text:
WinISO

What is WinISO
WinISO is a CD-ROM image file utility that can convert BIN to ISO,extract/edit/create ISO files directly, make bootable CDs and as a BIN/ISO converter/extractor/editor.

Overview
WinISO can process almost all CD-ROM image file(s) including ISO and BIN. With WinISO, you can add/delete/rename/extract file(s) within image files. You can convert image files to the standard ISO format and you have the ability to create ISO image file(s) from a CD-ROM.

Open ISO and edit, extract, delete it. With WinISO, you can easily add,delete,rename,extract file(s) within image files.It can process almost all CD-ROM image files, including ISO and Bin.Ability to open an image file, display the file tree, then run files from within the image file. This can be handy to view files or run programs.Because of its file associations, you can simply double click an ISO file in Windows Explorer to open it.

Convert ISO, Convert image files, Batch Convert. WinISO supports: Convert image files to the standard ISO format. You can convert almost all image file formats, including BIN, and save it as a standard ISO format file.
 * Convert ISO to BIN;
 * Convert BIN to ISO,
 * Convert ISO to CUE,
 * Convert CUE to ISO,WAV,DAT format,
 * Convert any CD image file to ISO,
 * Batch Convert supported.

Create ISO from Hard Driver, Make ISO from CDROM. WinISO Ability to create ISO image file(s) from CD-ROM. Supports almost all known CD-ROM image files, including some virtual CD-ROM container files. you can:
 * Create new CD image file;
 * Change CD label name;
 * Add,Delete,Rename files or directories and files;
 * Create a new ISO by collecting files and directories with drag anddrop support; then create the ISO based on these files.
 * Create a new ISO from a disc with ASPI support.

Bootable CD, CD image file editor.
 * Make a CD image file bootable from a bootable floppy disk;
 * Bootable CD support;
 * Save Bootable Information to a .WBT file;
 * Insert a WBT file to CD image file and make it bootable.

Key Benefits

 * 1)  Process almost all CD-ROM image file(s) including ISO and BIN.
 * 2)  Ability to add/delete/rename/extract file(s) within image files.
 * 3)  Convert image files to the standard ISO format.
 * 4)  Ability to create ISO image file(s) from a CD-ROM.
 * 5)  WinISO is the first software to edit BIN/ISO and almost all image file(s) directly!
 * 6)  You can convert almost all image file formats, including BIN, and save it as a standard ISO format file.
 * 7)  Supports almost all known CD-ROM image files, including some virtual CD-ROM container files.
 * 8)  Select some files or directories, and then create the ISO based on these files.
 * 9)  Ability to open an image file, display the file tree, then run files from within the
 * 10)  image file. This can be handy to view files or run programs.
 * 11)  Because of its file associations, you can simply double click an ISO file in
 * 12)  Windows Explorer to open it.
 * 13)  Very easy to use interface but powerful enough for an expert.

System requirement
The operating system requirements are Windows 95, Windows 98/98SE, Windows Me, Windows NT4, Windows 2000,Windows XP, Vista, Windows 7.

title: WinISO


text:
User talk:EGM6321.F10.TEAM1.HW2

 Hello EGM6321.F10.TEAM1.HW2, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 19 September 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 19 September 2010 (UTC)

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

title: User talk:EGM6321.F10.TEAM1.HW2


text:
User talk:Exfilia

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Mu301Bot 07:17, 19 September 2010 (UTC)

Feel free to leave a message on my talk page if you have any questions or need help. --mikeu talk 07:17, 19 September 2010 (UTC)

title: User talk:Exfilia


text:
User:U3005872

About me
My name is Siar Azad and I am a Bachelor of Science in Psychology student at the University of Canberra, Bruce, ACT, Australia. This semester (semester 2, 2010) I am studying a unit called Motivation and Emotion taught by Dr. James Neil. One of the assessment tasks is that all students are required to create an online e-portfolio for the purpose of sharing their learning reflections about motivation and emotion and the learning activities involved in this unit throughout this semester. Another task is to author an online textbook chapter about motivation and education.

This assessment task involves:

ongoing record: An ongoing record of my learning experiences throughout the unit. The use of the e-portfolio explores and synthesizes what is discovered during my learning journey this semester.

deep processing: Reflecting on learning experiences helps to encourage deeper processing and understanding of the ideas.

sharing: Sharing of my learning experiences facilitates social interaction and peer-to-peer learning.

style and format: The style and format are open, as long as it reflects my participation and engagement in the unit's learning activities (esp. lectures, tutorials, readings, and assessment exercises).

References

Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Important note:

All of the information in this e-portfolio is either derived from the assigned text book for the Motivation and Emotion unit (Reeve, 2009), or the lectures and tutorials run by the unit convener, Dr. James Neill, readings, and assessment exercises.

Lecture one
In the first lecture Dr. Neil went through assessment tasks for this unit. The assessment items such as the text book chapter (students were asked to create a free online text book chapter on Wikiversity website), e-portfolio (ongoing record of student learning throughout the semester) and multimedia (an instructional video explaining the main content covered by the text book chapter) were completely new to me. This is because every other assessment item I have done throughout my tertiary education experience were essays, laboratory reports, examinations or online quizzes. The text book we have been asked to read for this unit is Understanding Motivation and Emotion written by Reeve, 2009. In addition, in the first lecture Dr. Neil introduced the unit and looked at the study of motivation and its history. The main aspect of this lecture was the equation

Motivation = Energy + Direction

motivation defined as “to move” in Latin.

energy is created through strong, intense and persistent behaviours.

direction behaviour aimed toward achieving a particular purpose or goal.

My understating is that motivation is a combination of energy and direction. There are four motivational sources (needs, cognitions, emotions and external events) that give behaviour its energy and direction.

Needs refers to psychological, physiological and social needs. These needs force individuals to look for satisfaction in these areas. For example: the physiological need to use the restroom.

Cognitions are needs and drivers of behaviour, for example a person’s ideological or religious beliefs can influence their decisions.

The internal motives such as emotions are the reasons for motivation. For example if someone is sad, sadness would be the driving force behind their chosen actions.

External events such as familial/cultural influences/pressure influence a person’s behaviour.

Questions such as “Why do people do what they are doing?” (What causes behaviour?) and “Why do people behave one way in a situation but differently in another situation?” (Why does behaviour change in its intensity?) relate to the study of motivation. Dr. Neil also talked about the theoretical history behind motivation. This part of the lecture was helpful to know how the study of motivation has developed over the years. There were originally three grand theories consisting of will, instinct and drive. In the later years mini theories were in on the rise and more attention was given to more specific behaviours. Therefore, motivation is now studied from a range of perspectives, all of which contribute to answering two main questions: What causes behaviour? Why does behaviour vary in its intensity? References Neill, J. (2010). [Introduction to Motivation and Emotion Lecture]. Lecture presented at the University of Canberra, ACT. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208

Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Lecture two
Dr. James Neil gave more details of the assessment items and answered questions regarding assignments. He introduced Wikiversity website and explained how it works and who is behind it. All the students enrolled in the Motivation and Emotion unit at the University of Canberra this semester were encouraged to create an account at Wikiversity and lodge all their assessment items in there to be marked. This new method of learning and communication has been very new to the majority of the students.

