text:
User talk:Ademuth93

 Hello Ademuth93, 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! --Cormaggio talk 12:45, 30 September 2008 (UTC)

title: User talk:Ademuth93


text:
User talk:SayuRingo10

 Hello SayuRingo10, 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! --Cormaggio talk 12:49, 30 September 2008 (UTC)

 * I fixed the image on Cambodia - thanks for your work! Cormaggio talk 12:49, 30 September 2008 (UTC)

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

title: User talk:SayuRingo10


text:
User:Jtneill/Sandbox/Parser functions

''Some basic experiments with parser functions. See also magic words.''

ifexist
The current page. On the other hand, a page about pigs will fly.

Expr with time and date
This year is 2024, which makes the t-test years old. (Age is calculated dynamically).

The current day of the month is:29

If there were 30 days in the month, there would be to go.

title: User:Jtneill/Sandbox/Parser functions


text:
User talk:Jun~enwikiversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 17:15, 30 September 2008 (UTC)

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

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Jun. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jun~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 23:40, 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) 06:12, 19 April 2015 (UTC)

title: User talk:Jun~enwikiversity


text:
User talk:Satomi

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 17:15, 30 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:Satomi


text:
User:Eml4500.f08.team.guan/hw3

Elemental Axial Displacements
The derivation of the elemental force displacement relationship in a specified local coordinate system from global coordinates can be obtained as follows. Essentially, as the displacements of the global nodes are solved for and obtained, the information can be used to determine the normal forces and stresses that each element is subject to. In order to do this, the axial displacement of each element must be obtained. This can be done by utilizing a transformation matrix to change the displacements from global coordinates into axial displacements that will have the local coordinates of the element intrinsic to the magnitude. The following image is a picture representation of the described process and ultimate goal.  Here, "P" designates the axial force and "q" designates the axial displacement. The coordinate system (s,t) is the local coordinate with s being in the direction of the axis of the element and t being in the direction perpendicular to it. This coordinate system is rotated an angle theta (in this case, 30 degrees) from the global coordinate system (x,y). The force displacement relation for the element equation in local coordinates is shown below:  $$ k^{(e)} \begin{bmatrix} 1 & -1 \\ -1 &  1 \\ \end{bmatrix} \begin{bmatrix} q_1^{(e)} \\ q_2^{(e)} \\ \end{bmatrix}= \begin{bmatrix} P_1^{(e)} \\ P_2^{(e)} \\ \end{bmatrix} $$ $$\displaystyle \hat k^{(e)}q^{(e)}=P^{(e)}$$ "k" is the axial stiffness, $$q_i^{(e)}$$ is the axial displacement of element "e" at local node "i", and $$P_i^{(e)}$$ is the axial force of element "e" at the local node "i". $$k_{hat}$$ in the above equation is a two by two matrix, q is a two by one matrix, and P is a two by one matrix. The goal is to find the relationship between $$q_i^{(e)}$$, and $$d_i^{(e)}$$ and $$P_i^{(e)}$$ and $$f_i^{(e)}$$. First of all let's examine the relationship between axial displacement in local coordinates and nodal displacement in global coordinates. This relation can be expressed in the form: $$\displaystyle q^{(e)}=T^{(e)}d^{(e)}$$ where q is a two by one matrix, T is the transformation matrix (a two by four matrix), and d is a four by one matrix which is essentially the displacement matrix of the element in global coordinates. Consider the displacement matrix of local node 1, denoted by $$d_{1box}^{(e)}$$.  $$\displaystyle d_{1box}^{(e)}=d_{1}^{(e)} \hat i + d_{2}^{(e)} \hat j$$ $$q_1^{(e)}$$ is the axial displacement of local node one and is the orthogonal projection of the displacement vector $$d_{1box}^{(e)}$$ on the axis $$x_{tilda}$$ of element "e". The following math processes result in the transformation matrix. Element 1: $$q_1^{(e)}= \vec d_{1box}^{(e)} \bullet \vec i_{tilda}=(d_{1}^{(e)} \vec i + d_{2}^{(e)} \vec j) \bullet \vec i_{tilda}=d_{1}^{(e)}(\vec i \bullet \vec i_{tilda})+d_{2}^{(e)}(\vec j \bullet \vec i_{tilda})$$ $$=d_{1}^{(e)}cos(\theta^{(e)})+d_{2}^{(e)}sin(\theta^{(e)})=d_{1}^{(e)}l^{(e)}+d_{2}^{(e)}m^{(e)}=\begin{bmatrix} l^{(e)} & m^{(e)} \\ \end{bmatrix} \begin{bmatrix} d_1^{(e)}\\ d_2^{(e)}\\ \end{bmatrix} $$ Element 2: $$q_2^{(e)}= \vec d_{2box}^{(e)} \bullet \vec i_{tilda}=(d_{3}^{(e)} \vec i + d_{4}^{(e)} \vec j) \bullet \vec i_{tilda}=d_{3}^{(e)}(\vec i \bullet \vec i_{tilda})+d_{4}^{(e)}(\vec j \bullet \vec i_{tilda})$$ $$=d_{3}^{(e)}cos(\theta^{(e)})+d_{4}^{(e)}sin(\theta^{(e)})=d_{3}^{(e)}l^{(e)}+d_{4}^{(e)}m^{(e)}=\begin{bmatrix} l^{(e)} & m^{(e)} \\ \end{bmatrix} \begin{bmatrix} d_3^{(e)}\\ d_4^{(e)}\\ \end{bmatrix} $$ So, the final matrix equation for the relation between axial displacement and displacement in global coordinates can be written as follows: $$ \begin{bmatrix} q_1^{(e)}\\ q_2^{(e)}\\ \end{bmatrix}= \begin{bmatrix} l^{(e)} & m^{(e)} & 0 & 0 \\ 0 & 0 & l^{(e)} & l^{(e)} \\ \end{bmatrix} \begin{bmatrix} d_1^{(e)}\\ d_2^{(e)}\\ d_3^{(e)}\\ d_4^{(e)}\\ \end{bmatrix} $$ where $$ \begin{bmatrix} l^{(e)} & m^{(e)} & 0 & 0 \\ 0 & 0 & l^{(e)} & l^{(e)} \\ \end{bmatrix}$$ is $$\displaystyle T^{(e)}$$

title: User:Eml4500.f08.team.guan/hw3


text: File:Globtoaxial.JPG

title: File:Globtoaxial.JPG


title: File:Disp1box1.JPG


text:
User talk:Knamuduri

 Hello Knamuduri, 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 18:23, 30 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:Knamuduri


text:
User talk:Trilesnik

 Hello Trilesnik, 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 18:31, 30 September 2008 (UTC)

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

Mr. Wong Beowulf
The images that you included in Mr. Wong Beowulf have been deleted from http://commons.wikimedia.org because of copyright violation. If you are going to include other images in the page you should check the license policy to make sure that they can be used here. If you need any help, feel free to post a note to Colloquium. --mikeu talk 15:18, 1 October 2008 (UTC)

title: User talk:Trilesnik


text:
User talk:Davumaya

 Hello Davumaya, 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 19:02, 30 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:Davumaya


text:
User talk:Eml4500.f08.wiki.barcia

 Hello Eml4500.f08.wiki.barcia, 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 19:02, 30 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:Eml4500.f08.wiki.barcia


text:
User talk:WikiV~enwikiversity

 Hello WikiV, 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 19:03, 30 September 2008 (UTC)

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

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called WikiV. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name WikiV~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 23:47, 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) 06:25, 19 April 2015 (UTC)

title: User talk:WikiV~enwikiversity


text:
User talk:A3pbe

 Hello A3pbe, 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! --A3pbe 22:31, 30 September 2008 (UTC)

I agree. Welcome. :) Emesee 20:19, 4 October 2008 (UTC)

 * Here's a random mascot too. -- Jtneill - Talk - c 00:02, 5 October 2008 (UTC)

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

title: User talk:A3pbe


text:
User:Devourer09/Mentor box

Architecture
I guess, make a template, that is a box listing the mentors' Userpages. Template will look similar to the Participants template. Has a code to easily let someone become a mentor of that topic as well.

When you add this code, it basically adds a template, maybe a project box, or a mentor box... but, adds that person to a special category, and the mentor box templates will basically list the people in that category.

I need to decide whether this template will be apart of the participants template or not. Hmmm... If I could find a nice way to combine them.

I'll make it separate for now, and if need be I'll try and find a way to combine them later. It'll be hard because the participants template makes a new page... instead of making categories and listing people the people in them.

So.

 * 1) Make template.

Important pages

 * Template:Navigation
 * Help:Project boxes
 * Template:Projectbox
 * m:Help:DPL
 * Mentors
 * w:Help:Variable
 * m:Help:ParserFunctions
 * w:Help:Substitution
 * Template:Participants

title: User:Devourer09/Mentor box


text:
Survey design/Images

This page is for collecting possible images for use in.

title: Survey design/Images


text:
User:Grantlee

 I'm just trying to get ahead in the world, aren't we all? I'm just trying to succeed a bit, after so many falls. In this world there is stupidity, and it is the cause of great calamity. So for goodness sake get educated, and be more than you were yesterday. Isn't that what makes us human anyway?

title: User:Grantlee


text: Survey design/Workshop

title: Survey design/Workshop


text:
Fiction writing

Fiction writing is any kind of writing that is not factual. Fictional writing most often takes the form of a story meant to convey an author's point of view or simply to entertain. The result of this may be a short story, novel, novella, screenplay, or drama, which are all types (though not the only types) of fictional writing styles. Taken from wikipedia

This learning project will be focused in all things related to fiction. Initially, it will include basic questions and research about this important subject. The plan is that this project becomes a useful resource for writers of fiction. The novel writer usually cannot find many resources devoted to it, or at least does not know where to look. Nevertheless, the writer is made and not born; thus, any advice given here will only be of any use if the writer practices and learn by doing. Besides, this project will be just a guide given as helpful tips that may or may not apply to all writers. Take what you like and ignore or discuss the rest.

title: Fiction writing


text: Template:TOCleft

title: Template:TOCleft


text:
Data analysis

Data analysis is the process of looking at and summarizing data with the intent to extract useful information, make inferences, and develop conclusions. Using statistical or numerical software applications, data analysis can be pursued using a range of techniques, including statistics.

