text:
User:MissadventureX/About Me

About Me
My name is Anne-Maree and I am a maturing young person (52rys), I have a great love of learning and have this year entered the work force. I work with | The Richmond Fellowship their model of care promotes community based living and services. I remember when The Richmond Report  was proposed in 1983 it was a totally new way of caring and supporting individuals with mental health problems, it turned the existing care around three hundred and sixty degrees. Today, this model of care is still robustly debated in the community.

For myself I see the advantages of being person centred/focused and respectful of individual difference. The primary aims are to give participants in the program choice, inclusion in the community and a way for them to maximise their strengths. To increase my learning of motivation and emotion and be able to practically apply that learning is thrilling for me. Not only for better work practice but for my better life practice.

I have been blessed with five children and three step children and they ensure that I try and stay motivated as to get through each unit of psychology. To return to my homepage click here

title: User:MissadventureX/About Me


text:
Category:User:KYPark/Reflection

Know yourself
Research Project No. 1 Reflection: Know Yourself!

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

title: Category:User:KYPark/Reflection


text:
User talk:Storm~enwikiversity/E-portfolio

Hi storm Hope this works. ..have had all sorts of trouble with Wikki because of my accessibility settings on my computer. I have learnt how to modify them and can now see the toolbar and templates ( it helps!) ...I was thinking I must be really stupid! Anyhow, hope you've had a good week - how's topic coming along ? Your user page and and the links to the other sections look very professional - well done! Madeline


text:
Motivation and emotion/Book/2010/Narcissism2

Overview
The term narcissism is based on the myth of Narcissus, a story which placed romantic love of self in a battle against romantic love of another. Narcissisus eventually fell in love with his own reflection.

The term narcissism was first used in psychology by Havelock Ellis in 1898. It was Sigmund Freud, however, who brought about the much larger interest in narcissism with his piece On Narcissism: An Introduction. Freud claimed that people require a self that they can identify with and direct their love towards. This ideal self is created by the individual using social input, such as the expectations of parents, and continues to adapt throughout the individual’s life; the person is then motivated to strive towards this ideal, as a failure to do so shall lead to feelings of guilt and social anxiety.

Narcissism became better known publicly in the 1970s, when many articles and books were published on the subject. Psychologists and analysts also started to report higher levels of narcissistic symptoms amongst patients, which eventually led to the addition of Narcissistic Personality Disorder to the 1980 Diagnostic Manual of Mental Disorders. Many who published works in this time claimed the rise in narcissism could be attributed to the more tolerant, affluent, material and consumer-orientated society.

Narcissism has positive and negative symptoms, most of the positive symptoms benefit the narcissistic individual. Narcissists are extraverted, confident, perform well whilst under pressure and have high self-esteem amongst others; on the negative side they are impulsive, romantically fickle, aggressive a need to warp reality to create a more self-enhancing one, a need to pursue positive social feedback whilst ridiculing or become aggressive to those who provide negative feedback, long term deficits can occur when a narcissists’ fantasy of success inhibits real success, and narcissists will eventually suffer large interpersonal costs whilst chasing high standing and a sense of worth. Though it has been noted by some that positive mental illusions can lead to strengthened mental health.

Narcissism and Motivation
As this chapter is based on the relationship between narcissism and motivation, it is important to look at how narcissists are motivated. Narcissists have been found to have high levels of approach motivation, whilst having low levels of avoidance motivation. This simply means that narcissists are highly motivated to seek rewards, whilst they are less motivated to avoid unwanted outcomes. Many theorists have covered the approach-avoidance relationship of motivation, for further reading look to Eysenck, Gray and Davidson.

Many reasons are suggested that narcissists are more likely motivated towards positive goals, and less likely to avoid negative consequences. It has been suggested that parenting has a large influence on narcissism. It has been predicted that “overindulgent, overvaluing and overprotective parenting” can lead to an individual developing narcissistic traits. There has been a steady rise in narcissism amongst college students in America over the past twenty-five years. This has been attributed to a trend of perpetual praise, where children and students are praised without harsh punishment for failure; thus the usual outcome of behaviour has become praise rather than punishment; this leads to an expectation that the praise will continue. Though theoretical, this explains the trends in motivation, especially in narcissists, as people become more likely to seek out rewards and less likely to fear negative consequences.

