text:
Motivation and emotion/Tutorials/Needs

Overview
This tutorial:
 * 1) introduces brain structures which are relevant to motivation and emotion
 * 2) discusses the motivational and emotional role of neurotransmitters and hormones
 * 3) considers psychological needs, with a particular focus on Deci and Ryan's taxonomy of motivation and self-determination theory
 * 4) discusses book chapter topic development

Physiological aspects of motivation and emotion
Important physiological elements of our motivational and emotional experiences include brain structures, neurotransmitters, and hormones. Whilst each of these components serves particular functions, they also communicate directly or indirectly with one another to work dynamically and holistically.

Brain structures and functions
The purpose of this section is to become familiar with brain structures which have important motivational and emotional functions.

Triune brain theory
A useful starting point to understanding the human brain structures which relate to our motivational and emotional lives, is the triune theory which understands the brain as having evolved in evolutionary layers:
 * 1) Reptilian brain (Brain stem): Instinct, survival, alertness
 * 2) Mammalian brain (Limbic system / Mid-brain): Emotional functions
 * 3) Human brain (Neocortex): Higher order capacities to self-regulate, plan, make choices, exercise volition, decide whether to approach or avoid, and so on, in the frontal cortex.

Brain structures
Activity: Mix and match activity in small groups

 * Face-to-face
 * 1) Review the master list of brain structures and functions.
 * 2) Cut up the copy into separate structures and functions, then mix them around.
 * 3) As a group, match the brain structures to their functions - do the best you can, then check against the master list.
 * 4) Mix them up, and try again - repeat process until your group can get them all right.

 * Online
 * 1) Use this link: Brain structure mix and match activity
 * 2) Each person should allocate themselves to researching a structure; once completed, add your name to a free structure until complete

This is a recommended app to install and explore the location and function of important brain structures:
 * 3D Brain structure app
 * 1) 3D Brain app on Google Play
 * 2) 3D Brain app on Apple iTunes

 * List of brain structures linked to Wikipedia articles
 * 1) Overview brain diagram (note: useful summary, but not all structures of interest are listed)

 * Cortical
 * 1) Cerebral cortex (Frontal lobes)
 * 2) Anterior cingulate cortex
 * 3) Dorsolateral cortex
 * 4) Orbitofrontal cortex
 * 5) Prefrontal cortex
 * 6) Ventromedial cortex

 * Sub-cortical
 * 1) Amygdala - Video
 * 2) Basal ganglia
 * 3) Hypothalamus
 * 4) Insula
 * 5) Reticular formation
 * 6) Ventral striatum and Nucleus accumbens
 * 7) Ventral tegmental area

Hormones and neurotransmitters

 * 1) Ask/discuss:
 * 2) What is a hormone?
 * 3) What is a neurotransmitter?

Hormones

 * List of hormones linked to Wikipedia articles
 * 1) Cortisol
 * 2) Testosterone
 * 3) Oxytocin
 * 4) Ghrelin
 * 5) Leptin

See also: Catecholamine

 * Face-to-face activity
 * 1) Allocate each person a hormone or a function of a hormone - from this list.
 * 2) Invite class to 'find their match' and discuss what they know about how this physiological element works. (If someone is really lost, encouraged others to help them out; last resort - give them a hint)
 * 3) Ask the pairs to explain their match to the class and what else they know about that hormone; encourage other's input
 * 4) Optional: Mix-up and repeat again.

 * Online activity
 * 1) Go to the mix and match spreadsheet: Hormones, neurotransmitters and their motivational and emotional function - Mix and match
 * 2) Allocate your name to one of the hormones research the correct answer. Once finished, select any that are free until the task is complete.

Neurotransmitters

 * List of neurotransmitters linked to Wikipedia articles
 * 1) Dopamine
 * 2) Serotonin
 * 3) Norepinephrine
 * 4) Endorphins

 * Face-to-face activity
 * 1) Allocate each person a neurotransmitter or a function of a neurotransmitter - from this list.
 * 2) Invite class to 'find their match' and discuss what they know about how this physiological element works. (If someone is really lost, encouraged others to help them out; last resort - give them a hint)
 * 3) Ask the pairs to explain their match to the class and what else they know about that hormone; encourage other's input
 * 4) Optional: Mix-up and repeat again.

 * Online activity
 * 1) Go to the mix and match spreadsheet: Hormones, neurotransmitters and their motivational and emotional function - Mix and match
 * 2) Allocate your name to one of the neurotransmitters and research the correct answer. Once finished, select any that are free until the task is complete.

Needs
Brainstorm and discuss:
 * 1) What are needs? Discuss and define - needs are requirements for physiological and psychological health and well-being (e.g., eating (nutrients/energy), hydration, temperature, sleeping).
 * 2) How do needs differ from desires, wants, likes etc.? Needs are essential for survival and well-being; desires, wants, likes etc. are motivations for non-essential stimuli (e.g., An umbrella in the rain)
 * 3) What types of needs are there? Brainstorm. Reeve (2018) classifies needs as physiological, psychological and implicit (social).

 * 1) Deficit vs. growth needs

Intrinsic and extrinsic motivation

 * 1) The intrinsic-extrinsic motivational distinction is widely recognised and accepted. However, it risks being overly simplistic. Discuss:
 * 2) What is intrinsic motivation (IM)?
 * 3) What is extrinsic motivation (EM)?
 * 4) What are some advantages of conceptualising motivation in this way? (e.g., simple, easy to understand and helps with research designs)
 * 5) What are some disadvantages of conceptualisating motivation in this way? (e.g.,  motivational sources are often complex and dynamic, involving aspects of both intrinsic and extrinsic motivation)
 * 6) Deci and Ryan (2000)'s taxonomy of motivation (Figure 1) describes a motivational spectrum including amotivation, four types of extrinsic motivation, and intrinsic motivation.
 * 7) What are each of the types motivation described by Deci and Ryan's taxonomy? Handout a blanked version of Deci and Ryan's taxonomy and facilitate the class to define, discuss, and generate examples for each of the components:
 * 8) Amotivation
 * 9) Extrinsic motivation
 * 10) External regulation
 * 11) Introjection
 * 12) Identification
 * 13) Integration
 * 14) Intrinsic motivation

Psychological needs

 * Self Determination Theory
 * 1) Provide an overview of Self-Determination Theory (SDT):
 * 2) Who has heard of it?
 * 3) What they know about it?
 * 4) What is the theory for?
 * 5) Who is it by?
 * 6) What are the key components?
 * 7) Autonomy
 * 8) Competence
 * 9) Relatedness
 * 10) Quiz the class a bit further about what it knows about "autonomy" and what might be meant by "autonomy support"?
 * 11) Watch the 14 min. video, Promoting motivation, health, and excellence (Ed Deci, TEDx) (youtube) and note answers to:
 * 12) What is autonomy-based motivation?
 * 13) Why does autonomy-based motivation matter?
 * 14) How can we facilitate autonomy-based motivation? (e.g., as leaders, managers, teachers, parents)

Topic development

 * 1) Conduct a quick poll of who has:
 * 2) Who doesn't have a topic? (sign up or propose a topic ASAP) - Discuss/help
 * 3) Who hasn't edited the chapter page they are working on yet with draft headings and dot-points? - Discuss/help
 * 4) Who has started a chapter plan? (e.g., headings, key points, key references)
 * 5) Who has made a social contribution (an edit beyond their user page or book chapter, discussion post, or tweet)?
 * 6) Who has logged a social contribution on their user page? (see making and summarising social contributions)
 * 7) Brainstorm and discuss:
 * 8) Book chapter structure - Main sections - Overview, Body headings, Conclusion, See also, References, External links
 * 9) Learning features - Basically, anything that is not paragraph text - Internal and external links, Images, Tables, Feature boxes, Quizzes
 * 10) Social contribution (any logged contribution beyond one's primary chapter)

Images
Live demo - ask for a volunteer chapter.

 * 1) Searching
 * 2) Wikimedia Commons
 * 3) Wikimedia Commons search results might include:
 * 4) A page with thumbnails for relevant images (e.g., Psychology
 * 5) A category with links to relevant sub-categories and thumbnails (e.g., Category:Emotions)
 * 6) A list of search results with thumbnails (e.g., worried
 * 7) It is also possible to search Wikimedia Commons directly through the Visual Editor, using the File name field.
 * 8) Google Images with License filtering to identify free to use images (advanced - filter - usage rights)
 * 9) Creative Commons
 * 10) Embedding
 * 11) Edit a Wikiversity page and add an image using the Visual Editor, including captioning, positioning and sizing of the image (Edit - Insert - Media - File name)
 * 12) Repeat for a second image
 * 13) Uploading to Wikimedia Commons
 * 14) Upload images to Wiki Commons - how to video

Tables

 * 1) Easiest to use the visual editor
 * 2) Tables

Social contributions

 * 1) Wikiversity
 * 2) Editing other chapters - previous or current
 * 3) Thanking
 * 4) Undoing changes (via History)
 * 5) Commenting other chapters
 * 6) Watchlist (favourite pages and then click on Watchlist to see latest changes)
 * 7) Preferences e.g., email notifications
 * 8) UCLearn discussion forum posts
 * 9)  X posts
 * 10) Summarising social contributions on user page with links to evidence

Recording

 * Tutorial 02 recording, 2019
 * Tutorial 02 recording, 2017

title: Motivation and emotion/Tutorials/Needs


text:
Motivation and emotion/Tutorials/Motivation, optimism, and self

Overview

 * 1) This is the last motivation tutorial - the following three tutorials focus more on emotion.
 * 2) This tutorial explores five motivation topics which extend on content covered in Lectures 05 and 06 and Reeve (2015) textbook chapters 5, and 8 to 10:
 * 3) intrinsic-extrinsic motivation and Deci and Ryan's taxonomy of motivation
 * 4) functionalist perspective on motivation using university student motivations as an example
 * 5) learned optimism

 * 1) self-tracking
 * 2) This tutorial also assists authors with content development of the book chapter by:
 * 3) live editing demonstration of Wikiversity in response to questions and examples
 * 4) journal database and citation search techniquesdemonstration and discussion, with an emphasis on use of Google Scholar

Intrinsic and extrinsic motivation

 * 1) The intrinsic-extrinsic motivational distinction is widely recognised and accepted. However, it risks being overly simplistic. Discuss:
 * 2) What is intrinsic motivation (IM)?
 * 3) What is extrinsic motivation (EM)?
 * 4) What are some advantages of conceptualising motivation in this way? (e.g., simple, easy to understand and helps with research designs)
 * 5) What are some disadvantages of conceptualisating motivation in this way? (e.g.,  motivational sources are often complex and dynamic, involving aspects of both intrinsic and extrinsic motivation)
 * 6) Deci and Ryan (2000)'s taxonomy of motivation (Figure 1) describes a motivational spectrum including amotivation, four types of extrinsic motivation, and intrinsic motivation.
 * 7) What are each of the types motivation described by Deci and Ryan's taxonomy? Handout a blanked version of Deci and Ryan's taxonomy and facilitate the class to define, discuss, and generate examples for each of the components:
 * 8) Amotivation
 * 9) Extrinsic motivation
 * 10) External regulation
 * 11) Introjection
 * 12) Identification
 * 13) Integration
 * 14) Intrinsic motivation