Note that "data analysis" assumes different aspects, and possibly different names, in different fields.

Activities
The first activities relate to diagram above and the embedding of data analysis into decision making processes.
 * (Decision Making) Explain why data analysis is relevant for evidence based decision making.
 * (Use Case) Look at the diagram above and look at your field of expertise. Populate the different steps with a workflow with raw data that you have access to.
 * Spatial Decision Support Systems (SDSS) bridge the domain of data analysis and decision support and dealing with spatial data. Look at the domain of Transportation. Create a workflow for the analysis of spatial data for transported goods together with the trucks, ships, trains, planes, ... and identify sustainable ways of transport goods and services to a customer.
 * address the data analysis for using the capacities of trucks and trains, so that driving without cargo or minimal usage of the capacity is reduced. Identify indicators in the data analysis to address specific Sustainable Development Goals. Identify which SDGs are addressed and how the definition of SDGs determine the used methodologies for the data analysis. Describe the data analysis foundations that are required to measure the impact of intervention for a sustainable system of transport and delivery.
 * (Machine Learning) Data can be processed with machine learning. Compare methodologies of classical statistical analysis and machine learning as one way of performing data analysis. What are similarities, differences, benefits and drawbacks between those approaches?
 * (Digital Learning Environment) Consider digital learning environments and the diagram above.
 * Consider a specific learning environment in your domain. How would a teacher select appropriate learning tasks tailored for the student in a way, that the exercise is challenging enough and too complex? What are the indicators (required information) for the teacher to the exercise or the support the teacher provides appropriate to the specific requirements and constraints of the student/learner?
 * Now we transfer that to data analysis (in this case learner analytics. Identify data that can be collected in a digital learning environment, that could be used to support the teacher in providing tailored teaching and learning material to the student?
 * Choose from your current knowledge about data analysis an appropriate methodology to analyze the collected data. Start from very basis methodologies of
 * means,
 * standard deviation,
 * worst case, best case,...

Wiki2Reveal Slides
The following Wiki2Reveal presentations can be used by lecturers as Open Educational Resources to support their course work in addition to standard statistical and numerical approaches to process and analyze data.

Chapter 1 - Introduction

 * Introduction - (Wiki2Reveal slides) Wiki2Reveal Logo.png
 * History - (Wiki2Reveal slides) Wiki2Reveal Logo.png.
 * Swarm Intelligence - Look at the concept of Swarm Intelligence and identify how data is analyzed and stored in group of individuals.

Learning Task

 * (1) Identify an application scenario for which you want to apply your data analysis. Write a small summary of your project (e.g. a Bachelor, Master, PhD thesis).
 * (2) Describe the experimental design in which the data will be collected.
 * (3) Provide one scenario,
 * (3.1) in which you have a fixed time for data collection and after data collection the data analysis starts and
 * (3.2) in which you get a constant input stream of data that has to be processed in a continuous way with an appropriate methodology for dynamic reporting and dynamic data analysis in real time scenario
 * in Bachelor, Master, PhD thesis you will have mainly scenario (3.1). In this case it is just an exercise to extrapolate from (3.1) to a scenario (3.2) that handles a constant input stream of data for a dynamic analysis.

 * (4) Swarm Intelligence compare the data analysis workflow in the diagram mentioned above. For swarms data is coming in not to a central swarm container and it is analyzed centralized. Individuals in a swarm perceive different information/data and the swarm responds to the perceived to data as a group. Identify analogies and differences in data analysis on a qualitative level.

Chapter 2 - Data Clean Up - Processing of Raw Data
The section addresses the preprocessing of data.
 * Moving Average - is an example how preprocessing can be used to clean up data and remove noise.
 * Data Compression - (Wiki2Reveal slides) Wiki2Reveal Logo.png - represent the same information with less data.
 * Missing Data and incomplete data sets / records and how to impute missing in a way that it does not have an impact on the mean and standard deviation of the data set.
 * Normalization

Learning Task

 * Look at data coming from a stock exchange for a specific share. Explain the benefit of preprocessing of the data with a Moving Average. What is noise in the data and how does Moving Average contribute to reduce noise in the data.
 * Missing data can be a challenge for the researcher, because incomplete data sets might not be used in the data analysis. Explain circumstances in which imputation of missing data could help to incorporate more data in the data analysis and what are the requirements and constraints for data imputation.

Chapter 6 - Pattern Recognition

 * Hopfield network - (Wiki2Reveal slides) Wiki2Reveal Logo.png
 * Artificial Intelligence in Health Care
 * Learning and neural networks

Learning Modules

 * /Methodologies/
 * /Tools/
 * KnitR

Wikipedia

 * numerical analysis

Datenanalyse

title: Data analysis


text:
Microsoft Office

Welcome to the Microsoft Office! Part of Microsoft Corporation.

 * /Word/
 * /Excel/
 * Macros

title: Microsoft Office


text:
Microsoft Office/Excel

Microsoft Excel is a spreadsheet application developed by Microsoft for Microsoft Windows and Mac OS. It features calculation, graphing tools, pivot tables, and a macro programming language called Visual Basic for Applications.

Resources

 * /Functionality/
 * /Learning Excel/

File Formats

 * Xls (file format)
 * Xlt (file format)

title: Microsoft Office/Excel


text: Category:Microsoft Office/Excel

title: Category:Microsoft Office/Excel


text: Category:Microsoft Office/Word

title: Category:Microsoft Office/Word


text:
User:Uf.team.aero/HW3

= Curved Panels =

The expression for the finite force applied to a finite unit length of a curved panel is $$d\vec{F}=q\,d\vec{l}$$. However, to analyze the curved panel with respects to an x and y component, we can make use of the fact that $$d\vec{l}=dl_{y}\,\hat{j}+dl_{z}\,\hat{k}$$ to render the equation:

 * $$d\vec{F}=q\left(dl_{y}\,\hat{j}+dl_{z}\,\hat{k} \right)$$

For $$dl_{y}$$ and $$dl_{z}$$ we can implement the polar coordinate transformations:
 * $$dl_{y}=dl\,cos(\theta)$$
 * $$dl_{z}=dl\,sin(\theta)$$

(remembering that we are in the yz plane)

and hence:
 * $$dl\,cos(\theta)=dy$$
 * $$dl\,sin(\theta)=dz$$

Integrate to find the total force
 * $$\vec{F}=\int d\vec{F}=q\int dy\,\hat{j}+dz\,\hat{k}$$
 * $$\vec{F}=q\left(\Delta y\hat{j}+\Delta z\hat{k} \right)=F_{y}\,\hat{j}+F_{z}\,\hat{k}$$

For our application we can solve for the magnitude of the force finally arriving to the equation:
 * $$\parallel\vec{F}\parallel = \sqrt{{F_y}^2+{F_z}^2}=q\sqrt{{\Delta y}^2+{\Delta z}^2}$$

= Closed Thin Walled Cross Sections =

We can relate our resultant force, $$R= \parallel\vec{F}\parallel$$, with the torque, $$T=\,2\,q\,\bar{A}$$ by:
 * $$d\vec{T}={\vec{r}}\times{d\vec{F}}$$

by letting $$\rho$$ be the perpendicular distance from the point of reference to the corresponding finite force, and by remembering that $$d\vec{F}=q\,d\vec{l}$$, we can conclude:
 * $$dT={\rho}\,q\,dl$$
 * $$T=\int dT=q\int \rho\,dl=q\int 2\,dA$$
 * $$T=2\,q\,\bar{A}$$

= Torsion of Uniform, circular Bars =

It is first important to define the rate of twist $$\theta$$ as:
 * $$\theta=\frac{d\alpha}{dx}=rate\,\,of\,\, twist$$

AND
 * $$\gamma=r\frac{d\alpha}{dx}=r\,\theta$$

Also, the second polar area moment of Inertia is defined as:
 * $$J=\int \int _Ar^2\,dA$$

To start, our equation for torque is:
 * $$T=\int \int _Ar\,\tau\,dA$$

By substituting in that $$\tau=G\,\gamma$$ and $$\gamma=r\,\theta$$ we get:
 * $$T=\int \int _A r\,G\,(r\,\theta)=G\,\theta\int \int _A r^2dA$$
 * $$T=G\,\theta\,J$$

= Torsion of Uniform, Non-circular Bars =

Torsion of uniform, non-circular bars typically leads to an occurrence of warping of the cross section. Warping is when a point in the cross section under torsion, subject to deformation, will undergo a axial displacement along the length of bar. A simple example of warping is rolling up a sheet of paper then applying a torque - the rolled sheet will noticeably elongate along its axis.

Figure 4 below shows a typical depiction of displacement in a cross section view of a non-circular bar in torsion.

