_{all}I}{b}$$

To maximize the moment M, the \frac{I}{b} will be maximized. To give,

 $$M_{max} = 2\sigma_{all} \left (\frac{I}{b} \right )_{max}$$

The length L can be expressed in terms of a and b, so a can be expressed in terms of L and b, shown below.

$$L = 2(a+b) \Rightarrow \; a^{(1)} = \frac{L}{2} - b^{(1)} $$

Where L = constant.

$$ \left (\frac{I}{b} \right )_{max} = \left (\frac{I^{(1)}}{b^{(1)}} \right ) \Rightarrow \; M_{max} = 2\sigma_{all} \left (\frac{I^{(1)}}{b^{(1)}} \right ) = T^{(1)}_{max}$$

This can be said because of the assumption that the moment M equals the torque T. Then assumption 2 can be written as the following.

$$ \tau^{(1)}_{max} = \frac{T^{(1)}_{max}}{2a^{(1)}b^{(1)}t} = \frac{M^{(1)}_{max}}{2a^{(1)}b^{(1)}t} $$

If τ(1)max < τall, then optimal ratio of $$\frac{b^{(1)}}{a^{(1)}}$$ is good.

If τ(1)max > τall, then optimal ratio of $$\frac{b^{(1)}}{a^{(1)}}$$ is not good.

 Case 2:

In this case the τmax will equal τall which is the allowable shear stress.

$$ \tau = \frac{T}{2abt} = \tau_{max} = \tau_{all} $$

The torque can be shown to be

$$ T = 2t\tau_{all}(ab) \Rightarrow \; T_{max} = 2t\tau_{all}(ab)_{max} $$

Also we will assume the sides are equal, so

$$ a^{(2)} = b^{(2)} = \frac{L}{4} $$

With this the torque is represented as the following.

$$ T^{(2)}_{max} = 2t\sigma_{max} \left (\frac{L}{4} \right )^2 = \frac{1}{8} t\sigma_{max} L^2 = M^{(2)}_{max} $$

Solving for σmax yields,

$$ \sigma^{(2)}_{max} = \frac{M^{(2)}_{max}b^{(2)}}{2I^{(2)}} $$

If σmax(2) < σall, then $$\frac{b^{(2)}}{a^{(2)}} = 1 $$ is good.

If σmax(2) > σall, then $$\frac{b^{(2)}}{a^{(2)}} = 1 $$ is not good.

Answer:

Using case 1.

The inertia, I, is of 4 segments:

$$ I = \sum_{i=1}^{i=4} \left [ \frac{b_ih_i^3}{12} + A_id_i^2 \right ] = 2\frac{tb^3}{12} + 2\left [ \frac{at^3}{12} + at\left (\frac{b}{2} \right )^2 \right ] \approx \frac{tb^2}{6} (3a +b) $$

The approximation can be made because t, the thickness, is very small so it is negligible. Now $$\frac{I}{b}$$ can be written as a function of b.

$$ f(b) = \frac{I}{b} = \frac{tb}{6}(3a+b) = \frac{tb}{12}(3L-4b) $$

Also because the 2nd derivative is negative, it is known that f(b) is an inverted parabola.

To maximize f(b) we much find b = b(1)

$$ \frac{d(f(b^{(1)}))}{db} = 0 = \frac{t}{12}(3L-8b^{(1)}) \Rightarrow b^{(1)} = \frac{3L}{8} $$

Then we can solve for a(1):

$$ a^{(1)} = \frac{L}{2} - b = \frac{L}{8} \Rightarrow \frac{b^{(1)}}{a^{(1)}} = 3 $$

Then the f(b)max can be found to be,

$$ \left ( \frac{I}{b} \right )_{max} = \left ( \frac{I^{(1)}}{b^{(1)}} \right ) = \frac{tb^{(1)}}{6}(3a^{(1)}+b^{(1)}) $$

This can be expressed as L. And Mmax is shown as,

$$ M^{(1)}_{max} = 2\sigma_{all} \left (\frac{I^{(1)}}{b^{(1)}} \right ) = \frac{3tL^2}{32}\sigma_{all} $$

Solving for σall we can then use assumption 2 to find τmax(1).

$$ \tau^{(1)}_{max} = \frac{M^{(1)}_{max}}{2a^{(1)}b^{(1)}t} = \frac{M^{(1)}_{max}}{2 \left( \frac{L}{8} \right) \left( \frac{3L}{8} \right)t} = \frac{32M^{(1)}_{max}}{3tL^2} = \sigma_{all} $$

So,

$$ \tau^{(1)}_{max} = \sigma_{all} = 2\tau_{all} > \tau_{all} $$

This answer is not possible.

=Wednesday=

Problem 1.1 continued

Case 1 assumes σmax = σall.

$$ \sigma = \frac{Mz}{I} \;\; and \;\; z = \frac{b}{2} \Rightarrow M = \frac{2I\sigma_{all}}{b} $$

$$\frac{I}{b}$$, is a function of a + b, where L = 2(a+b) = constant.

$$ \Rightarrow a = \frac{L}{2}-b $$

$$ \Rightarrow \frac{I}{b} = f(b) $$

To maximize M the f(b) must be maximized.

Using I from the day before, f(b) becomes,

$$ f(b) = \frac{tb}{12}(3L-4b) = \beta_0 + \beta_1b + \beta_2b^2 $$

Solving, we find $$ \beta_0 = 0 $$, $$ \beta_1 = \frac{3Lt}{12} $$, and $$ \beta_2 = \frac{-4t}{12} = \frac{-t}{3} $$

Taking the 2nd derivative of f(b) yields, and the figure below show the downward parabola of the equation.

$$ \frac{d^2(f(b^{(1)}))}{db^2} = 2\beta_2 = \frac{-2t}{3} < 0 $$

Setting the first derivative of f(b) equal to 0 we find b equals 0 or $$ \frac{3L}{4} $$

With the 1st derivative we can find b.

$$ \frac{d(f(b^{(1)}))}{db} = \beta_1 + 2\beta_2b = 0 \; \Rightarrow \; b^{(1)} = \frac{\beta_1}{2\beta_2} = \frac{3L}{8} $$

Then solving for a.

$$ a^{(1)} = \frac{L}{2} - b^{(1)} = \frac{L}{8}\; \Rightarrow \; \frac{b^{(1)}}{a^{(1)}} = 3 $$

=Friday= Note from the last lesson we found:

$$M_{max}^{(1)}=(2{\sigma}_{allowable})\left(\frac{I^{(1)}}{b^{(1)}}\right)=\frac{3tL}{32}{\sigma}_{allowable}=T_{max}^{(1)}$$

Recall that assumption 2 allows us to write: $$M_{max}^{(1)}=T_{max}^{(1)}$$

Now an expression for $${\sigma}_{allowable}$$ can be written as follows:

$${\sigma}_{allowable}=M_{max}^{(1)}\frac{32}{3tL}$$

Let's see what the shear stress is in case 1.

$${\tau}_{max}^{(1)}=\frac{T_{max}^{(1)}}{2a^{(1)}b^{(1)}t}=\frac{M_{max}^{(1)}}{2\frac{L}{8}\frac{3L}{8}t}=M_{max}^{(1)}\frac{32}{3tL}$$

Notice that for case 1:

$${\sigma}_{allowable}={\tau}_{max}^{(1)}$$

But according to assumption 3:

$${\sigma}_{allowable}=2{\tau}_{allowable}^{}$$

Therefore, we can say conclusively that case 1 is not valid because $${\tau}_{max}^{(1)}$$ is too large.