Though there is much theoretical stipulation on the relationship between narcissism and approach-avoidance motivation, there have also been empirical studies which can be used to link the two. It has been found that many of the traits common to narcissism are also shared with high levels of approach motivation, low levels of avoidance motivation, or both combined. It has been found that narcissists behave more aggressively than others, a trait which has been empirically linked with high approach and low avoidance motivation; also narcissism is linked with high levels of impulsivity, another trait shared with high approach and low avoidance motivation. These connections have now been empiriclly tested, with the results concluding that there is a connection between narcissism and these types of motivation.

Narcissism and Relationships
Relationships with others is a highly important part of human life. Humans are social creatures, and our ability to interact with others is an important part of our lives.

Environmental
It has been found that narcissists can have a negative effect on the ability of others and the environment around them. It has been found that in a shared environment narcissists consume more shared resources than others. This leads to narcissists being more productive in the short-term; however in the long-term narcissistic individuals are actually much worse performers when compared with non-narcissists. This short-term success also came at the cost of long-term resources and the success of others. Though the narcissists would originally take more resources than non-narcissists, both groups increased their usage at the same rate. This suggests that if the original behaviour was restrained in some way, there may be no significant difference between the two groups, so that extra consumption of resources could be curbed.

Business
Individuals who work in a team alongside narcissists actually perform worse than others. This has large implications for the motivation behind narcissists’ behaviour. Commonly an individual that outperforms those around them, and has high success shall receive rewards in the workplace; this means that narcissists, who quite commonly achieve short-term successes at the cost of others benefit from their destructive behaviour. This would also imply that if employers are selecting their teams of employees based on short-term success it could lead to a group of all narcissists, who would in the long-term be much less successful than others.

Social
It has been suggested that narcissism is a side effect of an evolutionary role. Much of the behaviour related to what has been termed narcissism in humans can also be found in alpha-male primates. It is noted that primates attempting to gain the alpha position are striving for power, success and control. Upon reaching this power, the primate shall demand the admiration of the males and females of the group, and shows a sense that he has the right to the best resources available to the group.

Serotonin studies show that the males who reach the alpha position actually feel incredibly good whilst the wealth of sex, admiration, etc lasts; however, the alpha-male is also suffering from the constant stress of maintaining his position and protecting his group. Thus it may be that the pathological label of narcissism is part of an evolutionary strategy that is still in use by our less developed primate relatives, and that people who are labelled as narcissists are trying to fulfil their role in society.

As was mentioned earlier, narcissism has been linked with higher levels of aggression. Though it was originally believed that low-self esteem led to aggression it has since been found that high yet unstable levels of self-esteem lead to aggression, both of which are associated with narcissism. This relationship is relative to high levels of hostility. In narcissists this high level of hostility can turn into aggressive behaviour, physical or otherwise, when they are insulted. The aggression is very focused, as narcissists shall not behave aggressively towards an individual who is present but did not insult them. Though narcissists have the potential to be more aggressive than others, narcissistic individuals have average levels of aggression without any provocation. It has been found that incarcerated violent offenders have high levels of narcissism. The highest traits of narcissism present were those of superiority and self-entitlement. This suggests that the vanity aspects of narcissism are less involved with aggression than narcissists' assumptions that they are better than others.

Romantic
An important topic in relation to narcissism is that of romantic relationships. It has been found that narcissists often suffer from poor relationship functioning ; they are less committed to their romantic partners, perform infidelity more often than non-narcissists, are less satisfied with their relationships and play games with their partners. It has been found that this last trait is particularly important when studying narcissism; narcissists enjoy leaving romantic partners unsure of their commitment. Also whilst narcissists are in a relationship, see alternative partners as more appealing than non-narcissists do; meaning narcissists are less likely to maintain a romantic relationship, as they perceive other options for partners as more attractive than their current one. This may stem from the fact that narcissists rate themselves more highly in positive traits than their partners. It has been found that narcissists do not simply view alternative partners as more attractive, they actually actively seek alternative partners whilst in a relationship. This leads to the narcissist having increased feelings of power and autonomy, as they have power over the current relationship and feel that they have other potential relationships available.