As can be seen above, the displacement vector, $$\overrightarrow{P P'}$$ is perpindicular to the original position vector, $$\overrightarrow{O P}$$. This method of describing the displacement vector is chosen because with the assumption that $$\alpha$$ is small the y and z components of the displacement vector can easily be calculated. Figure 4a below shows the y and z components of displacement for the case $$\beta = 0$$.

By applying basic trigonometry to the figure above, $$u_y$$ and $$u_z$$ can be solved for in terms of $$\alpha$$:
 * $$ u_y = R(1-\cos{\alpha}) \qquad u_z = R\sin{\alpha}$$

If the assumption that $$\alpha\approx0$$ is made, then $$\cos{\alpha}\approx1$$ and $$\sin{\alpha}\approx0$$. These equations then become:
 * $$u_y\approx0 \qquad u_z\approx{R\alpha}$$

For the general case as shown in figure 4, R becomes the initial distance OP and the y-component of the displacement of point P can be expressed as
 * $$ u_{y} = -(PP')sin\beta = -(OP\alpha)sin\beta = -\alpha(OP\sin\beta) = -\alpha z_{p} $$

Similarly the z-component of the displacement of point P is

 * $$ u_{z} = (PP')cos\beta = (OP\alpha)cos\beta = \alpha(OP\cos\beta)=\alpha y_{p} $$

Recalling the definition of $$ \theta $$

 * $$ u_{y} = -\theta xz_{p} $$

 * $$ u_{z} = \theta xy_{p} $$

Generalizing for all points:

 * $$ u_{y} = -\theta xz $$ (Eq. 1)

 * $$ u_{z} = \theta xy $$ (Eq. 2)

For warping displacement in the axial direction (i.e. x-direction) it can be shown that

 * $$ u_{x} = \theta \psi (y,z) $$ (Eq. 3)

= Road Map for Analysis of Wing Torsion of a Multicell Section =

 * 1) Kinematic Assumptions (Equations (1), (2) and (3) above) [Sun, Sec. 3.2]
 * 2) Strain Displacement Relationship [Sun, Sec. 3.2]
 * 3) Equilibrium Equation for Stresses [Sun, Ch. 2, Sec. 3.2]
 * 4) Prandtl Stress Function $$ \phi $$ [Sun, Sec. 3.2, Eqn. 3.15]
 * 5) Strain Compatibility Equation [Sun, Sec. 3.2, Eqn. 3.17]
 * 6) Equation for $$ \phi $$ [Sun, Sec. 3.2, Eqn. 3.19]
 * 7) Boundary Conditions for $$ \phi $$ [Sun, Sec. 3.2, Eqn. 3.24]
 * 8) Calculation of Torque

 * $$ T = 2\int\int_{A}^{}{\phi dA} = GJ\theta $$ [Sun, Sec. 3.2, Eqn. 3.25]

 * $$ J = \frac{-4}{\bigtriangledown^2 \phi } \int \int_{A}^{}{\phi dA} $$

 * 9. Formal Derivation of Torque and Shear Flow Relationship

 * $$ T = 2q\bar{A} $$ [Sun, Sec. 3.5, Eqn. 3.48]

 * 10. Calculation of Twist Angle $$ \theta $$

 * $$ \theta = \frac{1}{2G\bar{A}}\oint_{}^{}{\frac{q}{t}ds} $$ [Sun, Sec. 3.5, Eqn. 3.56]

 * 11. Solution of Multicell Thin-walled Sections  [Sun, Sec. 3.6]

= Use of "RoadMap" to Solve a Single Cell Section Airfoil =

We can simplify the analysis of a complex, multi-cell airfoil by looking at a semi-circle attached to a triangle.

Average Area ($$\bar{A}$$)
To find $$\bar{A}$$ we simply look at the area of each shape sepratly.
 * $$\bar{A}=\bar{A}_{Semi-Circle}+\bar{A}_{Triangle}$$
 * $$\bar{A}=\frac{1}{2}\left[\pi\left(\frac{b}{2} \right)^2\right]+\frac{1}{2}\,b\,a$$
 * $$\bar{A}=5.57$$

Shear flow ($$q$$)
Remembering our derived equation for Torque, $$T=2\,q\,\bar{A}$$, we can solve for the shear flow:
 * $$q=\frac{T}{2\,\bar{A}}=\frac{T}{11.14}$$

Twist angle ($$\theta$$)
Our twist angle equation is:
 * $$\theta=\frac{1}{2\,G\,\bar{A}}\oint{\frac{q}{t}ds}$$

However when looking at each segment of the wall, we have 3 separate sections with constant thickness, so the integral portion becomes a sum:
 * $$\theta=\frac{1}{2\,G\,\bar{A}}\sum_{i=1}^{3}{\frac{q_i\,l_i}{t_i}}$$
 * $$\theta=\frac{q}{11.14\,G}\left (\frac{2\,\pi}{2\,t_1}+\frac{4}{t_2}+\frac{4.47}{t_3} \right)$$
 * $$\theta=10\frac{T}{G}$$

= Proof of Triangle Area Formula =

The area of a triangle is given as:

 * $$ A = \frac{1}{2}bh $$

To prove this equation, the area of triangle CDE is subtracted from the area of triangle BDE. Notice that area of a right triangle is exactly half the area of a square whose sides are equal to the legs of the triangle. Thus:

 * $$ A_{BDE} = \frac{1}{2}(BD)(DE) = \frac{1}{2}(BD)h $$

and

 * $$ A_{CDE} = \frac{1}{2}(CD)(DE) = \frac{1}{2}(CD)h $$

Subtracting the areas to solve for the triangle of interest:

 * $$ A_{BCE} = A_{BDE} - A_{CDE} = \frac{1}{2}(BC-CD)h = \frac{1}{2}bh $$

= Second Polar Area Moment of Inertia for a Circle = The definition of the Second Polar Area Moment of Inertia is given as:

 * $$ J = \int r^2 dA $$

For a circle of radius a, the second polar moment of inertia can be solved via a double integral as

 * $$ J = \int r^2 dA = \int_{0}^{2\pi}\int_{0}^{a}{r^2}rdrd\theta = \frac{1}{4}a^4\left[\int_{0}^{2\pi}d\theta \right] = \left[\frac{1}{4}a^4 \right]\left[2\pi \right] = \frac{\pi }{2}a^4 $$

= Second Polar Moment of Inertia of a Thin-walled Cylinder =

For a thin-walled cylinder of inner radius $$ r_{i} = a $$ and outer radius $$ r_{o} = b $$ the average radius can be given as:

 * $$ \bar{r} = \frac{b+a}{2} $$

The square of the average radius is:

 * $$\bar{r}^2 = \left( \frac{b+a}{2} \right)^2 = \frac{1}{4}\left(b^2 + a^2 + 2ab \right)$$

If the assumption is made that the wall is thin such that thickness, $$ t = b-a $$, is much less than a or b, then

 * $$ \bar{r}^2 = \frac{1}{4}\left(2b^2 + 2a^2 \right) = \frac{1}{2}\left(b^2 + a^2 \right) $$

Then,the second polar area moment of inertia for the thin-walled section can be given as

 * $$ J = \int r^2 dA = \int_{0}^{2\pi}\int_{a}^{b}{r^2}rdrd\theta = \frac{1}{4}(b^4 - a^4)\left[\int_{0}^{2\pi}d\theta \right] = \left[\frac{1}{4}(b^4 - a^4) \right]\left[2\pi \right] = \frac{\pi }{2}(b^4 - a^4) $$

Expanding the last term provides

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

Recalling the definitions for $$ t $$, $$ \bar{r} $$ and $$ \bar{r}^2 $$ from above

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

= Comparison of a solid, circular cross-section to a hollow, thin-walled, circular cross-section =

Given

A solid, circular cross-section has radius $$ r_{o}^{(a)} = 1 cm $$. A hollow, thin-walled, circular cross-section has inner radius $$ r_{i}^{(b)} = 5 cm $$ and thickness $$ t = 0.1 cm $$.

Find
a) compute $$ A^{(a)} $$ and $$ A^{(b)} $$

b) compute $$ J^{(a)} $$ and $$ J^{(b)} $$

c) compare $$ \frac{J^{(a)}} {J^{(b)}} $$

d) find radius $$ r_{i}^{(c)} $$ of thin-walled section with thickness $$ t = 0.02r_{i}^{(c)} $$ such that $$ J^{(c)} = J^{(a)} $$ and compare $$ \frac{A^{(a)}} {A^{(c)}} $$

a)

 * $$ A^{(a)} = \pi (r_{o}^{(a)})^2 = \pi(1 cm^2) = \pi cm^2 $$

 * $$ A^{(b)} = \pi ((r_{i}^{(b)}+t)^2 - (r_{i}^{(b)})^2) = \pi((5.1 cm)^2 -(5cm)^2) = 1.01\pi cm^2 $$

b)

 * $$ J^{(a)} = \frac{\pi }{2}(r_{o}^{(a)})^4 = \frac{\pi }{2}(1cm)^4 = \frac{\pi }{2}cm^4 $$

 * $$ J^{(b)} = \frac{\pi }{2}((r_{i}^{(b)} t) - r_{i}^{(b)})^4 = \frac{\pi }{2}((5.1cm)^4 - (5cm)^4 = 25.76\pi cm^4 $$

c)

 * $$ \frac{J^{(a)}}{J^{(b)}} = \frac{\frac{\pi}{2}cm^4}{25.76\pi cm^4} = 0.0194 $$

d)
To determine the proper $$ r_{i}^{(c)} $$, set the second polar area moment of inertia equations for a thin-walled section and a solid section equal to one another and solve for the unkonwn:

 * $$ \frac{\pi }{2}\left[\left(1.02r_{i}^{(c)} \right)^4 - \left(r_{i}^{(c)}\right)^4 \right] = \frac{\pi}{2}\left(r^{(a)}\right)^4 = \frac{\pi}{2} cm^4 $$

thus,

 * $$ r_{i}^{(c)} = 12.13 cm $$

To compare areas, calculate the area $$ A^{(c)} $$ and compare to $$ A^{(a)} $$ determined above.