References

Neill, J. (2010). [Assessment task skills]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=14

Lecture three
Biological / physiological aspects of motivation and emotion were explained in this lecture. Chapter three of the text book was to be studied before attending this lecture. This chapter looked at the physiological motivated brain. The main points of physiological motivational research include:
 * Association of different emotional or motivational experiences with different brain structures.
 * Engagement of particular motivational or emotional state with specific brain structure activation
 * Activation of this continuous process within the brain in relation to instances in everyday life

Three principles are formed through the research in these three areas and are used when there is research conducted on motivation, emotion and the brain. They include:

 * Particular motivation is stimulated by specific brain structures
 * Communication within the body is allowed by biochemical agents which are stimulating the receptor sites
 * Reasons that how everyday life events stimulate these processes into action

Thirst, hunger and sex are the three specific physiological needs of humans. These needs were discussed in the second part of this lecture. Dr. Neil explained that humans cannot live without food and drink but they can live without sex. Therefore, the question is raised whether sex is really a vital human need or humans are put on this earth to procreate? Therefore, Maslow’s hierarchy of needs was also mentioned. According to Maslow thirst, hunger and sex are the three primary needs that are the most basic and vital for human survival.

Maslow’s hierarchy of needs is shown in the diagram below:

Tutorial

Students formed small groups and together defined Motivation and Emotion.

Motivation can be defined as the activation or energization of a goal-oriented behaviour. Motivation can be intrinsic or extrinsic and is generally used for humans; however it can also be used to describe the causes for animal behaviour.

Emotion can be defined as a complex psychophysiological experience of an individual's state of mind as internally interacting with biochemical and externally with enviormental influences.

In this tutorial questions related to motivation and emotions such as below were raised and discussed.

What is the difference between emotion and mood?

How does personality affect emotion/mood?

How do other people influence and individuals emotion/mood?

Dr. Neil introduced all the topic to be chosen for the text book chapter and encouraged students to choose one topic as soon as possible. Some students already made up their mind and selected a topic.

References

Neill, J. (2010). [Brain and physiological needs]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=13

Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Lecture four
This lecture was on psychological and social needs. I learned the following for this lecture. Psychological needs of an individual include:

 * People are inherently active
 * This theory emphasises on a static relationship between the person and the environment (stimulation is created by the environment). An interactive and dynamic relationship between a person and his/her environment is shaped by the person himself/herself. Individuals always engage in a goal directed activity and do not do anything. However, goals are not always obvious.

Person-Environment dialectic

This theory suggests that the relationship between the person and the environment is reciprocal. People seek out an environment which expresses their individuality. They interact within such an environment as it assists in their development. In contrast, the environment can upset the inner resources and can create an un-nurturing and less productive environment for an individual. .

Social needs of an individual include:

 * achievement, affiliation, intimacy and power
 * acquired psychological processes that activate emotional responses to a particular need relevant incentive
 * achievement goals (mastery and performance)
 * mastery goals: development of competencies, progression, improvement of the self, overcoming any difficulties with effort and persistence
 * performance goals: to prove competencies, display high ability, outperform others and succeed with little or not many problems.

Tutorial:

Text book chapter outlines, humanistic mechanisms associated with humans’ basic needs including thirst, hunger and sex were discussed within the small groups.

References

Neill, J. (2010). [Psychological and social needs]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=12

Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Lecture five
This lecture focused on intrinsic and extrinsic motivation and goal setting.

Intrinsic Motivation

The desire to engage in activities that promote personal growth and satisfy different psychological needs. Intrinsically motivation occur when an individual engages in a behaviour because they find it rewarding on its own, not due to the prospect of an external reward. These psychological needs include: autonomy, competence and relatedness. Intrinsic motivation promotes:

Persistence the higher the intrinsic motivation the greater the level of persistence

Creativity is enhanced when intrinsic motivation is high

Conceptual Understanding embodies flexible thinking and imaginative learning

Optimal Functioning and Well-being influences and promotes feelings of psychological health and well-being.

Extrinsic Motivation

o	this type of motivation is externally regulated and fuelled by environmental benefits and the promise of more tangible incentives, consequences and rewards. An individual is extrinsically motivated to obtain something for themselves from the environment. However this type of motivation does not necessarily reward an individual internally.

Goal-setting

o	goal setting and goal striving is a dynamic process that helps people maintain motivation until the set goal is reached. It focuses on the cognitive aspects of personal control and self-related constructs.

o	when challenging goals which increase effort and persistence, they combine with a specific goal which drives and enhances performance in an individual.

References

Neill, J. (2010). [Intrinsic-extrinsic motivation and goal-setting]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=11

Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Tutorial:

In this tutorial there was a revision of ‘what are needs?’, and “what is the motivated and emotional brain?” There was a class discussion on brain structures and students were provided with a handout that presented a diagram of the brain and demonstrated the anatomic position of key brain structures. Students were asked to identify additional specific neural structures and their motivational function. These specific neural structures were the:

o	reticular formation o	medial Forebrain bundle o	hypothalamus o	amygdala o	septal area o	hippocampus o	cerebral cortex.

In addition, students were required to identify the motivational role of key hormones such as dopamine, serotonin, endorphin and testosterone. During this tutorial psychological and social needs of an individual was also reviewed and questions were answered.

Approximately twenty minutes of the tutorial time was dedicated to the assessment item (the textbook chapter). Students were able to discuss their textbook chapter outline with other students and collaborate to develop more ideas. Students also received some constructive criticism which helped them to complete their textbook chapter.

References

Neill, J. (2010, August 18). [Psychological and social needs]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=12

Neill, J. (2010). [Brain and physiological needs]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=13

Neill, J. (2010, August 18). [Intrinsic-extrinsic motivation and goal-setting]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=11

Lecture six
This week the focus was on personal control beliefs and the self and its strivings. There are many different ways that an individual can cope with various situations. These approaches include:

o	employ an approach versus avoidance approach to coping This suggests that an approach to coping involves either taking an action by moving toward and interacting with the problem or simply walking away from the problem.

o	employ a social versus solitary approach to coping This suggests that individuals can choose to either take action with a group of people or take action independently.

o	employ a proactive versus reactive approach to coping This suggests that individuals can choose to take action to prevent the problem from happening or they can take action after the problem has occurred.

o	adopt a problem focused versus emotion focused approach to coping This suggests that individuals either take action in an attempt to manage the problem that is causing stress or regulate their emotional response to the problem.