Now consider case 2. We will assume $${\tau}_{max}={\tau}_{allowable}^{}$$

It was found that the shear stress for this cross section can be expressed as follows: $${\tau}=\frac{T}{2abt}$$

This expression can be rearranged to solve for T:

$$T=(2t{\tau}_{allowable}^{})(ab)$$

Therfore:

$$T_{max}=(2t{\tau}_{allowable}^{})(ab)_{max}$$

title: User:Eas4200c.f08.aero.e/Week 3


text:
User:Eas4200c.f08.aero.e/Week 4

=Monday=

Problem 1.1 Continued..

$$T_{max}= (2t\tau_{allow})(\frac{L}{4})^2 T_{max}$$

$$ = \frac{1}{8}tL^2\tau_{allow} = M_{max} $$

$$M_{max} = \frac{tL^2}{16} \sigma_{allow}$$

$$ => \sigma_{allow} = \frac{16{M}_{max}}{tL^2} $$

Recall: $$f(b) = \frac{I(b)}{b}$$

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

$$= \frac{tL^2}{24} $$ (Recall that b = $$\frac{L}{4}$$)

$$\sigma_{max} = \frac{{M}_{max}b}{2I} = {M}_{max} \frac{12}{tL^2}$$ = $$\frac{tL^2}{16} \sigma$$allow

Since, $$\sigma_{max} = \frac{12}{16} \sigma_{allowable} < \sigma_{allowable}$$

Case 2 is acceptible

The optimal cross section for case two is a square. The X-sec is illustrated to the right where a = b = $$\frac{L}{4}$$

=Wednesday= Three problems were presented in which a set of questions were assigned for each individual problem.

Problem #1

With the information provided find I(2)y and compare to I(1)y. Keep in mind that for case 2. the Y-axis passes through the centroid channel cross-section.
 * 1) Derive Iy(1) -moment of inertia for case 1 with respect to y axis- by integration using polar coordinates. Also, derive Iy(2) -moment of inertia for rectangular cross section-
 * 2) Distribute material in Case 1 into Case 2, such that a = b. Recall that A(2) = 3at and A(1) = πR2. Also assume that t = a/10.

Solution

For section 1 of the problem:

The formula to calculate the second moment of area is:  $$\iint_A z^2 \ dy\, dz$$

Then in polar coordinates:

 * $$\iint_A f(y,z) \, dA = \int_a^b \int_0^{r(\theta)} f(r,\theta)\,r\,dr\,d\theta.$$

 * $$y = r \cos \theta \,$$
 * $$z = r \sin \theta \,$$

And we finally obtain:

 * $$\int_0^{2\pi} \int_0^R (rsin(\theta))^2\,r\,dr\,d\theta.$$

Now, we integrate with respect to y:

 * $$\int_0^{2\pi} \int_0^R (sin(\theta))^2\,r^3\,dr\,d\theta$$ = $$

\int_{0}^{2\pi}\frac{r^4}{4} \,sin^2(\theta)\,d\theta $$

Then, to integrate with respect to θ, we make use of the identity:

$$\int_0^{\theta} sin^2(\theta) = \frac{\theta}{2} \, - \frac{1}{4} \,sin(2\theta)$$

And, finally we obtain:

 * $$\int_0^{2\pi} \int_0^R (sin(\theta))^2\,r^3\,dr\,d\theta$$ = $$

\frac{r^4}{4} \, (\frac{2\pi}{2} - sin^2(2\pi)\, -\frac{0}{2} + sin^2(0))\, = \frac{\pi r^4}{4} $$

And we obtain the final answer;

 * $$I_y = \frac{\pi r^4}{4}$$

For the case 2.

First we find the centroid of the whole cross-section by finding the centroid for each individual region. And then adding them up. The table below shows the calculations to obtain the centroid.

$$\sum{}A = \sum{}yA$$

$$Y \,= \frac{0.176a^2}{0.28a^2} = 0.628571a$$

Now, that we have the centroid, we calculate the distance of the centers of each region to the centroid.

For regions I and III:

$$(a - t)\, -0.6857a/, = \frac{10a - a}{10}\, - 0.628571a = 0.271429a$$

Now, for region II:

$$a - \frac{(20a - a)}{20}\, = 0.321429a$$

Then, we proceed to calculate the moment of inertia using the following formula

 * $$I_y = \sum_{i=1}^{3

}{}\left[\frac{bihi^{3}}{12 }+ Aidi^{2} \right]$$

Then, we have after plugging all the values given above and the equalities given that:

The combined calculated moment of inertia for regions I and III:

$$I_y = 2\left(0.006075a^{4}+0.006631^{4} \right) = 0.025411a^4$$

And the moment of inertia for region II:

$$I_y = \frac{a^{4}}{12000} + 0.010332a^{4} = 0.010332a^4$$

Finally, we have the total moment of inertia of the cross-section to be:

$$I_1\, + I_2\, + I_3\, = 0.05411a^4\, +  0.010332a^4\,  =  0.064442a^4$$

Finally, to compare the answers we use the equality given in which the areas are equal then:

$$\pi R^2\, = \frac{3a^2}{10}$$

Solving for R we get that:

$$R\, = 0.309019a^4$$

And finally comparing I[1]Y and I[2]y we get:

$$\frac{I_1}{I_2} = \frac{0.007162a^4}{0.064442a^4}\, = 0.111108a^4$$

Problem #2

For this problem the following data was provided:

Ro = 10 cm

t - 1/10 Ro

R1 is such that A(1) = A(2)

Question: Find Iy(1) and I(2)y and compare.

Solution

First, we calculate the value of R1:

A[1] = A[2] so;

$$\pi R_o^2\, = 2(\pi R_1^2)\, + \frac{R_o^2}{5}$$

Solving for R1 and plugging in the value for t, we get:

$$R_1 = \sqrt(50 - \frac{10}{\pi}) = 6.84229 cm$$

From problem 1, we found that the moment of inertia with respect to the y-axis of a circular cross section is:

 * $$I_y = \frac{\pi r^4}{4}$$

Then, the moment of inertia for case 1 will be:

 * $$I_y = \frac{\pi 10^4}{4}\, = 2500\, \pi\, cm^4\, =  7853.98  cm^4$$

Then, to calculate the moment of inertia of case 2, and realizing that the y-axis passes through the centroid of the section (because of symmetry) we simply proceed to calculate the moment of inertia individually for the central part and the two extreme circular cross sections.