It has been found that narcissists perceive romantic relationships as a way to further themselves, even at the cost of their partners; narcissists seek partners that reward them personally, either through a higher social status or feelings of power. These needs can be fulfilled directly or indirectly. A romantic partner can provide admiration directly to a narcissist, or the partner themselves being attractive and popular can lead to boosts in self-esteem via association. To narcissists an ideal partner admires them greatly, is attractiveand successful. This stems from narcissists caring more about satisfying their own needs rather than worrying about others’, combined with their sensation seeking behaviour and their relatively low interest in intimacy or caring. This leads to narcissists not wanting to maintain particularly long-term romantic relationships.

Where are these narcissists?
Having read this far on the topic of narcissism and the features of narcissists, it is possible you are contemplating where these narcissists are.

Celebrities are more likely to be narcissists than the average populace. It has been found that reality television personalities have the highest level of narcissism, followed by actors, comedians, and musicians; musicians’ narcissism levels are significantly lower than other celebrities. Comedians score higher on the traits of authority, exhibitionism, superiority, entitlement and exploitativeness than any of the other celebrity groups. The amount of time that a celebrity has spent in the industry has no effect on levels of narcissism, suggesting that narcissists are more likely to become celebrities rather than vice versa. In the population males are significantly more narcissistic than females; the opposite is true in the case of celebrities. Female celebrities score higher than males on superiority, exhibitionism and vanity, suggesting that the emphasis on physical appearance in the industry plays a large role. Narcissistic individuals appear more attractive initially than others; this may lead to the casting of more narcissistic individuals in reality television as they are selected by talent agents.

Incarcerated violent felons have higher levels of narcissism than an average member of society. Though they have average levels of self-esteem, it has been found that these felons score significantly higher than the norm on measures of narcissism. These individuals were found to score especially high in the areas of self-entitlement and beliefs of superiority.

It is not true that all narcissists are celebrities or criminals. In fact there has been research into narcissism in common users of social networking sites. This study found that untrained individuals could pick out narcissists by viewing their Facebook profiles. This was done through a variety of features, such as focus of photos and the information provided by the user.


text:
Sport event management/Learning agreement for event management

The Agreement should be used for each person in the class. If you are in a class group that is not working with/for an established sport organisation you still need to complete this Agreement and nominate one of the group as a Supervisor. You may wish to add lines for convenience.

About you

 * Your name:

 * Your phone:

 * Your email:

About the host sport organisation

 * Host sport organization name:

 * Sport organization address:

 * Sport organisation's supervisor name:

 * Sport organization's supervisor phone:

 * Sport organization's supervisor email:

About the event

 * Name of event:

 * Date of event:

 * Brief description of event:

 * Supervision:

Please briefly describe the supervision to be provided

Contract
I, ............................................................ (student name) agree to work on the planning and operation of the proposed event in a professional manner, under the site supervisor. I will complete the required hours of event involvement in accordance with guidelines for my event management assignment in Unit 7984. my Supervisor and I confirm that I have a major role in organizing the above event and that my involvement meets the criteria of the event management assignment requirements for 7984.

Student signature:............................................................ Date:.................

Site Supervisor signature:............................................................ Date:...................

University of Canberra Subject Convenor: Dr. Robin McConnell

Centre for Sports Studies, University of Canberra, ACT 2601.

Phone: 62015943. Fax: 6201 56153 Email: robin.mcconnell@canberra.edu.au


text:
Medical epidemiology

Epidemiology is the study of distributions and determinants of health related states or events in a specified population and application of this study to control those health problems. Epidemiologic studies can be broadly classified as OBSERVATIONAL STUDIES AND EXPERIMENTAL STUDIES. Observational studies can be descriptive epidemiological studies or analytical studies. Descriptive epidemiology includes describing the diseases or health related states or events in terms of time, place and person. When it is occurring?, Where it is occurring and who all are affected? Analytical epidemiological studies are used to study the relationship between exposure to a risk factor and developement of disease or health outcome. Analytical studies can be either CASE CONTROL STUDY or COHORT STUDY.

title: Medical epidemiology


text:
User:Dan.th.man

= Motivation and Emotion Text Book Chapter =

I have also authored a text book chapter on Self-actualisation

For a visual overview of this chapter see this video available on Screenr. Enjoy!

=/E-portfolio/=

Hello and welcome to my e-portfolio, an ongoing record of my learning experiences throughout the unit Motivation and Emotion. I'm Dan, I study a double degree in Management/ Psychology and I look forward to finishing my undergraduate studies mid next year. Motivation and Emotion is one unit I have looked forward to studying ever since laying eyes on my degree structure some 3 and a half years ago. I simply cannot wait to learn more about these two amazing constructs. Throughout my E-portfolio I hope to write about a selection of the most interesting topics I encounter this semester. I will also enjoy using an organisational lense where possible, to consider how some of this course content can relate to people and organisations. Please feel free to interact with me on any of the topics i present here.

