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User:Leighblackall/Notes on Bowers' False Promises of Constructivist Theories of Learning

Chet Bowers. The false promises of constructivist theories of learning: a global and ecological critique. Peter Lang, 2005. ISBN 0820478849

Chapter 1 - Introduction

 * The globalization of the West’s view of economic and technological development is now being accompanied by the aggressive promotion of Western values and ways of thinking—through television and Hollywood films, and by Western universities that have established in the public’s mind (and the minds of foreign graduates of these institutions) what constitutes high and low-status knowledge. High-status knowledge, which is represented as the basis of modernization, includes the assumption that the individual is the basic social unit, the source of intelligence and moral judgment; that literacy and other abstract forms of representation for encoding and communicating knowledge lead to a more rational and progressive mode of being; that change is the expression of progress; that Western science and technology are both culturally neutral and at the same time the highest expression of rational thought; that cultural development is governed by the laws of natural selection whereby the fittest (the more efficient and scientifically based) prevail over the less fit; and that the major challenge is to bring nature under human control and to exploit it in ways that help to expand economic markets. Bowers 2005 Page 2

 * Western universities have a long history of colonizing the governing elites of nonWestern countries with the same fervor and ethnocentric thinking as Christian missionaries. This ongoing process is now being supplemented by introducing Western values and patterns of thinking into the educational experience of the youth of nonWestern cultures. The Western-educated elites that control the educational bureaucracies of countries such as Peru, Bolivia, Brazil, and Mexico are now promoting what in the West is called a constructivist approach to teaching and curriculum. This same approach is being introduced into the teacher training programs in Muslim countries such as Turkey, Albania, Macedonia, and Pakistan—and in the Baltic countries, Russia, and even in South Africa and Taiwan. At last count, constructivist approaches to learning are being used as the basis of educational reform in 29 countries—and the list is growing. This same approach to teacher education is also being promoted in New Zealand, Australia, Great Britain, Canada, and the United States. Constructivism is, in fact, the dominant approach to the education of teachers in those countries that are characterized by hyperconsumerism. The connections between the form of individualism fostered through a constructivist approach to education and the process of colonizing other cultures to the patterns of a consumer-dependent lifestyle will be one of the main issues to be explored in later chapters. Bowers 2005 Page 2

 * One of the most important cultural assumptions underlying the high-status knowledge promoted by Western universities, by Western scientists and technologists, and by the proponents of the different approaches to a constructivist pedagogy is that change is the dominant feature of everyday life. Thus, change and progress are viewed as synonymous by most Western thinkers—which transnational corporations exploit by representing every innovation, no matter how minor or superfluous, as a progressive step over previous ones. That what is new and thus interpreted as a progressive step forward is driven by the West’s incessant efforts to expand the industrialization of production and consumption does not seem to bring the myth of progress into question—except for a few critics Bowers 2005 Page 4

 * The colonizing nature of constructivist pedagogies becomes clearer when its Western assumptions are compared with the patterns of thinking and values of cultural groups that still maintain that traditions are essential to the vitality and interdependence of their communities—or what can be called the “commons” (which I shall use as interchangeable with the nonmarket-oriented aspects of community-centered relationships, activities, and forms of knowledge that do not undermine natural systems). Bowers 2005 Page 5

 * Generally overlooked in the worldwide effort to promote the Western model of development is that one of the primary driving forces is the further automation of the process of production—which not only makes the possession of skills and craft knowledge economically irrelevant but at the same time reduces the need for workers. That is, the Western technologically driven approach to progress creates the double bind where there is an ever-increasing need for bringing people into a money-based economy so they can purchase the everexpanding list of consumer goods and services, and where there is an increasing number of unemployed or underemployed because robots, computers, and other new technologies have reduced the need for workers. Bowers 2005 Page 5

 * When governments promote educational reforms that foster the myth of being an autonomous individual in a world of unending progress they are contributing to the spread of poverty and helplessness. This is because educating young people to construct their own knowledge creates a condition of alienation whereby the knowledge and skills essential to participating in the community networks of mutual aid are not acquired. Thus, the double bind. Youth are being educated to become workers in a hypertechnological and capital-intensive environment where there is no certainty of long-term employment. The false promises are now being played out in Mexico where integration into the economic system dictated by the North American Free Trade Agreement is displacing the peasants whose cultural life has been centered for hundreds of years on the growing of corn. Now with China’s ability to combine even lower-wage earners with the most advanced Western technology, Mexico’s manufacturing industries are beginning to disappear. In effect, the promise of economic development that is the basis of so many governmental efforts at educational reform, including that of Mexico, is giving way to the brutal realities of global competition for markets that are already flooded with consumer goods. Yet, the government of Mexico, like many governments in other third-world countries, continued to promote constructivist-based educational reforms. Bowers 2005 Page 8

On John Dewey

 * [Dewey's] silences and misconceptions can be organized into three categories: his failure to recognize the world’s culturally diverse knowledge systems, his failure to recognize how different knowledge systems are based on intergenerational traditions that contribute to patterns of mutual aid that have a smaller ecological footprint, and his failure to recognize the need to conserve cultural traditions that represent alternatives to the industrial model of production and consumption that is now being promoted on a global basis. Bowers 2005 Page 17

Regarding Dewey's preference for scientific mode of inquiry

 * The wisdom of elders or of people who have been mentored to carry forward traditions of knowledge gained and refined over generations of collective experiences, such as the knowledge of the healing properties of plants, simply has no place in Dewey’s way of thinking. Rather, what he places an emphasis on is that experimental knowledge must meet the test of only one generation’s experience, which he sees as an ongoing process of reconstruction within the experience of that generation. Bowers 2005 Page 18

Regarding Dewey's view of democracy

 * We can recognize that this untiring advocate of democracy argued for the universal adoption of the scientific method of inquiry and the abandonment of what he called the spectator approach to knowledge. He also advocated that his understanding of a progressive linear form of change be universally adopted, and that each generation should rely upon their immediate experience in determining which traditions were relevant to reconstructing current problematic situations. Neither Dewey nor his followers recognized the contradiction in suggesting that other cultures could become democratic only as they gave up their traditions of decision making and approaches to knowledge and values. Bowers 2005 Page 19

Regarding Dewey's view on cultural diversity

 * In assessing Dewey’s ideas within the context of multiple cultural knowledge and moral systems, it is important to keep in mind that he relied upon an evolutionary interpretative framework that led him to refer to cultures that were not based on his method of experimental inquiry as backward and as examples of “savages.” In his way of thinking these less evolved cultures were driven by the quest misconceptions underlying constructivism and inquiry for certainty, and relied upon a spectator approach to knowledge. The more evolved cultures, by way of contrast, understand “ideas are anticipatory plans of action and designs which take effect in concrete reconstructions of antecedent conditions of existence” (Dewey. The Quest for Certainty. 1960, pp. 166–167). Bowers 2005 Page 19

On Jean Piaget
Four dogmas:
 * 1) That knowledge cannot be conveyed to another person
 * 2) That curriculum must be appropriate to the student's stage of cognitive development
 * 3) That curriculum aligned to cognitive development will lead to the autonomous individual
 * 4) Critical inquiry and experimentalism should be central to process-oriented learning
 * Bowers 2005 Page 20

Regarding Piaget's Darwinian views of intelligence

 * As Keiran Egan points out, one of the most important ideas that Piaget borrows from biology to explain psychological phenomena is that intelligence should be understood as a biological process of development that is genetically driven (Keiran Egan. Education and Psychology: Plato, Piaget and Scientific Psychology. New York: Teachers College Press 1983, pp. 83–95). Bowers 2005 Page 21 and 22

Regarding Piaget's error on language

 * Egan, one of the most insightful scholars and critics of Piaget’s theory of learning, notes that Piaget viewed language competence as *following* the development of cognitive structures. To quote Piaget on this critically important issue: “Language is not thought, nor is it the source or sufficient condition for thought (1983, Egan, p. 71). As will be explained in the next chapter, this is one of Piaget’s most basic misconceptions—one that led him and his followers away from considering the role of language in the intergenerational renewal of the epistemologies of different cultures. Bowers 2005 Page 23

Regarding Piaget's stages of development

 * The teacher’s task is to match the curriculum to the stage [of cognitive development] the student has reached... Piaget’s use (or misuse) of science to give legitimacy to his theory of cognitive stages does not provide teachers with a fail-safe scientific approach to interpreting which stage of development the student has reached. In effect, his theory leads to the same problem that is found in Howard Gardner’s theory of multiple forms of intelligence—which is also based on a biology-determines-form-of-intelligence argument (which has not been scientifically proven). Gardner’s theory also places on the teacher the responsibility for determining which form of intelligence the student possesses, and then to match the curriculum accordingly. The problem in terms of both theories of readiness is that the teacher’s cultural biases, subjective judgment, and own lack of knowledge become critical factors in shaping curricular decisions. Bowers 2005 Page 24

Regarding a contradiction to constructivist theory

 * One of the differences that should be kept in mind is that Dewey was an advocate of participatory decision making as the basis of social intelligence, while the goal of the educational process for Piaget was the achievement of individual autonomy. The deeper implications of this difference are being generally overlooked as the promoters of constructivist approaches to learning, in their attempt to create the impression that there is a broad consensus of support, often identify with other theorists who have conflicting ideas about fundamental issues. Bowers 2005 Page 25