Functionalist perspective on motivation

 * 1) Models of motivation considered so far don't really reflect two issues:
 * 2) People may perform the same behaviour but with different motivations.
 * 3) There is often more than one motivation (reason) why someone performs a behaviour.
 * 4) The functionalist perspective on motivation (Clary & Snyder, 1999) suggests that behaviour serves a variety of different functions (or goals) for different people and that the degree of match between a person's motivations and outcomes determines the person's level of satisfaction and continuance of the behaviour.
 * 5) For example, consider:
 * 6) "Why are you at university?" - or, more generally,
 * 7) “Why do students go to uni?”
 * 8) Develop a class mind-map of the main underlying motivation for attending university. Try to think and respond really honestly - why are students really at university? Answers are likely to cover a wide range of human motives, but as the mind-map develops, look for underlying themes and group similar motivations together. Past experience with this exercise and previous research with UC students has suggested that the motivations are likely to fall within these six categories:
 * 9) Career/Qualifications - for the degree, so I can get a better job etc.
 * 10) Self-Exploration/Learning - for the learning, curiousity, knowledge-seeking etc.
 * 11) Social Opportunities - to meet people, make and explore friendships, enjoy social environment
 * 12) Altruism - to become better able to help people, help society, help the planet etc.
 * 13) Social Pressure - expectations of family, friends, society etc.
 * 14) Rejection of Alternatives - better option than doing nothing, working etc. (Note: Factor analytic research by Neill (2008) has not found psychometric support for this factor, but it has for the other five factors).
 * 15) Complete the University Student Motivation survey (handout)
 * 16) Plot your motivation responses against the average results for University of Canberra students (as collected by the third year Survey research and design in psychology in 2008) - see handout (this also includes an overall satisfaction item).

 * 1) Note and discuss:
 * 2) Where do you differ notably in your motivational profile from the university average? Who has a notable discrepancy that they would like to share?
 * 3) According to a functionalist perspective (Clary & Snyder, 1999) on motivation (e.g., see volunteer motivation), a good match between motivations and outcomes leads to satisfaction and retention (or intention to continue), whereas motivations which are not matched by corresponding outcomes leads to low satisfaction and risk of drop-out:
 * 4) If a motivation factor was rated higher than its corresponding outcome, this is likely to contribute to dissatisfaction and risk of drop-out.
 * 5) If any outcome is rated higher than corresponding motivations, the experience of university is "over-delivering" in this area (i.e., you are getting more than expected) which may or may not contribute to satisfaction (depending on how valuable that outcome is to you).

 * 1) The take-home messages from the functional perspective on motivation is that:
 * 2) Motivations are multiple, complex, and motivational profiles differ between people
 * 3) The match between our motivations and outcomes predicts satisfaction which predicts our likelihood to continue.

Learned optimism

 * 1) Related to the personal control Reeve (2015) textbook chapter 10 and lecture topic; whilst the lecture and textbook reading focus on learned helplessness, here we turn our attention to learned optimism. Both these areas were developed by Martin Seligman, University of Pennsylvania.
 * 2) Define and discuss learned helplessness vs. learned optimism
 * 3) Complete the online version of the Learned Optimism test (Seligman, 1991) and note down your Total Good, Total Bad, and Hope sub-scale scores (48 items; takes approx. 15 mins)
 * 4) Invite students to plot their scores to create histograms on the whiteboard (or in a spreadsheet) for each of Total Good, Total Bad, and Hope scales, then:
 * 5) As a whole class, describe and discuss the overall pattern of results
 * 6) Permanence (Temporary vs. Permanent): e.g., a pessimistic view is that bad events are permanent and good events are temporary (opposite for optimism)
 * 7) PmB (Permanent Bad)
 * 8) PmG (Permanent Good)
 * 9) Pervasiveness (Specific vs. Universal - across time and space (situation)): e.g., a pessimistic view is that bad events are pervasive over time and situations and good events are specific to a particular time and place (opposite for optimism)
 * 10) PvB (Pervasive Bad)
 * 11) PvG (Pervasive Good)
 * 12) Hope (HoB) = PvB + PmB (i.e., Hope for Bad Events). Seligman indicates that this is the single most important score.
 * 13) Personalisation (Internal vs. External - locus of causality): e.g., a pessimistic view is that bad events are internally caused and good events are externally causes (opposite for optimism)
 * 14) PsB (Personalisation Bad)
 * 15) PsG (Personalisation Good)
 * 16) Total B (Bad) = PmB + PvB + PsB
 * 17) Low = Optimistic; High = Pessimistic
 * 18) Total G (Good) = PmG + PvG + PsG
 * 19) Low = Pessimistic; High = Optimistic
 * 20) Overall Optimism = G - B
 * 21) Low = Pessimistic; High = Optimistic
 * 22) Seligman's ABCDE solution (Adversity, Beliefs, Consequences, Disputation, Energisation):
 * 23) * A is for Adversity: When we encounter adversity, we react by thinking about it.
 * 24) * B is for Beliefs. Our thoughts rapidly congeal into beliefs.
 * 25) * C is for Consequences. These beliefs .... have consequences.
 * 26) * D is for Disputation. We find evidence against the negative beliefs, alternatives to our negative reasoning, and limit the implication of the beliefs. Seligman writes that "Much of the skill of dealing with setbacks ... consists of learning how to dispute your own first thoughts in reaction to a setback."
 * 27) * E is for Energisation. We feel energised after we've disputed our false, negative beliefs. Learned optimism on Wikipedia

Self-tracking

 * 1) This topic relates to goal setting, feedback, and self-regulation.
 * 2) What is self-tracking? (Define and provide examples) (see Quantified Self
 * 3) Watch and discuss:
 * 4) The quantified self (Gary Wolf, TED@Cannes, 2010, 5 mins)
 * 5) The quantified self: Data gone wild? (PBS NewsHour, 2013, 5 mins)
 * 6) 21st century mobile applications are on the cusp of deploying a bewildering array of self-monitoring life data recording streams and analysis tools.
 * 7) What the potential benefits? (e.g., for trackable goals we can obtain a steady, relevant, valid data stream as feedback and thereby have access to powerful tool for facilitating change and growth)
 * 8) What are the potential problems? (e.g., does ST externalise the motivation?)
 * 9) What forms of self-tracking are you (or is someone you know) currently using?
 * 10) What have you discovered about yourself using self-tracking?
 * 11) What forms of self-tracking are you curious to try?

Database searching
Class discussion and demonstration of journal article and citation database searching - what tips and ideas can we share for better searching?

 * 1) Google Scholar e.g., creativity emotion (search)
 * 2) Citation rates
 * 3) Related articles
 * 4) Author search
 * 5) Citation searching (with Google Scholar or Scopus)
 * 6) Linking to library full-text

Other possibly useful search strategies:
 * 1) Identify key journals
 * 2) Topic-specific e.g., Motivation and Emotion
 * 3) Major review journals and review articles - e.g., Annual Review of Psychology and 'review in title'
 * 4) Work from textbook content and citations - get these articles and follow their citations

Wiki editing

 * 1) Questions and answers (live editing demo)

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


text:
Motivation and emotion/Tutorials/Personality, motivation and emotion

Overview
This tutorial is about individual differences in emotion. Stable characteristics that differ between individuals are referred to as personality and some personality traits are related to emotion - in particular, neuroticism is associated with psychological distress amd extraversion is associated with happiness.

The tutorial reviews the Reeve (2009) personality, motivation and emotion chapter, discusses the big 5 personality traits and their connection with emotion, and discusses three other personality measures (a BIS/BAS survey, the Sensation Seeking Scale, and the Zimbardo Time Perspective Inventory). Finally, the tutorial conducts a final wiki-blitz on book chapters.

Reading

 * Reeve (2009, Ch 13)

Big 5 personality factors and happiness/unhappiness
Review (by class generating):
 * the big 5 personality factors and
 * Neuroticism – (sensitive/nervous vs. secure/confident). A tendency to experience unpleasant emotions easily, such as anger, anxiety, depression, or vulnerability. Associated with unhappiness.
 * Extraversion – (outgoing/energetic vs. solitary/reserved). Energy, positive emotions, surgency, and the tendency to seek stimulation in the company of others. Associated with happiness.
 * Openness to experience – (inventive/curious vs. consistent/cautious). Appreciation for art, emotion, adventure, unusual ideas, curiosity, and variety of experience.
 * Agreeableness – (friendly/compassionate vs. cold/unkind). A tendency to be compassionate and cooperative rather than suspicious and antagonistic towards others.
 * Conscientiousness – (efficient/organized vs. easy-going/careless). A tendency to show self-discipline, act dutifully, and aim for achievement; planned rather than spontaneous behaviour.
 * What is your big 5 personality profile? (The Big Five Personality Test?)

BIS/BAS
A 10-item BIS/BAS self-test is suggested by (Reeve, 2009, p. 62), based on items by Carver and White (1994), and measuring:
 * Behavioural Inhibition System (BIS; right prefrontal lobe sensitivity; 4 items); greater sensitivity to:
 * punishment
 * negative emotion
 * avoidance-oriented behaviours
 * Behavioural Activation System (BAS; left prefrontal lobe sensitivity; 6 items); greater sensitivity to:
 * reward
 * positive emotion
 * approach-oriented behaviours
 * BIS/BAS Survey Short Version

The results will look something like:

You are motivated by:
 * BAS Reward sensitivity: anticipation or occurrence of reward: 85%
 * BAS Drive: pursuit of desired goals: 100%
 * BAS Fun seeking: desire for new rewards and impulsive approach to potential rewards: 69%
 * BIS: anticipation of punishment: 75%

Sensation seeking scale

 * Sensation seeking is a personality trait which has been identified and described by Marvin Zuckerman (1971). Zuckerman was a student participant in sensory deprivation experiments who became intrigued by people who were least able to tolerate a lack of stimulation.
 * Sensation seeking scale (Wikipedia)
 * Online versions: BBC
 * Other versions: SSS with scoring instructions | PDF

There are four factors:
 * 1) Thrill and adventure seeking (10 items) - desire to engage in sports or activities involving some physical danger or risk such as mountain climbing, parachute jumping, scuba diving, speeding in a car, etc.
 * 2) Experience seeking (10 items) - desire to seek new experiences through the mind and senses by living in a nonconforming life style with unconventional friends, and through travel.
 * 3) Disinhibition (10 items) - need to disinhibit behaviour in the social sphere by drinking, partying and seeking variety in sexual partners.
 * 4) Boredom susceptibility (10 items) - aversion for repetitive experience of any kind, routine work, or even dull or predictable people. Other items indicate a restless reaction when things are unchanging.