Introduction

(chapters 1 and 2)

Easing into the Unit
This week i have bought the unit textbook. I have already started reading ahead and I look forward to learning about some of these facinating topics. The assesment for this unit seems pretty intense at first glance. During this lecture we were given an overview of the assesment for the semester and it seems a little daunting at this stage. I haven't used Wikiversity before and I'm not as technologically advanced as I might like. Fingers crossed they go smoothly!!

Course Content
1. Introduction

2. Assessment task skills

3. Brain & physiological needs

4. Personal & social needs

5. I-E motivation and goal setting

6. Personal control & the self

7. Nature of emotion

8. Aspects of emotion

9. Personality, motivation & emotion

10. Unconscious motivation

11. Growth psychology

12. Summary and conclusion

Core Concepts
“Man is a perpetually wanting animal” (Maslow, 1943. p.22)

The word motivation comes from the Latin verb movere, which means “to move.” Motivation is thereby concerned with our movements, or actions, and what the determining factors are behind them. More specifically it refers to the processes involved in initiating, maintaining and ceasing goal-oriented behaviours (Maslow, 1970 p. 16). Similarly Reeve (2009) describes motivation as the processes that give behaviour energy and direction. These factors may be internal (which can include drives such as thirst or being hungry or in pain) or external (such as the presence of an attractive person, tasty food or beverages or signs indicating imminent danger). By this definition motivation is the psychological drive that arouses an organism to action toward a desired goal. This concept is also used to explain differences in intensity of behaviour. More intense behaviours are thought to result from higher levels of motivation. Furthermore, motivation can also be used to indicate the persistence of behaviours. For example a highly motivated behaviour will most often be persistent even though the intensity of the behaviour could be low (Franken, 2007 p. 4).

For more information, see What is motivation?

Mini-Theories Related to Motivation: Achievement motivation theory (Atkinson, 1964)

Attributional theory of achievement motivation (Weiner, 1972)

Cognitive dissonance theory (Festinger, 1957)

Effectance motivation (White, 1959; Harter, 1978)

Expectancy x value theory (Vroom, 1964)

Goal-setting theory (Locke, 1968)

Intrinsic motivation (Deci, 1975)

Learned helplessness theory (Seligman, 1975)

Reactance theory (Brehm, 1966)

Self-efficacy theory (Bandura, 1977)

Self-schemas (Markus, 1977)

A few of these I'm familiar with and some I am not. This looks like a really interesting list of material that i hope to cover. To me these seem like interesting theories that will have a lot of practical application.

Assesment Items
It was good to get an idea about the assesment and using Wikipedia early on in the semester. The help functions and cheatsheet make using Wikipedia seem a little bit easier. It has also got me thinking about my textbbok chapter. I would love to write on something I find interesting, and I think I should have another scan through our textbook to start thinking about a suitable chapter topic. At this stage I'm considering:

-promiscuity

-social motivation

-positive psychology

Although something with an organisational application would be great.

So far I have just been keeping my journal notes on my netbook computer. I find that if I bring my computer to the lectures and tutorials I can just get my thoughts down immediately while they are fresh in my head and this also saves doing as much work on it out side of class. Todays lecture on Wikiversity suggests that I should probably have a look at starting my e-portfolio online soon, as the whole formatting and java script thing is still a little intimidating for me!

The Brain and Physiological Needs
(Chapters 3 and 4)

Physiological Needs
I think this is a great place to start our studies on motivation. Physiological needs include our most primitive drives and are located at the bottom of Maslow's Hierarchy of needs. This will set a good context for future study on motivation.

As the name suggests, physiological needs are the literal requirements for human survival. These are the requirements for the human body to simply continue functioning. This primitive level of motivation includes breathing, nutrition and homeostasis. Physiological needs also include metabolic requirements such as water and food; as well as clothing and shelter which are necessary to provide protection from the elements. These are thought to be the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction (Maslow, 1943 p.26).

The Brain
I found it interesting to note that there are specific brain structures that elicit certain motivational states (typically in the core brain region). Within the brain biochemical agents (nuerotransmitters) stimulate these brain structures, as do hormones (which have a more long lasting effect).