Circular cross section moment of inertia.

$$Iccs = \frac{\pi R_1^4}{4} +  (\pi R_1^2)(R_1+R_o)^2  =  43442.5\,  cm^4$$

Rectangular cross section moment of inertia.

$$Ircs = \frac{b h^3}{12} = \frac{R_o^4}{15} =  83.3333 cm^4$$

Then the total moment of inertia for case 2 is:

$$I_t\, =  2(43442.5cm^4)\,  +  83.3333cm^4\,  =  86968.3\, cm^4$$

Finally, if we compare the moment of inertia of both cases:

$$\frac{I_1}{I_2}\, = \frac{7853.98cm^4}{86968.3cm^4}\, = 0.090309$$

Iy[2] is much larger and hence, such cross section would preferred over the one in case 1.

Problem #3

Moment of inertia for case one is the same as for case two.

Question: Why is case 2 preferred when manufactured than case 1?

Solution

The reason why case 2 is preferred is because is easier to manufacture and such shape provides an easier installation than case 2.

=Friday=

Problem solving methods

Two methods of solving moment of inertia problems are the Ad hoc and elasticity theory methods.

Ad hoc is a Latin phrase which means "for this [purpose]". It generally signifies a solution designed for a specific problem or task, non-generalizable, and which cannot be adapted to other purposes. One way of describing the Ad hoc method is hand-waving, this can be attributed to an approach which asigns values and variables to equations on the fly.

Further information regarding this method can be found in the following web page: Ad hoc.

Classical elasticity theory:

 * $$T=T=\int \rho qds=\int \int 2qdA=2qA,$$

Ad hoc method:

A=ab "average" area of crossection

 * $$q=\tau t,$$ (shear flow)

 * $$\tau =\frac{T}{2abt},$$

Stringer Types

There are many types of aircarft stringers. Below are a few illustrations which depict types of stringers used in isdustry.

Shear panel (Shear Strain)

Plane strain diagram

Shear Strain diagrams

Engineering shear strain

$$y_{xy} = \frac {\partial v} {\partial x} + \frac {\partial u} {\partial y}$$

 * $$\gamma =\Delta,$$ is the angle due to shear deformation.

 * $$\epsilon _{xy}=\frac{1}{2}\gamma _{xy},$$ is the tensorial shear strain.

Reference: http://www.efunda.com

title: User:Eas4200c.f08.aero.e/Week 4


text:
User:Yrseo

Hello~ *^_^* I am Yuran, your teaching assistant for EMS201 course. If you have a question, please do not hesitate to contact me at seoyuran@yahoo.com. Yoroshiku! --- Country: Japan City/town: Tokyo Courses: Design and Development of Educational Websites (2008A), COMPUTER APPLICATION IN EDUCATION II (2007A)

title: User:Yrseo


text:
User:Yrseo/EMS201

Autumn 2008, International Christian University

EMS201; Design and Development of Educational Websites (2008A)
Welcome to EMS201 *^0^*

Classroom : Multimedia Room (MMR)

Schedule : Tuesday2/Thursday2

Professor : Insung JUNG

Teaching Assistant : Yuran SEO -> yrseo

title: User:Yrseo/EMS201


text:
User talk:Yrseo

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 18:20, 17 September 2008 (UTC)

deleted page
Hi! Greetings and welcome at Wikiversity! I deleted your page Yrseo from the main namespace (it was the same as your userpage). I just wanted to let you know. In case you need something, feel free to contact me. --Gbaor 12:14, 18 September 2008 (UTC)

title: User talk:Yrseo


text:
User:Eml4500.f08.ateam.rivero/w2

=Homework Report 2: Pedro Rivero's Contribution=

Meeting 9:

Continuation of Step 3
Figure #: Global Stiffness Matrix

In the image below, figure.....#..... are example calculations when solving for the global stiffness matrix. One can see how both element stiffness matrices come together to form the global stiffness matrix, figure....#.....

Figure #: Example Calculations for Values of Global Stiffness Matrix

Once all the values have been computed as shown above for all the values of the global stiffness matrix, figure....#.... The following matrix below will be the result of combining element stiffness matrix 1 and element stiffness matrix 2.

Figure #: Values of Global Stiffness Matrix

Step 4: Elimination of known degrees of freedom (dofs)
In this step one will apply known degrees of freedom. This will allow us to reduce the global force displacement relation. For example in the problem being described it is known that global node 1 and global node 3 are both fixed. A fixed constraint is the equivalent of stating that displacements 1, 2, 5, 6 are all equal to 0. Knowing this information allows us to reduce the 6x1 global displacement column matrix to a 2x1. Which then allows one to reduce the global stiffness matrix from a 6x6 to a 6x2, as it is shown in figure .....#......

Apply Boundary Conditions:
 * Global Node 1: Fixed
 * Results in:
 * d1=0
 * d2=0
 * Global Node 3: Fixed
 * Results in:
 * d5=0
 * d6=0

title: User:Eml4500.f08.ateam.rivero/w2


text:
User talk:BRISTOL

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Dzonatas 19:23, 17 September 2008 (UTC)

title: User talk:BRISTOL


text: File:Global Stiffness Matrix Illustration.jpg


text:
User:Tina123~enwikiversity

hi ma names tis tina ouedraogo i was born in a country named burkinafasoin west africa

title: User:Tina123~enwikiversity


text:
User talk:Tina123~enwikiversity

 Hello Tina123, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Ottava Rima (talk) 20:32, 17 September 2008 (UTC)

Also, if you need anything, feel free to ask. Ottava Rima (talk) 20:32, 17 September 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Tina123. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tina123~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:06, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:Tina123~enwikiversity


text: Category:Wikimedian WikiGnomes

title: Category:Wikimedian WikiGnomes


text:
User talk:Eml4500.f08.ta.zhang

 Hello Eml4500.f08.ta.zhang, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 21:44, 17 September 2008 (UTC)

title: User talk:Eml4500.f08.ta.zhang


text: File:Sheardia.JPG

title: File:Sheardia.JPG


title: File:Sqxsec1.JPG


text:
User:Haruna

Hi, My name is Haruna from Japan. I'm interested in drama and I just LOVE shopping! I call myself a "fashion victim" lol!

title: User:Haruna


text:
User talk:Haruna

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 01:54, 18 September 2008 (UTC)

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

title: User talk:Haruna


text:
Flat Classroom Project

What is the idea behind the Flat Classroom Project?
Have you ever felt as connected to your fellow citizens of the world as you do today?

In the contemporary world, we are closer to each other than ever before. We are paradoxically being pushed close together and one might say into the same classrooms while the physical gaps remain far apart. Through ourselves as consumers, as travelers, as seekers, and now as students, we are breaking many molds. And this image of the globe in our hands represents us grasping this opportunity to unite in our future to the benefit of our earth.

The objective of the Flat Classroom Project (FCP) is to bring together the notion of globalization with intercommunication from a very young age through technological determinism.