'''Self constructs were also explained. They include:'''

o	self-esteem refers to an individual’s feelings of self-worth or self-value.

o	self-efficacy refers to an individual’s belief about their abilities to perform specific tasks.

o	self-confidence refers to an individual’s belief in their own personal wealth and possibilities of succeeding. It is a combination of self-esteem and self-efficacy.

o	self-concept is the nature and organization of beliefs about one’s self.

o	self-schema is a combination of all the self concepts.

References

Neill, J. (2010). [Personal control beliefs and the self & its strivings ]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=10

Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Tutorial:

This tutorial focused more specifically on several applied aspects of motivation. These applications include:

•	students started a discussion in small groups about what they believed their motivations were for attending university. •	groups identified several motivating factors including: o	financial opportunities that a degree provides. Therefore, students spend money for paying for subjects, buying any materials and go though financial difficulties during their university studies to receive financial compensation on the completion of their degree. o	family members, friends and society put a lot of pressure on students to achieve higher educational status. o	studying at university provides students with a vast range of social opportunities that are available to them. For example making new friends, opportunities to join social groups within the university and to participate in the range of activities that are run throughout the university channels.

During this tutorial students were asked to complete two short questionnaires. These questionnaires were designed to find the motivation of students at the University of Canberra.

Lecture seven
This lecture started with a revision of motivation topics covered before. After that basic emotions of an individual and the utility of these emotions were explained. Primary emotions act as coping functions and social functions. They include:

o	fear the response to the threat of harm; it has a unique cognitive and physiological response.

o	anger the experience that something is not right (when an injustice has occurred or someone has been wrong)

o	disgust the drive to repel from an object that an individual does not want to be connected with

o	sadness being sorrowful for what you do not have

o	joy happiness which can be derived from progression and achievements

o	interest arousal of curiosity

James-Lange theory to emotion suggests that:

o	our emotional experiences depend on our bodily responses

o	an individual’s body will react uniquely to different emotion-eliciting events

o	an individual’s body will not react to non emotion-eliciting events

o	screaming for example can increase heart rate and widens eyes

There are many biological and environmental triggers for experiencing an emotion. However, there is varied debate as to how many there actually are, and the function that they serve.

References

Neill, J. (2010). [Nature of emotion]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=7

Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Lecture eight
This lecture focused into biological, cognitive and socio cultural causes of emotion. It was explained that emotion is hard to define as people have trouble identifying what an emotion is. However there is no agreement on what constitutes the criteria for core emotions.

o	Every individual has different life experiences, values and cultural norms. Emotions is an abstract construct that is not easy to define or measure.

o	However six basic emotions have been identified. Unfortunately negative emotions outweigh the positive emotions in humans.

o	The biological aspect of emotion occurs unconsciously in the brain. For example joy is associated with a decrease in the frequency of neural activation over time.

Izard introduced 10 fundamental emotions positive, neutral and negative emotions as outlined in Table 1.

Table 1. Izard's fundamental emotions included in his differential emotions theory

Cultural influences/ pressures also determine an individual’s understanding of emotion. For example in some Asian or Middle Eastern cultures a love marriage is seen as a negative emotion while it is considered positive in most Western countries.

References

Neill, J. (2010). [Aspects of emotion]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=6

Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Tutorial:

In this tutorial a small group of students were given a hand-out with a list of emotions. Students had to develop their own model of core emotions into clusters. This was designed to understand the basic model of emotions. There were about 100 emotions to select. The photos below were taken during the tutorial time (after groups completed their tasks).

As shown above the largest cluster represents sadness, followed by anger. Finally happiness is also shown in the next cluster. It clearly indicates that negative emotions outweigh positive ones.

Dr. Neil also talked about the Wikiversity site and showed some new techniques such as how to include quizzes and upload images.

Lecture nine
This lecture indicated that the cause for happiness or unhappiness is when motivation and emotion are influenced by personality.

There are three motivational principles that are related to personality. They are happiness, arousal and control. These characteristics can explain the reason why people have different motivational and emotional states in the same or similar situations (it is the result of how a stimulus is interpreted and experienced). o	Neuroticism and extraversion can be predictors of happiness in an individual. Emotional stability of a person can be indicated by neuroticism. Individuals who are high on this construct are predisposed to negative emotionality, stress, anxiety and are upset.

o	Neurotics have a stronger behavioural inhibition system. This alerts them to greater threats and harm within the environment which increases their cautiousness.

o	Extraverts have more positive moods and have greater capacity to experience positive emotions and are more positive towards the environment. Therefore, extraversion is a predictor of happiness and neuroticism is a predictor of unhappiness.

References

Neill, J. (2010). [Personality, motivation and emotion]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=5

Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Lecture ten
This lecture focused on the topic of unconscious motivation (the psychodynamic perspective, the unconscious, psychodynamics, ego psychology, Object relations theory, and criticisms) and the use of an internet program called Screener for multimedia production for the textbook chapter.

Freud suggested that individuals have two general instincts:

instincts for life For example, instincts for food, water and sleep, which ensure individual survival

instincts for death For example, instincts to rest, become inactive, and conserve energy

ego psychology includes information on defence mechanisms. Sees the development of the personality as involving the formation of mental models particularly cognitive processes.

the Unconscious More of our mental life occurs outside of our awareness. Freud's unconscious processes is dreams. He proposed that dreams allow an individual to satisfy their unconscious desires and express inner conflict. Dreaming has been found to aid in the relief of emotional trauma and has been linked to more positive mood states following REM sleep. Dreaming is also linked to emotional health and plays a vital role in resolving unconscious tension.

psychodynamics Our thoughts and feelings which motivate us and guide our emotions are often in conflict. These states of conflict give rise to approach /avoidant behaviours, emotional turmoil and indecision, and overall the unpredictable nature of behaviours.

References

Neill, J. (2010). [Unconscious motivation and how to make a multimedia recording]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=4 Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

Lecture eleven
This lecture focused on growth motivation and positive psychology.

o	human nature is inherently good.

o	individuals are born to be good, however, it is environmental factors that influence individuals to engage in evil behaviours.

o	what is the problem of evil behaviour of certain individuals such as murderers?

o	if caretakers provide individuals with the nurturance and acceptance that they require whilst establishing a genuine connectedness with those they care for, then individuals would inevitably choose good behaviours over bad.

o	no one in their right mind would commit a crime such as murder. Environmental factors can force an individual to experience impairments in their psychological functioning that will then influence them to engage in these evil behaviours.

o	individuals can be forced by environmental factors to engage in these behaviours. For example, some people are forced to choose between their life and an evil act, such as murder. Most individuals would engage in the evil act to ensure their or their loved ones’ survival.

positive psychology focuses on prevention of mental illnesses. It aims to build strength in a person and help him/her to maintain a more positive outlook on life.

o	Martin E. P. Seligman is a well known positive psychologist. He has written many books and articles relating to this area of psychology.

o	the teachings in positive therapy are not very hard for anyone to practise in their daily life. It is just a matter of changing their thinking style and inevitably living a more happy life.

nirvana Buddhists use this term when a person reaches a state of inner peace. In order to reach this goal Buddhists must overcome desire and obtain the virtues of love, joy and compassion. Once desire has disappeared from an individual’s life, this is nirvana and the individual is free.

seeing obstacles as challenges, being content what one possesses, being open to love and show compassion improves an individual’s view of the world, others and themselves.