One of the most enjoyable neurotransmitters is dopamine which is used for emotional reward. It make people feel good, work more productively, have more productive thoughts etc. Dopamine is said to also play a role in cognition, voluntary movement, motivation, punishment and reward, inhibition of prolactin production (involved in lactation and sexual gratification), sleep, mood, attention, working memory, and learning. It is produced in a few areas of the brain and released from the hypothalamus. Eg. Experiment with the rat pressing the lever which stimulates dopamine release and effects learning. This reminded me about a documentary I watched last semester about the physiology of drug addiction. This documentary looked at what was happenning in the brains of drug addicts and used electrodes to measure activity in the brains of these individuals. Interestingly it revealled that the areas of the brain activated when these people used their drug of choice, was nearly identical to the areas activated when the person described the drug in interview and when they thought about obtaining their drug. To some extent it seemed they were getting a small high out of just thinking about it. This is confirmed by Reeve (2009) who notes that people also get the dopamine in anticipation of the desired stimuli.
 * Neurotransmitters:

 * Hormones: on the other hand dont actually make you do anything, they are just a precurser that increase your drives towards certain behaviours.

Cortisol is known as the stress hormone and is an interesting example. It is good for short term alertness, but in the long term it interferes with cognitive functioning and health. It seems that our bodies may have once bennefited from a quick boose in cortisol, but the modern human lives in such a high intensity and constantly stressful environment that cortisol exposure becomes detrimental to some people's health.

For the most part it seems that hormones serve a productive/ adaptive purpose. Testosterone for example is associated with high sexual motivation; and oxytocin is releaseed in high does after women gives birth. This drives her to seeking the counsel, support and nurturance of others during times of stress.

Psychological and Social Needs
(chapters 6 and 7 tutorial- needs)

Motivation and emotion: Psychological and social needs: Week 4:

This week I have been thinking about swapping my textbook chapter. I have been trying to come up with a topic with an organisational focus; something along the lines of Motivational forces in the workplace??

This weeks lecture is on psychological and social needs. Moving on from physiological needs, this material seems more juicy and interesting to me.

Psychological Needs
I am facinated by the concept of psychological needs. This was described as an inherent source of motivation that generates the desire to interact with the environment so as to advance personal growth and social development. I look farward to reading more about this topic. This definition made me think about when we get something- this might not make the motivation or drive go away, instead it might wet your appetite and make the drive even stronger.

Self determination theory
This theory suggests that there are 3 fundamental psychological needs: autonomy, competence, relatedness, and when these are satisfied a person should be getting the nutrients towards happiness and psychological health.

Things that contribute to perception of autonomy: internal perceived locus of control, volition (feeling unpressured and as having perceived choice) one important notion here is that it is the perception of autonomy that is important, not the real state.
 * Autonomy: perceiving that you have personal control over your behaviour and decisions and what goes on in your environment.

Benefits of supporting autonomy: obviously a large array of benefits associated with this (learning, performance and psychological well being. It also appears that these benefits may be interrelated and help cause each other). Made me think about how this could be used in a workplace setting in order to harness this phenomenon and benefit from these advantages.

Interesting to hear that this theory is considered by learning/ teaching academics who are concerned with creating nurturing styled environments to get the best learning outcomes.

 * Competence: the psychological need to be effective in interactions with our environment. This eems to be similar to the esteem needs identified on Maslow's Hierarchy of needs. The other

 * Relatedness: the social motivation to relate and bond. This needs draws a parrallel with the love and belongingness needs identified on Maslow's hierarchy of needs. (Although the language used in the self determination definition doesnt seem to put as much emphasis on intimate relationships.

I feel like looking at these theories of motivation and needs (self determination theory and Maslow's hierarchy) really helps us to understand our own motives at any given time. They define our motivations and have an uncanny way of explaining how a deficiency in one category can see your behaviours change completely within a given period of time in order to satisfy a different need.

Internal and External Motivation & Goal Setting
(chapters 5 and 8)

Effects of Punishment
I find it very interesting where Reeves argues that punishment is ineffective: saying that the side effects of punishing isn't actually worth the stopping of the undesirable behaviour. Eg. Impairing the relationship between punisher and punishee. Also involves modelling where these behaviours are reproduced by the punishee and that is why the bullied become bulliers and bad family practices might translate to further generations. Instead using rewards to direct behaviour away from the undesirable behaviours and towards the desired responses or behaviours is a much more positive and effective means. I think this is an important realisation for managers, who not only have to manage tasks, but also relationships with people around them. In this case the missuse of punishment could be seriously detrimental to a work relationship and therefore detrimental to a range of other outcomes.