The internet is our new chalkboard, and our minds and thoughts are our pens!

The Grass Roots
The Flat Classroom Project is essentially born out of the same concept of Thomas Friedman's book The World Is Flat: A Brief History of the Twenty-First Century [w:The_World_is_Flat] which analyzes the progress of globalization. The title is a metaphor for viewing the world as flat or level in terms of commerce and competition, as in a level playing field —or one where all competitors have an equal opportunity. Furthermore this notion expreses, the historic shifts in perception once people realized the world was not flat, but round and how a similar shift in perception —albeit figurative— is required if countries, companies and individuals want to remain competitive in a global market where historical, regional and geographical divisions are becoming increasingly irrelevant.

Today, innovators in education are acting on the immense opportunity of this flatening. Classrooms are the number one place to go if we to make this closeness a positive one for our future generations. Teachers, are brilliant in their selflessness and in their dedication but they are also genuinely interested in the freedom of education.

Whether a student is in a different context literally or mentally, the truth and power of knowledge are free and liberating. Therefore the are teachers networking internationally to most effectively teach and learn due to the inherent benefits and difficulties each individual is gifted with.

Culture of Knowledge
We have a French students explaining Napoleon's cultural depth more effectively than a textbook. And have students in Africa expressing the engineering of a water well better than any picture. And students in the Middle East can illustrating the importance of prayer in school from their perspective. In Japan, students can express the importance of technology in their lives at home and in school.

Sharing is priceless and this notion of a classroom makes for the healthiest forum for a growing individual. In fact it can be stretched to the deeper notions of democracy and The Declaration of Human Rights.

The Current Project 2008
Theme: 'If it's not happening its because you're not doing it'

The 11 Collaborative Projects

 * 1) The New Age of Connectivity
 * 2) Connecting the World Online
 * 3) Work Flow Software
 * 4) Uploading
 * 5) Harnessing the Power of Communities
 * 6) Why we should promote Web 2.0 Tools for Sharing Information
 * 7) Oustourcing
 * 8) In-forming
 * 9) Google Takes Over the World
 * 10) The Steroids (Digital, Mobile, Personal and Virtual)
 * 11) Virtual Communication

Three Types of Videos

 * Design and Innovation: An agent for change
 * Story and Empathy: Expressing complexity in a meaningful way
 * The Fun Factor: Knowing, Doing and Creating

What are the limits to this project?
There doesn't seem to be a direction or goal that the team of international educators is aiming for. They clearly are aiming very high though by keeping competition for spaces in the project very exclusive. The teaching is done on the sides while the overarching goal is the theme of discovery through hard work from you and your group mates.

Pros:
 * New Techniques which employ personal discipline
 * Technology which leads to immediate results
 * International penpals of the future
 * Embrassing the potential control that each student yearns for

Limits:
 * Unknown effectivity
 * Lack of European and Asian Members
 * New Project without financial and moral transparency
 * What roles to religion and cultural neutrality play?

Check out these sites in order to explore the notion:

 * Flat Classroom Project Wikispace
 * Quatar Academy's IT Blog held on a conference
 * Technorati

Do you feel ready to take a little quiz to experience the process itself?

{Complete the text from the Wiki-spaces site on The Flat Classroom Project. There are three main ways that communication is facilitated for students involved in the FCP )Flat Classroom Project. A Wiki Project is being created in the process where the products and reports will be published as { movies _6 } which will be short snippets of film. Next, private incentives are taken by firms to make this project work because there are { investors _9 } and { professionals _13 }, who are experts. A cross-time  { calendar _8} will put us on the same time wave. The Flat Classroom Project is a bold experiement in education as it blurs the lines between educator and student and creates opportunities to explore the area in between both reals. While the Project started recently the { international_13} span of this movement is inspiring.
 * type="{}"}

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Audio on the Matter
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

A Soundwave Clip

 * Public Radio International Podcast
 * Due to the success of the Internet in educational services we have students and teachers using Skype to teach and learn at their own pace and at a more affordable rate. Twenty year olds in Italy are teaching middle aged women in Virginia how to speak Italian over Skype...

 * Please click the PRI link to hear Cyrus Farravar's editorial exposition of this phenomenon.

 * style="padding:0em 0.5em 0em 0.5em;" |

Classrooms around the World
 * style="width:40%; vertical-align:top; border:1px solid PaleTurquoise; background-color:LightCyan;" |

Australia, Bangladesh, Hungary, Oman, Pakistan, Quatar, Saudi Arabia, United States of America... Check out the link to the Globe
 * Where in the world is this?
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

How to get started...
 * style="width:40%; vertical-align:top; border:1px solid PaleTurquoise; background-color:LightCyan;" |

 * Special Video Clip
 * 12 minute tutorial
 * Clear Objectives of Project
 * Helpful to create good original work
 * How to incentivize your audience?
 * Join the Movement

 * }

title: Flat Classroom Project


text:
M-Learning

The revolutionary improvement in computers and the Internet in recent decade has opened the door to the new way of learning in education(Gillani, 2003, p.xi). This is called E-learning. In addition to this movement, the progress in mobile devices enables humans to access education anytime and anywhere much more quickly and easily. To learn something with mobile devices is called Mobile learning or M-learning.

Examples of M-learning tools
etc...
 * Podcast
 * Nintendo DS
 * PDA
 * Mobile phone

Podcast
There are varieties of contents from news, special features to show programs. Those podcast contents provide the up-to-date interesting information, interviews and presentations. Podcast offers many approaches that fascinate students. For instance, foreign language teachers are able to record and give students daily excises which students can listen anytime they want. In addition to this, teachers can record their lectures and share them with students who are absent or remind what the important points in the lectures are (Richardson, 2006, p.118). Podcast enables share the lectures with not only the students involved in the classes, but with the students from all of the world (when they are permitted), with other teachers and parents. Podcast allows the communities to know what the children are learning within the school and it opens the possibilities of distance education. Currently, Apple introduces iPod that videos can be seen. This is called “Screencasting” (Richardson, 2006, p.122). This invention widens the possibilities of m-learning. Now it is potential to view videos and movies by iPod. It surely help students to understand more profoundly.

How to get education-related Podcast?
(Richardson, 2006, p.114-115). Those are just some examples of podcasting site. There are various websites which provide podcast programs.
 * Go to Apple iTunes and click “Podcast Directory”. Then, select “Education” in the categories link.
 * Visit Education Podcast Network
 * For news, current affairs and other BBC programs, visit BBC

Nintendo DS
Nintendo DS is the portable video game console developed and manufactured by Nintendo. It firstly released in 2004 in Japan. Since Nintendo DS has the numerous brain training and educational game softwares, it is widely accepted as a learning tool.