On Paulo Freire

 * In Education for Critical Consciousness (1973), Freire identifies three stages in human, cultural, and cognitive development. He labels the first stage as “semiintransitivity of consciousness,” which is followed by the higher stage of “transitivity of consciousness,” with the highest and most culturally advanced stage being “critically transitivity of consciousness: Men of semi-transitive consciousness,” he observed, “cannot apprehend problems situated outside their sphere of biological necessity. . . semi-transitivity represents a near disengagement between men and their existence. . . (they) fall prey to magical explanations because they cannot apprehend true causality” (p. 17). He identified the oral cultures in the “backward regions of Brazil” as examples of this primitive, animal-like state of existence. The highest stage of cultural evolution, which he identified with critically transitive consciousness, is “characteristic of authentically democratic regimes and corresponds to highly permeable, interrogative, restless, and dialogical forms of thought” (pp. 18–19). Bowers 2005 Page 26

Regarding Freire and democracy

 * It is important to note that democracy for Freire means that the nonWestern cultures must abandon their own systems of knowledge—which is the same position that Dewey took—also in the name of achieving democracy. Freire even extends his core idea that each person must speak a true word and not live by the words of others—particularly the words of the older generation. As in all of Freire’s pronouncements, there is no recognition of differences in cultural contexts, the possibility that some forms of intergenerational knowledge are essential to membership in the commons and that autonomy is an ideological construct of Western thinkers who did not (and still do not) understand how thinking always reproduces even as it individualizes the taken-for-granted cultural patterns of thinking. Bowers 2005 Page 28

Chapter 3: Toward a Culturally Grounded Theory of Learning

 * Like the physician who needs to understand human anatomy and the lawyer who needs to understand the foundations of the law, teachers need to understand the cultural ecology that influences their ideas, values, and every aspect of classroom communication, as well as the cultural ecology of their students. That is, at the core of their professional knowledge should be a deep understanding of culture in all its varied dimensions. Bowers 2005 Page 35

The Cultural Construction of Knowledge and Personal Identity

 * The writings of Peter Berger, Thomas Luckmann, Mark Johnson, George Lakoff, Richard Brown, Edward Shils, and Gregory Bateson can more easily be translated into culturally informed pedagogical practices. Bowers 2005 Page 35

 * Unlike Piaget’s claim that language competence follows the development of cognitive structures and Freire’s claim that individuals must avoid the false words of previous generations by naming the world themselves, Berger and Luckmann point out that at the center of the relationships that constitute the individual’s social (cultural) experiences are the multiple processes of communication. These include the non-verbal exchanges, the spoken and written word, thought patterns encoded in and communicated through the material/built culture (design of buildings, roadways, organization of public spaces, clothes, and so forth). In some cultures the plants, animals, rocks, wind, rivers, etc. also are understood as sources of communication. In effect, Berger and Luckmann represent the languaging processes of a culture as its core constituting and sustaining characteristic. Bowers 2005 Page 36

Chapter 4: How Constructivism Undermines the Commons

 * The key point here is that since the child’s everyday taken-for-granted reality is largely culturally constructed, the analysis here will focus on how constructivist pedagogies and curricula reinforce the Western bias against the intergenerational knowledge that is the basis of the commons of different cultures. The analysis will also be focusing on the destructive impact on the commons when students adopt the Western assumptions that are reinforced in constructivist classrooms. As the Western icons of a consumer lifestyle are being adopted by students in different parts of the world, we can expect that many of them will readily embrace the Western values and ways of thinking promoted in constructivist classrooms. Children and teenage youth in other cultures cannot be expected to resist the allure of Western images of material success and individual happiness when, for example, people rooted in the sophisticated Chinese civilization begin to build in the outskirts of Beijing gated communities with Western street names and California-style houses. Bowers 2005 Page 60

The Commons of Indigenous Cultures and Non Western Cultures

 * Perhaps the best way to introduce the profound differences that separate the assumptions and strategies of constructivist-learning theorists (including Piaget, Dewey, and Freire) from the way of knowing that influences what and the way Quechua and Aymara children learn is to consider what Carlos Ortega Hores (a ten-year-old boy from the district of Plateria, Puno) says about his knowledge and responsibilities:

 * My parents taught me how to nurture the animals: to graze and lead them to the places where the pastures grow. I know all the animals that my father nurtures. I know how to ride a horse . . . I know the diseases like diarrhea of the offspring which we know how to treat with creosol. Mother alpacas are covered at two years of age and at three they are already giving birth . . . We do Uywa chuwa (a welcoming ritual in the nurturing of alpacas) at Christmas time. I know how to cook and sleep alone tending the animals. Rengifo, 2001, p. 12

 * Carlos did not learn about the practices essential to maintaining the health of the animals through critical or even experimental inquiry. Nor did he acquire this knowledge on the basis of his subjective experience. Rather he learns, like other Quechua and Aymara children, from watching parents and others in the community, from conversations that are part of participating in the work and festivals of the community, and from listening to the sounds and observing changes in what we call the environment—which the Quechua and Aymara consider to be persons like themselves who are engaging in an ongoing conversation. As a group of Smith College students report, based on their field research among the Quechua done under the guidance of anthropologist Frederique Apffel-Marglin, learning is largely embodied and mimetic. Just as the Quechua farmer does not rely upon a chemical analysis of the soil to know if it is “tired,” but on feeling the soil with his hands, the child also learns about the condition of the soil in the same way. Mario Arevalo, a former educator and founder of the NGO, Pradera, further clarifies how Quechua children learn by noting that Quechua knowledge is not viewed as located in the head alone, but in the farmer’s hands, eyes, nose, soul—and in the ongoing dialogue with the other forms of life that are members of the commons (Shmulsky, Marlowe, Daniel, 2003, p. 3). Bowers 2005, p. 62

Notes on this point: http://leighblackall.blogspot.com/2011/05/researching-with-my-bare-hands.html

How Constructivism Undermines the Commons in North America

 * The revitalization of the commons is integral to addressing the eco-justice issues that are increasingly being ignored as public schools and universities in North America align themselves more closely with corporate culture. In the United State, corporate logos, fast-food outlets in public school and university cafeterias, and the use of computers are now the most visible linkages. The forms of knowledge that universities have elevated to high-status print and other abstract language systems, scientific inquiry, incessant drive to create new ideas and technologies, and assumptions such as anthropocentrism (which is also the basis of eco-management courses) mechanism, individualism, and the equating of a university education with a higher material standard of living—provide the necessary conceptual and moral framework that leads to a consumer-dependent lifestyle. As I have pointed out elsewhere (1997, 2001, 2003), what has been relegated to low-status by being omitted entirely from the curriculum or severely marginalized, are the forms of knowledge essential to the health of the cultural and environmental commons. That is, the non-monetized relationships, activities, how constructivism undermines the commons and forms of intergenerational knowledge that enable students to become active participants in the cultural commons makes them less dependent upon consumerism. This, in turn, leads to a lifestyle that helps address eco-justice issues.

 * The five unresolved and too often unrecognized aspects of eco-justice that are directly related to our hyperconsumer lifestyle include the following: (1) the impact that the industrial toxins and wastes have on the health of marginalized social groups in society; (2) the disruption of local economies and traditions of selfsufficiency in third world countries that results from the exploitation of their resources in order to sustain our level of hyperconsumerism; (3) the destruction of the symbolic foundations of the commons that results in people being more dependent upon consumerism to meet daily needs—even as the opportunities for earning a living wage are decreasing; (4) the failure to limit the pursuit of materialism in ways that ensure that the quality of life of future generations will not be diminished; and (5) the right of other species to renew themselves and to not be reduced to an exploitable resource.

 * The responsibility needs to be taken on by all teachers and professors—regardless of their discipline. Indeed, one of the most cogent recommendations that Rolf Jucker makes in Our Common Illiteracy: Education as if the Earth and People Mattered (2002), is that a transdisciplinary approach needs to be taken if students are to understand the cultural roots of the ecological crisis, and the cultural changes that will contribute to a more sustainable future (pp. 333–334).

 * If we examine the educational background of the people who promoted the Free Trade Organization, run the World Bank, and support the expansion of the North American Free Trade Agreement, we would find that they are mostly graduates of the country’s most prestigious universities. And if we inquire into the educational background of the politicians who are now promoting the American imperial world order, as well as the heads of corporations that are supporting this project on the grounds that it will open up new markets for the steady stream of new technologies, we would find that few if any encountered professors who helped to clarify the connections between this imperialistic agenda and the destruction of the commons—both in North America and in other parts of the world. The connections between a university education and a hyperconsumer lifestyle, with its accompanying status symbols of a sports utility vehicle, an oversized house, and latest computer gadgets, would be relatively easy to research—that is, if sociologists and anthropologists were to become interested in how the failure to address eco-justice issues affects the commons. It would also be relatively easy to research the size of the ecological footprint of people whose lives are based on the forms of intergenerational knowledge and values that are currently excluded from the curricula of public schools and universities. Bowers 2005, p. 71-73

Chapter 5 Constructivism The Trojan Horse of Western Imperialism

 * Kirkpatrick Sale’s observation about the industrial approach to production and consumption brings into focus what has been generally ignored by constructivist learning theorists who equate emancipation of the individual with gains in social progress, justice, and democracy. In Rebels Against the Future: The Luddites and Their War on the Industrial Revolution (1995), Sale describes how the intergenerational basis of community self-sufficiency had to be undermined in order to create the form of individualism that would be dependent upon the products of an industrial system in order to survive. As he put it:

 * All that ‘community’ implies—self-sufficiency, mutual aid, morality in the marketplace, stubborn tradition, regulation by custom, organic knowledge instead of mechanistic science— had to be steadily and systematically disrupted and displaced. All the practices that kept the individual from being a consumer had to be done away with so that the cogs and wheels of an unfettered machine called ‘the economy’ could operate without interference, influenced merely by invisible hands and inevitable balances and all the rest of the benevolent free-market system. p. 38

 * As the constructivist learning theorists share the same taken-for-granted cultural assumptions with the classical liberal theorists who provided the ideological justification, including moral legitimacy, for the earlier and, now, current phase of the Industrial Revolution, they have not recognized how their ideal of the autonomous, critically reflective individual is essential to the industrial, capitalistic system they often criticize.