Complete the SSS (online or from handout), score your total and factor scores, and then contribute your data to the class graph and data sheet (if willing).

Discuss the constructs and distributions.

Time perspective

 * Self-test online: Zimbardo Time Perspective Inventory (52-items).
 * Note that the display of the graph at the end does not work and means are not provided for all dimensions, but you can compare your scores with the 'optimal' profile
 * Watch and discuss video: Philip Zimbardo prescribes a healthy take on time (Philip Zimbardo, 6:31 min, TED talk, 2009)
 * These are the time perspective factors:
 * Past Negative
 * Past Positive
 * Present Fatalism
 * Present Hedonism
 * Future
 * Transcendental Future
 * According to Zimbardo:
 * The best profile is a blend of:
 * high past-positive
 * moderately high future orientation
 * moderate present selected hedonism
 * i.e., you like your past, work for the future – but not so hard that you become a workaholic – and choose when to seek pleasure in the present.
 * The worst time-perspective profile is a blend of:
 * high present fatalism
 * high of past-negative.
 * i.e., these people are living in a negative past and think nothing they do can change it.
 * Zimbardo's two books on this topic are:
 * "The Time Paradox"
 * "The Time Cure"

Wikiblitz

 * 1) Class review - invite a list of outstanding questions about the chapters, write them up on the board, and address them
 * 2) Wiki-blitz/Make-over:
 * 3) Last chance to do some live tutorial demos and fixes/enhancements - anyone want any live fixes performed by the tutor? Call for volunteer book chapter pages, then apply wiki-blitz/make-over for layout and images etc.


text:
Motivation and emotion/Tutorials/Growth psychology

Overview
This tutorial is about growth psychology, self-actualisation, and provides active review of key learning from the unit.

Growth psychology assumptions
To what extent do you agree with the underlying assumptions of growth psychology? Not sure? Consider these questions (do a class line-up (as per the first tutorial for each and discuss):
 * 1) Do you think that "evil" (or anti-social) behaviour:
 * 2) * is inherent in human nature?
 * 3) * is a product of a sick culture?

 * 1) How does learning best occur? Does effective learning follow from:
 * 2) * well-developed curricula and expert teaching?
 * 3) * having one’s interests identified, facilitated, and supported?
 * 4) Does psychological therapy work best by:
 * 5) * fixing what is broken?
 * 6) * nurturing what is best?
 * 7) Which answers correspond to growth psychology paradigms? (the 2nd answer in each case)

Self-actualisation

 * 1) Self-actualising is the process of fulfilling your potential.
 * 2) Complete this /Self-evaluation of self-actualisation/
 * 3) Review your answers and highlight:
 * 4) What are you doing that is particularly helping you towards self-actualisation?
 * 5) What aspects could you grow and develop to help towards self-actualisation?

Happiness
Since the development of positive psychology in 1990s, there has been a significant focus on psychological research and understanding of happiness.
 * 1) Martin Seligman suggests three components of happiness which he calls the:
 * 2) Pleasant life: Dealing with the past, optimism about the future, happiness in the present (hedonic pleasure and the skills to amplify pleasure). However, this form of happiness is limited by being short-lived, subject to the hedonic treadmill, and heritable.
 * 3) Good life: or Eudaimonia; Engagement (flow, absorption)
 * 4) Meaningful life: Connection to a higher purpose)
 * 5) Dan Gilbert, author of Stumbling on Happiness, suggests two components of happiness: (Why are we happy? (Dan Gilbert, 2004, 21:20, TED talk)):
 * 6) Natural happiness: What we feel when we get what we want
 * 7) Synthetic happiness: What we feel when we learn to like what we get

Pearls of wisdom - Nuggets of truth
This exercise seeks to crystallise and share the:
 * "pearls of wisdom"
 * "nuggets of truth"
 * "flashes of insight"
 * "take-home messages" etc.

that have arisen from your engagement with Motivation and emotion content and/or learning activities.

 * 1) What pearl(s) of wisdom or nuggets of truth have occurred to you through this unit?
 * 1) Write each pearl of wisdom on a separate post-it note (generate as many as possible) - place these nuggets upside down in a collective pile. Sources may include:
 * 2) What have been the most valuable theoretical or practical insights you have gained from the unit?
 * 3) What have you learnt from the unit that you've put into practice in your own life?
 * 4) What was the key message of the book chapter you worked on?
 * 5) Take turns to pick up a random nugget, read it out to the class, explain what you think the author means, then then select a location for the nugget on the wall (organise around themes)
 * 6) Based on these nuggets of truth, what meta-themes have emerged from this unit?

Link: Pearls of wisdom

Recording

 * Tutorial 05 recording, 2017


text:
Motivation and emotion/Lectures/Brain and physiological needs

Overview
This lecture:
 * explains the role of brain structures, neurotransmitters, and hormones in regulating motivational drives
 * discusses physiological needs, particularly thirst, hunger, and sexual motivation

Take-home messages:
 * The brain is as much about motivation and emotion as it is about cognition and thinking
 * We underestimate how powerful biological urges can be as motivational forces when we are currently not experiencing them

Outline
Motivated and emotional brain
 * Neuroscience
 * Brain structures
 * Subcortical
 * Reticular formation
 * Amygdala
 * Reward centre
 * Basal ganglia
 * Hypothalamus
 * Cortical
 * Insula
 * Prefrontal cortex
 * Orbitofrontal cortex
 * Ventromedial PFC
 * Dorsolateral PFC
 * Anterior cingulate cortex
 * Bidirectional
 * Neurotransmitters
 * Dopamine
 * Serotonin
 * Norepinephrine
 * Endorphins
 * Hormones
 * Cortisol
 * Oxytocin
 * Testosterone
 * Ghrelin (Part B)
 * Leptin (Part B)

Brain app
Install this free app to explore the location and function of important brain structures:

 * 1) 3D Brain (Google Play)
 * 2) 3D Brain (Apple Store)

Readings

 * 1) Chapter 03: The motivated and emotional brain (Reeve, 2018)
 * 2) Chapter 04: Physiological needs (Reeve, 2018)

Slides

 * Motivated and emotional brain (Google Slides)
 * Physiological needs (Google Slides)

Recording

 * Lecture 03 (2023)


text:
Motivation and emotion/Lectures/Psychological needs and implicit motives

Overview
This lecture discusses human motivation in terms of psychological needs and implicit motives.

Multimedia
This video explains the psychological ingredients for harnessing motivation in the workplace:
 * Dan Pink on the surprising science of motivation (RSA Animate) (11 min)

This video provides an example of one of the main type of social need - the need for power:
 * BBC Interview with Rupert Murdoch (YouTube, 1968) (6 min)

Readings

 * Chapter 06: Psychological needs (Reeve, 2015)
 * Chapter 07: Implicit motives (Reeve, 2015)

Slides

 * Lecture slides (Slideshare)
 * 2016 handouts:
 * [[Media:Motivation and Emotion - Lecture 04 - Psychological & social needs 6slidesperpage.pdf|Download 6 slides to a page]]: [[File:Motivation and Emotion - Lecture 04 - Psychological & social needs 6slidesperpage.pdf|100px]]
 * [[Media:Motivation and Emotion - Lecture 04 - Psychological & social needs 3slidesperpage.pdf|Download 3 slides to a page]]: [[File:Motivation and Emotion - Lecture 04 - Psychological & social needs 3slidesperpage.pdf|100px]]


text:
Motivation and emotion/Lectures/Motivation and goals

Overview
This lecture discusses intrinsic and extrinsic motivations, goal-setting, feedback, and goal striving.

Readings

 * 1) Chapter 05: Extrinsic motivation (Reeve, 2015)
 * 2) Chapter 08: Goal setting and goal striving (Reeve, 2015)

Multimedia
This video discusses that most of us thrive by making constant progress and feeling a sense of purpose. Two eye-opening experiments are discussed:
 * What makes us feel good about our work? Dan Ariely (TEDx talk, 2013) (20 min; but start at 9:54)

The video argues against the conventional wisdom of making our goals public because, when we do so, we get a (false) satisfaction that undermines future effort:
 * Keep your goals to yourself (Derek Sivers, TED talk, 2010) (3 min)

Slides

 * Lecture slides (Slideshare)
 * 2016 handouts:
 * [[Media:Motivation and Emotion - Lecture 05 - Extrinsic motivation and goal setting 6slidesperpage.pdf|Download 6 slides to a page]]: [[File:Motivation and Emotion - Lecture 05 - Extrinsic motivation and goal setting 6slidesperpage.pdf|100px]]
 * [[Media:Motivation and Emotion - Lecture 05 - Extrinsic motivation and goal setting 3slidesperpage.pdf|Download 3 slides to a page]]: [[File:Motivation and Emotion - Lecture 05 - Extrinsic motivation and goal setting 3slidesperpage.pdf|100px]]


text:
Motivation and emotion/Lectures/Mindsets, control, and the self

Overview
This lecture discusses:
 * mindsets
 * personal control beliefs
 * the self and its strivings

Take-home messages:
 * Different mindsets lead to different goal striving strategies
 * The core efficacy belief of "I can do it" and the outcome belief of "it will work" lead to competent, enthusiastic functioning
 * Exerting self-control over short-term urges is needed to pursue long-term goals; but this capacity is limited and needs replenishment

Outline
Mindsets
 * What are mindsets?
 * Deliberative – Implemental
 * Prevention – Promotion
 * Fixed – Growth
 * Dissonance – Consistency

Personal control beliefs
 * Expectancy and control
 * Self-efficacy
 * Stress and coping
 * Mastery vs helpnessness
 * Reactance
 * Expectancy-value model

Self
 * Self strivings
 * Self-concept
 * Self-identity
 * Agency
 * Self-regulation

Readings

 * 1) Chapter 09: Mindsets (Reeve, 2018)
 * 2) Chapter 10: Personal control beliefs (Reeve, 2018)
 * 3) Chapter 11: The self and its strivings (Reeve, 2018)

Multimedia

 * How to make stress your friend (Kelly McGonigal, TED talk, 2013) (12:21 min) explains that changing how we think about stress can actually make it good for us.

Slides

 * Mindsets (Google Slides)
 * Personal control beliefs (Google Slides)
 * The self and its strivings (Google Slides)

Recording

 * Lecture 06 (2023)


text:
Motivation and emotion/Lectures/Nature of emotion

Overview
This lecture discusses key questions about the psychology of emotion.