 * $$ A^{(c)} = \pi\left[\left(r_{o}^{(c)}\right)^{2} - \left(r_{i}^{(c)}\right)^{2}\right] = 5.945\pi cm^2 $$

Comparing the two areas,

 * $$ \frac{A^{(a)}}{A^{(c)}} = 0.168 $$

= Analysis of Multi-Cell Sections =

It is important to understand how to analyze a multi-cell section because of their widespread use in common structures such as wings. We can apply what we already know about a single cells to our analysis of multi-cells by simply adding or integrating all of the single cell sections.

If we look at the torque generated by the $$i^{th}$$ single cell, we get the formula:
 * $$T_i=2\,q_i\,\bar{A}_i$$

To apply this equation to a multi-cell structure, we simply add all of the cells. Given that $$n_c$$ is the number of cells:
 * $$T=\sum_{i=1}^{n_c}{T_i}=2\sum_{i=1}^{n_c}{q_i\,\bar{A}_i}$$

As for the rate of twist, $$\theta$$, since the structure is a rigid body, $$\theta={\theta}_1=...={\theta}_{n_c}$$ such that the rate of twist attributed to the $$i^{th}$$ cell is:
 * $${\theta}_i=\frac{1}{2\,G_i\,\bar{A}_i}\oint{\frac{q_i}{t_i}ds}$$

= NACA Airfoil Matlab Project =

The purpose of this project is to form the basis for future structural analysis of thin walled bodies, with emphasis on airfoils. The code should be able to plot the body, determine the average area (Ā), and find the location of the centroid. These values are found through splitting the perimeter of the bodies into small discrete segments and then using properties of the cross product to determine the area from a point in space and a quadrature to determine the centroid.

= Contributing Members = The following Team Aero members contributed to this report.

Jared Lee --Eas4200c.f08.aero.lee 03:06, 1 October 2008 (UTC)

Ray Strods --Eas4200c.f08.aero.strods 03:53, 7 October 2008 (UTC)

Oliver Oyama --Eas4200c.fo8.aero.oyama 17:14, 7 October 2008 (UTC)

William Kurth --Eas4200c.f08.aero.kurth 11:53, 8 October 2008 (UTC)

Gonzalo Barcia --Eas4200c.f08.aero.barcia 12:30, 8 October 2008 (UTC)

title: User:Uf.team.aero/HW3


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Calculus/Differentiation

Prerequisites
In order to understand and calculate derivatives, one must understand the following topics:

Calculus/Limits

Geometry

Introduction to Differentiation
Differentiation is the process of finding the unique slope of a line at any point on that line, should such a slope exist. As we shall show, there are commonplace functions that fail this requirement at some point.

Generally, a slope can be found by taking the change in y-coordinates divided by the change in x-coordinates or:

$$\frac{(y_2 - y_1)}{(x_2 - x_1)} = \frac{\Delta y}{\Delta x} = m$$

where m is the slope.

Now what happens when we attempt to take the slope of a point on a line, or how fast the y's are changing in respect to the x's at a single point? The formula fails when $$ \Delta x$$ or $$\Delta y = 0$$

In order to do this, we have to undergo differentiation.

Definition of a Derivative
The following formula will calculate the slope of a line at any point:

$$f^\prime (x) = \lim_{h \to 0} \frac{f(x+h) - f(x)}{h}$$

where $$f^\prime$$ indicates the derivative, and h is the difference between a point h units away from x and x

Given $$f(x) = 3x^2$$, to find the derivative of f(a) (where a is any x coordinate within the domain of f(x)), use the definition of derivative.

$$f^\prime (x) = \lim_{h \to 0} \frac{3(a+h)^2 - 3a^2}{h} $$

Here's an exercise to try:

Find $$f^\prime (2)$$, given that $$f(x) = 4x^2$$. The solution is below.

$$f^\prime(2) = \lim_{h \to 0} \frac{4(2+h)^2 - 16}{h} = \lim_{h \to 0} \frac{4(4+4h+h^2)-16}{h} = \lim_{h \to 0} \frac{16+16h+4h^2-16}{h} = \lim_{h \to 0} \frac{16h+4h^2}{h} = \lim_{h \to 0} (16 + 4h) = 16 $$

Therefore, the slope of 4x^2 at x=2 is 16.

This is a somewhat tedious process when bigger functions are involved. Take for example:

$$f(x) = 3x^6 + sin^2x - 12^x + 5$$

Using the definition of derivative, your equation looks like this:

$$f^\prime(x) = \lim_{h \to 0} \frac {(3(x+h)^6 + sin^2(x+h) - 12^{(x+h)} + 5) - (3x^6 + sin^2(x) - 12^x + 5)}{h}$$

Have fun solving that algebraically!

Luckily, this is where rules for derivatives come in.

Where Derivation Fails
Two examples of commonplace functions either have ambiguous derivatives or none at some point. The absolute value function has an ambiguous derivative at x=0  For |x|, |x| = -x and the derivative of |x| is -1 if x < 0. |x| = x and the derivative of |x| is 1 if x > 0. But if x=0, then |x|, x, and -x are all zero. No matter how close a number is to zero, the derivative of |x| is 1 for x > 0 but -1 for any x less than zero. Because one cannot determine whether the derivative of |x| is -1, 1, or something else at x=0, one has an ambiguous derivative at x=0... and thus none.

Another function that most off us know well is 1/x. For f(x) = 1/x

$$f^\prime (x) = \lim_{h \to 0} \frac{f(x+h) - f(x)}{h}$$ implies

$$f^\prime (1/x) = \lim_{h \to 0} \frac{f(1/(x+h)) - f(1/x)}{h}$$

$$f^\prime (1/x) = \lim_{h \to 0} \frac{(x/x(x+h)) - (x+h)/x(x+h)}{h}$$

$$f^\prime (1/x) = \lim_{h \to 0} \frac{(x - (x+h))}{hx(x+h)}$$

$$f^\prime (1/x) = \lim_{h \to 0} \frac{-h}{hx(x+h)}$$

$$f^\prime (1/x) = \lim_{h \to 0} \frac{-1}{x(x+h)}$$

$$f^\prime (1/x) = \lim_{h \to 0} \frac{-1}{x^2}$$

$$f^\prime (1/x) = \frac{-1}{x^2}$$

No derivative of 1/x can exist at x=0.

Derivative Rules
In the following table, f(x) and g(x) are functions whereas "a" is a constant number. f'(x) and g'(c) are the derivatives of the functions f(x) and g(x), respectively.

title: Calculus/Differentiation


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Survey design/Workshop/Materials

 * 1) Resources
 * 2) Survey design workshop (Slides)
 * 3) Example surveys for critical discussion
 * 4) Readings (particularly Fowler and Nardi)
 * 5) Ask questions as we go - or add them here

 * 1) Topics
 * 2) Level of measurement
 * 3) Online surveys
 * 4) Research purposes
 * 5) Sampling
 * 6) * Response rates
 * 7) * Margin of error
 * 8) Survey research
 * 9) Survey design

 * 1) Workshop
 * 2) Instructor notes
 * 3) Evaluation

title: Survey design/Workshop/Materials


text: Category:Survey design/Workshop

title: Category:Survey design/Workshop


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The Web Economy

Programme
This is a module part of the Open Source ERP/Executive Masters course conducted by a private university.

Course Module
The Web Economy - Its Era and Impact to Open Source, A Practical Approach. Open Source is a result of an online community that heavily depends on the Web's space of freely available tools and applications. It is also maturing with lots of anchor domains and ready and new audiences. The Web is also home to many commercial entities and interests crouching into the advantage and territory of Open Source. We have to grasp and appreciate as well as understand some of the forces that shape its form and strategy and importantly its future direction in order to thrive optimally.

Objectives
The objectives of this module are:
 * To explore the impact of the explosive Web and Open Source on certain economies, its trends, and business software development
 * To provide important exposure and skills in web social engineering for Open Source ERP (OS ERP)
 * To grasp the rules of creating a self-sustaining web presence.
 * To prepare for practical work during the technical subjects of software development and project management

Learning Outcomes
On completion of this module the students shall be able to:
 * Understand and explain the importance of the Web in the new economy of evolving business applications versus the old.
 * Create their web presence among the community and evolve their area of focus.
 * Manage on a survival basis the various web tools such as IRC, Forums, Wiki and other portalised mediums.
 * Conduct themselves confidently online among the community with adherence to basic etiquette.
 * Calculate and debate the viable cost/benefit option among various choices and opinions when choosing a software.

Synopsis
This module is an important foundation that will govern the students' behaviour in being a future and successful Open Source ERP practitioner. Critical understanding of the principles that ensure better and faster evolving of a software product and knowledge base versus the traditional version. Among the subject matters covered are how software development is affected by Open Source, its pros and cons, community open source versus commercial open source, Total Cost of Ownerships, and critical issues facing users of OS ERP.

Course Details
This course module comprises of the following 33 chapters grouped according to major areas of interest.