Chapter 6: Toward a Culturally Informed Eco-Justice Pedagogy

 * ''The principal concerns that should guide the reform of teacher education, and thus the education that occurs in classrooms, have been articulated by several writers who have kept in focus the connections between the cultural patterns that are degrading the environment and the rise of political conflict, as well as the spread of poverty around the world. In the last chapter of Our Common Illiteracy (2002), Rolf Jucker discusses 27 reforms that will contribute to transforming classrooms from sites of indoctrination into the culture of consumerism and environmental exploitation into sites for learning how to live in ways that contribute to a sustainable future. His recommendations range from incorporating into the curriculum examples of ecologically informed approaches to development in other parts of the world and making education for a sustainable future the core feature of every course, to providing staff development in how to teach an ecologically informed curriculum.

 * David Orr has also recommended several basic reforms that will contribute to ecological literacy. In addition to suggestions for how to contribute to the student’s knowledge of place, as well as his recommendations for making school buildings more energy efficient, Orr’s insights into the pathology of American culture that teachers need to avoid perpetuating express a Wendell Berry-type of wisdom. As he writes in The Nature of Design (2002):

 * Ecological design at the level of culture resembles the structure and behavior of resilient systems in other contexts in which feedback between action and subsequent correction is rapid, people are held accountable for their actions, functional redundancy is high, and control is decentralized. At the local scale, people’s actions are known and so accountability tends to be high. Production is distributed throughout the community, which means that no one individual’s misfortune disrupts the whole. Employment, food, fuel, and recreation are mostly derived locally, which means people are buffered somewhat from economic forces beyond their control. Similarly, the decentralization of control to the community scale means that the pathologies of large-scale administration are mostly absent. Moreover, being situated in a place for generations provides long term memory of place and hence of its ecological possibilities and limits. pp. 9–10

 * His summary of the basic relationships that are too often ignored can be interpreted mas a set of guidelines for teachers in how to renew the commons and local democracy. While some readers may interpret Orr as suggesting that we should return to an earlier, less technologically driven lifestyle, a more accurate interpretation would be to view these recommendations as practical steps for resisting the technological and economic forces that are subverting what remains of local democracy and are increasing the economic vulnerability of local communities.

 * In effect, Orr is reiterating the danger of becoming increasingly dependent upon an industrial system that is not accountable in terms of the needs of local communities, the limits of local ecosystems, and the prospects of future generations.

 * Bowers 2005. p. 103-104

The Teacher as Cultural Mediator: Guiding Principles

 * The teacher needs to be aware that the student’s ability to exercise communicative competence in the political sense where language and background knowledge are essential to the determination of what issues are raised and future consequences are made explicit is dependent upon how the teacher mediates the process of primary socialization. p.113
 * The teacher’s mediation between the different cultural forces and trends needs to contribute to the revitalization of the commons. Furthermore, the teacher must be knowledgeable about the differences in cultural ways of knowing and the characteristics of the local bioregion in order to avoid mediation’s becoming a process of colonization. p. 115
 * Mediating between the neoliberal ideology promoted in universities and by politicians and spokespersons for corporate culture and the conserving practices of environmentalists and others working to renew communities and cultures should be a constant focus of teachers who are concerned about eco-justice issues. p. 119

 * To summarize the main point: the key question that needs to be asked in both Western and nonWestern classrooms does not fit what teachers in constructivist classrooms would consider to be politically correct. However, I suspect that in non-Western classrooms many students will recognize the messianic and colonizing nature of the neoliberal ideology that underlies constructivist approaches to learning. And while their Western-educated teachers and educational bureaucrats may not recognize that the liberal assumptions underlying modernization are not universal principles that govern the “evolution” of all cultures, the parents and other members of the community still steeped in nonWestern traditions will be aware that the state’s educational reforms are a source of intergenerational alienation. Whether the students will resist the pressures to become entirely dependent upon a money economy, which is promoted through the spread of industrial culture, is another question—especially when they realize that the promises of the industrial culture can only be achieved by the elites who control the system. Bowers 2005. p. 120

Themes and Issues that Need to be Addressed in a Western Curriculum

 * ''the tensions between the sustainable practices within the commons and the spread of industrial culture— with its dual emphasis on consumerism and the further automation of production;
 * ''the difference between modern and indigenous (or low-impact) technologies;
 * ''the gains and losses connected with scientifically based technologies, including the colonizing nature of Western science;
 * ''the ideology that represents change as a progressive force and traditions as a source of backwardness—and the destructive impact of this view of tradition on revitalizing the commons and local democracy; and
 * ''the aspects of everyday life that can be enhanced by learning to think ecologically as opposed to thinking via an industrial model.
 * Bowers 2005. p. 124


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User talk:Jonathunder

(Commons) Jonathunder

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

title: User talk:Jonathunder


text: Fiji Hindi/Travel

title: Fiji Hindi/Travel


text: Template:Key sentence

title: Template:Key sentence


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Master Production Schedule

This resource helps to understand how the Master Production Schedule is created, what is the content of such schedule, what calculations takes place in the MPS creation and how to ensure the realistic MPS.

Master Production Schedule (MPS)
The Master Production Schedule is a detailed Plan of Production. It drives the MRP system by referencing inventory, requirements and bill of materials. For the purpose of Materials Requirements Planning, the time periods must be identical with those used in MRP system.

Master Production Schedule represents the plan for manufacturing products. It consists quantities, dates and configurations. Typical MPS is a table containing the following information: The MPS Planning Analysis Table for an individual product is shown below. It's done for every product and the table may look like this. SS (Safety Stock) = 20 in this example (this is minimum number of items to be kept in stock)
 * Demand forecast
 * Allocated, Reserved and Unplanned slots
 * Planned Order - planned and firm
 * Projected Available Balance (PAB)
 * Available to promise (ATP)

Inputs to MPS

 * High-level Production Plan
 * Market Requirements
 * Available resources - Bill of Labour

Information in the MPS Planning Analysis Table

 * Forecast - represents the demand forecast for the items to be produced. When companies produce in the make-to-stock environment, forecast is the most critical factor. The demand must cover the product requirements, but also replacement parts (testing, service). When on the other side companies produce in make-to-order environment, production is not started until the customer order arrives. Nevertheless, raw materials and parts have to be in stock at the time of order. In assemble-to-order similarly to make-to-order, all the components are required when order arrives, therefore earlier planning is required.
 * Customer Orders - Sum of all customer orders (allocated, reserved, unplanned)
 * Slots allocated - each of the accepted customer orders takes one slot.
 * Slots reserved - These slots are used by the management. Whenever they're not sure whether order will become firm or not, they use this.
 * Unplanned slots - These (as the name suggests) are slots used by unplanned (unexpected) orders which were not included in the forecast calculations.
 * Net demand - It's based on forecasts. When within time fence - it's based on the orders.
 * Firm Planned Order - Firm orders are orders which has already been released. They cannot be changed by the system - each change to firm order requires manual intervention. Firm orders may already be in production.
 * Planned Order - Manufacturing order automatically calculated by the system or manually entered.
 * Projected Available Balance (PAB) - Projected number of available items.
 * Available To Promise (ATP) - Number of MPS items that can be promised to new customer orders.

Calculations
Planned Order is calculated using the following formula: PlannedOrder[i] = SS + Net_Demand[i] - PAB[i-1] - FirmPlannedOrder[i] PAB: PAB[i] = SS = PAB[i-1] + PlannedOrder[i] + FirmPlannedOrder[i] - Net_Demand[i] ATP: ATP[1] = PAB[0] + PlannedOrder[1] - MIN(Customer_Orders[1], Net_Demand[1]) ATP[i] = PlannedOrder[i] - MIN(Customer_Orders[i], Net_Demand[i])

Time Fences
The first week or two can be frozen - no changes are allowed during this time - this is called time fence. There are different time fences:
 * Forecast time fence - it's a period where only orders are used when calculating Net demand.
 * Reservation time fence - only firm customer orders can be accepted for allocation during this period
 * MPS time fence - within this time, MPS stay firm.
 * Available to Promise time fence - no additional orders may be accepted in this period.

Calculating examples
The table above shows the MPS for some Product A. We can clearly see that there is no demand forecasts for week 1 and 2. This is the case because these two weeks are inside the time fence where only customer orders are used to calculate Net demand (see above). Whether the orders are allocated, reserved or unplanned - all of them are added together and the resulting output is Net demand. To calculate Net demand outside of time fence, we simply take the maximum of these two: Whichever is greater - it's used in the Net demand. Examples:
 * Demand forecast
 * Sum of all customer orders (allocated, reserved, unplanned)
 * Net demand in week 2 = Allocated + Reserved + Unplanned = 25 + 0 + 5 = 30
 * Net demand in week 4 = MAX((Allocated + Reserved + Unplanned), Demand_Forecast) = MAX(25, 35) = 35
 * Planned Order for week 1 = Safety_Stock + Net_Demand - PAB from previous week - Firm_Orders = 20 + 35 - 55 - 10 = 0 -- Negative result is put as zero.
 * Planned Order for week 3 = Safety_Stock + Net_Demand - PAB from previous week - Firm_Orders = 20 + 40 - 20 - 0 = 40
 * Projected Available Balance for week 4 = PAB from previous week + Planned_Order + Firm_Planned_Order - Net_Demand = 20 + 35 - 35 = 20
 * ATP for week 3 = Planner_Orders - MIN(Customer_Orders, Net_Demand) = 40 - MIN((15 + 5), 20) = 20

Planning Horizon
The Planning Horizon is the time from the current date to some date in the future. It should be long enough to avoid problems with scheduling. Typically Planning Horizon should be longer than the cumulative lead time for the item.