Take-home messages:
 * Emotions involve subjective feelings, physiological and neurological change, expressive behaviour, and guide motivation
 * Emotions serve adaptative, functional purposes

Outline

 * What is an emotion?
 * What causes an emotion?
 * How many emotions are there?
 * What good are emotions?
 * How can we control our emotions?
 * What is the difference between emotion and mood?

Core emotions

According to Reeve (2018):
 * Fear
 * Anger
 * Disgust
 * Sadness
 * Interest
 * Joy

Other candidates:
 * Contempt
 * Surprise

Readings

 * 1) Chapter 12: Nature of emotion: Six perennial questions (Reeve, 2018)

Multimedia

 * Feeling all the feels (CrashCourse Psychology #25, YouTube) (2:01 mins): an introduction to emotion
 * Emotions and the brain (Sentis, YouTube, 2012) (2:02 mins): a simple, clear explanation of emotions, the brain, and emotion regulation
 * Inside out - Meet Riley's emotions (Pixar, YouTube, 2015) (3:08 mins): Trailer for the animated movie Inside Out which provides an entertaining look at our inner emotions and memories
 * What is an emotion? (Paul Ekman) (Mind with Heart, 2012, YouTube) (7:35 mins): Paul Ekman explains what emotion is, why we have emotions, and how they can be regulated
 * Lie to me (Quicksubs, YouTube, 2015) (2:01 mins): Trailer for a TV series about lie detection through analysis of facial expression and body language

Slides

 * Nature of emotion (Google Slides)

Recording
Lecture 07 (2023)


text:
Motivation and emotion/Lectures/Aspects of emotion

Overview
This lecture:
 * discusses biological, cognitive, and social aspects of emotion
 * considers the potential for affective computing

Take-home messages:
 * Biology and cognition work together to generate emotion
 * Facial expressions can influence emotional state
 * Other people are the source of most of our emotions
 * Emotions are contagious
 * There are some cultural differences in interpretation of emotion
 * Robots can increasingly detect and imitate emotion

Outline

 * Biological
 * Cognitive
 * Social
 * Affective computing

Readings

 * 1) Chapter 13: Aspects of emotion (Reeve, 2018)

Multimedia

 * Emotions revealed (KQED QUEST, YouTube) (11:01 mins): Explains work by Paul Ekman in codifying the intricate ways in which emotions are revealed through facial expressions.
 * Why we can't not smile (YouTube) (2:22 mins): Explores the concept of unconscious emotional mimicry in relation to smiling.
 * Meet Sophia, World's first AI humanoid robot (Tony Robbins, YouTube) (9:55 mins): Tony Robbins interviews an AI robot about life, the universe, and everything.

Slides

 * Aspects of emotion (Google Slides)

Recording

 * Lecture 08 recording (2023)


text:
Motivation and emotion/Lectures/Personality, motivation and emotion

Overview
This lecture considers the relationships between personality, motivation, and emotion, with a focus on happiness, arousal, and control.

Readings

 * 1) Chapter 13: Personality characteristics (Reeve, 2009)

Slides

 * Lecture slides (Slideshare)
 * 2014 handouts:
 * [[Media:Motivation and Emotion - Lecture 09 - Personality 6slidesperpage.pdf|Download 6 slides to a page]]: Motivation and Emotion - Lecture 09 - Personality 6slidesperpage.pdf
 * [[Media:Motivation and Emotion - Lecture 09 - Personality 3slidesperpage.pdf|Download 3 slides to a page]]: Motivation and Emotion - Lecture 09 - Personality 3slidesperpage.pdf


text:
Motivation and emotion/Lectures/Unconscious motivation

Overview
This lecture:
 * discusses unconscious aspects of motivation, including historical psychoanalytic perspectives and contemporary perspectives about the adaptive unconscious, priming, and psychodynamics

Take-home message:
 * Motivation often arises from, and is influenced by, sources byeond conscious awareness

Outline

 * Psychodynamic perspective
 * The unconscious
 * Psychodynamics
 * Ego psychology
 * Object relations theory

Multimedia

 * Psychological priming (Bang Goes the Theory, YouTube) (6:14 mins): shows three experiments which indicate that, when primed by handling money, people eat more chocolate, are less likely to help others, and can tolerate more pain.
 * How your unconscious mind rules your behaviour (Leonard Mlodinow, TEDxReset 2013, YouTube) (12:51 mins): Examples of unconscious perception and decision making from a cognitive neuroscience perspective. Note: camera work and editing is poor.

Readings

 * 1) Chapter 16: Unconscious motivation (Reeve, 2018)

Slides

 * Unconscious motivation (Google Slides)

Recording

 * Lecture 10 recording (2023)


text:
Motivation and emotion/Lectures/Growth psychology

Overview
This lecture:
 * considers the psychological motivation for personal growth and self-actualisation

Take-home message:
 * Encouraging growth is more productive than trying to cure weakness

Outline

 * Evolution of paradigms in psychology
 * Humanistic psychology
 * Self-actualisation
 * Actualising tendency
 * Humanistic motivation
 * Positive psychology
 * Happiness
 * Meaning
 * Criticisms

Evolution of paradigms in psychology

 * 1st force: Psychoanalytic
 * 2nd force: Behaviourism
 * 3rd force: Humanistic
 * Contemporary forces:
 * Cognitive
 * Social
 * Neuroscience
 * 4th force: Transpersonal
 * Emerging forces:
 * Ecopsychology
 * Indigenous

Multimedia

 * Maslow on peak experiences (YouTube) (4:02 mins): An interview with Maslow about his research on peak experiences
 * The new era of positive psychology (Martin Seligman, TED/YouTube) (19:49 mins): Explains the origins, purpose, and promise of positive psychology
 * Viktor Frankl: Search for meaning (YouTube) (4:22 mins): On the importance of meaning in people's lives

Readings

 * 1) Chapter 15: Growth motivation and positive psychology (Reeve, 2018)

Slides

 * Growth psychology (Google Slides)

Recording

 * Lecture 11 (2023)


text:
Motivation and emotion/Lectures/Interventions and review

Overview
This lecture concludes and reviews the motivation and emotion unit. It discusses:
 * interventions which use motivation and emotion principles
 * key points and take-away messages

Take-home messages:
 * Motivation guides engagement in behaviours that optimise well-being
 * Emotions provide feedback about progress towards goals
 * There is nothing so practical as a good theory

Outline

 * Interventions
 * Interventions
 * Applying motivation and emotion principles
 * Practical problems
 * Example interventions
 * Review
 * Unit aims
 * Nuggets of truth / Wisdom gained
 * Review of key content

Intervention
The ultimate test of a science is whether its principles can be applied to change desired outcomes.

Motivation and emotion are understood as malleable and can be changed and strengthened.

Interventions can develop motivational and emotional resources which promote life outcomes that people care about (e.g., engagement, learning, performance, well-being) (see Figure 1).

Three intervention steps:
 * 1) Explain: Diagnose – why is this happening? What is motivating this person? (All behaviour is motivated.)
 * 2) Predict: What will happen if nothing is done? What could happen if X changed? What about Y? What about Z?
 * 3) Intervene: What principles or strategies could be applied? How could outcomes be measured?

Nuggets of truth

Let's go hunting for your pearls or wisdom or nuggets of truth about the psychology motivation and emotion:
 * What are the greatest insights, significant learnings, or best ideas you've acquired through this unit?
 * What was the take-home message(s) from the chapter and presentation you worked on?

Contribute your insights to:
 * Nuggets of truth (Wikiversity)

Example book chapter take-home messages:
 * X (2021)
 * Wikiversity (2011)

Wisdom gained
Wisdom gained from a scientific study of motivation and emotion:
 * 1) Motivation = behavioural energy, direction, and persistence
 * 2) What we don't know about motivation and emotion exceeds what we do know
 * 3) The brain is as much about motivation and emotion as it is about cognition and thinking
 * 4) We underestimate how powerful a motivational force biological urges can be when not experiencing them
 * 5) Quality of motivation (intrinsic vs. extrinsic) is important
 * 6) To flourish, motivation needs supportive conditions, especially supportive relationships
 * 7) Implicit (unconscious) motives predict behaviour better than explicit (conscious) motives
 * 8) We do our best when we have a specific plan of action to pursue a difficult, specific, and self-congruent goal
 * 9) People with different mindsets pursue goals in different ways
 * 10) The core self-efficacy beliefs of "I can do it" and "it will work" underlie competent functioning
 * 11) Exert self-control over short-term urges to effectively pursue long-term goals
 * 12) All emotions are good because they serve a functional purpose
 * 13) Other people are the source of most of our emotions
 * 14) The more sophisticated our emotional repertoire, the more likely we are to have the right emotions in every situation
 * 15) Encouraging growth is more productive than trying to cure weakness
 * 16) Motivation often arises from outside of conscious awareness
 * 17) There is nothing so practical as a good theory

Readings

 * 1) Chapter 17: Interventions (Reeve, 2018)

Slides

 * Interventions (Google Slides)
 * Review (Google Slides)

Recording

 * Lecture 12 (2023)


text:
User:Terence Kearey

Fifty percent of my pages trace a particular Race, Tribe, People, Clan, Group, and paternal Family - from ancient Gaelic/Irish beginnings, to life as Londoners; contributing to the new industrial society, and The Empires Army. A further number of pages devote the same quest to my mother's rural background, work before the loom, as a Lady's Maid, and resident of one of London's Garden Towns - built in the thirties. Some further pages develop life in North Harrow during, and just after, WWII, and social changes in the first half of the twentieth century.Terence Kearey 11:55, 14 August 2010 (UTC)

title: User:Terence Kearey


text: Category:Readings

title: Category:Readings


text:
Motivation and emotion/About/Staff

Unit convener, lecturer, & tutor: Dr. James Neill

 * Contact
 * Email: [mailto:james.neill@canberra.edu.au james.neill@canberra.edu.au]
 * Phone: +61 2 6201 2536

 * Social media
 * LinkedIn
 * Wikiversity
 * X

 * Teaching philosophy
 * My teaching philosophy

title: Motivation and emotion/About/Staff


text:
The Demise of an Irish Clan/Chapter II

by
 * Terence Kearey

Chapter II. Early Irish Christian Beginnings.

 * Entry from Gaul - Enda – Saint Patrick – Written Latin – Irish Monks - Cashel – Clonmacnoise – Clonard - Rule of Columba – Saint Ciaran – Lough Ree –  Cianan of Saigir – Irish scholars – Lough Derg – Province of Ormond - Saint Columba.