 References

Neill, J. (2010). [Growth motivation & positive psychology]. Lecture presented at the University of Canberra, ACT, Australia. [Lecture notes]. Retrieved from http://learnonline.canberra.edu.au/course/view.php?id=4208&topic=3 Reeve, J. (2009). Understanding motivation and emotion. United States of America, USA: John Wiley & Sons, Inc.

title: User:U3005872


text:
User talk:U3005872

 Hello U3005872, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:04, 19 September 2010 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 04:54, 21 September 2010 (UTC)

03:41, 25 January 2011 (UTC)

title: User talk:U3005872


text:
User talk:Imajidversity

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 13:04, 19 September 2010 (UTC)

title: User talk:Imajidversity


text:
User talk:WinISOteam

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

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User talk:SIRI8256

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User talk:Natswiki

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User talk:Whitecoffee~enwikiversity

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User talk:Emmanuel Chuulu

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User:Egm6321.f10.team3.cook/HW2

=Problem 2: Verify (7) p. 7-1 is a Nonlinear ODE=

Given

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

$$ 4 {x}^{7} + \sin\left(y\right) +  {x}^{2} {y}^{3} {y}^{'} = 0 $$ $$
 * style="width:95%" |
 * style="width:95%" |
 * $$\displaystyle (7) p. 7-1
 * }

Find
Verify that $$ 4 {x}^{7} + \sin\left(y\right) +  {x}^{2} {y}^{3} {y}^{'} $$ is a N1-ODE

Solution
For $$\displaystyle (7) p. 7-1$$ to be linear it must obey the following conditions for linearity given below:
 * {| style="width:100%" border="0"

f(cx) = cf(x) $$ where $$ c \in \mathbb{R}$$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq 2.1)
 * style= |
 * }

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

f(x+y) = f(x) + f(y) $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq.2.2)
 * style= |
 * }

To show that $$\displaystyle (7) p.7-1$$ is nonlinear we will use $$\displaystyle (Eq 2.1)$$ and show that this condition is not true

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

$$
 * Let $$ \mathrm{L} \left( y\right):= 4 {x}^{7} + sin \left( y\right) + {x}^{2} {y}^{3} {y}^{'}$$
 * $$\displaystyle (Eq.2.3)
 * $$\displaystyle (Eq.2.3)
 * style= |
 * }

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

$$
 * $$ \mathrm{L} \left( cy\right)= 4 {x}^{7} + sin \left( cy\right) + {x}^{2} {\left(cy\right)}^{3} \frac{\ {d} }{\ {d} x} \left( cy\right)$$
 * $$\displaystyle (Eq.2.4)
 * $$\displaystyle (Eq.2.4)
 * style= |
 * }

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

$$ But
 * $$ \mathrm{L} \left( cy\right)= 4 {x}^{7} + sin \left( cy\right) + {c}^{4}{x}^{2} {y}^{3} \frac{\ {d} }{\ {d} x} \left( y\right)$$
 * $$\displaystyle (Eq.2.5)
 * $$\displaystyle (Eq.2.5)
 * style= |
 * }
 * {| style="width:100%" border="0"

$$
 * $$ c\mathrm{L} \left( y\right)= c \left( 4 {x}^{7} + sin \left( y\right) + {x}^{2} {y}^{3} {y}^{'}\right)$$
 * $$\displaystyle (Eq.2.6)
 * $$\displaystyle (Eq.2.6)
 * style= |
 * }

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

$$ \Rightarrow 4 {x}^{7} + sin \left( cy\right) + {c}^{4}{x}^{2} {y}^{3} {y}^{'}\neq c \left( 4 {x}^{7} + sin \left( y\right) + {x}^{2} {y}^{3} {y}^{'}\right)$$ By inspection, $$ \mathrm{L} \left( cy\right)\neq c\mathrm{L} \left( y\right)$$
 * style="width:25%; padding:1px; border:2px solid #0000FF" |
 * style="width:25%; padding:1px; border:2px solid #0000FF" |
 * style= |
 * }
 * }

This verifies that $$ 4 {x}^{7} + \sin\left(y\right) +  {x}^{2} {y}^{3} {y}^{'} $$ is an N1-ODE =Problem 8=

Given
From $$\displaystyle p. 10-3$$ of the lecture notes there are two integration constants

$${k}_{1}$$ is contained in $$\displaystyle (1) p. 10-3 $$

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

h \left( x\right)= \exp \left[ \int^{x} {a}_{0} \left( s\right)ds\right] $$ $$
 * $$\displaystyle (Eq 8.1)
 * style= |
 * }

$$ {k}_{2}$$ is contained in $$\displaystyle (3) p. 10-3 $$

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

\int^{x} h\left( s\right)b\left( s\right)ds $$ $$
 * $$\displaystyle (Eq 8.2)
 * style= |
 * }

Find
Show that $$ {k}_{1}$$ is not necessary

Solution
To show this we will use $$\displaystyle (6) p. 10-3$$ and show that $$ {k}_{1}$$ cancels out of the equation, but first we must find the constants $$ {k}_{1}$$ and $$ {k}_{2}$$ from equations $$\displaystyle (Eq 8.1) $$ and $$\displaystyle (Eq 8.2) $$

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

y \left( x\right)= \frac{1}{h \left( x\right)} \int^{x}h \left(s \right)b \left( s\right)ds $$ $$
 * $$\displaystyle (6) p. 10-3
 * style= |
 * }

When we perform the integration in the RHS of $$\displaystyle (Eq 8.1) $$ it becomes

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

\exp \left[ \int^{x} {a}_{0} \left( s\right)ds\right]= \exp \left[  \int {a}_{0} \left( x\right)dx + k \right] $$ $$
 * $$\displaystyle (Eq 8.3)
 * style= |
 * }

Using the properties for exponential functions $$ \exp \left[ a+b\right] = \exp \left[ a\right]\exp \left[b\right]$$

Now $$\displaystyle (Eq 8.3)$$ becomes

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

\exp \left[ \int {a}_{0} \left( x\right)dx \right]\underbrace{\exp \left[k\right]}_{=: k_1} $$ $$
 * $$\displaystyle (Eq 8.4)
 * style= |
 * }

Plugging this back into $$\displaystyle (Eq 8.1) $$ gives us
 * {| style="width:100%" border="0"

$$ h \left( x\right)= k_{1}\exp \left[ \int {a}_{0} \left( x\right)dx\right] $$ $$
 * style="width:25%; padding:1px; border:2px solid #0000FF" |
 * style="width:25%; padding:1px; border:2px solid #0000FF" |
 *
$$\displaystyle (Eq 8.5)
 * style= |
 * }