Typical MPS Table
The MPS is a statement of what the company intends to manufacture. By Netting the information from the MPS Planning Analysis Table we can create a realistic MPS. The accuracy of the MPS decreases the more you deviate from the planning horizon. This is because a short term MPS has actual orders in its Netting whereas further out in the planning horizon the MPS relies almost solely on forecasts.

Below is an example of what a fragment of the MPS table looks like.

Ensuring the realistic MPS
Before the MPS can be provided to the manufacturing system it must have some kind of feasibility test. Rough Cut Capacity Planning (RCCP) is one technique which verifies that the MPS is realistic. What this means is that RCCP confirms that the forecasts made in the MPS conform to the capacity of the manufacturing facility or more specifically the Work Centers which are carrying out the particular job.

RCCP uses a Bill of Labour for each MPS item and calculates the capacity required, called the Load, for each work center in each period of the MPS. Data which may be included in the RCCP:
 * Overall Plant Capacity
 * Labor Hours
 * Assembly Hours
 * Machine Capacity

Using RCCP allows visibility of bottlenecks and helps to reduce them. The effects bottlenecks could have are:
 * Slow down execution of the MPS plan
 * Lead to distortion of priorities
 * Invalidate the priority plan

Identifying the bottlenecks allows us to re-calculate the MPS if it has been overstated. An overstated MPS causes:
 * Build ups of queues
 * Increased Lead Times
 * Increase in materials on the floor

When the RCCP output indicates that proposed MPS is not feasible, either additional resources are introduced (overtimes, new machinery, outsourcing) or the MPS is revised. By completing RCCP verification we can prevent ship dates being missed.

Verifying MPS
To make the final verification, Capacity Requirements Planning (CRP) is used. It generates more detailed report than RCCP and is used as a verification tool after the MRP run. Its output is a load profile for each work centre. It lists the available capacity (surplus or deficit) that will be needed for each WC.

Types of Forecasting
As mentioned, the further from the planning horizon we get the more the MPS relies on forecasting. It's based on the historical trends analysis, current economical situation and other factors that may affect the accuracy of the forecast. The following are the three basic techniques used to forecast in MPS:

 * Qualitative
 * Quantitative
 * Causal

Qualitative Forecasting

This method forecasts using expert opinion and a rating scale instead of using just hard cold facts. One of the disadvantages of this method is that in a group of experts a dominant leader can sway the opinion of the group. In this sense only one person is agreeing on the forecast with other simply falling in line.

Quantitative Forecasting

In contrast, this method uses historical data. So in an MPS the historical data is previous sales figures.

Causal Forecasting

This method uses the cause-and-effect relationship between the forecasted items. This method is also strong enough to take special events into account.

So by using an MPS Planning Analysis Table, verifying the MPS using RCCP and using the aforementioned forecasting methods we can ensure a realistic MPS.

title: Master Production Schedule


text:
User:Cush

CUSH

Visit my page on the English Wikipedia here.

title: User:Cush


text:
Materials Requirements Planning

This tutorial shows the MRP scheduling which consists of three different processes: Netting, Backscheduling and Exploding. It helps to understand how this works by providing step-by-step instructions and how the MPS change after each step.

Creating an MRP schedule
The example table for Materials Requirements Planning is shown below: For this learning resource, we assume the product has following Product Structure (Bill of Material): Item 1001 |     |  Item 2001 |     |  Item 3001 And following empty MRP table:

Data for Item 1001: Data for Item 2001: Data for Item 3001: The MRP takes the following inputs: To create Master Production Schedule, we need to know the gross requirements for each week (these are taken from the forecast). Then by using Netting, Backscheduling and Exploding, we find out the net requirements and we create Planned Order Receipts.
 * Lead time = 3 weeks
 * Lot size quantity = lot for lot (any amount can be ordered)
 * On hand quantity = 10
 * Lead time = 1 week
 * Lot size quantity = 50
 * On hand quantity = 30
 * Lead time = 1 week
 * Lot size quantity = 100
 * On hand quantity = 10
 * Forecast - gross requirements for the product
 * Lead time - the time needed for the parts to arrive
 * Lot size quantity - only multiples of this quantity can be ordered
 * On hand quantity - quantity currently held in stock
 * Scheduled receipts - quantity of part still due to arrive (can be counted as 'on hand')

The MRP contains tables (similar to the one above) for each item from the Bill of Material. The forecast for the top item (the product) is filled into the gross requirements section for Item 1001.

Netting
Netting creates a planned order receipt for the net requirements. It's calculated by combining quantity on hand with scheduled receipts less gross requirements. The output of this calculation is projected available. Depending on projected available, planned order is created. Then no net requirements exists. Then there is a need to plan for replenishment.
 * If the projected available > 0
 * or if the projected available = 0
 * If the projected available < 0

Assuming that there is schedule receipt for 20 parts due to arrive in week 3, we calculate the net requirements for all weeks. As we can see, Planned Order Receipts are the same as the Net Requirements. This is because we plan to cover the requirements. '0' results are omitted for the clear view.

Backscheduling
Backscheduling is done when there are planned order receipts from the previous Netting Calculation. Based on Lead Time for the item and the planned order receipt - the Planned Order Release is created. As we can see from the Item 1001 data above - the lead time = 3 weeks. This makes the system to release orders 3 weeks earlier than it is required. (Requirements for 30 in week 5 - released in week 2).

Exploding
When the backscheduling is done, the exploding is executed. Exploding process takes a Planned Order at particular level n and explode it using the Bill of Material giving the Gross Requirements for the level n+1 (level below). Resulting output is a set of Gross Requirements for the next item. This is used for the netting of that item. Exploding moves down through the Product Structure level-by-level starting from the Product Level to the Raw Material level. The following table represents this. The Gross Requirements for the Item 2001 are in bold (as well as where they come from in Item 1001). The next step is to do Netting for the Item 2001, after which we do backscheduling and new explosion which gives us Item 3001 and so on, always taking the relevant data for the item into consideration (lead times, qty on hand and lot size). Complete MPS will look like the following:

title: Materials Requirements Planning


text:
User talk:KayBee~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:41, 7 May 2011 (UTC)

Human Legacy Course
Hello KayBee! I am very glad that you have decided to join my Human Legacy course and I'm very sorry that it took so long for me to respond. If you would like to have an orientation session so that you can get the basics of what will be going on with this course and any other questions that you may have, please tell me when you are free and I will create the class. In order to come to these classes, you must be a member of WiZiQ. I hope to hear from you very soon and if you have any questions at all, please do not hesitate to ask! :)

--MrABlair23 16:29, 13 June 2011 (UTC)

Hello KayBee! I know that it has been a while, however, I would like to invite you to join my Human Legacy Course. If you are interested, please contact me on my talk page and we can set up an orientation session. I hope to see you soon! :) --MrABlair23 15:53, 3 September 2011 (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 KayBee. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name KayBee~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 23:41, 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) 06:13, 19 April 2015 (UTC)

title: User talk:KayBee~enwikiversity


text:
User talk:Collatteral

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:42, 7 May 2011 (UTC)

title: User talk:Collatteral


text:
Complex Analysis

Complex analysis is a study of functions of a complex variable. This is a one quarter course in complex analysis at the undergraduate level.

Articles

 * Algebra II
 * Dummy variable
 * Materials Science and Engineering/Equations/Quantum Mechanics

Lectures

 * Cauchy-Riemann Equations
 * Cauchy Theorem for a triangle
 * Complex analytic function
 * Complex Numbers
 * Divergent series
 * Estimation lemma
 * Fourier series
 * Fourier transform
 * Fourier transforms
 * Laplace transform
 * Riemann hypothesis
 * The Real and Complex Number System
 * Warping functions

Sample exams
/Sample Midterm Exam 1/ /Sample Midterm Exam 2/

title: Complex Analysis


text:
Complex Analysis/Sample Midterm Exam 1

This exam has a total of 100 points. You have 50 minutes. Partial credit will be awarded so showing your work can only help your grade

Question 1: Restrict $$-\pi<\arg(z)\leq\pi$$, and take the corresponding branch of the logarithm:

 * (a) $$\log(1+i\sqrt{3})$$

 * (b) $$(1+i)^{1+i}\!$$

 * (c) $$\sin(i\pi)\!$$

 * (d) $$\left|e^{i\pi^2}\right|\!$$

Question 2: Compute the following line integrals:

 * (a) Let $$\gamma(t)=4e^{2\pi it}$$ for $$t \in [0, 1]$$. Compute the line integral
 * $$\oint_\gamma \frac{1}{z^3}\,dz$$

 * (b) Let $$\gamma(t)=t-it$$ for $$t\in [0,1]$$. Compute the line integral
 * $$\oint_\gamma \bar z z^2\,dz$$

 * (c) Let $$\gamma(t)=e^{it}$$ for $$t \in [0, 2\pi]$$. Compute the line integral
 * $$\oint_\gamma e^z\cos(z)\,dz$$

Question 3: Let $$u(x,y)=x^3-3 xy^2-x$$, verify that $$u(x,y)$$ is harmonic and find a function $$v(x,y)$$ so that $$v(0,0)=0$$ and $$f=u+iv$$ is a holomorphic function.

Question 4: Explain why there is no complex number $$z$$ so that $$e^z=0$$.