Popularity of Nintendo DS in Japan
In Japan, people choosing Nintendo DS as a self-learning tool are increasing, according to the study done by Keio University and NTT resonant. This research take place between 22 February and 25 February 2008 and the number of respondents are 1063. 50.05% are males and 49.95% were females. It reveals that 20.1% of the respondents using Nintendo DS for their self-learning. This percentage is quite high because other IT devices; not internet-connected computer records 10.8%, iPod records 3.5%, Wii records 1.9% and PSP records 1.1%. (See Figure 1.) NTT resonant publicist analyses this is "due to its huge sales of Nintendo DS game hardware and game software related to brain training and language. There are even schools using Nintendo DS to educate children. These reasons may play roles for this growth" (as cited in ITmedia, 17 June 2008).

Learning with Nintendo DS at school
Some schools in Japan adopt Nintendo DS as a learning tool. Here's an example of school using Nintendo DS in the classroom. Kageyama (2008) reports that Nintendo DS is used as a learning tool for English-language class in Tokyo Joshi Gakuen. The students uses English learning Nintendo DS software and this software asks students to spell English words on the touch panel screen. When the students spell correctly, the word "GOOD" will appear on the screen and they can go to next exercise. One of the student says Studying with Nintendo DS is "fun". In fact, teacher Motoko Okubo admits Nintendo DS has brought "enthusiam" and has inspired students. Despite there is argumentation against the educational value of Nintendo DS, vice president of Tokyo Joshi Gakuen, Junko Tatsumi emphasised that learning with Nintendo DS in the class is a "great idea". (p.3)

Examples of Nintendo DS learning software

 * New HORIZON English course DS - This software is based on the English textbook used in Japanese middle school.
 * TOEIC Test DS - This software is for studying English to get better mark in TOEIC(Test o English for International   communication)
 * Yomesoude yomenai Kanji DS ("The Kanji which looks we are able to read but actually we cannot" DS) - This is a Kanji character training software
 * Indian style Math drill DS - This is an Indian style Math solving training software.
 * DS Yoji no No-tre ("DS Brain training for children")- This is a brain training for children software

Please note that those Nintendo DS softwares are Japanese version and, therefore, those may not be available in other countries. ("Nintendo software research," n.d.).

Share your understanding of M-learning
{Complete the text below. All of the answers can be found in this page.}. What are the examples of M-learning? { Podcast Nintendo DS PDA and Mobile phone _40 } What is the merit of Podcast? { Can be shared with many people _31 } What mobile device is used as learning tool in some of Japanese school? { Nintendo DS _12 }
 * type="{}"}

DISCUSSION

 * 1) By reading this page, what is your opinion about M-learning? Do you agree with using Podcast or/and Nintendo DS in education? Why/Why not? Share your ideas with peers.
 * 2) In what age do you think m-learning should be started? In Japan, some primary schools introduce Nintendo DS in the class. Do you think it is appropriate? Discuss with your peers.

Further readings
For more understanding of M-learning, please check those wiki sites below.

About M-learning

 * M-learning

About M-learning devices

 * PDA
 * Mobile phone
 * Podcast
 * Nintendo DS

Reference
Gillani, B. (2003). Learning Theories and the Design of E-learning Environments Lanham:University Press of America, Inc.

Jikogakusyu no tool wa PC yori Nintendo DS (The preferred tool for self-learning is Nintendo DS, rather than Computer)(2008 June). Retrieved September 22, 2008, from http://www.itmedia.co.jp/enterprise/articles/0806/17/news105.html

Kageyama, Y.(2008, July 3). Nintendo DS English learning software a big hit with students. The Japan Times, pp.3.

Nintendo. (2008). Nintendo DS Software search. Retrieved September 30, 2008, from http://www.nintendo.co.jp/ds/result.html?pageID=1

Nintendo DS wo katsuyo shiteno eigo jyugyo wo koukai (Open English class using Nintendo DS) (2008 June). Retrieved September 22, 2008, from http://plusd.itmedia.co.jp/games/articles/0806/26/news097.html

Richardson, W. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms Calfornia:Corwin Press

title: M-Learning


text:
Open consulting

What is "open consulting"?
What might this term mean?

Hmm, I hadn't come across this term before... what might it mean? Well, referring to open teaching, open education, and open educational resources, I think it relates to access and freedoms. There could be any number of consulting models under this term: open. For example:

 * 1) A freeware model - You might offer consultation services free of charge and all the materials you use for that consultation are available at a charge. Of the other way around, all the materials you use are available free of charge, but your consultation comes at a fee.
 * 2) A free software model - Your materials are available free of charge AND free for reuse, but likewise your consultation service comes for a fee
 * 3) Free or charge - (might this be gratis?) Where both service and material are free. And this model could have a number of submodels - mostly relating to methods of obtaining income:
 * free and open materials made available in particular formats (like printed and bound books, DVDs etc) are available for a charge and distributed at the free consultation;
 * initial consultation is for free, with follow on or focused consultation at fee..
 * alternative views such as by providing consultation for free you gain other forms of income such as networking, or research, or community contribution etc.

title: Open consulting


text:
User talk:Camch8

 Hello Camch8, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Dzonatas 03:17, 18 September 2008 (UTC)

title: User talk:Camch8


text:
Social psychology (psychology)/Reflections/2008

Anyone (staff, students, observers, etc.) is invited to add reflections, comments, impressions, suggestions, etc. of the 2008 experiment with the Social psychology (psychology) unit and materials and the way it has used Wikiversity.

 * Gbaor suggested that: "I think there should be also a very short (3-4 sentences long) mention about the previous course, with the link to the blog mentioned. This gives possibilities to choose from, you/we could see the "evolution" between courses, and also the two approaches could be compared with pros and cons." -- Jtneill - Talk - c 05:35, 18 September 2008 (UTC)

I really enjoyed the unit. Even the E-portfolio was enjoyable (eventually!!). It was frustrating at first, however it was very useful to be exposed to Wikiversity, to learn how to use the site (a bit) and to connect with others through it. I felt it gave a sense of 'community' to an assessment item, and although it was difficult at first and you do feel a bit 'public' with your work exposed for all to see - I am glad I took part in it. It was good to be able to connect with other students (I am only sorry I didn't do more of it) and to get feedback from others (including others not enrolled in the unit). Initially I was wary about putting my work up, and was even against it (feeling a bit put out, thinking some have more advantages in familiarity with technology and better quality or faster equipment available at home)- however being forced into using it ended up being a good experience for me, expanding my horizons a bit. It was also a good support - with others commenting on work or making suggestions.Betsy 09:58, 20 October 2008 (UTC)

Another comment I would like to make: It would be good if the Thompson site was able to be made available via the University for the enrolled students to use. I tried unsuccessfully at the beginning of Semester to sign up to use the exam questions that come with the Text, however every time it told me my code was invalid and then you have to contact the people in America, who then put you onto their Australian representative etc etc and then you give up because it still doesn't work anyway. I had the same problem last year with the Stats package and just gave up after countless E-mails back and forth, and just used the package at the Uni. It's obviously just made for Americans to access and no one else. Betsy 05:06, 12 November 2008 (UTC)


text:
Western domination of social psychology

Introduction

 * Define (limit) "Western"
 * Limit to scholarly pursuit (scientific study)?
 * Ethnocentrism

Theory

 * Origins
 * Conformity/obedience
 * Concepts of the self
 * Perception & attitudes
 * Social identity theory
 * Non-western theory development
 * Metatheory

Research

 * Research methods
 * Self-enhancement bias
 * Self-regard
 * Self-serving bias
 * Personality factors
 * Conformity

What can be done?
Assume global relevance?