To find $$ {k}_{2}$$ we will evaluate the integral in $$\displaystyle (Eq 8.2) $$

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

$$ \int^{x} h\left( s\right)b\left( s\right)ds= \int h\left( x\right)b\left( x\right)dx + k_{2} $$ $$
 * style="width:25%; padding:1px; border:2px solid #0000FF" |
 * style="width:25%; padding:1px; border:2px solid #0000FF" |
 *
$$\displaystyle (Eq 8.6)
 * style= |
 * }

Finally plug equations $$\displaystyle (Eq 8.5) $$ and $$\displaystyle (Eq 8.6) $$ into $$\displaystyle (6) p. 10-3 $$

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

y \left( x\right)= \frac{1}{\cancelto{}{k_{1}}\exp \left[  \int {a}_{0} \left( x\right)dx\right]}\left[ \int \cancelto{}{k_{1}}\exp \left[  \int {a}_{0} \left( x\right)dx\right]b \left( x\right)dx +k_2\right] $$ $$
 *
$$\displaystyle (Eq 8.7)
 * style= |
 * }

This shows $$k_1$$ is not necessary
 * {| style="width:100%" border="0"

$$ y \left( x\right)= \frac{1}{\exp \left[  \int {a}_{0} \left( x\right)dx\right]}\left[ \int \exp \left[  \int {a}_{0} \left( x\right)dx\right]b \left( x\right)dx +k_2\right] $$ $$
 * style="width:25%; padding:1px; border:2px solid #0000FF" |
 * style="width:25%; padding:1px; border:2px solid #0000FF" |
 *
$$\displaystyle (Eq 8.8)
 * style= |
 * }

Given
From the meeting 10 lecture notes

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

y \left( x\right)= \frac{1}{h \left( x\right)} \int^{x}h \left(s \right)b \left( s\right)ds $$ $$
 *
$$\displaystyle (6) p. 10-3
 * style= |
 * }

Similarly from King et al, p. 512

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

y = A\exp \left\{  - \int ^{x}{P} \left( t\right)dt\right\}+\exp \left\{  - \int ^{x}{P} \left( t\right)dt\right\}\int ^{x}{Q} \left( s\right)\exp \left\{  \int ^{x}{P} \left(t\right)dt\right\}ds $$ $$
 *
$$\displaystyle K p. 512
 * style= |
 * }

Find
Show that $$\displaystyle (6) p. 10-3 $$ agrees with $$\displaystyle K p. 512 $$, i.e.

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

y = A{y}_{H}\left(x \right)+{y}_{P}\left(x \right) $$ $$
 *
$$\displaystyle (Eq 8.9)
 * style= |
 * }

Solution
To show that thes two equations agree we need to get them in the form of $$\displaystyle (Eq 8.9)$$. Fortunately, $$\displaystyle K p. 512 $$ is already in this form where

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

A{y}_{H}\left(x \right)= A\exp \left\{ - \int ^{x}{P} \left( t\right)dt\right\} $$ $$
 *
$$\displaystyle (Eq 8.10)
 * style= |
 * }

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

{y}_{P}\left(x \right)= \exp \left\{ - \int ^{x}{P} \left( t\right)dt\right\}\int ^{x}{Q} \left( s\right)\exp \left\{  \int ^{x}{P} \left(t\right)dt\right\}ds $$ $$
 *
$$\displaystyle (Eq 8.11)
 * style= |
 * }

Now, using $$\displaystyle (Eq 8.8) $$ which is the expanded form of $$\displaystyle (6) p. 10-3 $$ we can further expand and rearrange to get

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

y \left( x\right)= \frac{1}{\exp \left[  \int {a}_{0} \left( x\right)dx\right]} \int \exp \left[  \int {a}_{0} \left( x\right)dx\right]b \left( x\right)dx +\frac{k_2}{\exp \left[  \int {a}_{0} \left( x\right)dx\right]} $$ $$
 *
$$\displaystyle (Eq 8.12)
 * style= |
 * }

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

y \left( x\right)= \exp \left[  -\int {a}_{0} \left( x\right)dx\right] \int \exp \left[  \int {a}_{0} \left( x\right)dx\right]b \left( x\right)dx +k_2\exp \left[  -\int {a}_{0} \left( x\right)dx\right] $$ $$
 *
$$\displaystyle (Eq 8.13)
 * style= |
 * }

Now we have $$\displaystyle (6) p. 10-3 $$ in the form of $$\displaystyle (Eq 8.9)$$ where

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

A{y}_{H}\left(x \right)= k_2\exp \left[ -\int {a}_{0} \left( x\right)dx\right] $$ $$
 *
$$\displaystyle (Eq 8.14)
 * style= |
 * }

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

{y}_{P}\left(x \right)= \exp \left[ -\int {a}_{0} \left( x\right)dx\right] \int \exp \left[  \int {a}_{0} \left( x\right)dx\right]b \left( x\right)dx $$ $$
 *
$$\displaystyle (Eq 8.15)
 * style= |
 * }

By comparing $$\displaystyle (Eq 8.10) $$ with $$\displaystyle (Eq 8.14)$$ and $$\displaystyle (Eq 8.11) $$ with $$\displaystyle (Eq 8.15) $$ we can see that these equations are in agreement

Given

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

{y}^{'}+ {a}_{0}y=0 $$ $$
 *
$$\displaystyle (Eq 8.16)
 * style= |
 * }

Find
Find $$ y_H$$

Solution
Since $$\displaystyle (Eq 8.16)$$ is the homogeneous portion $$\displaystyle (2) p. 10-3$$ and is seperable, we can solve directly for $$ y_H$$

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

\frac{1}{y}{y}^{'} = -{a}_{0} $$ $$
 *
$$\displaystyle (Eq 8.17)
 * style= |
 * }

Integration of this equation gives

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

\ln \left( y\right)= -\int^{x} {a}_{0} \left( s\right)ds + C $$ $$
 *
$$\displaystyle (Eq 8.18)
 * style= |
 * }

Solving for $$y$$ gives

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

y= \exp\left[ -\int^{x} {a}_{0} \left( s\right)ds + C \right]= A\exp\left[ -\int^{x} {a}_{0} \left( s\right)ds\right]= y_H $$ $$
 *
$$\displaystyle (Eq 8.19)
 * style= |
 * }

title: User:Egm6321.f10.team3.cook/HW2


text:
User:PublicDomainFan

Welcome to PublicDomainFans User Page.

title: User:PublicDomainFan


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User talk:PublicDomainFan

Hi! PublicDomainFan 18:10, 19 September 2010 (UTC)

title: User talk:PublicDomainFan


text:
User talk:Egm6321.f10.team5.faraone/hw2

=Problem #6=

Given

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

y(x)=sin^{-1}(k-15x^5)  (4) $$ 75x^4+cos(y)y'=0        (1) $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle

 * }
 * }

Find
Verify that equation 4 satisfies equation 1.