Question 5: We often use the formulas from ordinary calculus to compute complex derivatives. This problem is part of the justification. Show that if $$f=u+iv$$ is holomorphic then $$\frac{\partial f}{\partial z}=u_x+iv_x=f_x$$.

Comment: This problem shows that if $$F$$ and $$f$$ is a function in the complex plane, and $$F(x+i0)=g(x)$$ and $$f(x+i0)=g'(x)$$, then we can use this problem to show that $$\textstyle \frac{\partial F}{\partial z}(x+i0)=f(x+i0)$$. We will see later that if two holomorphic functions agree on a line then they agree everywhere. So it would have to be the case that $$\textstyle \frac{\partial F}{\partial z}(z)=f(z)$$. (For example, take $$F(z)=\sin(z)$$ and $$f(z)=\cos(z)$$ then $$g(x)=\sin(x)$$, so it must be that $$\textstyle \frac{\partial F}{\partial z}=f(z)=\cos(z)$$.)

Question 6: Decide whether or not the following functions are holomorphic where they are defined.

 * (a) $$f(z)=\frac{ze^z}{z-1}$$

 * (b) $$f(z)=e^{|z|^2}$$

 * (c) Let $$z=x+iy$$ and let $$f(x+iy)=x^3+xy^2+i(x^2y+y^3)$$

 * (d) Let $$z=re^{i\theta}$$ and let $$f(z)=re^{-i\theta}$$

 * (e) Let $$z=x+iy$$ and let $$f(z)=e^{ix}$$

Question 7: State 4 ways to test if a function $$f(z)$$is holomorphic.

title: Complex Analysis/Sample Midterm Exam 1


text:
Engineering Experience 4: Design a Small Solar Vehicle/Nl/Team PM7/Website

RotaLux zonnewagen
Heb jij ook al willen mee doen aan de Solar Challenge, maar ontbreekt het jou aan de honderduizenden euro's en een Team om mee te doen? De RotaLux zonnewagen geeft je de kans om de race op een kleinere schaal mee te doen!

Enkele voordelen zijn: De meeste zonnewagens hebben een constante overbrenging. De SolarLux wagen daarentegen heeft een schakelsysteem dat tussen 2 versnellingen kan wisselen. Zo trekt de wagen zeer snel op, en heeft het toch een hoge topsnelheid.
 * Het absolute minimum gewicht. Omgerekend naar zijn schaal moet de wagen minimum 750g wegen om mee te mogen doen aan de race. De SolarLux wagen zit net aan dit gewicht dankzij zijn lichte constructie.
 * Een versnellingsbak.
 * Alle steunpunten zijn gelagerd. Om verliezen zo veel mogelijk te vermeiden worden de assen waar de zonnewagen op rust ondersteund met kogellagers.

''' Grijp nu je kans en organiseer een eigen mini-race! '''


title: File:Driehoekframe2Spanningen.png


title: File:Gearbox3.png


text:
User:Thehelpfulone/common.js

mw.loader.load('//meta.wikimedia.org/w/index.php?title=User:Thehelpfulone/global.js&action=raw&ctype=text/javascript');

title: User:Thehelpfulone/common.js


text:
User:Ankuranandmishra

He£lo i am AnkurAnand. I am global academic server basically.

title: User:Ankuranandmishra


text:
User:Voidxor

I don't maintain a user page here. Please see my user page on the English Wikipedia.

title: User:Voidxor


text:
User talk:Comsys1

 Hello Comsys1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Courcelles 09:18, 8 May 2011 (UTC)

title: User talk:Comsys1


text:
User talk:Christina1

Please do not add unrelated links to external commercial websites to any Wikimedia projects. Such links are considered spam. Courcelles 13:52, 8 May 2011 (UTC)

Blocked for linkspamming after warning
I have blocked this account indefinitely, it has only been used to add spamlinks and the warning above was ignored. The user may appeal by placing   on this page. --Abd 21:35, 5 November 2011 (UTC)

title: User talk:Christina1


text:
Talk:Basic Government Systems

Is this the same as the Canadaian government?--Sammyjoe02.ca 15:38, 8 May 2011 (UTC)

Government
What is collective responsibility Adeyeri imole timothy (discuss • contribs) 18:33, 22 July 2020 (UTC)

title: Talk:Basic Government Systems


text:
User:Rajveetee

Imagination is more impotant than Knowledge. For Knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution

It is vitally important to enrich intuitive thinking as opposed to purely intellectual form of thoughts

It is not God that is worshipped but the authority that claims to speak in His name. Sin becomes disobedience to authority not violation of integrity.

When in despair, I remember that all through history the way of truth and love always won. There have been tyrants and murderers and for a time they seem invincible, but in the end they always fall-think of it always

What difference does it make to the dead, the orphans, and the homeless, whether the mad destruction is wrought under the name of totalitarianism or the holy name of liberty and democracy?

An eye for an eye makes the whole world go blind

There are many causes I am prepared to die for but no causes I am prepared to kill for

Tell me, then I forget; show me, then I remember; involve me, then I understand

title: User:Rajveetee


text:
Wikiversity:Candidates for Custodianship/Abd 3

See previous nomination and discussion at Candidates for Custodianship/Abd and Candidates for Custodianship/Abd 2.

My previous probationary periods were terminated abruptly, the first by an out-of-process request at meta by my mentor (whom I had short-blocked for incivility), and the second by a community review started by the same person. I am aware that my candidacy is likely to be controversial, but I hope to make this quick and non-disruptive, by offering clear conditions that should assure those concerned that I would not be any more disruptive as a custodian than as an ordinary editor, and probably less so, because as a custodian I have to be more careful to represent the community, in appearance as well as in reality, and not just my own opinion.

Therefore, I agree, in advance, to the Standard stop agreement] (permanent link to effective version).

It should not be necessary to review my history, but I believe that it would show that the few controversial actions I took, so seemingly disruptive at the time, were later confirmed by the community and subsequent events. Before my final application for permanent custodianship, I'll be happy to extend and update prior assessments of my actions.

I am applying because it's clear that there is a shortage of custodial attention at Wikiversity, and I understand well the Wikiversity content policies, being fully engaged with them, as they are distinct and different from those of other WMF wikis, in a very important way. However, as a custodian, it's my duty to respect the community consensus. My goal is always, however, maximized consensus, long-term, not excluding anyone, and my history has shown that.

Thanks for your consideration. --Abd 17:18, 8 May 2011 (UTC)

Update
In the interest of full disclosure, I've been blocked and banned on Wikipedia, long story. After being blocked there, and for the first time (I'd been blocked many times), I began socking with self-reversion, and when that was met with range blocks and revision deletion, I created and used a genuine sock. This is documented at User:Abd/Wikipedia/List of self-reverted edits, which is just primary evidence, not yet analyzed, but I believe that it can be seen there that the editing, while it was certainly block and/or ban evasion, was also positive in effect. Be that as it may, I think that anyone looking at my candidacy for adminship should know about the problems at Wikipedia. --Abd 22:10, 9 July 2011 (UTC)

Questions for the Candidate
Hi Abd. You were a probationary custodian a while back, and that ended in an unusual manner. What will be different this time? --SB_Johnny talk 23:28, 8 May 2011 (UTC)
 * I have no crystal ball, however, the Standard stop agreement I've "signed" might be noticed and used. I had agreed to this before, in the situation, but nobody asked me to stop, for days, then I was asked to stop and did, and it made no difference, I was still desysopped. I don't anticipate the conditions that arose then to recur. The first time, you know what happened, and the second time was related, and the editor, so involved in that, has retired. Did I act incorrectly? That's never been really examined, and do we need to do that? If so, I'll do it, but ... with the stop agreement, it should not be necessary. SBJ, this is better than what you asked Salmon of Doubt to agree to, because it allows all custodians to regulate the probationary custodian, not just one. I'm proposing that as a common agreement for probationary custodians, to address the problems that were raised in the beginning of this year, during the flap that ended my second probation, allowing us to get back on track with more custodians. Thanks. --Abd 00:49, 9 May 2011 (UTC)

Abd, I have a few related questions related to my comment below: –SJ + > 18:46, 10 July 2011 (UTC)
 * Why are you flouting Wikipedia policy and documenting it here on Wikiversity? How do you see that further the goals of Wikiversity?
 * You have chronicled a few small factual corrections that were accepted on Wikipedia; do you see this as a significant contribution to the goals of that project?
 * Why do you think that it is still appropriate for you to be a custodian here - presumably someone who would uphold local policies - given your efforts to violate the policies of a sister wiki?
 * The relevant question here is whether or not my activities elsewhere indicate a predeliction to violate policy here. The short answer is that, no, it doesn't. I'll claim without insisting that the Wikipedia actions result from a collision of policies, where formal policies are being violated by some in the administrative core, routinely and without adequate restraint. w:WP:IAR -- fundamental policy -- actually requires, then, that I break a minor policy, a matter of formal compliance, in favor of fundamental ones. As a consequence, I may be properly blocked for my violations. Am I claiming otherwise?
 * I upheld both fundamental and implementation policy on WP (as with ban compliance), for years, and only abandoned that around May 1 when I finally saw due process exhausted. The documentation mentioned shows what happened then, and it is clearly of educational interest to some, this may be moved, when ripe and in context, into mainspace here. The documentation does not attack anyone, and if it does, the attack is an error and should be immediately removed. Preliminary analysis shows me what I already had seen with others, a common disregard of Wikipedia policy in pursuit of block and ban enforcement, and that's already been helpful, to a small degree. That problem exacerbates disruption, seriously.

 * Most banned users do not cooperate by compiling a record like that! You'd never be able to see all those IP edits together in this way, the page may be unique. All of this is aimed toward improvement of both Wikipedia and Wikiversity, for the general issues apply here.