Cross-cultural approach
 * Incorporate culture in theory
 * Include cultural variables in research

Indigenisation from without
 * "Glocalization" = "phenotypic variations of global genotype" (Chui, 2007)- global relevance?

Indigenisation from within
 * Culture as a source
 * Relevant applied research

Limitations

 * Western construct
 * Language
 * Communication
 * Education
 * Politics
 * Ideologies
 * Ego

Some other possible considerations
Some thoughts which may be useful / may already be covered:
 * What is non-Western? (e.g., does non-Western = Eastern?; perhaps also an alternative dimension is collectivist compared to individualistic cultures)
 * Body-mind issues; e.g., have Western perspectives in psychology pushed a dualistic separation of body-mind?
 * Individualistic perspectives (e.g., to the detriment of social perspectives?)
 * Bias towards significant findings and publication? (e.g., publication bias; file drawer effect)
 * Bias towards North American perspectives, studies, etc.
 * Overuse of university students as samples (see Further Reading)
 * Political/government funding of particular lines of research and employment (e.g., anti-illegal drug research, as opposed to "objective research")

Refined question
It was agreed that the second part of the question should be removed. The final question became:

To what extent is social psychology theory and research dominated by Western perspectives?

Abstract
There is a strong Western dominance in social psychology theory and research. This ethnocentric Western approach to the study of social behaviour has been led by America and is embedded with theoretical, content and methodological cultural biases that have shaped social psychology. This article explores the integral theoretical concepts of the self and the distinction between individualism and collectivism in social psychology. Constructs such as cognitive dissonance, social loafing, and conformity are used to illustrate theoretical and research biases. The limitations of Western research methods, such as the publication bias, overuse of students as research participants, and the narrow scope of research design, are considered; as are construct, method and item biases affecting the reliability and validity of Western cross-cultural tests. These biases indicate there is little regard for other cultural perspectives in Western social psychology.

title: Western domination of social psychology


text:
User talk:Agro1986

 Hello Agro1986, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! -- DarkMage 09:31, 18 September 2008 (UTC)

title: User talk:Agro1986


text:
Talk:Continuum mechanics/Stress-strain relation for thermoelasticity

First of all I have to apologize for a probably not conforming style, this is my first own-written discussion so please be patient.

Problem: The argumentation for

$$\frac{\partial e}{\partial \boldsymbol{E}} = \left(\frac{\partial e}{\partial \boldsymbol{E}}\right)^T$$ because of $$~ \boldsymbol{\sigma} = \boldsymbol{\sigma}^T \Rightarrow \boldsymbol{A} = \boldsymbol{A}^T $$ doesn't sound reasonable to me.

I think this argument only leads to

$$\left(\frac{\partial e}{\partial \boldsymbol{E}}\right)^T+ \frac{\partial e}{\partial \boldsymbol{E}} = \frac{\partial e}{\partial \boldsymbol{E}} + \left(\frac{\partial e}{\partial \boldsymbol{E}}\right)^T$$

what is obviously not helpful.

Proposal for Solution:

In my opinion one should argue that $$\boldsymbol{E}$$ is symmetric and therefore

$$\left(\frac{\partial e}{\partial \boldsymbol{E}}\right)_{ij} = \frac{\partial e}{\partial \boldsymbol{E}_{ij}} = \frac{\partial e}{\partial \boldsymbol{E}_{ji}} = \left(\frac{\partial e}{\partial \boldsymbol{E}}\right)_{ji}$$

what gives the demanded symmetry.


text:
User:Eas4200c.f08.radsam/HW1

=HW1 report=

 * Preface (current version). Submitted archived version.
 * Chapter 1 - Characteristics of Aircraft Structures and Materials (current version). Submitted archived version.
 * Example: Problem 1.1 (current version) Submitted archived version.
 * Lecture Notes (current version) Submitted archived version.
 * HW1 Contributing Team Members

title: User:Eas4200c.f08.radsam/HW1


text:
Levene's test

 is an inferential statistic used to assess the equality of variance in different samples. Some common statistical procedures, such as t-tests and ANOVAS, assume that variances of the populations from which different samples are drawn are equal. Levene's test assesses this assumption.

title: Levene's test


text:
Talk:Educational Media Awareness Campaign/Languages/POTD 2

Would like to see where english and spanish are spoken too!


text:
File talk:Follicular Dendritic Cell.jpg

Cormak! I fixed the page on the Follicular Dendritic Cell. You do not need to do anything. Sorry. the best!--Aszakal

title: File talk:Follicular Dendritic Cell.jpg


text:
User:Uf.team.wiki

We can all edit this user namespace to build our hw assignments, then post to one of our class user accounts for submission.

HW 1

HW 2

HW 3

HW 4

HW 5

HW 6-Notes Assignments

HW 7-Notes Assignments

Help with the math formulas:

title: User:Uf.team.wiki


text:
User talk:Kozuch

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 17:36, 18 September 2008 (UTC)

title: User talk:Kozuch


text: User:Dark Mage/Wiki-Mood

title: User:Dark Mage/Wiki-Mood


text: User:Dark Mage/Wiki-Mood/Main

title: User:Dark Mage/Wiki-Mood/Main


text:
User talk:EML4500.f08.qwiki.booher

 Hello EML4500.f08.qwiki.booher, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! -- DarkMage 17:59, 18 September 2008 (UTC)

title: User talk:EML4500.f08.qwiki.booher


text:
User talk:Boron.merkava

,base 10,2 ,,,3 ,...,16,,4 ,,,24,,5 ,,,,32,,6 ,,,,,40,,7 ,,,,,,48,,8

,base 16,10,,,,,56,,0 ,,,18,,,,,64 ,,,,20,,,,,0 ,,,,,28 ,,,,,,30 ,,,,,,,38 ,,,,,,,,40 ,,,,,,,,,0

,base 1441 ,,720 ,,,1080 ,,360,,1440 ,,,540,,1800 ,,,,720,,2160 ,,,,,900,,2520 ,,,,,,1080,,2880 ,,,,,,,1260,,0 ,,,,,,,,1440 ,,,,,,,,,0

title: User talk:Boron.merkava


text:
Biology (A-Level)/Meiosis

 * This will teach the process of meiosis to A-Level. Specifically, that of the 2008 AQA specification.

Definitions

 * Homologous chromosomes — chromosomes that contain the same genes.
 * Maternal homologues — chromosomes from the original female parent.
 * Paternal homologues — chromosomes from the original male parent.
 * The diagram shows a chromosome.
 * Each of the strands is a chromatid.
 * Chromosomal crossover — the process by which two chromosomes pair up and exchange sections of their DNA.