Ireland’s early history is about the claim to High kingship, which led to an unstable society. Precedents propped up the whole system. Therefore, there was never a central power, which controlled the uniform development of the country. In seventh century Ireland the provincial kings accorded to the High King sovereignty - gave them not just the title but power. These sovereign bodies were something learnt from the Roman government of Britain. This high ideal of kingship was overtaken by practical reality. The last High King was Brian Boru round about the turn of the first millennium.

This continuous warring between Irish clans upset the society. The people disliked the dynastic violence, which often dislodged whole clans driving the remnants away from their territory. Their ancient beliefs and habits did nothing to stem the unrest. When Christianity began to have the affect of order upon the social unrest the people were well disposed towards the religion. The coming of Christianity brought about a greater stability - the Catholic Church’s governing body set the rules from afar, which brought about conformity not only in Christian Ireland but also within the continent of Europe.

In Ireland, the monasteries carried on their powerful influence for many centuries whilst in other countries including England their power rose and fell. It is believed that Christianity came initially from England at the time of Patrick, died 493, the earliest Irish abbot being Enda. The Irish greeted the monks as saviours from violence, which quickly made their influence grow. Finnian set out as a missionary travelling through Leinster and Connacht staying for seven years - making his home in Clonard an area roughly thirty miles square, taking in part of the four provincial kingdoms Meath, Leinster, Connacht, and Munster.

Ireland changed dramatically when Mac Erca died. Up to the twelfth century, the monastic churches were all under the Rule of Columba 544. St Ciaran, one of a number of Benedictine monks, was one of the first saint-founders. Between Mac Erca’s death and the arrival of Patrick Christianity became established - an established power governed by Bishops. It was during Mac Erca’s time that there were mass conversions that covered all Irish society. Several of those Bishops stood up to the power of the lords and probably the greatest of these was St Ciaran. St Ciarán, the ‘smith’s [carriage-wright] son’ from Enda’s Aran, foundered Clonmacnoise, Co. Offaly, in 547/8. He was one of the principals of the synods of Meg Léne at the time of ‘Diarmait the Good’, one of the great kings of Ireland. Columba commented wryly at the time of Ciarán’s death:

''‘Blessed is God who called Ciaran from this world in his youth. If he had lived to an old age, he would have aroused many men’s hostility’.''

Clonmacnoise is famous for its monastery completed by Queen Devorgilla founded in 547, built on land gifted by Diatmid Mac Cerbhaill. At St Ciarán’s Church, one of the churches attached to the monastery, lays the founder’s burial place. The monastery fort was enclosed behind a cashel – a stepped walled settlement: with individual stone cells for the monks, a stone chapel, and graveyard. It was located close to a main trading route and Loch Ree. It was considered ‘greater than the king’s influence’ - a city within itself. Inside the enclosure, the monastic settlement resembled a collection of beehive stone huts with just a single opening. They looked very much like the Trulli, conical brick houses in Puglia, Italy and the Scandinavian houses in the Scottish outer Isles.

The clerics had a powerful influence over provincial kings; it was a case of each looking to the other for support - from outside domination. The area of Ireland of greatest monastic influence was Connacht, which was safest from Viking incursion, and clan wars… found in north-west Ireland. By the middle of the sixth century, the greater part of Ireland was made of kinglets. Most rulers had a very strong link with the church – a clan chief could also be a priest, as could a lord – one position did not have greater importance. Clan chiefs saw this as an easy way to achieve salvation, the church, as a means of converting the chief’s subjects. If the same person - a family member - held these positions, then it all became very convenient. It is not surprising to find that some families held these offices for generations.

Irish Christianity had a great influence on Britain, and records should not be interpreted without some recourse into pagan Ireland and its traditions. Irish history, through the language of the bards, is much older and far more developed than England's - it’s neighbour to the east. Later history needs reference to early accounts by the Romans - particularly Ptolemy, and later Christian writings, by priests - leaders like Cianan of Saigir. We have to be grateful for the visiting monks who stayed and had the necessary foresight to record what they saw and heard. In that, way we can form and date some events.

''During early monastic life [mid 500s] the monks used Hiberno-Latin to compose religious works. Irish writings were formed after this date using Latin grammer... The earliest being The Cathach Psalter. Irish canon law constructed early 700s. Between the centuries 600 - 700 the Ciardha clan was formed.''

--Terence Kearey 13:19, 14 August 2010 (UTC)

 * Setting the scene (Introduction and Table of Contents)
 * ../Chapter I/: Prehistory (Previous Chapter)
 * ../Chapter III/: The birth and development of Clan Ciardha (Next Chapter)

title: The Demise of an Irish Clan/Chapter II


text:
User talk:Terence Kearey

 Hello Terence Kearey, 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) 13:40, 14 August 2010 (UTC)

Dear Ottava Rima, Thank you for your welcome. I have landed here by the kind assistance of Adricola. His advise was opportune and I promise to keep him informed of my progress. I hope that is acceptable? You will observe The Demise of an Irish Clan has been uploaded. There were problems mounting this - previous chapters kept on popping up which was a little disconcerting. I trust you will find the pages acceptable. Regards,--Terence Kearey 17:10, 15 August 2010 (UTC)

Dear Ottava Rima, As you may have seen I have put two sections of my page: Horse, Tractor, and Van. [Victorian Bayswater] as a contribution. I do hope this is in keeping with your policy. Please let me know if it is acceptable - that I should continue to upload the other five sections. Regards,--Terence Kearey 11:38, 17 August 2010 (UTC)

Dear Ottava Rima, At last! Horses, Tractors, and Vans, is up and running. I do hope it proves successful. I am grateful for your help guiding me through. Please may I now upload 'Pillbox, Shako, and Cap, history of The Kensington Battalion, and the part Albert Kearey played - to become 'a national hero'.--Terence Kearey 14:08, 21 August 2010 (UTC)

Linking pages
Hi Terry, I think your pages would work better if you use the "/" as I have done here:
 * Tudor Origins of the British Empire/Culture
 * Tudor Origins of the British Empire/Dynasty
 * Tudor Origins of the British Empire/Governance
 * Tudor Origins of the British Empire/Religion
 * Tudor Origins of the British Empire/Science
 * Tudor Origins of the British Empire/Trade
 * Tudor Origins of the British Empire/War

If you decide to do this, it's easiest to use the move tab.

I shall add some tabs to the pages to help people come across them. Please see   Harrypotter 23:47, 24 August 2010 (UTC)

Re: Linking pages
Dear Harrypotter, Thank you for your interest. There is just one tiny problem, I am fairly web page ignorant, What you say sounds perfect but reads a bit like, 'Moms apple pie'. If you go back as far as the start of Apple Computers you will understand. Its just a matter of retuning my brain. I shall do my best but you will have to be forgiving! Please continue with your suggestion. I am not quite with the move tab, as for "/" does that refer to double square brackets. There, you see what I mean. Can you demonstrate using the edit on the title for category? OK, I now know what the spanner does and ""/"" piped link. Regards --Terence Kearey 13:14, 25 August 2010 (UTC)

Hi Terry, Yes I can remember when I started out on wikis! What I often do is copy stuffthat I like from other pages. If it works, fine, if not, I scrap it. What I was getting at with the stuff above is the way in Tudor Origins of the British Empire/Dynasty, for example, when you go to the page, the stuff before the "/" is up in the top left corner and you can immediately go to the mother page. This is the simplest way of linking the pages, although navigation templates are also useful - but perhaps a bit too complicated if you are just starting out.  This puts the page in a category. This means it is listed as a category at the bottom of the page. If you click on the name of the category, then it shows you all the page with the category box. This will help people interested in the First World War find your page. I similar category for "Family History" might be appropriate, but I don't think anyone has developed one yet. I put it in a box, otherwise it would put your user page in the category, which would just make confusion. If you go into edit mode, you can see how this was done. I just copied it from somewhere, and can't claim to know much about it or how it works!Harrypotter 14:48, 25 August 2010 (UTC)

Wikisource v. Wikiversity!
Hi Terence, yo umight want to put things like your Chard book onto wikibooks instead :-) –SJ + > 18:00, 28 August 2010 (UTC)

Dear Harrypotter, Thank you once again. Can I impose upon you to transfer the pages. I have now included the acknowledgements for The Collins of Chard at the bottom of section 5. The pages are now complete. May I continue uploading Tatworth Village. I will do that straight into wikibooks if that is OK. Best wishes and thanks again. Terence

Your Book has been moved
Your book, O'Ciadha, Gaelic Irish history, has been moved to WB under https://en.wikibooks.org/wiki/User:Atcovi/Import1. This is so that your hard-work would be saved. Please respond here or at my talk page here at WV or WB if you want to make your work at WB a book. Otherwise, your work will remain under that title at WB. Thank you. -Atcovi (Talk - Contribs) 16:36, 16 September 2017 (UTC)

title: User talk:Terence Kearey


text:
The Demise of an Irish Clan/Chapter III

by
 * Terence Kearey

The birth and development of Clan Ciardha

 * King Duibhrea – Daughter - Abbess - Monastic House – Kilkeary Parish – Upper Ormond – Clan O’Keary from Mael – MacGioha Cheire – Annals of the Four Masters – Book of MacEgans – The Irish Annals – Gildas – Lord of Carbury – The slaying of ‘H Ciardha ri Cairpri.

St Ciardha was a native of today's northern Tipperary. Her father Duibhrea, was a minor king - descended from ‘the line of Connors’, Kings of Ireland. To her father’s name was sometimes added ‘insula’, an island – this may refer to an island now called King’s Island, surrounded by a branch of the Shannon called Abbey River. Loch Derg’s southern side is in the Province of Ormond - where St Ciardha was born. Her great sanctity and many miracles attracted many holy women to share her monastic life. The Abbess – Lady Superior, had administrative power over her mother church and followed the example of her first teacher Columba who was not a bishop but a monk and priest. It is to her that the clan name was drawn - from an abbreviated form of Máel MacGioha Cheire, one of the devotees - ‘followers’, of Saint Ciardha [Cheire]. This was the moment when the family name became established – from the naming of the saint; a close connection between the church and the secular head Duibhrea is reflected in early writing.

Saint Ciardha, 620–679 AD, an Abbess, founded in north Munster – in the area now known as Kilkeary, a monastic ‘house’ for thirteen postulants - a nunnery, in about 645 AD. Map reference 52 degrees 49'58'N 8'07'25'W. This settlement, in Upper Ormond, appears to have been the only one established during the early Christian era in that area - later defined as ‘in the diocese of the bishop of Killaloe’. The church, elaborately decorated, especially around the altar; the walls painted to depict the apostles and the single roof span covered with split stone slates. For the period, this represented a building of influence and authority, a dwelling that catered for a number of nuns, visiting pilgrims and the needy - particularly women. The land close to the church was kept as a burial ground for the local clan.