 * When a user is banned, the implied user agreement to comply with site policies is abrogated; banning shuts out cooperation, if taken as totally strict, yet strict banning is impossible on a site with anonymous editing. Wikipedia continues shooting itself in the foot over this, and who is going to show it but a cooperative banned user? To you, Sj, that may seem as an oxymoron. Do you believe in the infallibility of wiki process? If the process is fallible, how would a banned user handle IAR? Is there a way to reconcile the positions?

 * I do not need custodial tools to do what's important to me, I only need them to help with minor tasks, making me more efficient and effective in the cleanup work that I already do here. The "stop agreement" I've accepted makes it impossible for me to act with tools outside of consensus for more than a few hours, at best. (Perhaps I should add "steward" to those who may protest an action.) My candidacy here should be approved according to WV policy and with regard to the welfare of this wiki. That's all. --Abd 20:32, 10 July 2011 (UTC)

Custodians willing to mentor
This feels like WV Groundhog Day - I'm willing to mentor (as a custodian - I will not act as 'crat). Abd, can I suggest focusing on admin-type work and perhaps community-building - and maybe give potentially controversial issues a wider berth or ask for advice? Others, please feel free to help out. -- Jtneill - Talk - c 22:47, 22 May 2011 (UTC)
 * Of course. I'm only interested in this for "admin-type work," i.e., routine, non-controversial stuff, which is the vast majority of what I did before. Thanks for being willing to try again! --Abd 01:48, 23 May 2011 (UTC)
 * If Jtneill is willing to action as crat instead, I'm happy to mentor. --Draicone (talk) 11:43, 8 August 2011 (UTC)
 * ✅ Abd is now a probationary custodian, with a 4 week period of probationary custodianship which ends on 5th Sept 2011.  -- Jtneill - Talk - c 12:38, 8 August 2011 (UTC)

Comments

 * I think Abd would do a good job and he is a very active participant of the community. Devourer09  ( t · c ) 01:57, 9 May 2011 (UTC)

 * I'm really concerned with the idea of a custodian interested in the position only for the administrative aspects of it. Wikiversity is at a point where we really need to think about how to generate new content that showcases the best of what this community can do, and how to draw in people to create new learning communities around these items. I really think for now, new candidates for custodianship need to make a more convincing connection between content generation on Wikiversity and how custodianship fits into this role. --HappyCamper 04:46, 10 June 2011 (UTC)
 * Generally, custodians are not content leaders, and it's an error, in fact, to emphasize content creation and "reward" it with admin tools, this can create a kind of conflict of interest. Custodians do routine tasks, similar to custodians at brick and mortar universities. We clean up the trash. We also handle some of what "campus cops" might do, handle "fights" that break out, when they do, prevent spamming, etc. But we have no superior rights over content, in theory, and our authority over users is properly ad hoc and temporary. When we think we are in charge, it causes problems. I've got lots of organizational ideas, but I don't need custodian tools to suggest or implement them. I think looking to the custodians for leadership is a mistake. If you lead, we will follow. Tag, you're it! --Abd 22:23, 9 July 2011 (UTC)

 * Having been a probationary custodian again for a month, an extremely active one, I'm more than ever convinced that it's an error to expect the custodians to build Wikiversity. Most custodial tasks are relatively boring. A large part of the job is dealing with vandalism and spam, and someone who is attracted by that, who takes pleasure in blocking and deleting, can become quite a problem! (Such users tend to burn out and become jaded, seeing a spammer underneath every odd link, it's been described to me many times by experienced Wikipedia admins.) Rather, this is a job which should be shared. We don't expect the University President or the Faculty to take out the trash, and we don't expect the custodians to lead the community. The President might indeed take out the trash, and a custodian might indeed be a leader, here, but expectations are based on defined roles, and the role of custodian is servant, and a custodian only leads by serving, not by defining the community vision. If anything, being a custodian is a bit of distraction from the work I'm doing to build Wikiversity, see Assembly etc. And if you look at my global contributions, you may also see extensive recruitment efforts. We need more custodians. --Abd 14:26, 6 September 2011 (UTC)

 * I do not think that it would be a net benefit to Wikiversity for Abd to be a custodian at this time. I am concerned by SBJ's question and Abd's unprofessional public campaign to flout en:wp policy which he linked to above.  Admins from one wiki proudly violating the policies of admins on another could be the start of a cross-wiki dispute, and would be a loss all around.  [last year this happened with a different wikiversity, btw - ru:wp and ru:wv admins escalated to mutual blocks and factionalization before it was resolved.]
 * I am also concerned for the reason HappyCamper cites. While I have not been terribly active as a content creator here myself (alas!) I would like to see custodians, in addition to knowing how to use tools, understand what great content looks like and how to cultivate a community that is active in creating it.  I think it would be excellent for Abd to take more of an interest in creating content here.  The most socially problematic contributors on other projects are often those who do not contribute to the mainspace, and engage only in policy debates and user disputes.  I hope Wikiversity's community develops around a shared love of well-presented knowledge, and not a love of social drama.  –SJ + > 18:42, 10 July 2011 (UTC)
 * Sj has a habit of editing his comments after they've been responded to. Just saying. On ru:wv and ru:wp, were those permanent custodians or temporary ones? Sj's comment could be a reason, I suppose, to oppose permanent custodianship, but doesn't make sense to me re probationary custodianship, with the safeguards built in, especially with the "stop agreement." I'm also not inclined to blame that ru. conflict on the smaller wiki. But I have no opinion on it and have not researched it. I just know what has come down here many times. I am not exercised if I don't get probationary custodianship here, it's no skin off my teeth. Just today, I'd have been able to prevent a little vandalism if I'd had the tools. Just saying. So what? Someone else will do the grunt work, fine with me. Seriously.
 * Admin status here has no relationship to my status on any other project. How would it help me "disrupt" Wikipedia? And if I blocked someone here because of alleged sins there, I'd lose my tools in a flash. That scenario is ridiculous here. Fears like this were expressed before. Check it out! What did I lose my tools for here? Blocking or harassing Enric Naval? Surely not! It was, the first time, for short-blocking my mentor for repeated incivility, and that action was later confirmed as within reasonable discretion, by a 'crat. Second time, it was for ... what? Not clear. The CR was filed by the same custodian, who had been desysopped largely because of evidence I provided, and it was filled with canvassed votes -- this guy was a big IRC user --, and it was decided in a rather strange way, but, again, so what? As I said many times, if it was an error, it could be fixed easily. Such as by this process! Anyone who looks at the history of this and thinks that I'd start blocking right and left simply doesn't read evidence and just makes up stories based on what they expect, perhaps what they would do themselves if they were in the situation! -- or, to be fair, what they expect from ordinary "disruptive users." --Abd 02:06, 11 July 2011 (UTC)
 * Thanks, Sj. I've been very active in mainspace, at times. HappyCamper's objection is puzzling to me, because creating great content is not the custodian's job, as long as the custodian understands content policies. (Wikipedia has made this mistake, in fact, "rewarding" good content with adminship. Anyone who thinks that adminship is a reward is at least somewhat disqualified!) I've worked, extensively, to facilitate the creation of content by others, and could point, in a permanent custodial application, to that work, I'm proud of it. My probationary custodianship would not allow me to abuse tools to defend my personal positions, it would be wiki-suicide. Rather, Wikiversity is under attack elsewhere for allowing "banned users" to edit, and I'm defending our rights elsewhere, and our users, for our tradition is strong that users may participate fully here regardless of what they do elsewhere, as long as Wikiversity itself is not abused as a platform to attack other users and other wikis, and as long as the user is not disruptive here. The page Sj cites doesn't attack anyone, as far as I can tell, it merely documents certain activity, neutrally, I hope, for long-term beneficial purpose (and the there is no "cross-wiki dispute" there, and the "beneficial purpose" includes, already, demonstrated benefit to Wikipedia, but that is to be shown later. That is not an analysis page, except for simple and obvious classification). There is an RfD open (for too long, by guidelines) on that page, and there is a clear suggestion that anything on it that violates Wikiversity policy should be removed immediately. No takers, because nothing there violates our policies. If it is alleged that the page is harming another wiki, just by existing, that could be debated. --Abd 19:37, 10 July 2011 (UTC)

Comment by Abd
Wikiversity's innovative probationary custodianship procedure was designed to avoid the kind of discussion starting up here. It's an ad hoc process that intentionally avoids testing community consensus. Permanent custodianship is the same as on other wikis, and it is there that controversy can be resolved. Permanent custodianship is mentioned in the site notice, so participation will be more balanced. Users are free to express objections here, but custodians and 'crats are free to act according to policy, and any custodian is allowed to mentor, and if there is objection to that or how the custodian mentors, that can be taken up with that custodian. No poll is required here. This is a far safer process than permanent custodianship, and the Standard Stop Agreement makes it totally safe, because any custodian can, at the custodian's sole discretion, completely stop all use of tools, in the extreme, or create any other specific restriction, and obtain immediate steward action to desysop if needed.

Probationary custodianship pages are frequently not followed, experienced users don't even look at them unless they are custodians and want to mentor, or maybe 'crats. As it is, and with a request remaining open, anyone who has had a conflict or disagreement with a user may eventually show up. Bad Idea to leave this open. So I have added to Jtneill's request at Request custodian action. --Abd 15:51, 30 July 2011 (UTC)

Permanent custodianship
A vote took place at Candidates for Custodianship/Abd (full custodian). It was closed without promotion, but the close was protested. There was never a formal confirmation of the close, but it was not reversed, so it stood. I consider it moot at this time, because the least disruptive remedy would be resumption of probationary custodianship, which is always possible if any permanent custodian supports it. --Abd (discuss • contribs) 16:03, 3 May 2015 (UTC)


text:
Vector spaces

Motivation
If the reader is familiar with analytic geometry, she will probably know that points in the plane can be identified by ordered tuples $$\begin{align}(x, y)\end{align}$$ where each entry is a number denoting the distance of the point from the origin in a certain direction. We call $$\begin{align}x\end{align}$$ and $$\begin{align}y\end{align}$$ the coordinates of the point in the plane, and they are often real numbers.