Solve
First determine $$\frac{d}{dx}y(x)$$ for equation (4).

 * $$\begin{align}

&\frac{d}{dx}sin^{-1}(x)=\frac{1}{\sqrt{1-x^2}}\\ &y'(x) = \frac{-75x^4}{\sqrt{1-(k-15x^5)^2}}\\ \end{align}$$ solve eq 1 for y'(x)
 * $$\begin{align}

&cos(sin^{-1}(x))=sin(cos{-1}(x))=\sqrt{1-x^2}\\ &75x^4+cos(y)y'=75x^4+cos(sin^{-1}(k-15x^5))y'=> y'(x)=\frac{-75x^4}{\sqrt{1-(k-15x^5)^2}}\\ \end{align}$$

$$y(x)'$$ from equation 4 is equal to $$y(x)'$$ from equation 1. Thus equations 4 satisfies equation 1.

title: User talk:Egm6321.f10.team5.faraone/hw2


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User:Mortense

See my Wikipedia user page.

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User talk:Mortense

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User talk:Shubhang~enwikiversity

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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 Shubhang. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Shubhang~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 23:43, 17 March 2015 (UTC)

Renamed
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User talk:Allseeingi~enwikiversity

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Northern Arizona University/Environmental Ethics/Journals/Adam's Journal

Journal #1 - September 3, 2010

In this first entry I will discuss the initial impressions that are striking me about Aldo Leopold, his book A Sand County Almanac, and the entire topic of Environmental Ethics as a whole. The first reading assigned was The Land Ethic, which is a short treatise written at the end of the book about the development of a new way of looking at human decision-making in respect to our environment. This new approach involves an enthusiastic effort at preserving the dignity and stability of the ecosystems we are members of.

The author suggests that ethics are a mode of guidance for living a moral life. Thus, Leopold’s proposed “land ethic” is a set of standards which encourage each member of an ecosystem to review possible decisions in terms of their responsibilities to the community, not merely their own self-interest. This ethic is not something that must be explained often. Rather, it is a fundamental value upon which all other values rest. Thus, once the individual has developed this ethic fully, it informs his thought processes on a more automatic, instinctual level. Of course, every individual must look after himself before all else. However, there is often a way to reduce the impacts of the satisfaction of one’s own needs on one’s neighbors and community.

One thing that concerns me about the time period in which I am a part of is that with all the capability that humans have, we have a very disconnected relationship with the environment. Our relationship with the world we live on is one in which we are masters and we subject everything else to our will. We view the land as a venue for our own satisfaction, and not as a diminishing commodity that we need to work hard to preserve. Nowadays, at least in the United States, it is possible for someone to pack up and move to another location at will. Thus, there is not the sense of dependence on the land that humans once had: the same sense that is so natural for every other living organism. I worry that this is the root of our ever-expanding disconnect from our environment, our Earth.

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Journal #2 - September 10, 2010

In class this week, I was exposed to a very new and interesting idea. For most scientists who work with the environment, especially biologists and ecologists, the key relationships in nature that sustain ecosystems are those of competition and predation. These relationships seem to maintain stability and homeostasis among different species in a region. Leopold, however, is presenting a different way of viewing these interactions between species. In the land pyramid, which has the predators at the top and the plants at the bottom, the final effect of competition can be viewed as cooperation after all. When two species in one level of the pyramid are competing with another, and a bear preys on one of these species, it is effectually cooperating with the other species. Viewing relationships in nature in this way makes it clear to me that the community of life, not just the individual, is a living organism itself. These interactions between individuals occur in such a way to reinforce the stability of the ecosystem as a whole. This living thing, the community, is trying to preserve its own life just as an individual organism does. It should be a goal of humanity to recognize our role in this system and attempt to contribute to, and not defile, this equilibrium that has been naturally established. We discussed the inherent value of nature and where this value originates from. I have a hard time with this question and many philosophical questions lately. I think this is because of the scientist in me. I have become so accustomed to seeking an answer that can be explicitly known and explained. Questions like “What are ethics?” and others, where the response is different for every soul-searcher, now make me a bit uncomfortable. I suppose that is why I am in this class, so that I can develop that side of myself.

A key theme I will be pondering for the duration of this semester is the reason why I seek to be an engineer, since that is the path I have finally decided on. What is the purpose for which I am learning these methods such as Physics, Chemistry, and Mathematics? Merely the process of becoming educated and empowered is a great challenge for me. I am starting to realize now that the greater challenge in my life is likely to be the challenge of discerning the best way to spend my days. To what end will I use this flesh and blood, this life?

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Journal #3 - September 20, 2010

Since my previous entry, I have finished reading A Sand County Almanac. Interestingly enough, the question that was raised at the end of my last journal entry was addressed explicitly by the author. In the section of the book entitled November, Leopold discusses certain reasons for wielding an axe. On the surface, the discussion concerns Leopold's opinion of which tree is preferable to cut between the Birch and the Pine tree. On a deeper level, Leopold is attempting to delve into the unique relationship that humans have with the land. As those who can control the shovel and the axe, we have the capability to give life and to destroy life. According to Leopold, this is a divine ability we have achieve, and I agree with him. Most men learn how to utilize one narrow set of tools and specialize in the type of work that is associated with those tools. Leopold seems to believe that every individual should consider the vast ways to contribute to this reality, this world. Operating machinery without using your intellect to guide your hands is bound to lead to destruction.

If I want to leave a positive effect on the world, I must keep a commitment to participation in the ongoing debate over the moral way. Though the answer will likely never be explicit and easy to recognize, as I would like it to be, the process and the search will be a guiding light for me.

Why does Leopold include this discussion of axe-wielding specifically in the month of November? He states that because it is in the transitional period between fall and winter that one can clearly see where the trees are intertwined. Also, it is cold enough to help the wood break, yet still warm enough to be comfortable in the process of chopping it down. November is a time where the mood shifts dramatically from warm, sunny days to several months of cold and gloom. In periods of transition, where one can clearly see what is happening to the structure underlying the color of the trees, you can make the most informed cut.

Hmm... it seems I could go on and on about the axe as a symbol in Leopold's writing. I think I'll save the rest of my thoughts for paper one.

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Journal #4 - September 29, 2010

This week in class we discussed the writings of Mary Austin. Specifically, we examined a number of short stories from her book Land of Little Rain. Her writing is focused on a region very familiar to us, the deserts of Arizona and the Colorado Plateau. I find it interesting that the same reasons that I disliked about the desert when living in Phoenix are some of the major reasons why Austin is so fond of such a region. The desert has the impression of being lifeless, dead, and uninhabitable due to the harsh heat and lack of water. In Phoenix, AZ, humanity is forced to engineer their own habitat with the use of electricity and water redirection canals. Nevertheless, humans and wild animals alike have found ways to live within the constraints of this harsh ecosystem. Even though water is not found gratuitously in this land, it can be found by the trained eye. Frugality and discipline in the use of resources like food and water will allow a plant or a critter to sustain life.