What is The Web?
(20 hrs)
 * Consequences of the Web on global economy and human behaviour
 * ^1 - The Web is The Computer. This topic exposes the impact of the web on the desktop environment, making it borderless as if it is in the same room.
 * ^2 - The Web Changes Everything. This topic goes further to see how the web transforms both social and economic activity.
 * ^3 - Attention Economy. This topic explains the main constraint upon the users and thus how it is used in determining a web based economic or social model.
 * Various Models of Web Economies
 * ^4 - Traffic is King. This topic explains how some models assume that traffic is a sole determinant of success.
 * ^5 - Content is King. This topic explains how content can determine user behaviour.
 * ^6 - Community is King. This topic regards a political view that there must be leadership in the chaotic web.
 * Reinventing Yourself On The Web
 * ^7 - Email and Mailing Lists. This topic looks at Email as a killer app that is ubiquitous to all users.
 * ^8 - Forums and Blogs. This topic looks at how buletin boards has become a cornerstone in web social activity.
 * ^9 - Second Life. This topic looks at to what extent can the web displaces real social activity and experience.

The Cathedral and The Bazaar

 * When Linux and Apache began to make an impact and serious challenge to proprietary software, it revolutionised the way software development is thought to be done.
 * However there are still difference of opinion as to what are the right ingredients to ensure quality software in the end.
 * There is also the question of priority, of which comes first - something good enough to kick-start the whole process, or the community that is expert enough to improve it.

(15 hrs)
 * ^10 - Brief History of Open Source - How Software Development Was Originally Done. This topic allows the student to know the truth about the way software was learnt and evolved among the learning fraternity.
 * ^11 - Linus vs Tannenbaum - Why Releasing Early is Better Than Releasing Better. This topic examines the context behind Linux's success from the creators' points of views.
 * ^12 - Bazaar Culture and Policy - Why Giving Away Is Something Good. This topic examines some salient learning points in the famous Eric Raymond's article.
 * ^13 - Microsoft vs The World - Dynamics of an Eco-system. This topic looks at how proprietary software is hitting back with their own version of Open Source Software and how it can impact the users and their adoption.

Getting Online and Staying Online

 * The basic requirement for participating in the web economy is to get online and staying online.
 * There are contemporary tools and tactics that get you there.
 * Note that such tools and manners may change in the fast paced web economy.
 * Here you get to learn and use them hands-on within a live project.

(20hrs)
 * ^14 - Critical Tools and Skills. This topic brings the student to practice the tools needed to create their online presence.
 * ^15 - Levels of Participation. This topic looks at the constraints and ways users stay online and in touch.
 * ^16 - Social Engineering. This topic looks at a sensitive subject on how to become acceptable and effective in a virtual world.

Total Cost of Ownership

 * A cost table of aquiring a product today goes beyond just the starting price of the product.
 * It involves learning how to use and keep it in use.
 * Ease of u se and negligible operational impact scores high earnings to a user.

(15 hrs)
 * ^17 - Why isn't everyone using Linux? This topic looks at how TCO is influencing the adoption equation by users.
 * ^18 - Costs of Gaps. This topic looks further at how each gap may cost differently in real terms.
 * ^19 - TCO Pyramid. This topic introduces the comparison model of TCOs.
 * ^20 - TCO Strategy. This topic looks at various ways to approach a long term effectiveness in closing TCO gaps.

Web for Business

 * The web is the new explosive medium to do business
 * It has and shall continue to reinvent or create new wealth.
 * It is like the Wild Wild West all over again.

(15 hrs)
 * ^21 - Branding philosophy. This topic looks at the importance of branding in a borderless web.
 * ^22 - Marketshare and Mindshare. This topic looks at how to achieve territory in a virtual world.
 * ^23 - Collaborative Community. This topic looks at how a virulent community can help market and brand a project.
 * ^24 - Seeking a Niche. This topic looks at the need to seek a segment and niche well among the players.
 * ^25 - Positioning and Aligning. This topic looks at more advanced scenarios of evolving more effectively among players.

Contemporary Open Source

 * Open Source has attracted alot of commercial interest
 * There is great effort to create lucrative models out of it
 * Can a true Open Source project survive in the long term?

(20 hrs)
 * ^26 - Licensing & Business Models. This topic looks at the licensing types in use by Free and Open-Source Software (FOSS) projects and products.
 * ^27 - Community OS vs Commercial OS. This topic looks at how Open Source is now divided between such issues.
 * ^28 - Business As Usual. This topic looks at how business profiteering comes into play in FOSS projects.
 * ^29 - Institutionalising Open Source. This topic looks at the important role institutions might play in such FOSS projects.

Next Generation

 * Open Source only furthers technology itself in disruptive ways.
 * There can be convergence of previous technologies or completely new unexpected areas.
 * When tools and reference source becomes readily available, a bottom up revolution of innovation can spring easily.

(15 hrs)
 * ^30 - Era of Convergence. This topic explains to the student how various applications are converging on a singular window of experience for the users.
 * ^31 - Google-ERP - The Single Window. This topic shows how an ubiquitous application may become everything to everyone.
 * ^32 - IPhone-ERP - Sensory Computing. This topic looks at a particular scenario where the phone may be the window of experience in the web economy.
 * ^33 - Universal Supply Chain. This topic looks at the future of web-based ERP where all players and products are in a common cloud of interdependent activity.

Prior Knowledge
This course module requires no prior technical knowledge. However, this course ties into the intersections of Information Technology Planning Management & Sociology.

Course Navigation
Next - The Web is The Computer >> The Web Economy/01

title: The Web Economy


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Survey design/Workshop/Participants

The target audience for the face-to-face workshop is post-graduate research students and academic staff in the Australian Capital Territory who are in the early stages of developing survey-based research proposals and/or surveys for research projects. The workshop materials are publicly and freely available online.

See participants for more info. There is also more info for online participants.

Online participants
Online participants: Sign your name below. This is optional for face to face participants.

Please also send the facilitator a message if you're an online-only participant signing up.

Briefly share:
 * 1) Your name
 * 2) What are your researching?
 * 3) Research survey goals - what do you want to know about survey design?

This is optional for face to face participants.

Participants

 * James Neill, facilitator & psychology lecturer @ University of Canberra, Goal: Teaching principles of survey design

title: Survey design/Workshop/Participants


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Czech Language/Animals

The following is an somewhat organised list of animals with their Czech translations.

Land Mammals
mammal = savec

 * ape = opice
 * ass = osel
 * bear = medvěd
 * bovines = skot
 * bull = býk
 * cow = kráva
 * cats = kočky
 * cat = kočka
 * lion = lev
 * tiger = tygr
 * canines = psi
 * dog = pes
 * fox = liška
 * wolf = vlk
 * deer = jelen
 * hind = laň
 * giraffe = žirafa
 * goat = koza
 * hippopotamus = hroch
 * horse = kůň
 * mare = klisna, kobyla
 * pig = prase
 * rodent = hlodavec
 * hare = zajíc
 * mouse = myš (f), myšák (m)
 * rabbit = králík
 * rat = krysa
 * sheep = ovce
 * weasel = lasice
 * ferret = fretka
 * stoat = hranostaj

Aquatic Animals
marine (adj.) = mořský

 * dolphin = delfín
 * eel = úhoř
 * fish (pl) = ryby
 * shark = žralok
 * frog = žába
 * seal = tuleň
 * turtle = želva
 * whale = velryba

Birds
bird = pták

 * crow = vrána
 * dove = holub
 * duck = kachna
 * parrot = papoušek
 * penguin = tučnák
 * poultry = drůbež
 * cock = kohout
 * hen = slepice
 * raptors = dravci
 * eagle = orel
 * falcon = sokol
 * owl = sova
 * robin = červenka
 * seagull = racek
 * sparrow = vrabec

title: Czech Language/Animals


text:
Enterprise Resource Planning/Application Setup

Programme
This is a module part of the Open Source ERP/Executive Masters course conducted by a private university.

Subject
Enterprise Resource Planning Application - Subject Matter and Workshop The challenge of an ERP Application is more of a grasp of differing concepts first before anything else. It is a spectrum of disciplines ranging from Financials Management to Software Development. Thus the emphasis is dependant on a particular student's background. There maybe different tracks of emphasis where advanced students may proceed faster than needed. IT students may focus more on either technical or cover their blindspot with the functionals. Non-IT but related disciplines such as Accounting and Business may take the technical challenge on a survival basis and quickly return to their own discipline within the ERP Application.

The student shall go through a whole straightforward process of downloading, installing and operating the ERP application.

Objectives
The objectives of this subject are:
 * To download resources of an Open Source ERP application
 * To be able to setup the Application from scratch
 * To operate the business cycle and rules within an ERP

Learning Outcomes
On completion of this subject the students shall be able to:
 * Setup an ERP System from an Open Source project
 * Go though the standard business flows using the ERP System
 * Import legacy data into new ERP Application
 * Generate financial reports from the ERP system

Sypnosis
This subject allows the students to practice the setup of a raw ERP Application from a sample Open Source project from scratch. It involves practice and going through the standard steps and stages of an ERP implementation. A sharp learning curve is expected here to grasp the subject matter behind ERP and an Open Source project at the same time.