Although these ordered tuples are useful for describing the plane, it would seem that they lack some of the desirable behaviour of real numbers. Consider the equation $$\begin{align}2 \cdot (42.125 - x)=98.543\end{align}$$; we know that it defines a unique number $$\begin{align}x\end{align}$$, and we can find that number by noting that the equation is equivalent to $$\begin{align}\frac{84.25 - 98.543}{2} = x\end{align}$$. Can we do the same for ordered tuples? Given an equation like $$\begin{align}4 \cdot ((x,y) + (13,12.5))=(1,4)\end{align}$$, can we identify $$\begin{align}(x,y)\end{align}$$ ? Does the equation even make sense?

As you may have guessed, this equation does make sense, and yes, we can solve it, but first we must make clear what it means to add two ordered tuples, and what it means to multiply them by a number.

Definitions
A vector space $$\begin{align}V\end{align}$$ over a field $$\begin{align}F\end{align}$$ is a set of objects under two binary operations

$$ \begin{align} + &: V \times V \rightarrow V\\ \cdot &: F \times V \rightarrow V \end{align} $$

typically called vector addition and scalar multiplication respectively, which satisfies axioms below. Note that we call elements of $$\begin{align}V\end{align}$$ vectors and elements of $$\begin{align}F\end{align}$$ scalars.

 * 1) There is a vector $$\vec{z} \in V$$ such that for any $$\vec{x} \in V$$ we have $$\begin{align}\vec{z} + \vec{x} = \vec{x}\end{align}$$ (existence of additive identity).
 * 2) For any $$\vec{x}, \vec{y} \in V$$ we have $$\begin{align}\vec{x} + \vec{y} = \vec{y} + \vec{x}\end{align}$$ (commutativity of vector addition).
 * 3) For any $$\vec{w}, \vec{x}, \vec{y} \in V$$ we have $$\begin{align}\vec{w} + (\vec{x} + \vec{y}) = (\vec{w} + \vec{x}) + \vec{y}\end{align}$$ (associativity of vector addition).
 * 4) For any $$\vec{x} \in V$$ there is a vector $$\vec{y} \in V$$ such that $$\begin{align}\vec{x} + \vec{y} = \vec{z}\end{align}$$ where $$\vec{z}$$ is the additive identity mentioned above (existence of additive inverse).

 * 5) There is a scalar $$a \in F$$ such that for any $$\vec{x} \in V$$ we have $$a \cdot \vec{x} = \vec{x}$$ (existence of multiplicative identity).
 * 6) For any vectors $$\vec{x}, \vec{y} \in V$$ and scalar $$a \in F$$ we have $$a \cdot (\vec{x} + \vec{y}) = a \cdot \vec{x} + a \cdot \vec{y}$$ (distributivity of scalar multiplication over vector addition).
 * 7) For any vector $$\vec{x} \in V$$ and scalars $$a, b \in F$$ we have $$(a +_F b) \cdot \vec{x} = a \cdot \vec{x} + b \cdot \vec{x}$$ (distributivity of scalar multiplication over field addition). Note that $$\begin{align}+_F\end{align}$$ is addition in the field.
 * 8) For any vector $$\vec{x} \in V$$ and scalars $$a, b \in F$$ we have $$a \cdot (b \cdot \vec{x}) = (a \cdot_F b) \cdot \vec{x}$$ (compatibility of field multiplication with scalar multiplication). Note that $$\cdot_F$$ is multiplication in the field.

Exercise: Compare these axioms with those for other algebraic structures like groups, rings, and fields. Note the similarities and differences. In what sense is a vector space like a group? How is a vector space like a field? Can you think of a structure that is both a vector space and a field?

Exercise: Although not stated explicitly, these axioms imply that $$\begin{align}0_F \cdot \vec{x} = \vec{0}\end{align}$$ for any vector $$ \vec{x} \in V $$ where $$\begin{align}0_F\end{align}$$ is the additive identity in the field. Prove this. Hint: use axioms 1 and 7.

Examples

 * Ordered tuples like those mentioned in the beginning of this lesson, with appropriate definitions of vector addition and scalar multiplication, can be made into elements of a vector space. Let $$\begin{align}\vec{x} = (x_1,x_2), \vec{y} = (y_1,y_2)\end{align}$$ and define:

$$\begin{align} \vec{x} + \vec{y} = (x_1 +_F y_1, x_2 +_F y_2)\end{align}$$

$$\begin{align} a \cdot \vec{x} = (a \cdot_F x_1, a \cdot_F x_2)\end{align}$$

where $$a \in \mathbb{R}$$ (but any field would work). This gives us definitions of vector addition and scalar multiplication in terms of field addition and field multiplication, concepts with which we are quite comfortable. Checking these definitions against the axioms should convince you that the set of ordered tuples under these operations is a vector space over $$\mathbb{R}$$.

Now consider these definitions:

$$\vec{x} + \vec{y} = (y_1 \cdot_F x_1, y_2 \cdot_F x_2)$$ $$a \cdot \vec{x} = ({x_1}^a, {x_2}^a)$$

Remarkably, this defines a vector space over $$\mathbb{R}$$ as well! Although this vector space and the one previously defined share the same set of vectors, and are defined over the same field, they are different as vector spaces.

 * Any field is a vector space over itself. To see this, take the elements of the field to be the vectors, then check this against the axioms.

 * The complex numbers are a vector space over the real numbers.

Subspaces
Any non-empty subset of is called a subspace of V if it respect the two following properties:

$\forall (x,y) \in V, x + y \in V $

$\forall (a,\vec{x}) \in F\times V, a\cdot\vec{x}\in V $

And we can easily verify that such a set is a vector space over $$F$$.

Dependence Relations and Linear Independence
Any set $$(e_n)_{n \in J\subseteq \Nu}$$ of elements of $$V$$ is said linearly independent (or "free") if it is every linear combination of those vectors is different from the zero vector. In other words, that :

$$\forall (x_1, x_2, ... ) \in F^J, \begin{align} (\exist n \in J, x_n \neq 0)\Longrightarrow x_1\cdot e_1 + x_2 \cdot e_2 +... \neq 0_V \end{align}$$

or, in a completely equivalent manner :

$$\forall (x_1, x_2, ... ) \in F^J, \begin{align} x_1\cdot e_1 + x_2 \cdot e_2 +... = 0_V \Longrightarrow (\forall n \in J, x_n = 0) \end{align}$$

Otherwise, such a set is said "dependent".