Stages of meiosis

 * Prophase I — Homologous pairs of chromosomes in a diploid cell pair up forming bivalents. Chromosomal crossover occurs.
 * Metaphase I — Bivalents line across equator of the spindle opposite homolguos pair of chromosomes.
 * Anaphase I —
 * Telophase I —
 * Interphase —
 * Prophase II —
 * Metaphase II —
 * Anaphase II —
 * Telophase II —

title: Biology (A-Level)/Meiosis


text:
User:RMFan1

My Contributions

My Courses
- -

Unit 5 — Physiology and the Environment
- -

- -

Unit 2 - Physical and inorganic chemistry

 * Halogens
 * Reactions of ionic halides
 * Halogens and disinfection
 * Extraction of metals
 * Extraction of iron
 * Extraction of aluminium
 * Extraction of titanium

Unit 3 - Introduction to organic chemistry
- -

title: User:RMFan1


text:
User:Eml4500.f08.Lulz.fisher

Homework 6
Combining the above equations with the following equation:

$$k= \underline{k}^{(i)} = \frac{EA}{L^{(i)}}\begin{bmatrix}1 & -1 \\ -1 & 1 \end{bmatrix}$$

it is possible to determine $$\underline{k}^{(i)}$$ as a function of $$\begin{Bmatrix} A_1, & A_2, & E_1, & E_2, & L^{(i)}\end{Bmatrix}$$

$$k^{(i)}(\tilde{x}) = \frac{[N_1^{(i)}(\tilde{x})E_1 + N_2^{(i)}(\tilde{x})E_2][N_1^{(i)}(\tilde{x})A_1 + N_2^{(i)}(\tilde{x})A_2]}{L^{(i)}} \begin{bmatrix} 1 & -1 \\ -1 & 1 \end{bmatrix}$$

Problem 4
Let matrix A and matrix B be as follows:

$$A = \begin{bmatrix} 1 & 2 & 3 \\ 4 & 5 & 6 \end{bmatrix}$$

$$B = \begin{bmatrix} 7 & 8 & 9 \\ 1 & 2 & 3 \\ 4 & 5 & 6 \end{bmatrix}$$

Then matrix $$AB$$ and matrix $$AB^T$$ are as follows:

$$AB = \begin{bmatrix} 21 & 27 & 33 \\ 57 & 72 & 87 \end{bmatrix}$$

$$AB^T = \begin{bmatrix} 21 & 57 \\ 27 & 72 \\ 33 & 87 \end{bmatrix}$$

The matrix $$A^T, B^T and A^TB^T$$ are as follows:

$$A^T = \begin{bmatrix} 1 & 4 \\ 2 & 5 \\ 3 & 6 \end{bmatrix}$$

$$B^T = \begin{bmatrix} 7 & 1 & 4 \\ 8 & 2 & 5 \\ 9 & 3 & 6 \end{bmatrix}$$

$$A^TB^T = \begin{bmatrix} 21 & 57 \\ 27 & 72 \\ 33 & 87 \end{bmatrix}$$

Therefore, $$A^TB^T = (AB)^T$$

problem 5
Because the previous equation has been proven for all values of $$W$$ we can choose $$W$$ to be one and hence the equation becomes:

$$k^{(e)}d^{(e)} = f^{(e)}$$

Problem 2
Knowing that $$l^e = cos(\theta)$$ and $$m^e = sin(\theta)$$

$$d_2^e = d_1^e\vec i + d_2^e\vec j$$

$$\tilde d_2^e = \tilde d_1^e\vec\tilde j$$

$$\tilde d_2^e = d_1^e(\vec i*\vec\tilde j) + d_2^e(\vec j*\vec\tilde j)$$

Knowing that $$(\vec i*\vec\tilde j)= -m^e$$ and $$(\vec j*\vec\tilde j)= l^e$$ the following simplification can be preformed.

$$\tilde d_2^e = -m^ed_1^e + l^ed_2^e$$

$$\tilde d_2^e = \begin{bmatrix} -m^e&l^e\end{bmatrix} \begin{bmatrix}d_1^e\\d_2^e\end{bmatrix}$$

Problem 9
Equation 2 is:

$$f_4^1+f_2^2=0$$

Which can also be written as:

$$\begin{bmatrix} k_{41}^1d_1^1+k_{42}^1d_2^1+k_{43}^1d_3^1+k_{44}^1d_4^1 \end{bmatrix}+\begin{bmatrix} k_{21}^2d_1^2+k_{22}^2d_2^2+k_{23}^2d_3^2+k_{24}^2d_4^2 \end{bmatrix}=0$$

The previous equation rewritten using global dof rather then local dof is:

$$\begin{bmatrix} k_{41}^1d_1^1+k_{42}^1d_2^1+k_{43}^1d_3^1+k_{44}^1d_4^1 \end{bmatrix}+\begin{bmatrix} k_{21}^2d_3^2+k_{22}^2d_4^2+k_{23}^2d_5^2+k_{24}^2d_6^2 \end{bmatrix}=0$$

Homework 3
From the previous homework problem we know that:

AC = 6.8324

AB = 1.255

We also know from the notes that the two following equations are true:

$$x_C=AC\cos(\theta)$$

$$y_C=AC\sin(\theta)$$

$$x_B=AB\cos(\theta)$$

$$y_B=AB\sin(\theta)$$

Knowing that for $$(x_b,y_b)$$ $$\theta$$ equals 135 and for $$(x_c,y_c)$$ $$\theta$$ equals 30 the two coordinates are found to be:

$$(x_B,y_B) = (-.887,.887)$$

$$(x_C,y_C) = (5.917,3.416)$$

The coordinates for $$(x_d,y_d)$$ are obtained using the following equation:

$$AD = (x_D - x_A)i + (y_D - y_A)j$$

Which reduces to:

$$AD = (x_D)i + (y_D)j$$

due to point a being at the origin. AD also equals:

$$AD = d_3i +d_4j$$

Knowing that $$d_3 = 4.35$$ and that $$d_4 = 6.127$$ it then can be determined that:

$$(x_D,y_D) = (4.35,6.127)$$

Homework 2
The homework question on page 11-4 of the class notes asked the class to verify the node equation for the following node:

Using the laws of statics ($$\sum $$Fx = 0 and $$\sum $$Fy = 0) we know that sin(30) * p(1)1 must equal sin(45) * p(2)2. We also know that P must equal cos(30) * p(1)1 + cos(45) * p(2)2. These two equations simplify as follows:

$$(1/2)p^1_1 - (\sqrt(2)/2)p^2_2 = 0$$

$$(\sqrt(3)/2)p^1_1 + (\sqrt(2)/2)p^2_2 - P = 0$$

The force P is a known value therefore this is a system of two equations with two unknowns ($$p^1_1, p^2_2)$$. Solving for these unknowns in terms of P gives us:

$$p^1_1 = P/(1/2+\sqrt(3)/2)$$

$$p^2_2 = P/[\sqrt(2)(1/2+\sqrt(3)/2)]$$

Homework 1
Graphics hardcopy

To obtain a hardcopy of the current graphic the command print is used. This command will send the image to the default printer using predefined settings. These settings can be changed by using the printopt command.