Install Application
(20 hrs)
 * ^1 - Download Resources
 * ^2 - Setup Environment
 * ^3 - Setup Java
 * ^4 - Setup PostgreSQL
 * ^5 - Setup Properties
 * ^6 - Setup ADempiere
 * ^6 - Launch ADempiere

Setup New Shop
(15 hrs)
 * ^8 - Initial Client Setup
 * ^9 - Importing Accounts
 * ^10 - Importing Master Data

Products
(15 hrs)
 * ^10 - Setting up and installation workshop
 * ^11 - Fast Track Methodology
 * ^12 - Planning the Basic Master Data

Business Partners
(15 hrs)
 * ^13 - Setting up Chart of Accounts
 * ^14 - Formating to Company Profile
 * ^15 - Running a business cycle
 * ^16 - Understanding Supply Chain

Purchase Cycle
(15 hrs)
 * ^17 - Importing Legacy Data
 * ^18 - Import Loaders
 * ^19 - Data scrubbing

Sales Cycle
(15 hrs)
 * ^20 - Changing via configurations
 * ^21 - Handling scripts
 * ^22 - Look and Feel
 * ^23 - Reporting Formats

Shipments
(15 hrs)
 * ^24 - Case Scenarios
 * ^25 - Product and BOM Concept
 * ^26 - Understanding Processes
 * ^27 - Understanding the Gaps

Materials Movement
(10 hrs)

Project Reference

 * What is ERP? in Wikipedia.
 * Help Page to ADempiere, a popular community Open Source ERP project.
 * Extending ADempiere.
 * ADempiere Application Dictionary as sample ERP Configurator.
 * Fastrack Methodology checklist for ERP implementation.


text:
User:Eas4200c.f08.team12.hepsworth/HW2

Lecture 6 - 9/8/08
Problem 1.1 Continued

Case 1: Method

We begin by assuming that $$\sigma_{max}$$ will reach the allowable stress first. This will allow the maximum bending moment allowable, Mallowable, to be computed.

Compute $$\sigma_{max}$$ for $$z = \frac{b}{2}$$ , the center of the cross section

$$\displaystyle \sigma = \frac{M z}{I}$$ , $$\displaystyle =>\sigma_{max}= \frac{M b}{2 I}$$ $$\displaystyle => M = \frac{2 I \sigma_{max}}{b} = 2\sigma_{allowable} (\frac{I}{b})$$

Looking at the above equation we see that M is directly proportional to $$\frac{I}{b}$$, therefore maximizing M is the same as maximizing $$\frac{I}{b}$$

$$M_{max} = 2 \sigma_{allowable}(\frac{I}{b})_{max}$$

The next step is to find the moment of inertia, $$I$$, in terms of b. To achieve this we must find the value of b that maximizes $$\frac{I}{b}$$ . Recall that $$a = \frac{L}{2} - b$$ . After finding the optimal cross section, $$\frac{b^1}{a^1}$$, then $$\frac{I}{b}$$ can be obtained.

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

Next we must check the torsional shear stress,

$$\tau_{max} = \frac{T_{max}}{2abt} = \frac{M_{max}}{2abt}$$

does not exceed what is allowable, $$\tau_{allowable} = \frac{\sigma_{allowable}}{2}$$

If $$\tau_{max} < \tau_{allowable}$$ then, $$\frac{b^1}{a^1}$$ is acceptable

If $$\tau_{max} > \tau_{allowable}$$ then, $$\frac{b^1}{a^1}$$ is not acceptable

Case 1: Answer

Using the parallel axis theorem and taking the sum of the moments of inertia of the four segments of the cross section we get:

$$I = \Sigma [\frac{b_i (h_i)^3}{12} + A_i d_i^2] = 2\frac{t b^3}{12} + 2[\frac{a t^3}{12} + at(\frac{b}{2})^2] = \frac{t b^2}{6}(3a + b)$$

therefore:

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

The goal is to maximize f(b):

$$\frac{df (b^1)}{db} = 0 = \frac{t}{12} (3L - 8b^1) => b^1 = \frac{3L}{8}$$

Lecture 7 - 9/10/08
Problem 1.1 Continued

Case 1: Assume σ max = σ allowable

Recall: $$\displaystyle \sigma = \frac{M z}{I}$$ ,       $$z = \frac{b}{2}$$

Solving for Moment: $$M = \frac{2 I \displaystyle \sigma}{b}$$

$$M = 2\displaystyle \sigma ( \frac{I}{b} )$$   :(I/b) is a function of the length dimensions for the cross section (a,b)

Recall Assumptions:
 * 1) L = 2(a+b) = Constant
 * 2) M = T
 * 3) σ = 2τ

Solving for dimension a : a = (L / 2) - b. Solving the parameter for a will give us the opportunity to solve the moment equation as a function of only b.

Now maximize the moment equation:  $$M = 2\displaystyle \sigma ( \frac{I}{b} )$$ max. This equation shows that in order to maximize the Moment (M), the ratio of (I/b) must be maximized.

I = Second Moment of Inertia. I can be found by using the Parallel Axis Theorem.

I = I y + Ad 2

Iundefined is the area moment of inertia through the parallel axis to the center of mass

Iy is the area moment of inertia through the center of mass

A is the surface area

d is the distance the y axis to the cg axis

Calculation for beam in Problem 1.1: $$I= 2( \frac{b^3 t}{12} ) + 2( \frac{3a b^2 t}{12} )$$

Simplify: $$I= ( \frac{t b^2}{6} )(3a + b)$$

Maximizing $$( \frac{I}{b} ) = ( \frac{t b}{6} )(3a + b)$$, Remember $$a= ( \frac{L}{2} ) - 2$$

Now: $$( \frac{I}{b} ) = ( \frac{t b}{12} )(3L + 4b)$$

Solving the equation for b yields two distinct solutions: $$b = 0$$   and   $$b = \frac{3L}{4}$$

These two points are the zero crossings on the graph for a parabola. To find the desired solcution (b max) you need to find the maximum of that parabola. This can be done easily by realizing that the maximum must be half way between the two zero crossings. This gives the solution to the Case 1 as the following.

b 1 = $$ ( \frac{3L}{8} )$$

Now that we have solved for b, we can now evaluate the entire beam structure.

Plugging b into the parameter equation $$a = L - ( \frac{b}{2} )$$    yields a 1 = $$ ( \frac{L}{4} )$$

Thus comparing the Length of the two sides gives: $$ ( \frac{b^1}{a^1} ) = 3$$

The relationship between the second moment of inertia to the side be can also help solve for the Moment M.

$$M = \frac{2 I \displaystyle \sigma}{b}$$

Case 1 Momentum: $$M = ( \frac{3t L^2}{32} )\displaystyle \sigma$$

Lecture 8 - 9/12/08
Motivation: Study of a box beam (Problem 1.1) with a rectangular cross-section is a model for aerospace structures (fuselage, wings).

Problem 1.1 continued shear stress due to T max : $$\displaystyle \tau = ( \frac{T^1}{2a^1 b^1 t} )$$ This derivation is from slide 5-2 in the lecture notes.

Due to Assumption 2 T max = M max, and plugging that relationship and the calculated values for a and b into the shear stress yields:

$$\displaystyle \tau_{max} = ( \frac{M^1}{2 (\frac{L}{8}) (\frac{3L}{8}) t} )$$

Thus: $$\displaystyle \sigma = ( \frac{32}{3t L^2} ) M^1$$

This solution looks shows that: $$\tau_{max} = \displaystyle \sigma_{allow}$$

Recall Assumption 3) $$\displaystyle \sigma_{allow} = 2\tau_{allow}$$

This gives the result: $$2\displaystyle \tau_{allow} > \tau_{allow}$$ This relationship is not acceptable. The relationship would also mean that: $$\displaystyle \tau_{max} > \tau_{allow}$$. The relationship means failure for the beam.

Case 2: $$\tau_{max} = \displaystyle \tau_{allow}$$    and verify    $$\displaystyle \sigma_{max} < \sigma_{allow}$$

$$\displaystyle \tau = \frac{T}{2a b t} =  \tau_{max}  =  \tau_allow$$

Solving for the Torque (T) : $$T = 2t\displaystyle \tau_{allow}(ab)$$

$$2t\displaystyle \tau_{allow}$$ is a constant. So if you were trying to maximize the Torque that would mean that you would have to maximize the product of $$ab$$.

Lecture 9 - 9/15/08
Problem 1.1 Case 2 Continued: $$\tau_{max} = \displaystyle \tau_{allow}$$

$$\tau_{max} = \frac{T}{2 a b t}$$

replace τmax with τallow and move the denominator to the left hand side.

Now, we have $$T = ( 2 t \tau_{allow} ) * ( a b )$$ where we want to maximize the last factor...

Proof:

$$T_{max} = ( 2 t \tau_{allow} ) * ( a b )_{max}$$

Remember that $$L = 2 * ( a + b )$$ from which we get $$a = \frac{L}{2} - b$$

Multiply through by a factor of b to get $$( a b ) = \frac{L b}{2} - b^2$$

Taking the derivative of both sides of this equation gives: $$\frac{d( a b )}{db} = \frac{L}{2} - 2b$$

Setting this derivative equal to zero and rearranging the equation reveals: $$\frac{L}{2} = 2b$$

from which we get $$b = \frac{L}{4}$$

Plugging this answer back into $$L = 2 * ( a + b )$$ gives the answer $$a = \frac{L}{4}$$

From Lecture 8: $$a^{(2)} = b^{(2)} = \frac{L}{4}$$

Solving to the maximum Torque. $$T_{max} = (2t\displaystyle \tau_{allow})( \frac{L}{4} )^2$$

$$T_{max} = ( \frac{1}{8} ) t L^2 \displaystyle \tau_{allow} =  M_{max}^{(2)}$$     By Assumption 2.

$$M_{max}^{(2)} = \frac{t L^{2}}{16} * \sigma_{allow}$$     By Assumption 3.

$$\sigma_{allow} = \frac{16 M_{max}^{(2)}}{t L^{2}}$$

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

$$\frac{I}{b} = \frac{t b^{(2)}}{6}*(3a+b^{(2)})$$

Replacing $$b^{(2)}$$ with $$\frac{L}{4}$$ and rearranging we get

$$\frac{I}{b} = \frac{t L^2}{24}$$

Recall $$\sigma_{max}^{(2)} = \frac{M_{max}^{(2)} b^{(2)}}{I^{(2)} 2}$$

Replacing $$\frac{b}{I}$$ in the above equation and rearranging yields:

$$\sigma_{max} = \frac{3}{4}*\sigma_{allow}$$ which is less than the maximum allowable stress! This case is a success! Thus, $$b^{(2)}=\frac{L}{4}$$

Lectures 11 - 9/19/08
Q: Why are the walls of a stringer not completely "vertical"?