title: Vector spaces


text:
User talk:Darryleley

Can you believe it? I have been doing the impossible for the past 32 years and I have been trying to help my family better understand what make us a family. But for the past 7 years, I have gone through some of the hardest disappointments and ridicule that one can endure. I have lost jobs, family, friends, and people who just don’t believe this could be done alone. I am here to give you the unbelievable in believable terms. After putting together a network that can only be described as impossible to be done by one individual, in a span of less than 40 years, my mission in life was to prove to myself that African American have the same intelligent base as European Americans, if they are giving the equal chance to prove it. Skin color and financial status cannot decide how great God can bless you with a sound mind and overwhelming mental capacity that allows me to store bulks of information, facts, and figures in my head at one time. I am a freak of nature as you may call it. I am a human computer who continues to absorb information like a sponge. I began my research in 1979. At that time there were only public and family history libraries, census records, and private and government documents that you had to find yourself. My great grandmother, Easter Clyburn Mungo, who lived to be 113 years old, gave me a gift that would help me get all the information that I am about to tell you about, in a clear and concise project called FROM THE GROUND TO THE CROWN. When I was in my first years, I was about to quit because they said that African American Family Research was hard to trace. I never gave up my dream like my family did so I continued until I finished everything, despite what my family was saying. Thanks to introduction of Windows 7, my research was complete. I taught myself how to use Windows 95/98/2000/ME/XP with service pack 3, and Windows Vista and 7 without the help of other people and mastered its use. After finding a crack in history, I found out that my third great grandmother, Jane Esther Bracy was the daughter of a slave master, Solomon Bracy, Jr. (1807-1893). I began to trace his family history and discovered that his family can be traced back to Connecticut to John Bracy, who originated from London, England. I trace the Bracy line as far as I could and ended up in the years, 1197. The man name was Robert De Bracy, a knight, who married the granddaughter of the Earl of Surrey and Sussex, Maude De Warren. I began to trace her family history and trace it back to 1055 to Gundred, Princess of England, and the daughter of the Great William the Conqueror. The year was 2002. Later that year, after being on the internet for a year, I found out that there was a lady who traced her family back to Adam and Eve. When I made the connection to the family, I became the first African American to trace his family history back to Adam and Eve. I was not done. I figure that after going back to the original man and woman, I had to learn about all the people who interconnected with the Biblical and European Royal Family and my maternal grandmother, Jessie Vera Bynum Faison’s Family. I began tracing my maternal grandfather, Roger Gary’s family and found out that the family history can be traced back to Yoruba, Africa to the years, 1672. I found my father in January 1985, and learn about his family to complete my research. My paternal grandmother, Gladys Mungo is part of family that famous for living well in their 90’s. Gonzielo (Mac) McDow is a man who has Irish and African American Genealogy. After putting together all the information about the Bracy-Demaree-Mungo-McDow Family I began to find a way to show the world some of the most important people who ever live in a series of Genealogy Books, CDs, Videos, and DVDs, created for the sole purpose of information the world about to true nature of our creed, not in the world sense but in the spiritual sense. The following information has been research by Darryl Eley, owner and operator of Uncle Darryl Research (1979-2011) to help other families get the right information and learn more about the entire world: 1.	Biblical Genealogy and History 2011 2.	European Genealogy and History 2011 3.	Bracy-Davis-Bynum Genealogy and History 2011 4.	Demaree-Parker-Gary Genealogy and History 2011 5.	Clyburn-Mungo Genealogy and History 2011 6.	Huey-McDow Genealogy and History 2011 Each CD collection contains the Setup Software with instructions, Backup file, Web links, Videos, and an introduction of my research 2011. You can read the book on the CD after you install the setup file furnished by Familytreemaker 7.0. You have three special books (Large Version, Short Version, and Special Edition) for the more advanced minds. You have the Family Collections (Modern Bracy Family, the Descendants of John Demaree, the History of the Clyburn-Mungo Family, and the History of the Huey-McDow Family) for family members only. You have my two extended family history collections (Biblical Genealogy and History and European Royal Genealogy and History) for the people who want to dig a little deeper in history. Included are 6500 relatives, 1,000 ancestors, 300 Aunts and Uncles, 5800 Cousins, and 30 Nieces and Nephews. The history has over 100 generation of information that can get you a better understanding of the entire world. Family Collection has only family members. You can find out more about this research project by going to www.facebook.com/uncledarrylresearch2011 and check out my profile, comments, friends, Family Links and connect to other sites such as Google, MSN, YouTube, MySpace, and many other sites to check out what I have been doing for the last 10 years of the internet. If you would like to know more go to www.google.com Keyword: Darryl Eley. If you would like for your family to be traced or order any of my products and services, please call Uncle Darryl Research at (757) 215-6271. Please leave your name, number and a brief message and I will contact you at my earliest convenience to discuss your journey into the past. You can also research me at (757) 397-3528 or (757) 724-2740 to order your book, CDs, Videos, and DVDs. You can get your choice of five genealogy packages starting at $100.00 and up. Or products includes Ancestry Trees, Pedigree Charts, Descendants Charts, Timelines, Maps, 5,000 photographs and Documents and a Wealth of Information that will get you back to you roots and branches of your family tree. Who knows, you might be part of this great family. Each order will receive a copy of My CD FROM THE GROUND TO THE CROWN-THE LARGE VERSION, A $125 VALUE. Yours free with your order. I broke a lot of records, I cannot add to this flyer but I want to inspire, Black America to do their best with whatever you do. Thank God for these multi-talents instilled in me. You can e-mail your request to darryl_eley@hotmail.com or uncledarrylresearch@gmail.com or uncledarrylresearch@live.com “Let us begin the journey that took years to come together in a short time. This is Uncle Darryl Saying “Let the Business of Family Research begin with your Family at Uncle Darryl Research 2011”

title: User talk:Darryleley


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User:Devourer09/Sandbox

—The preceding unsigned comment was added by Devourer09 (talk • contribs)  (UTC)

title: User:Devourer09/Sandbox


text: Python Concepts/Navigation

title: Python Concepts/Navigation


text: TESOL/Shapes

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text:
Gebruikershandleiding ABB IRB 1400

Masterproef Visiegebaseerde controle van een industriële robot met behulp van een webcam
 * irb14001.jpg

ABB IRB 1400 robot met bijbehorende S4-controller (M94A software) Sébastien Ducatteeuw Martijn Jaeken 2010-2011 Groep T - Leuven

This user manual is also available in English and can be found here: http://en.wikiversity.org/wiki/User_manual_ABB_IRB_1400

Een filmpje van de werkende opstelling kan op volgende url worden gedownload: http://dl.dropbox.com/u/6537121/demo.3gp

De paper en bijlage (Nederlands) van deze masterthesis kan op de volgende url worden gedownload: http://dl.dropbox.com/u/6537121/paper.pdf http://dl.dropbox.com/u/6537121/appendix.pdf

CONTROLLER

 * irb14002.jpg

 * 1) Zet de automaat van de frequentieregelaar voor de transportband in zijn bovenste stand.  irb14003.jpg irb14004.jpg
 * 2) Zet de controller aan door de grote zwarte draaiknop kloksgewijs een kwartslag te draaien.  irb14005.jpg
 * 3) Zorg ervoor dat geen enkele noodstop is ingedrukt en de deur van het veiligheidshek gesloten is. Druk daarna op de O-knop om alle noodstoppen te resetten.  irb14006.jpg
 * 4) Druk op de start/stop knop op de frequentieregelaar om de foutmelding te laten verdwijnen.  irb14007.jpg irb14008.jpg
 * 5) Draai met de sleutel naar links zodat de automatische modus wordt geactiveerd. Dit moet bevestigd worden op de Teach Pendant (TP) met OK.  irb14009.jpg irb140010.jpg
 * 6) Druk op de I-knop om de motoren te starten.  irb140011.jpg
 * 7) Laad nu het programma LAURA in via de TP (File – 1 Load Program). Gebruik hiervoor de pijltjes en de enter-toets om het programma te selecteren.  irb140012.jpg
 * 8) Als het programma is ingeladen, kan dit gestart worden met de Start knop op de TP.  irb140013.jpg irb140014.jpg
 * 9) Je kan best op dit moment de opmerking over de autofocus uitvoeren (en hierna pas ./PC op de computer).

 * irb140015.jpg

PC

 * 1) Start de PC op in Linux (Ubuntu 10.04 LTS met kernel versie 2.6.32-29-generic).
 * 2) Open de terminal en ga naar de map waar het programma staat (cd Documents/libserial-0.6.0rc1/examples/thesis/)
 * 3) Indien nodig compileer je de code met volgend commando: gcc -ggdb -I/usr/local/include/opencv -o PC PC.cpp -L/usr/local/lib -lml -lcvaux -lhighgui -lcv -lcxcore -lserial
 * 4) Run de code met ./PC
 * 5) Om het programma te stoppen, moet je op Ctrl+C duwen.

 * irb140016.png

OPMERKINGEN

 * Er mag nooit, maar dan ook nooit iemand in de kooi aanwezig zijn wanneer de robot in werking is.
 * Er zijn drie noodstoppen in het systeem aanwezig: de grote rode knop op de controller, de grote rode knop op de TP en het openen van de kooideur.
 * Vergeet niet alvorens te beginnen de seriële kabel aan te sluiten op de parallelle poort onderaan de controller.
 * Stap 4 bij de PC mag pas gebeuren wanneer stap 8 (of 9) bij de controller is uitgevoerd. Let wel dat er een ingebouwde timeout is en dat je deze 2 stappen binnen 60 seconden uitvoert. Indien er toch een timeout error is op de TP, zal je eerst op OK moeten duwen en daarna de laatste stap opnieuw proberen.
 * Bij het uitschakelen van de gehele opstelling dien je eerst het programma te stoppen en daarna de controller uit te schakelen alvorens je de automaat van de frequentieregelaar in zijn onderste stand mag zetten.
 * Indien men er toch voor kiest om de transportband niet te integreren in het noodstopcircuit, kan men deze op de volgende manier uitschakelen (of terug inschakelen) op de frequentieregelaar:
 * 1) menu
 * 2) LG – enter (lang)
 * 3) =30= – enter
 * 4) 3003 – enter (lang)
 * 5) 0 (uitschakelen) of 4 (inschakelen) – enter
 * 6) 2x menu
 * Door de transportband niet meer te integreren in het noodstopcircuit kan stap 4 van de controller worden overgeslagen.

 * Er is een mogelijkheid om de autofocus van de webcam uit te zetten. Ga naar Applications – Sound & Video – guvcview en laat de webcam een laatste keer focussen op een blokje dat onder hem ligt (in de startpositie van de robot) zodat in deze positie het beeld scherp is gesteld. Vink nu ‘Focus, Auto’ uit en druk op Quit. Dit zal je bij iedere reboot van de computer opnieuw moeten doen om de autofocus steeds uitgeschakeld te houden. Je kan hier ook spelen met de instellingen voor Brightness (118), Contrast (0) en Saturation (100) bij veranderende lichtinval.
 * Zorg er zeker en vast voor dat de webcam ten allen tijde loodrecht naar beneden is gericht. Een fout van een enkele graad kan door de hoogte ten opzichte van de transportband enorm worden uitvergroot!
 * Bij een noodstop zet je de sleutel terug in de middelste stand en volg je stap 3 tot en met 6 van de controller. Je kan best het programma terug vanaf het begin laten beginnen (Edit – 2 Start from Beginning – OK). Eventuele errors op de TP kan je verwijderen door op OK te duwen.
 * Gelieve (indien mogelijk) het RAPID-programma niet te stoppen (door op de rode knop op de TP te drukken) als de transportband nog aan het bewegen is. Door toch op dit moment te stoppen zal er geen commando meer worden uitgevoerd om de transportband te laten stoppen. Wanneer dit scenario zich toch voordoet, draai dan eerst de sleutel terug naar zijn middelste stand. Ga daarna naar het I/O menu op de TP en zet manueel doStartConv1 op 0. Stap 5 en 6 van de controller moeten opnieuw worden uitgevoerd. Start eventueel het programma terug van het begin.
 * De logingegevens van de gebruikte computer met Linux zijn de volgende:
 * User: robotuser
 * Paswoord: irb1400

title: Gebruikershandleiding ABB IRB 1400


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