Mary Austin seems to suggest that the extraordinary beauty of the desert lies in the strong will to live that is seen in all animals that inhabit it. Not a single drop of life, or water, is wasted in the desert. Should one animal miss a drop on the surface, some form of vegetation will put it to use as the water travels through the ground. Native Americans, as a result of many years of living in a sustainable manner, have developed a unique cultural relationship with the land. Their spirituality is deeply intertwined with the spirits alive in all worldly things. These people recognize their dependence on the land more than their power over it. Thus, a major goal for Natives is to respect and nurture the land so that it will continue to foster their livelihoods.

One more main point seen in Austin's writing, specifically in the small section entitled Water Trails of the Ceriso, that any source of water in the barren lands of the Southwestern American desert becomes in essence a gathering place for nearly all life. Unusual increases in vegetation hint to insects, rodents, and other small animals that water is nearby. It also points out to coyotes and birds of prey that food and water are close at hand. Additionally, the increased vegetation provides shelter for small organisms and food for others. This oasis in the desert is a thriving marketplace of life, where all gather in search of freedom from want and/or fear.

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Journal #5 - October 10, 2010

Since my last entry, the class has moved on to a new author, John Muir. Muir seems to have a similar outlook regarding humanity's role in nature as the ideas Leopold promoted in the Land Ethic and A Sand County Almanac. In Man's Place in the Universe, a part of Muir's book A Thousand Mile Walk to the Gulf, he discusses the common perceptions of the majority of how humanity is related to the Earth. The perspective he evaluates is the Christian/Anglo outlook, which rests on the belief that humanity is the ruler of God's creation, since humans are made in God's image. He offers the existence of man-eating predators, natural diseases that man succumbs to, and irritating plants with stingers and thorns as evidence that humans are just one species in a greater divine schematic. The existence of such pests and threats to human life is proof, he suggests, that man is just one more organism subjected to the laws of life, just like the rest of the biological community. He also makes the point that though nature would be incomplete without the existence of humans, it would be just as incomplete in the absence of the most minute and "insignificant" microorganisms whose functions and importance humans generally overlook.

Muir seems to be saying that in overestimating the importance of our own existence, we fail to notice the majesty of the life around us. We do not see that humans are just one part of a greater mystery, and that by taking the delicate balance of life into our own hands we are really taking away from our own experience of real life as it was meant to be. I think that Leopold was likely a student of John Muir's, because these sentiments are similar to Leopold's plea for a Community Ethic, in which humans consider not only the world in terms of how it can be utilized in human society. Rather, this Community Ethic takes into consideration the responsibilities that humans hold because of their intellectual understanding of the world.

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Journal #6 - November 3, 2010

The ideas of Henry David Thoreau in Walden have become the primary focus of our class. My favorite portion of this book is Economy, which discusses Thoreau's hypothesis that participation in the human economy is a destructive force in the life of an individual. He says that the many material needs of a human being can be satisfied in a more efficient manner than by participation in the market. The common economic viewpoint in Thoreau's time, which is still the predominant outlook today, is that through specialization in each individual's efforts, every member of the economy is better off because the quality of each product is increased and can be made more efficiently. Thoreau critiques the idea of specialization, stating that through specialization, the experience of the multiple dimensions of life is taken away from the individual. He says that every man should have the experience of carpenter, farmer, cloth-maker, etc.

Another major tenet of Thoreau's argument in Walden is the idea that the chief end of man in economic pursuits should not be the accumulation of wealth and luxurious goods, as many people seem to believe. He argues that the more material items and tools an individual comes to own in his lifetime, the more he becomes a slave to such things. When a man spends his time and effort seeking to earn money to buy things, he is actually selling away his life in the attempt to earn luxuries. Instead of this pursuit, he says, one should focus on providing the necessaries of life (food, shelter, water, and clothing) with as minimal effort possible. In saving one's time and energy in this way, the individual will have more freedom to partake in the more worthy pursuits of man, such as searching for personal and spiritual fulfillment.

In Economy, Thoreau is attempting a scientific inquiry into the topic of the true necessities for a full human life. His hypothesis is that a more satisfying and rewarding lifestyle is one in which the individual is able to accomplish every need he has with the efforts of his own hands. He publishes his book, Walden, as a scientific record of his successes and failures in trying on this unique lifestyle.

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Journal #7 - November 10, 2010

In this journal entry I will discuss the affects that the reading of Walden has had on my personal thought regarding my purpose in life. A key component of Thoreau's argument in Walden is that the chief end of man is not to live an extravagant material life, but to life an extravagant spiritual life. Thoreau's suggestion of the proper life is one in which the individual squeezes every kernel of fulfillment, truth, and happiness out of every moment in life, wasting as little time as possible on staying alive. I interpret these sentiments to mean, in more basic terms, that the chief end of man is to find happiness and enjoyment in every day of life. As I read these pages, I am compelled to evaluate my own life through Thoreau's lens, to see how well I am living according to his terms.

In my honest evaluation, I think I am failing miserably at the goal of spending my days deliberately. I have spent this semester feeling like a slave. I foolishly took the risk of taking 18 credits this semester, knowing fully that my job would also demand a great amount of my time and effort. For the majority of this semester, i have been working 3 or 4 shifts a week and spending most other waking moments desperately trying to catch up on my schoolwork. As a consequence, I find myself spending what little free time I have in trying to relax and unwind. The result of this lifestyle is a sacrifice of myself in the process of all this work! It is rare that I have the free time and necessary energy to go out and accomplish a lofty goal that I have set for myself. I work at a restaurant and bar downtown, and while the money is great, I certainly get very stressed out at times at this job because of it's fast-paced nature. I also am most often scheduled to work on the weekends and holidays. The combination of this job and being a more than full-time student means that I rarely have a day that I don't have to work or go to school.

The point of this journal entry is not to complain about the difficulty of my life, because in the end I am glad that I have the opportunities to get a good education and to earn a comfortable living at my age. The point is to use my personal experience to evaluate the claims that Thoreau makes in Walden. I believe that his argument absolutely valid. Spending the bulk of my time working on securing a better future for myself is not a fulfilling lifestyle. I know this because I often wake up reluctantly, knowing that I will spend the most of the day doing what other people want me to do with my time, instead of making my own decisions. I have taken some steps to change this predicament, such as taking a more proactive approach at finding enjoyment in the work I do. Also, I refuse to work more than 2 shifts a week, and I will never again take more than 5 classes in one semester. Thoreau's ideas on the chief end of man are so compelling, that once they are in your head, they are impossible to merely push aside. His points have certainly taken hold in the way I approach my days.