A:One of the reasons is a very simple one, storage. It is easier to store the stringers if the walls are not completely vertical.

General case of axial torque of a right cylindrical beam
$$T = \oint_{}^{}{\rho q ds} $$

$$T = \oint_{A}^{}{\int 2 q dA} = 2 q A$$

where q = shear flow = shear stress x thickness = \tau * t and A = a*b = average area of the right circular cylinder.

Hooke's Law
$$\displaystyle \tau = G \displaystyle \gamma$$

G = shear modulus

$$\displaystyle \gamma$$ = shear strain, counterpart to normal strain $$\displaystyle \epsilon$$ , but describes the change in the angle between two lines in the material due to deformation.

$$\displaystyle \gamma = \frac{dv}{dy} + \frac{du}{dx} = \frac{du_x}{dy} + \frac{du_y}{dx}$$

u = u x displacement along x direction v = u y displacement along y direction

$$\gamma = \frac{\partial u}{\partial x} + \frac{\partial v}{\partial x} = \frac{\partial u_{x}}{\partial y} + \frac{\partial u_{y}}{\partial x}$$

Assigned Problems
Problem 1.7 Compare the load-carrying capabilities of two beams having the respective cross-sections shown in Fig. 1.19. Use bending rigidity as the criterion for comparison. It is given that R o =10cm, t=1cm, and the two cross-sections have the same area.

Bending rigidity is defined as the... and is determined by multiplying the Young's modulus by the moment of inertia of the cross section. In order to compare the two cross-sections, we must first determine the unknown dimension (R 1 ) of the second beam.

$$A^{(1)} = A^{(2)}$$

$$A^{(1)}=\displaystyle \pi R^2$$

Plugging in the value of R=10cm gives the Area for Case 1:

$$A^{(1)}=\displaystyle \pi (10)^2 = 100\pi    =   314.2 cm^2$$

$$A^{(2)}= 2\displaystyle \pi R_1^2 + 2R_o(t)   = A^{(1)}$$

$$A^{(2)}= 2\displaystyle \pi R_1^2 + 2(10cm)(1cm)   = 314.2 cm^2$$

Solving for R 1: $$R_1 = 6.84 cm^2$$

Next, we compute the moment of inertia for both beams:

$$ I_y = \int R_o^2\,dA                                    dA = \pi R dr $$

=$$\int R^2(\displaystyle \pi R)\,dr $$

= $$ \displaystyle \pi \int R_o^3\,dr $$

$$ I_y = \frac{\displaystyle \pi }{4} R_o^4 $$

$$ I_y = \frac{\displaystyle \pi }{4} (10cm)^4 $$

$$ I_y = 2500\displaystyle \pi  = 7854 cm^4 $$

Now Calculate I 2 :

$$I_2 = \frac{1}{12}t(2R_o)^3 + 2( \frac{1}{4} \displaystyle \pi R_1^4 + (\displaystyle \pi R_o^2 (R_o +R_1)^2))$$

$$I_2 = \frac{1}{12}(1cm)(2(10cm))^3 +2[ \frac{1}{4} \displaystyle \pi (6.84cm)^4 + (\displaystyle \pi (6.84cm)^2 (10cm + 6.84 cm)^2)]     =      I_2 = 87468.5 cm^4$$

Thus I 2 > I 1. Assuming that the sections are made of the same material, we can conclude that beam 2 has a higher bending rigidity due to the larger second moment of inertia.

Extra Student Contributions
Works Cited

Sun, C.T. Aerospace Stuctures, 2006

www.Merriam-Webster.com

2007-02-17 20:31 Keenan Pepper 525×315×1 (1262 bytes) Parallel axes rule for area moment of inertia. Image made by MH 21:51, July 9, 2005 (UTC)

=Contributing Team Members HW 2=

Steven Hepsworth Eas4200c.f08.team12.hepsworth 21:51, 23 September 2008 (UTC)

Brian Taylor Eas4200c.f08.team12.taylor 20:53, 23 September 2008 (UTC)

Victoria WatlingtonEAS4200C.Fall08.Team12.Watlington.VG 03:51, 24 September 2008 (UTC)

Jacob Papp Eas4200c.f08.team12.papp 05:04, 26 September 2008 (UTC)

Melisa Gaar Eml4500.f08.group.gaar 17:43, 26 September 2008 (UTC)

title: User:Eas4200c.f08.team12.hepsworth/HW2


text:
User:Eas4200c.f08.team12.hepsworth/team

Team Contributions

Monday 22-Hepsworth

Wednesday-24 Test no report

Friday 26-Taylor

Monday 29-Papp

Wednesday 1-Gaar

Friday 3- Watlington

Road Map to Analyze Torsion of Wing Structure

A. Kinematic Assumptions (Section 3.2)

B. Strain-displacement Relationship

C. Equilibrium Equations (stresses) (Chap 2., Sec 3.2)

D. Prandtl Stress Function

E. Strain Compatibility Equation (Eq. 3.15, 3.17)

F. Equation for $$ \phi $$

G. Boundary Conditions for phi

H. T=2 phi dA=GJphi, J=4/...

I. Thin walled Cross Section (p. 5-2, ad-hoc assumptions on shear flow)

T=2qA (Eq. 3.48)

J. Twist Angle phi: Method 1 (Eq.3.56)

K. Sec 3.6 on Multicell thin-walled cross section

title: User:Eas4200c.f08.team12.hepsworth/team


text:
Social exclusion

Social exclusion has no single, agreed to, conceptualisation, though one suggested definition is that:

Social exclusion is a multidimensional process of progressive social rupture, detaching groups and individuals from social relations and institutions and preventing them from full participation in the normal, normatively prescribed activities of the society in which they live.

title: Social exclusion


text:
Social identity

Social identity refers to one's perception of one's self in relation to group memberships and degree of identification with various social groups.

title: Social identity


text:
Moodle/Sandbox server

Feel free to make use of the Wikiversity Moodle server for hands-on learning. No longer valid- it has been replaced by a spam/ad site. I'm not sure what the protocol is for removing this whole article, but it should be removed.

Privacy issues
User:Draicone set up the Sandbox Server that is running the Wikiversity Moodle site. On 24 January 2008, Draicone made User:JWSchmidt and on 25 March 2008 User:Erkan Yilmaz administrators of the Wikiversity Moodle site. Moodle administrators can accessDraicone has not used the Moodle since then. JWSchmidt has CheckUser rights here at the English language Wikiversity. While the Moodle site is not officially part of Wikiversity, one option Wikimedia-like privacy would be to make User:SB Johnny (the other Wikiversity CheckUser) a Moodle administrator and demote Draicone from being an administrator.
 * I'm happy for this adjustment to access permissions to be made, however it will not have any real effect as I would still have database access, as I administer the server in general. That said, I barely have time to check up on the Moodle site; I have never viewed a user's IP address either through moodle or directly through the database, and I don't even know where IP addresses are stored (although it wouldn't take long to find out). --Draicone (talk) 23:13, 25 March 2008 (UTC)

Changes to default roles
In order to make the Wikiversity Moodle site more open to participation, an attempt has been made to give guests some -and authenticated users all- the abilities normally given by Moodle to students (Moodle roles). Suggest/discuss additional changes here:

title: Moodle/Sandbox server


text:
User:Eml4500.f08.team.dwyer.jd/HW1

''' 7. Scalar Functions. '''

Certain Matlab functions operate on scalars, the most common functions are: sin       asin        exp               abs        round cos       acos        log               sprt       floor tan       atan        rem(remanider)    sign       ceil

''' 8. Vector Functions. '''

Some other Matlab functions operate essentially on a vector (row column), but act on an m-by-n matrix (m > 2) in a column fashion to produce a row vector containing the results of their application to each column. Row-by-row action can be obtained by using the transpose; for example, mean(A')'. A few of these functions are: max        sum        median      any min        prod       mean        all sort                  std For example, the maximum entry in a matrix A is given by max(max(A)) rather than max(A).

''' 9. Matrix Functions. '''

Much of MATLAB's power comes from its matrix functions. The most useful ones are:

eig    eigenvalues and eigenvectors chol   cholesky factoriztion svd    singular value decomposition inv    inverse lu     LU factoriztion qr     QR factoriztion hess   hessenburg form schur  schur decomposition rref   reduced row echelon expm   matrix exponential sqrtm  matrix exponential poly   characterisitc polynomial det    determinant size   size norm   1-norm, 2-norm, F-norm cond   condition number in the 2-norm rank   rank

''' 10. Command line editing and recall. '''

The command line in MATLAB can easily be edited by using the backspace (or delete) key. On a PC try the Home, End, and Delete keys; on Unix system or a PC the Emacs commands Ctl-a, Ctl-e, Ctl-d, and Ctl-k work; on othe systems see help cedit or type cedit. A convenient feature is use of the up/down arrows to scroll through the stack of previous commands. One can, therefore, recall a precious command line, edit it, and execute the revised command line.