The O’Ciardha clan was one of the family groups who made up the Múscraighe Tribe who populated central and south/west Ireland – east of the River Shannon. The aristocratic family Uí Raibne reputedly owned Kilkeary [Cell Cére]. St Ciar who was also of the family foundered the church. Cousins held the churches of Dromineer, Toomevara, and Kilaughnane. These religious houses were all situated close to the rich pastures that line the east shore of the river. Other aristocratic branches of the family held smaller foundations whilst some of the family settled at the great monastery of Birr. The Uí Daigre, yet another branch, held the church of Latteragh and claimed that Odrán, its founder, was one of them. Uí Léinéne was a family of Uí Daigre, and as late as 1074, the annals record the death of Gilla Brénnainn Ua Léknine, Superior of Letracha Odráin.

Ireland was provided with territorial bishops, each generally given a diocese close to a royal residence. As more nunneries and monasteries established, their incumbents became bishops, abbesses – and in some, great abbots. Most kings sought bishops for their own kingdoms, which gave them added power and influence. Sometimes their requests given, other times allocated a monk, under a bishop. The bishop, who was a monk, remained under a venerated abbot. As with the king so with the church – there was a difference between the northern and southern parts of Ireland. The southern church favoured conformity with Rome the nunneries and monasteries governed by many different groups – some as independent establishments. Unity was urgently needed which took the form of a metropolitan episcopate. The first candidate was elected in 650 in the southern see of Kildare, in northern Leinster. Ultimately, both north and south united under Armagh whose bishop became Ireland’s senior bishopric… a see founded by Patrick, and remained the most important of all his monasteries. The Irish word for Abbot is comarba – meaning heir. Therefore, his is the heir of the founder. In many instances, the heir was also of the same dynastic family – the same kindred - the link between the founder and the patron… Ciarán, first born of the ‘saints of Ireland’.

The church did not suppress Gaelic but retained part of it within Latin. The monastic libraries kept these works and preserved them. Not only was this liberal attitude reflected in the churches writings but in the Christian services. Clerics used Irish in their studies and teaching consulting a written grammar of the Irish tongue. Whether they knew what the outcome would be is not clear but it made secular and clerical writing universal greater than English. The monasteries and nunneries housed the teachers of Latin. Their conical stone houses contained by a ringed stonewall, built on a rampart mound… this gave security and isolation from the unsettled land. These cashels were every bit as defensive as the lords castle a place where the whole community could shelter. This was no haphazard arrangement but a place declaring wealth and power. The religious books were supplied from the continent; there operated at this time normal trade between the nearest towns of France and Spain and their religious houses as well. All religious houses had a scribe who attended to the matters of the day. In other times copied out books of learning so that they could be passed on.

Irish Kings of central/southwest Ireland: Muiredach 325-355, Eoganacht of Munster, Eochaid 356-365, Crimthann 365-378, Niall Noigiallaig 379-405, Loegaire 428-463, [From a pagan land to Christian, the age of small kingdoms], Duibhrea 590, Kings of Cashel, Néill dynasty of southern Ireland, ´H O´Ciardha ri Ciarpri, king of Carbury 1168, Mac Lochlainn of Cenel Eogain.

It was not always the case that an Abbot was a bishop - governed a diocese or administered a tribe’s territory… there was no such organization, these things were interchangeable. This company of pious women, who formed the foundation of St O’Ciardha’s community in Upper Ormond - named, ‘Cill Cheire’ [Church of Keary]. It was here The Abbess ruled with considerable skill, increasing the postulants - giving the foundation credence and sanctity. This was no trifling matter. To be officially recognised and canonized means she was accepted - by Rome and worthy, of veneration. This allowed St Ciardha to expect obedience particularly in matters of the church and women. Being a daughter of the king added power and prestige. This link between king and church made it easier to assume and hold onto power. This close association between the ruling body, either local or national, and the priesthood is a feature of early religious foundation. It was in both their interests - to have this close connection, keeping power centralized.

When the nunnery at Kilkeary was well established, and capable of self-regulation, St Ciardha left, accompanied by five nuns, to start a new foundation in North Offaly, King’s County. The Abbess obtained a site for another nunnery from St. Fintan in Munster. It was in a place now known as Tehelly, in the parish of Durrow, formed in about the year 655AD. This was close to Clonmacnoise and St Ciaran Church. Following the tidal river north, from the mouth of the river Shannon, you come to a loch called Derg - where the river enters the loch was built the settlement of Killaloe. The great river continues through the Lough northwards, to Clonmacnoise, a wealthy, sixth-century fort-like monastery, built of stone, before Lough Ree… Then on, towards Carrick-on-Shannon. It did not matter where St Ciardha travelled her title to property and obedience went with her. She and the bishop, who was son of the king of Munster, jointly ruled the church. An early law tract refers to the bishop of Cork and Emly as uasal-epscop, giving them a status equal to the king of Munster - who was overlord of the southern half of Ireland. Later, St Ciardha [Canonized Pre-Congregation] returned to Kilkeary where she was reputed to have died of natural causes. Nothing is known of the subsequent history - of the nunnery or her burial place, but her death is recorded in the Annals of the Four Masters, January 5th 679. The following stanza is from Leahhar Breac, the Book of the MacEgans:

‘The call of Semeoin, the sage, To Christ of purist… a new, transitory, gentle sun was Ciar, the daughter of Duibhrea.’

It was in the middle, and latter part of the first millennium, that proper written records were kept. ‘The Irish Annals’, Book of Kells and ‘The lives of the Saints’ are three sources of early recorded history - written by scribes in Latin - the result of intended missionary zeal by Christian bishops and their scribes. Gildas developed Latin literature in a style and order fit for publication. His paragraphs, sentences, and words, were impressions build upon the spoken word – placed together by sound and syllable. The language was from Europe but based upon English. As Ireland was the first large country to become Christian - outside the Roman Empire, scholars had to write the Irish language, in Latin characters. They were compelled to write with an alphabet. [Ogam notches became outdated in the seventh century - still not deciphered today]. Latin preserved the first written records. This is when the K began to be used instead of C. Thereafter, Latin began to be changed. The English, Welsh and Irish, adapted and added to, as it developed into a modern language.

Ciardha is the Gaelic spelling of the family name and used by scribes in about 650 AD. Later writers increasingly used Cary or Carey, as a more identifiable written form. The written Irish-language was mainly derived from Latin, and assumed closer integration to the accepted form of spelling and pronunciation in the sixth century - probably when the K was first used, in some written texts. In its softer anglicised form of Cary or Carey, it is natural not to make the difference so hard. What era or part of the country ‘K’ rather than ‘C’ used, is unclear…perhaps the use of K [as in kick, or quick, in the Gaelic Q form] happened when the Gaelic Cill [church] was replaced by the Latinized Kil - for place-names on maps – hence, Kilkeary and Kilkenny. Most place names are in that form. The method of spelling might indicate who commissioned the work, when, and for what purpose. The history about the right language and spelling of a family name explains what happened in Ireland that caused such disturbance and distress. The clan chiefs, Anglo-Irish aristocracy, the invaders, clerics, and politicians may all deserve censure, for the chaos that marks the islands history, but the common people certainly do not. The derivations of a name throughout the centuries give proof to the matter… from Ciardha to Ciara, Cheire to Carie, Carey, and Keary & Kearey.

This unity under Gaelic kings, represented by Ui Neill, continued for nearly two-hundred years, until the Normans were invited to save the then ruling body. From this moment, Gaelic Ireland began to lose its identity and power base. This call, on an outside body, was to have far-reaching effects, and was not reversible. The ancient place of St Ciardha’s monastic house situated in a valley between two towns - Nenagh and Toomyvara, and two mountains – Slievekimalta and Devilsbit. To the north lies The Central Lowlands: an area of farms, market towns, peat bogs, glens, and lakes. Before intensive cultivation took place, the land was heavily forested. As with the growth of many settlements the nearest navigateable river influenced its development; in this case it was the River Shannon and in particular Lough Derg, five miles north of Nenagh; it’s southern banks bordered Lower Ormond and Arra and Owney.

The main family territory was roughly in the centre of the country an area of hill and lowland pasture. It was bog-free downland, rich in minerals and well drained and hedged. This part of inland central-Ireland is bordered by several clan territories; and like all such lands, continually fought over. Cousins - into east and west groups, shared these early Munster tribal-lands. Unfortunately, both groups suffered from several competing branches, which weakened the power base. The eastern cousin’s centre was at Cashel, and the other, the northern group of lower Shannon; it was to this area that O’Ciardha was clan chief - becoming king of Thomond. He later included over lordship – suzerain, of the Ostmen of Waterford and Limerick, including their two important cities. This large area approximately conforms to today’s Co Tipperary. The central/southern Uí Néills, Ui [means’ children of’], a term of gentility - denotes those of the ruling family. This is a much older form than Ó or more strictly ‘Ua’. It was to this branch of the Ó Neill’s that the Ó Ciardha clan became indelibly linked. The Kearey clan were a ‘sept’… a corruption of the word ‘sect’ adopted by the English settlers, to describe Gaelic ruling families or clan groups. This allegiance between the O’Neill’s and the O’Ciardha continued until the latter lost all their clan lands over a period of six hundred years, ending at the same time as the restoration of Charles II, after Cromwell’s death.

Edward Maclysaght’s, More Irish Families, 1982, pp50, agrees that the majority of those called Carey [or Keary] belong to the O’Ciardha sept are a senior branch of the Cenel Cairpri.

Kilkeary, in Co. Tipperary today, is a small parcel of land seven miles southeast of Nenagh, in Toomevara RC Parish. This is a relatively modern name forming a link with its more ancient past. Originally, the ecclesiastical name was Templedowney [Teampul Domnan the church of St. Domnan]. Toomevara is derived from Tuaim ui Mheadhra, O’Meara’s Mound or tumulus. The parish was an area of many hundreds of acres; Kilkeary spelt Kylkeary, in the first quarter of the first millennium, a place of pilgrimage and substance. In all research into genealogical connections into the O’Ciardha, [Keary] clan, certain names are always cropping up; in particular, O’Meara, O’Kennedy, and O’Carrolls. Toomevara parish contains the districts of Agnameadle, Ballymackey, Kilkeary, Templedowney, and Ballygibbon. It has three ancient ecclesiastical ruins one of which was an ancient foundation for women established by St. Ciardha. There are also several ruined castles, some habitable, others not, being just ruins.

''The name of this district was written by ‘The Scholar of Aegus’, as Cill Cheire, the church of St. Kera or Cera [Church of Keary]; it is situated in the ancient Muscraidhe Thire, the Upper and Lower Ormond. In Aegus written, 'Ciar Ingen Duibhrea,' meaning St. Ciardha, daughter of Duibhrea.''