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Journal #8 - November 16, 2010

This month in Philosophy, we have turned to the works of a new author, Ralph Waldo Emerson. I must first of all say that his capacity to pack meaning into every phrase of his writings never ceases to amaze me. I continually find deeper layers of meaning with every read of a paragraph, and I am certain that more than half of the intended ideas have evaded my limited mind. He put eloquent words to a feeling I have had, but never really been capable of expressing verbally, in his discussion of the one mind that is common to all mankind which can be found in the essay titled History. He says that any man who has committed himself to reason receives the key to the entire estate of human realization. Every advancement made by every scientist, philosopher, and artist in history is equally made in each individual. The feelings that are felt by every grand figure in historical accounts resonate with equal magnitude in the hearts of the historians that read the account.

According to Emerson, every individual has the capacity to experience the entirety of existence. Thus, every event that occurred in the past in every different part of the world, can be known by one individual. In this way, the reasonable man is able to transcend the finiteness of his own existence. While the body of a human being is confined to time and space, the mind is free to travel throughout eternity. Emerson suggests that the universe exists for the education of every individual. In life, our purpose should be to seek truth and understanding of every aspect of life, because the more familiar we become with the truth of the past, the more informed our lives will be in the present.

Another point made in History is that nature is made manifest through the many laws that we find through observation. Emerson suggests that just as a poet is able to explain one idea in many different ways, through various plot lines and sets of characters, Nature presents those that live with truth in many different forms. He states that every attempt at reaching an understanding of one of these forms is worthwhile, because the same truth is bound to interact with our lives again and again. The more educated a man is, in terms of his awareness of the truth around him, the more empowered he is to have an influence on his own life.

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Journal #9 - November 29, 2010

The essay entitled "Self-Reliance" has caught my attention in the last few days, as I seek to develop and narrow down a topic for my short paper on Emerson. In this piece, Emerson argues for nonconformity and self-guidance. According to Emerson, the greatest gift of life given to each individual is the ability to influence and create the future. He suggests that most people spend too much time dwelling on the past and fearing the consequences that loom in the future. Instead, Emerson argues that one should trust his capability to correctly act in the present. He says nothing happens by mere consequence, that the eye of the individual is placed in a unique ray of light so that he may give witness to the world of the truth he has been shown. Nobody but the single intended recipient of that truth can properly and fully understand it.

Another point made by Emerson in this section is that one should not live a life based on the approval or disapproval of his peers and critics. He who should seek to create the world of his dreams should not fear retribution, because criticisms based on time and space are lacking in true depth. The real lessons we gain from life experiences may come about from unclearly-linked or even contradictory evidence. Yet the honest contemplation of the correct path and the pattern of the decisions made over time will show the genuine intentions and insights of the bold man. Emerson offers the image of an excellent sailboat, whose path is not straight and determined but wavers back and forth with each tack. In this way, we can come closer and closer to the truth even as our opinions and perceptions of the real world waver. It is in the whole of this experience that the meaningful lessons of life are illuminated to us.

I have been struggling with this concept of late, as I seek to confront the habits of my own mind. I often look to the future to explain or justify to myself my shortcomings in the present. For example, when new opportunities are in front of me, I have a tendency to mask my fear of going out and seizing those opportunities by rationalizing a reason that such an action could be harmful in the future. For instance, the idea that the girl that catches my eye will eventually misuse me as a rationalization for my fear of initiating any interaction. My anticipation of the future robs me of not only the excitement of the win or lose situation, but also of the experience of living in the present that will inform the remainder of my future decisions!

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Journal #10 - December 16, 2010

Today is the last day of school, and thus, my last journal entry will be a reflection about the semester as a whole. I learned many valuable lessons in this course that I will take with me through the rest of my engineering classes and into my adult life. The most important of these is the realization that in order to be a more complete person, it will be necessary for me to continuously evaluate and adjust my lifestyle in terms of the long-term, higher purpose in my life. I tend to get very absorbed in the trials of the day-to-day, losing sight of the ultimate goal. I have learned to recognize that without keeping an eye to my deeper goals in life, I will find that all my individual efforts were wasted for lack of a common direction. It will be important for me to consider the purpose of all my actions, particularly because of all the tools I'm gaining in the scientific and mathematical degree that I am pursuing. Without the proper direction I will undoubtedly fail to apply my abilities where they're best suited.

Another main theme of this class for me was bringing out the philosopher in me. Being able to see multiple different perspectives on the same topic is pivotal to understanding. As Leopold pointed out in his discussion of history, a tree's history can be seen in multiple different ways. It can be viewed from the top down to see the rings all together, viewed from outside to inside to see changes in a chronological order, or it can be wedged to see different components/fragments of the entire whole. In the same way, I need to learn to see things from all possible perspectives in order to have a holistic conception of them.

Finally, I learned more about my ultimate purpose on Earth. As a member of the living community, I have an obligation to do what I can to foster the interconnectedness and stability of my environment. Throughout millions of years, life developed to reach the point of stability that it has reached today. As a human being, I sit at the pinnacle of these millions of years of evolution. With the power to recognize what can be done to help or harm this balance, I have a crucial responsibility to use that power to be a steward of the land.


text:
Ideas in Geometry/Instructive examples

This page will serve as an index of all problems worked out as instructive examples of the concepts involved in the course Ideas in Geometry/.

List the examples here as links.

Group Examples
Proving the Pythagorean Theorem By Picture/

/Pythagorean Theorem Proof by Picture-Leonardo da Vinci Proof/

/Proving the Area of a Quadrilateral/

/Proving the Area of a Trapezoid/

/Proving Parallel Bisectors in Quadrilaterals/

/Proving Pythagorean Theorem Using Similar Angels/

Individual Examples
/Section 1.1/

/Section 3.2/

/Section 1.3/

/Section 1.3/

/Finding a Midset (21 from 1.3)/

/Section 3.2/

/Section 3.2 Number 28/

/3.2/

/Section 2.1/

/Section 3.1/

/9 from 2.1, Proof by Picture using Venn Diagrams/

/Problem/

/Section 2.1 Basic Set Theory number 10/

Section 2.3 #4

Section 2.4 problem 23

/Section 2.1/

/Section 1.2/

/Continued Fractions, Section 3.2/

/Proving Sets Equal, Section 2.1/

/If-Then Truth Tables, Section 2.2/

/Proof by Vienn Diagrams Section 2.1/

/Section 2.2/

/Section 2-3/

/Section 2.3/

/Monty Hall Lesson/

/Section 2.4/

/Section 2.4:/

/Section 2.1/

/Section 3.2 Problem 42 - Lattice Area, Pick's Theorem, and Probability/

/Section 3.2 Problem 7-Using Brahmagupta's Formula/

/Section 1.2 problem/

Lesson 10 logic

/Lesson 17- Properties of Triangles/

/Lesson 15: Tessellations/

/Lesson 6: Introduction to City Geometry/

/Lesson 4: Algebraic Geometry/

/Lesson twenty Eight: Fields/

/Lesson 1: Euclid's Axioms/

/Lesson 21: Wacky Dice/

title: Ideas in Geometry/Instructive examples


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