11. Submatrices and colon notation.

Vectors and submatrices are often used in MATLAB to achieve fairly complex data manipulation effects. Creative use of these features to vectorize operations permits one to minimize the use of loops (which slows MATLAB) and to make code simple and readable.

The expression 1:5 is actually the row vector [1 2 3 4 5]. The numbers need not be integers nor the increment one. For example,

 * 0.2:0.2:1.2

gives [0.2, 0.4, 0.6, 0.8, 1.0, 1.2], and

 * 5:-1:1 gives [5 4 3 2 1].

The colon notation can be used to access submatrices of a matrix. For example,

 * A(1:4,3) is the column vector consisting of the first four entries of the third column of A.

A colon by itself denotes an entire row or column:

 * A(:,3) is the third column of A; and A(1:4,:) is the first four rows.

Arbitrary integral vectors can be used as subscripts:

 * A(:,[2 4]) contains as columns, columns 2 and 4 of A.

Such subscripting can be used on both sides of an assignment statement:

 * A(:,[2 4 5]) = B(:,1:3) replaces columns 2,4,5 of A with the first three columns of B. Note that the entire altered matrix A is printed and assigned. Try it

''' 12. M-files. '''

M-files must have the file type ".m" which MATLAB uses to execute a sequence of statements stored in diskfiles.

 * There are two types of M-files: script files and function files.

Script files.

A script file consists of a sequence of normal MATLAB statements. If the file has the filename, say, rotate.m, then the MATLAB command rotate will cause the statements in the file to be executed. Variables in the script file are global and will change the value of variables of the same name in the environment of the current MATLAB session.

Script files may be used to enter data into a large matrix; in such a file, entry errors can be easily corrected. If, for example, on enters in a diskfile data.m

 * A = [

1 2 3 4 5 6 7 8 ];

then the MATLAB statement data will cause the assignment given in data.m to be carried out. However, it is usually easier to use the MATLAB function load (see section 2).

 * An M-file can reference other M-files, including referencing itself recursively.

Function files.

Function files provide extensibility to MATLAB. You can create new functions specific to your problem which will then have the same status as other MATLAB functions. Variables in a function file are by default local. A variable can, however, be declared global (see help global).

 * We first illustrate with a simple example of a function file.

function a = randint(m,n) %RANINT Ramdomly generated integral matrix. %   randint(m,n) returns and m-by-n such matrix with entries %   between 0 and 9. a = floor(10*rand(m,n));

 * A more general version of this function is the following:

function a = randint(m,n,a,b) %RANDINT Ramdomly generated integral matrix. %   randint(m,n) returns and m-by-n such matrix with entries %   between o and 9. %   rand(m,n,a,b) return entries between integers a and b.          if nargin < 3, a = 0; b = 9; end a = floor((b-a+1) * rand(m,n)) + a;

This should be placed in a diskfile with filename randint.m. The first line declares the function name, input arguments, and output arguments; without this line the file would be a script file.

Note that use of nargin ("number of input arguments") permits one to set a default value of an omitted input variable - such as a and b in the example.

 * A function may also have multiple output arguments. For example:

function [mean, stdev] = stat(x) % STAT Mean and standard deviation %   For a vector x, stat(x) returns the mean of x;          %    [mean, stdev] = stat(x) both the mean and standard deviation. %   For a matrix x, stat(x) acts colunmwise. [m n] = size(x); if m == 1 m =n; % handle case of a row vector end mean = sum(x)/m; stdev = sqrt(sum(x.^2/m - mean.^2);

Once this is placed in a diskfile stat.m, a MATLAB command [xm, xd] = stat(x), for example, will assign the mean and standard deviation of the entires in the vector x to xm and xd, respectively. No brackets needed for single assignments and will assign the mean of x to xm. The % symbol indicates the line is a comment.

If you can not vectorize some computation, you can make your for loops go faster by preallocating any vectors or matrices in which output is stored. For, example, by including the second statement below, which uses the function zeros, space for storing E in memory is preallocated. Without this MATLAB must resize E one column larger in each iteration, slowing execution. M = magic(6); E = zeros(6,50); for j = 1:50 E(:j) = eig(M^i); end

Some more advanced features are illustrated by the following function. As noted earlier, some of the input arguments of a function, such as tol in this example, may be made optional through use of nargin. The variable nargout can be similarly used. Note that the fact that a relation, "nonzero" means "true" and 0 means "false". Finally, the MATLAB function feval permits one to have as an input varible a string naming another function. (Also see eval) function [b,steps] = bisect(fun, x, tol) %Bisect zero of a function of one variable via the bisection method.

% Initialization if nargin < 3, tol = eps; end trace = (nargout == 2); if x ~= 0, dx = x/20; else, dx = 1/20; end a = x - dx; fa = feval(fun,a); b = x + dx; fb = feval(fun,b);

% Find change of sign. while (fa > 0) == (fb >0) dx = 2.0*d; a = x -dx; fa = feval(fun,b); end

% Main loop while abs(b - a) > 2.0*tol*max(abs(b),1.0) c = a + 0.5*(b - a); fc = feval(fun,c); if trace, steps = [steps; [c fc]]; end if (fb > 0) == (fc > -) b = c; fb = fc; else a = c; fa = fc; end end

title: User:Eml4500.f08.team.dwyer.jd/HW1


text:
User:Eml4500.f08.team.dwyer.jd/HW2

Lectures 6-1 through 6-3

= 2) Element picture =

= 3) Global FD at elem level=

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

k is the element stiffness matrix for elem (e = 1, 2).

d is element displacement matrix of elem e.

f is element force matix.

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

$$ l^{(e)}, m^{(e)} = $$ director cosines of ~x axis (goes from [1] to [2]) write global (x,y) coordinates.

Derivation of director cosines:

i~ = cosθ(e)i + sinθ(e)j

l(e) = i~ • i = (cosθ(e)i + sinθ(e)j) • i = cosθ(e)(i • i) + sinθ(e)(j • i), where i • i = 1 and j • i = 0, = cosθ(e)

m(e) = i~ • j = (cosθ(e)i + sinθ(e)j) • j = cosθ(e)(i • j) + sinθ(e)(j • j), where i • j = 0 and j • j = 1, = sinθ(e)

title: User:Eml4500.f08.team.dwyer.jd/HW2


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User:Eml4500.f08.team.dwyer.jd/HW2 (10-4 & 10-5)

=5) Compute reactions.=

- 2 methods:

5.1) use element FD relationships.

$$ \ k^{(e)}*d^{(e)} = f^{(e)}, e = 1, 2 $$

 Elem 1 (e=1):

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

k is know d is know f is unknown

$$d^{(1)} = \begin{Bmatrix} 0 \\ 0 \\ 4.352 \\ 6.1271 \end{Bmatrix}$$

 Elem 2 (e=2):

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

k is know d is know f is unknown

$$d^{(1)} = \begin{Bmatrix} 4.352 \\ 6.1271 \\ 0 \\ 0 \end{Bmatrix}$$


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User:Jamesontai

Please refer to my main English Wikipedia userpage by clicking here. Make sure you reference Wikiversity in any correspondence. Thanks. Jamesontai 16:58, 1 October 2008 (UTC)

title: User:Jamesontai


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User talk:Jamesontai

Please refer to my main English Wikipedia user talk page by clicking talk:Jamesontai here. Make sure you reference Wikiversity in any correspondence. Thanks. Jamesontai 16:59, 1 October 2008 (UTC)

title: User talk:Jamesontai


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User:Eas4200c.f08.blue.a/Lecture 14

Open Thin Walled Cross Sections Imagine a uniform bar with circular cross section that is said to be non-warping:

The cross section behaves as a rigid disk

The relation we will take as the connection between Torque that is applied and the resulting twist produced with respect to the strength of the material is called Hooke's Law. Hooke's Law can be derived from the equation of torque by setting certain variables as constants.

where

and

which can then be represented as

or

where a=the radius of the circular cross section

You will notice this equation bears a striking resemblance to the equation for the 2nd area moment of inertia of a body. In this case, though, it is in polar coordinates, and is considered the 2nd polar area moment of inertia. The 2nd polar area moment of inertia is also denoted as J.

Hollow Thin Wall Cross Section

Ri = inner radius | Ro = outer radius

 are approximations which give us

or

by arranging the equation this way, we can now see that J is proportional to the area to the 3/2 power.

title: User:Eas4200c.f08.blue.a/Lecture 14


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School talk:Culinary Arts

Would anyone mind so much if I killed the redlinks? The Jade Knight (d'viser) 18:43, 1 October 2008 (UTC)

No, please do get rid of them! --Housetruck247 23:00, 16 May 2009 (UTC)
 * They're gone! The Jade Knight (d'viser) 00:25, 27 August 2009 (UTC)

title: School talk:Culinary Arts


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Talk:German Language

It is a very good idea to make a German course here. I have tried to learn it and it is really hard. I know a lot of vocabulary, but less grammar. Davichito 20:49, 1 October 2008 (UTC)
 * You are very welcomed to learn and contribute :) --Gbaor 21:00, 1 October 2008 (UTC)

title: Talk:German Language


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User:Eas4200c.f08.carbon.orear/HW3

=Homework 3=

Lecture Notes (current version) Lecture Notes ARCHIVED (archived version)

Matlab (current version) Matlab ARCHIVED (archived version)

HW3 Contributing Team Members (current version) Contributing Team Members ARCHIVED (archived version)

title: User:Eas4200c.f08.carbon.orear/HW3