The ancient church of Kilkeary was built about 625AD, 57 feet long, and just over 19 feet wide. It is in ruins having all its features destroyed except for a few massive stones – one of several tons. It was built in a semi-cyclopean style of Lange limestone rocks and is believed to be of the seventh and eighth centuries. In the graveyard is a monument to Major General William Parker Carrol of Ballygrenade, a descendant of the O’ Carrolls of Ely… Previously, in 1702, an earlier member of the family was buried here. William Carrol was from Lissenhall, on the far side of Nenagh Town and had a very distinguished career in the Spanish Army during the Napoleonic Wars. He was highly considered in England, marrying an illegitimate daughter of George III. William was also a Politician who partitioned for the separation of the Northern and Southern Grand Juries in the county, in the 1830s. That the Carrols used the Kilkeary graveyard – the site of the nunnery, was in keeping with Gælic tradition. The Carrols, Kennedys’ and Meara were all inhabitants of the east side of the Shannon. When the O’Ciardha were being harassed, and evicted, some transferred allegiance to the security of these other clans. Kilkeary nearest large town is Nenagh, seven miles west; an important centre for its Anglo-Norman association and Franciscan Friary, which the Kennedy founded in 1240, and Cromwell destroyed, in 1650. It was one of the new walled towns designed in 1171… the citizens fearing incursions from warring factions lent a hand with the building… the town council passed a law whereby every person – including: shop owners, priests and women. Every person was allotted a day in the week that each had to help in building the town walls. The Vikings, 795AD – Scandinavians called Norsemen, more then likely from Holland, pillaged and plundered coastline and river settlements around Ireland and Britain… building fortresses at Dublin, Waterford, Wexford, Cork and Limerick - the main towns of Ireland… These guardians, of main river inlets, were kings, who were tribal chiefs or earls… in no way could they be described as rulers of large tracks of the countryside. They lived in stone houses with a surrounding wall punctured by fortified gates. Circling this stronghold were a number of ditches and mounds with offset entrances. In Loch Derg, longboats are at anchored, close to the shore… some drawn up on the beach others hauled up onto logs - under repair. These are the property of Viking raiders, who are frequent visitors – their coming and going accepted by the inhabitants. A number of the Vikings strike up relationships with the inhabitants, marry, and have children… They remain working the land and fishing. This was a convenient fraternization, which ensured a safe harbour and a place where boats could be restocked, and take on water. Like many immigrants to a new land, they took an active part in its development becoming more committed to its survival than the original inhabitants, which the incoming Normans found to their cost…! In the 830s, the Viking raids became even more extensive defeating the Uí Néill in battle and plundering widely... the clergy were at this point part of the nobility and church property protected by law. Monks could not act as security nor make bequests without his abbot’s consent for the abbot was the administrative head of the church. The Norse raids lasted until the 870s… died out, and erupted again. Ten years later ‘the great Norse tyrant’ Barith was killed… not before destroying Cianan of Duleek’s oratory.

The kingdom of Uí Failge comprised the baronies of Offaly in County Kildare and part of the diocese of Kildare… their kings related to the ruling Laigin dynasty. However, the southern Uí Néill maintained precedence in Munster until the reign of Feidlimid mac Crimthainn in 886. In the latter part of the first millennium, the Uí Néill was probably the most important family grouping – dominating both the northern and southern parts of Ireland. They were descended from Niall Noígiallach who themselves were from Conn. The Vikings at the battle of Dublin 919AD killed Niall Glundub, ancestor and over-king of the Uí Néill. During the battle, five other kings and many other nobles were killed. Glondub was related to Niall, the last of the kings of Tara, the legendary seat of the high-kingship ejected by Brian Boru when he rose to power. In 920, a Norse settlement was enlarged at the mouth of the Shannon, which became the city of Limerick. It was the start to a flourishing trading place, the beginning of the salmon industry and the vitalling of many Viking boats. In 937, the Limerick Vikings clashed with those of Dublin on Lough Ree and were defeated. The Shannon was of major importance in military campaigns in all of Ireland’s history. The association with the Norse never diminished – eventually they become integrated into the Irish community. The city was criss-crossed by wooden streets, houses, and workshops. Mathgamaim sacked the city in 964 after previously capturing Cashel from the Eoganachta. All those fit to fight were killed the others enslaved.

The Irish chieftain’s allegiances fluctuated depending on what thought to their advantage. In this, the Ciardha clan was no different. They were frequently mentioned in the Annals of the Four Masters from 952 onwards to the death of Ua Ciardha tighearna Coirpre [O'Keary lord of Carbury]. Again in 993 when Mael Ruanaig O’Ciardha, king of Carbury was killed by the Teftha. This killing went on… the tribes were continually seeking a way to gain territory. Even in 1128, we finally read of the slaying of ‘H Ciardha ri Cairpri, another king of Carbury.

''It is important again to stress that confirmation about name, place and time is impossible to confirm. Not only does the language change but the spelling within that language. Family groups within a tribe split into clans, and clans into septs. Kings described as lords, and lords as kings However, that should not present a problem. It is not a question of trying to change history or give credence but present a picture where the Ciardha fit into early Christian Munster.''

--Terence Kearey 14:01, 14 August 2010 (UTC)

 * Setting the scene (Introduction and Table of Contents)
 * ../Chapter II/: Early Irish Christian Beginnings (Previous Chapter)
 * ../Chapter IV/: The Vikings land (Next Chapter)

title: The Demise of an Irish Clan/Chapter III


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text:
Women's studies/African-American Women Writers

Recommended Reading

 * Black, K. What books by African American women writers were acquired by American academic libraries?: A study of institutional legitimation, exclusion, and implicit censorship. Lewiston, NY: Mellen. (2009 - ISBN 978-0-7734-3792-0)

Brown Girl, Brownstones

 * Marshall, Paule Brown Girl, Brownstones, The Feminist Press, New York (1959; IBSN 1-55861-149-5).

A novel about about Barabadian immigrants girls growing up in Brooklyn, N.Y.

Extended reading:

 * Martin Japtok, "Paule Marshall's Brown Girl, Brownstones: reconciling ethnicity and individualism in African American Review, Summer, 1998

 * Kimberly W. Benston, "Architectural Imagery and Unity in Paule Marshall's 'Brown Girl, Brownstones' " Negro American Literature Forum, Vol. 9, No. 3 (Autumn, 1975), pp. 67–70

 * "Paule Marshall, Brown Girl, Brownstones: Pioneering Change in Literary Study" Conference "honoring Paule Marshall and celebrating the fortieth-anniversary of her seminal work, on Friday, February 12, 1999, at Howard University, Washington, D.C

Beloved

 * Morrison, Toni, Beloved, (1987; ISBN 1-4000-3341-1)

Winner of the Pullitzer Prize for Fiction in 1998. Beloved is a story of slavery, brief freedom, and their lasting psychological presence.

Extended reading:

 * Andrews, William L & McKay, nelley Y. "Toni Morrison's Beloved: A Casebook oxford University Press, 1999.

Zami

 * Lorde, Audre, Zami: A New Spelling of My Name

 * Lorde, Audre, Sister outsider: essays and speeches', Berkely, California, The Crossing Press. (1984)

Extended reading:

 * Birkle, Carme, Women's Stories of the Looking Glass. Munich: Wilhelm Fink Verlag. (1996 - ISBN 3770530837)

 * De Veaux, Alexis, Warrior Poet: A Biography of Audre Lorde. New York and London, W.W. Norton,(2004 - ISBN 0393019543)

 * Hall, Joan Wylie, Conversations with Audre Lorde. Jackson, University Press of Mississippi> (2004 - ISBN 1578066425)

 * Byrd, Rudolph, Cole, Johnnetta Betsch, and Guy-Sheftall, Beverly. I Am Your Sister: Collected and Unpublished Writings of Audre Lorde New York, Oxford University University Press. (2009 - ISBN 9780195341485)

 * Keating, AnaLouise, Women Reading Women Writing: Self-Invention in Paula Gunn Allen, Gloria Anzaldúa, and Audre Lorde. Philadelphia, Pennsylvania, Temple University Press. (1996 - ISBN 1566394198)

Sassfrass, Cypress, & Indigo

 * Shange, Ntozake Sassfrass, Cypress, & Indigo Picador USA. (1996 (revised) - ISBN 0312140916)

 * Shange, Ntozake For Colored Girls who have Considered Suicide, When the Rainbow is Enuf: A Choreopoem

Extended Reading

 * Mullen, Harryette, Artistic Expression was Flowing Everywhere: Alison Mills and Ntozake Shange, Black Bohemian Feminists in the 1970s, Meridians: feminism, race, transnationalism, Spring 2004, Vol. 4, No. 2, Pages 205-235.

 * Clark, Patricia E, Archiving Epistemologies and the Narrativity of Recepies in Ntozake Shange's Sassfrass, Cypress, & Indigo Callaloo, Volume 30, Number 1, Winter 2007, The Johns Hopkins University Press pp. 150-162 E-ISSN: 1080-6512 Print ISSN: 0161-2492

 * Lidell, Janice, & Kemp, Yakini Belinda Arms Akimbo: Africana Women in Contemporary Literature, University Press of Florida. (1999 - ISBN 0-8130-1728-9)

 * Washington, Teresa N. Our mothers, our powers, our texts: manifestations of Àjé in Africana literature Bloomington IN, Univeristy of Indiana Press. (2005 - ISBN 0-253-34545-6)


text:
User:Egm6341.s10.team3.sa/Mtg47

Mtg 47: Mon, 21 Jun 10

 Typeset of transparencies, not lecture transcript. Subramanian Annamalai 17:43, 14 August 2010 (UTC)

[[media: Egm6341.s10.mtg47.djvu | Page 47-1]]  From (Eq.2) on [[media: Egm6341.s10.mtg46.djvu | Page 46-5]],

$$\displaystyle a_k = \frac{2}{n} \underset{i=0}{\overset{n}{{\sum}^{\prime\prime}}} z_k(\theta_i) $$ $$\displaystyle (Eq. 1) $$

$$\displaystyle z_k(\theta_i):= f(cos \theta_i) cos k \theta_i$$ $$\displaystyle (Eq. 2) $$

$$\displaystyle \theta_i := \frac{i \pi}{n}$$ $$\displaystyle (Eq. 3) $$

$$\displaystyle (Eq.1) \Rightarrow a_k = \frac{2}{n}\bigg[\frac{f(1)}{2} + \sum_{i=1}^{n-1}z_k(\theta_i)+ \frac{f(-1)}{2} (-1)^k \bigg]$$ $$\displaystyle (Eq. 4) $$

$$\displaystyle \frac{f(1)}{2} \rightarrow i=0 \Rightarrow \theta_0 = 0 \Rightarrow cos \theta_0 = 1 \Rightarrow cos k\theta_0 = 1 $$

$$\displaystyle \frac{f(-1)}{2} \rightarrow i=n \Rightarrow \theta_n = \pi \Rightarrow cos \theta_n = -1 \Rightarrow cos k\theta_n = (-1)^k $$