The command print followed by a name can be used to print and save the graphic. If the name following the print command does not include a post script the appropriate post script will be assigned to the file. Several graphics can be saved to a single file and printed using the print -append filename command. If the append command is not used on an existing file, the existing file will be overwritten with the new graphic.

Graphics other then the current graphic can be printed and saved by use of the command print -deps -graphic filename. An example of this command is print -deps -f4 Lulz. The previous command will save figure 4 in file Lulz.eps.

3-D line plots

Matlab will produce plots in 3 dimensions using the command plot3. If the X, Y and Z coordinates are the desired coordinates the the command would be as follows, plot3(X,Y,Z). An example of a plot using this command is as follows, t=.01:.01:20*pi; x=cos(t); y=sin(t); z=t.^3; plot3(x,y,z), which creates the following helix:

Image:Spiral3-D.JPG

The axis limits can then be determined using the axis command:

EDU>> axis

ans =

-1          1          -1           1           0      250000

3-D mesh and surface plots [edit]

Mesh plots can be created using the meshcommand. For example the command mesh(x) will create a mesh plot of the predetermined matrix x. Surface plots are created in a similar fashion using the surf command. Just as before the surf(x) command will create a surface plot of the predetermined matrix x.

In order to draw a graph of a function z=f(x,y) it is important to first define xx and yy. These will give partitions of the sides of the rectangle in which the graph is on. Using the command [x,y] = meshgrid(xx,yy); a matrix x and a matrix y are created. Each row of matrix x is equal to xx and it has a column length equal to the length of yy. Each column of matrix y is equal to yy. For example if one wanted to graph z=e-x2-y2 over the square [-2,2]X[-2,2] the code would be as follows: [x,y]=meshgrid(-2:.2:2,-2:.2:2); z=exp(-x.^2-y.^2); mesh(z)

Image:Mesh1.JPG

The shading of the surface plot can be changed with the shading command. The three choices are shading faceted, shading interp, or shading flat. The following is an example of the shading flat command:

Image:Mesh2.JPG

The color of the shading can also be changed using one of the following preset color scheme commands: hsv, hot, cool, jet, pink, copper, flag, grey, or bone. For example colormap(hot) will color the surface plot with the hot color scheme.

Image:Mesh3.JPG

The command view allows one to set how the plot is to be viewed.

Matlab has several preset functions that demonstrate the surface plot feature. I few examples are: peaks, sphere, and cylinder. The following is an example of peaks:

Image:Mesh4.JPG

Handle graphics [edit]

To see the properties of figure 1 enter the command set(1) and gca,set(ans). These properties describe almost all aspects of the plots. This system is called the handle graphics and is further described in the matlab user’s manual.

Part 19: Sparse matrix computations

Matlab is set to assume that any number in a matrix may be a number other then zero. Unfortunately, this assumption cost memory and computing time when it comes to numbers in a matrix that are known to be zero. This is why Matlab has the function sparse available. This function only saves the nonzero components of the matrix saving computing time and memory. For example:

EDU>> f=eye(3)

f =

1    0     0    0     1     0    0     0     1

EDU>> sparse(f)

ans =

(1,1)       1  (2,2)        1  (3,3)        1

EDU>> full(f)

ans =

1    0     0    0     1     0    0     0     1

Notice how the sparse command only shows the nonzero components and the full command shows the entire matrix. One can check the mode of a matrix my entering the command issparse(matrixname). Typically sparse matrix are generated directly rather then applying the command sparse. To do this one would use the command spdiags. For example:

EDU>> m =6; EDU>> n=6; EDU>> e=ones(n,1); EDU>> d=-2*e; EDU>> t=spdiags([e,d,e],[-1,0,1],m,n)

t =

(1,1)      -2  (2,1)        1  (1,2)        1  (2,2)       -2  (3,2)        1  (2,3)        1  (3,3)       -2  (4,3)        1  (3,4)        1  (4,4)       -2  (5,4)        1  (4,5)        1  (5,5)       -2  (6,5)        1  (5,6)        1  (6,6)       -2

The sparse commands for eye, zeros, one, and randn are speye, sparse, spones, and sprandn respectively. Here is an example of each of these commands:

EDU>> speye(3)

ans =

(1,1)       1  (2,2)        1  (3,3)        1

EDU>> sparse(3)

ans =

(1,1)       3

EDU>> spones(3)

ans =

(1,1)       1

EDU>> sprandn(3)

ans =

(1,1)     -0.4326

Using the sparse command one can create a matrix listing only the nonzero components. An example of this is as follows:

EDU>> i=[1 2 3 4 4 4]; EDU>> j=[1 2 3 1 2 3]; EDU>> s=[5 6 7 8 9 10]; EDU>> S=sparse(i,j,s,4,3), full(S)

S =

(1,1)       5  (4,1)        8  (2,2)        6  (4,2)        9  (3,3)        7  (4,3)       10

ans =

5    0     0    0     6     0    0     0     7    8     9    10

Notice that the matrix is displayed both in the sparse mode and the full mode. The following is another example displayed only in the sparse mode.

EDU>> n=6; EDU>> e=floor(10*rand(n-1,1)); EDU>> E=sparse(2:n,1:n-1,e,n,n)

E =

(2,1)       9  (3,2)        2  (4,3)        6  (5,4)        4  (6,5)        8

It is important to note that any operation done on a full matrix will create a full matrix result while any operation done on a sparse matrix will create a sparse matrix result. [[Image:[[Image:Example.jpg]]

title: User:Eml4500.f08.Lulz.fisher


text:
Biology (A-Level)

 * This will teach the biology to A-Level. Specifically, that of the 2008 AQA specification. Note that 2 of the 6 modules usually required at A-Level are practical/coursework and will not be covered here, for now. However, these modules rely on knowledge gained from the others so by studying this course you will essentially be studying the full A-Level

AS

 * Unit 1 — /Molecules, Cells and Systems/
 * Unit 2 — /Making Use of Biology/

A2

 * Unit 4 — /Inheritance, Evolution and Ecosystems/
 * Unit 5 — Physiology and the Environment

title: Biology (A-Level)


text:
Biology (A-Level)/Inheritance, Evolution and Ecosystems

Topics

 * ../Meiosis/


text:
Portal talk:Social entrepreneurship/community mobilisation

 * Draft Survey/Questionnaire.


text:
Eml4500.f08/Contributing Members

Eml4500.f08.group.cady 01:33, 19 September 2008 (UTC)

Melisa Gaar Eml4500.f08.group.gaar 06:01, 19 September 2008 (UTC)

Eml4500.f08.group.setlak 18:03, 19 September 2008 (UTC)

Jeffrey Wright Eml4500.f08.group.w 20:07, 19 September 2008 (UTC)

title: Eml4500.f08/Contributing Members