(Eq.6) on [[media: Egm6341.s10.mtg46.djvu | Page 46-3]]: Need only $$\displaystyle a_{2k},\; k=0,1, \cdots, \infty$$

$$\displaystyle (Eq.4) \Rightarrow a_{2k} = \frac{2}{n}\bigg[\frac{f(1)}{2} + \underbrace{\sum_{i=1}^{n-1}z_{2k}(\theta_i)}_{f(cos \theta_i)cos2k\theta_i}+ \frac{f(-1)}{2} (-1)^k \bigg]$$

$$\displaystyle cos \alpha = -cos (\pi - \alpha)$$ $$\displaystyle cos \theta_1 = -cos (\underbrace{\pi - \theta_1}_{\theta_{n-1}})$$   $$\displaystyle cos 2k\theta_{n-1} = cos 2k(pi - \theta_1) = cos (2k\pi - 2k\theta_1)$$

[[media: Egm6341.s10.mtg47.djvu | Page 47-2]]

$$\displaystyle cos(2k \theta_{(n-1)}) = cos 2k\theta_1$$

$$\displaystyle (Eq.4) \Rightarrow a_{2k} = \frac{2}{n}\bigg[\frac{f(1)}{2} + \underbrace{\sum_{i=1}^{\frac{n}{2}-1}z_{2k}(\theta_i) + z_{2k}(\theta_{n-i})}_{\big[f(cos \theta_i) + f(-cos \theta_i)\big]cos2k\theta_i}+ \underbrace{f(0)(-1)^k}_{cos\theta_{\frac{n}{2}} = cos \frac{\pi}{2}= 0\,;\, cos2k\theta_{\frac{n}{2}} = cos k\pi} + \frac{f(-1)}{2} \bigg]$$

[[media: Egm6341.s10.mtg47.djvu | Page 47-3]]

Weights: (Eq.1),(Eq.6) on [[media: Egm6341.s10.mtg46.djvu | Page 46-3]] Goal: Find weights $$\displaystyle w_i, \, i=0,1,2 \cdots n$$cosine series of $$\displaystyle f(cos \theta) $$

(Eq.5) on [[media: Egm6341.s10.mtg46.djvu | Page 46-3]] $$\displaystyle \Rightarrow f(cos \theta) = \underbrace{\bar{a}_0}_{\frac{a_0}{2}} + \sum_{k=1}^{\infty} \underbrace{\bar{a}_k}_{a_k} cosk\theta $$

$$\displaystyle \Rightarrow f(cos \theta) = \sum_{k=1}^{\infty} \bar{a}_k cosk\theta $$ $$\displaystyle (Eq. 1) $$

$$\displaystyle \bar{a}_0 = \frac{a_0}{2} = \frac{1}{\pi} \int_{0}^{\pi} f(cos \theta) \,d\theta \;\;\; and \;\; \bar{a}_k = a_k \rightarrow $$ (Eq.7) on [[media: Egm6341.s10.mtg46.djvu | Page 46-3]]

$$\displaystyle \bar{a}_k = \frac{d_k}{\pi} \int_{0}^{\pi} \underbrace{f(cos\theta)cosk\theta}_{z_k(\theta)} \,d\theta $$ where,

$$\displaystyle \begin{align} d_k &= 1 \;for \, k=0 \\ &= 2 \;for \, k>0 \; i.e,\,k=1,2,\cdots \infty \end{align}$$ $$\displaystyle (Eq. 2) $$

[[media: Egm6341.s10.mtg47.djvu | Page 47-4]]

(Eq.6) on [[media: Egm6341.s10.mtg46.djvu | Page 46-3]] $$\displaystyle \Rightarrow I = \sum_{k=0}^{\infty} \frac{2\bar{a}_{2k}}{1-(2k)^2} $$

In matrix form: (Eq.2) on [[media: Egm6341.s10.mtg46.djvu | Page 46-5]], (Eq.2) on [[media: Egm6341.s10.mtg47.djvu | Page 47-3]] <br\> $$\displaystyle \bar{a}_{2k} = \frac{d_{2k}}{n} \underset{i=0}{\overset{n}{{\sum}^{\prime\prime}}} z_{2k}(\theta_i) = \mathbf b_{2k} \cdot \mathbf f$$

title: User:Egm6341.s10.team3.sa/Mtg47


text:
User:HDaveno

I am a lay scholar of medieval asian history and the artist behind Lao Hats, historically inspired hats handcrafted from mostly reclaimed materials.

I was a member of a living history organization for about 21 years, during which time I published articles of interest to the medieval reenactment community in local newsletters. Most of those articles can be found in the Library Section of my website. In the interest of adding to a greater community, and so my works may live beyond the confines of my personal website, I have chosen to post a few of the more scholarly works here.

I taught myself how to make hats as a member of that organization, where I was known as Lao, a 13th century persona from the Himalayan Plateau. Fellow historians watched as I turned costume scraps and second-hand furs into hats that were warm, well-made, and historically appropriate. They coined the phrase “Lao Hats” when describing them to their friends.

I continue to have an interest in many things historical, both inside and outside of medieval Asia. My art continues to be influenced by the textiles, paintings and manuscripts of medieval and Renaissance Europe, Russia and Asia, as well as more modern influences from the flora and fauna of the Pacific Northwest.

When I am not making hats, I am either reading, or in my garden, or planning my next trip to Europe.

title: User:HDaveno


text:
User talk:HDaveno

 Hello HDaveno, 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.
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 * 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. --Diego Grez 19:19, 14 August 2010 (UTC)

title: User talk:HDaveno


text:
Women's studies/International Perspectives on Women

International Women's Health

 * Gomez, Adriana, Women and HIV/AIDS: The challenge continues. Gender and the HIV/AIDS pandemic and the Barcelona Bill of Rights. Women’s Health Journal: Latin American and Caribbean Women’s Health Network 3-4, 40-53. (2002)

 * Gould, Judy, Lower-income women with breast cancer: Interacting with cancer treatment and income security systems. Canadian Woman Studies, 24(1), 31-36. (2005)

 * Izumi, Kaori, Ed., Reclaiming our lives: HIV and AIDS, women’s land and property rights and livelihoods in Southern and East Africa. Chicago: Independent Publishers’ Group, Eritrea, 12-15; Kenya, 16-18, 28-31; Zimbabwe, 98-103. (2006)

 * The Lesbians and Breast Cancer Project Team, Silent no more: Coming out about lesbians and cancer. Canadian Woman Studies, 24(1), 37-42.(2005)

 * Msimang, Sisonke, HIV/AIDS, globalization and the international women’s movement. Gender and Development, 11(1), 109-113.(2003)

 * Rice, Carla, Between body and culture: Beauty, ability and growing up female. Gender, race, and nation: A global perspective. Toronto: University of Toronto Press, 147-183.(2002)

 * Stacey, Jackie, Responsibilities. In Teratologies: A cultural study of cancer. London: Routledge, 201-216.(1997)


text:
User:Keya~enwikiversity

Being old & grey, I feel a strong desire to share life with others. Life to me a learning experience, so I suppose entering Wiki University is my way of reinterating that I am alive. Besides being a poor speller, I don't communicate well with others. ..

Which makes it difficult to share. As an example, I went to Answers. Com & started browsing the science section. Actually I had been browsing Wiki U when I found the link and the

page happened to contain a question from the chemistry section or domain. Reading the question, I linked to the page to see the answer given so I

modified the answer or was it that I gave an answer? Anyway,I went back the next day; browsed looking to see if there was any response. As I was

looking some other answers, I decided to to join & filled out the necessary form. This way I could use the watch list to keep track of any additions or

comments instead of hunting for any changes that others may make in contents that I had given.
 * http://www.answers.com/
 * 9 Sep 2010
 * Ctg [0] wrote the first comment on Discussion: What happens when an electron in an atom absorbs energy  9 Sep 2010 21:44
 * (1) On September 9, 2010 at 9:44 pm Ctg [0] said: When an electron in an atom absorbs a specific "Quantum" of energy, it will jump to the next

specific energy level in the atom. . . electrons don't so much orbit around the atom as rotate in a plane perpendicular to the axis of it's orbital which

produces the "quantum" aspect. The charged fields of electromagnetic waves produces change in 'energy level' along the axis which returns dynamic

state (energy level)by emitting a photon.
 * Ctg [0] wrote the first comment on Discussion: Is it possible to make different substances by breaking up an element  9 Sep 2010 21:25
 * (1) On September 9, 2010 at 9:25 pm Ctg [0] said: If the question is "does larger atomic number elements break down (decompose) into smaller

atomic number elements" but because elements have particular structure then the products of such reations are limited to particular products and

by-products of specific reations.
 * Ctg [0] made this change to the answer of Is it possible to make different substances by breaking up an element  9 Sep 2010 20:30
 * ID1545070860 added Why Is it possible to make different substances by breaking up an element to Elements and Compounds  9 Sep 2010 19:37

Tools: Edit categories | Edit answer :7 Sep 2010
 * Ctg [0] made this change to the answer of Why does flame can travel through air  7 Sep 2010 00:31

Current answer: The Oxygen fuels the reaction in a fire, oxygen is necessary for combustion. As the reaction takes place... In: Science | Physics •  Tools: Edit categories | Edit answer
 * Ctg [0] made this change to the answer of Can sound be generated from electricity  7 Sep 2010 00:24

Current answer: yes In: Science | Inventions | Physics •  Tools: Edit categories | Edit answer
 * 6 Sep 2010
 * Ctg [0] made this change to the answer of Why does flame can travel through air  6 Sep 2010 23:31

Current answer: The Oxygen fuels the reaction in a fire, oxygen is necessary for combustion. As the reaction takes place... In: Science | Physics •  Tools: Edit categories | Edit answer

Strange, how it works but some answers seem to remain while others didn't. Then (for one at least) every time I went to upload an answer, the page

would devault to non contact (load) with site? Well, is it me not communicating or what? I mean it may be that I need to go in to 'theory' more such as
 * . . . electrons don't so much orbit around the atom as rotate in a plane perpendicular to the axis of it's orbital which produces the "quantum" aspect.
 * Short Form: Simply put the P-orbital are directional along the x, y, & z axis.

Keya 02:00, 14 September 2010 (UTC)

title: User:Keya~enwikiversity


text:
User talk:Moyra~enwikiversity

 Hello Moyra, 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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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) 21:21, 14 August 2010 (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 Moyra. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Moyra~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Moyra~enwikiversity


text:
User talk:Keya~enwikiversity

 Hello Keya, 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) 21:21, 14 August 2010 (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 Keya. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Keya~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:Keya~enwikiversity