Intrinsic Motivation and Reward
Rewarding for behaviours you already do and are intrinsically motivated to do: rewarding these behaviours (through extrinsic means) actually detracts from the intrinsic motivation previously driving the behaviour. Cognitive evaluation theory says that not all extrinsic reward undermines intrinsic reward. Eg. Using intangible rewards (as described bellow) eg praise and feedeback- these actually feed and increase the intrinsic motivation without ruining the foundation from which the activity is enjoyed.

Extrinsic Motivation and Reward
When there is no intrinsic motivations to be undermined: eg. Boring tasks: extrinsic rewards can be most effective. By this notion Reeves suggests that extrinsic rewards dont result in deeper learning of behaviours- instead we are just acting in a way to receive the reward. In a bid to avoid this/ extrinsic bribery- we can look to restructure the task or offer the tasks to a person who is more genuinely interested in them- therefore there wont be as much need for extrinsic motivation and as a result the individual should be more deeply engaged with the task. I think this is an interesting notion to apply to the workplace. When hiring staff this could mean paying someone less but getting the right person can indeed result in better performance!!! This also invites us to find more creative ways of directing behaviour rather than using punishment or extrinsic rewards.

Another interesting example that was considered in tutorial this week is why we come to university. Motivations identified for this include knowledge/ skills/ learning, career, reject alternatives, social pressure, social opportunities and altruism. Another noteworthy fact is that rejection of other alternatives is an avoidance motivation whilst all of the others are approach motivations.

Motivation towards career advancement proved to be a tricky one when it comes to identifying intrinsic or extrinsic motivation. At first glance it appear to be extrinsic, but really if the motivation comes from wanting a better career of which you are more engaged with and intrinsically driven towards- then this is best thought of a an intrinsic motivation.

Motivating People to do Uninteresting Things
So how do we motivate people to do uninteresting things??: Eg brushing your teeth. Can be done by providing a rationale where people understand the reason they have to do something. In this case there is a much higher chance that they will internalise this process. Another method of motivation could be presenting learning opportunities where someone shows an spontaneous interesting in a facet of something (even any small part of a task) where you can expose them to more of this, relate the rest of the task to the interesting part and use this thing as a scaffold to build interest. Adjust environment to enhance the interest. This creates a newness, some surprising aspects and can be directed towards individuals own goals etc. These methods are thought to then achieve actualised experience of interest where this increases: attention, learning, knowledge and achievement. All very healthy goals from an organisational perspective.

Goals
The second topic of this week was goal setting. I found this a really interesting section of the lecture, as I too like to set a lot of goals for myself. Setting goals often allows us to get from our present state (which represents the person's current status of how life is going) to an ideal state (which is the idealised, prefered state of how the person wishes life was going).

Difficult goals: Energises behaviour:

 * Increases effort- person works harder

 * Increases persistence- person works longer

Specific Goals: Direct behaviour:

 * Increases attention- person works with focus

 * Increases planning- person works smarter

Why Goals work
Goals definately increase performance. This occurs because:

 * Goals clarify performance expectations.

 * Goals counteract apathy, boredom.

 * Goals make feedback important.

 * Without goals, performance can be emotionally unimportant.

 * Goal attainment can generate feeling of pride, satisfaction, or competence that the task itself cannot generate.

 * For me goals make me accountable to my own desires. If I set a goal and write it down or tell someone then there is no uncertain terms when it comes to applying myself to this challenge.

Control Beliefs and The Self
(chapters 9 and 10 tutorial- self and goals)

Self efficacy
Self efficacy is described as a sense of agency or the percieved level of control over outcomes in a certain situation.

Sources of self efficacy include: personal behaviour history, vicarious experience (modelling), Verbal persuasion (pep talk), physiological activity.

Interestingly the more self efficacy you have the more likely you are to try to do something, the more likely to be creative and find effective solutions and not be discouraged by failures (instead viewing this as a chance to learn, not as a failure). This high self efficay also results in also have more positive emotions. despite these factors, having positive self efficacy alone may not be enough to reach success. This means that you cant just think your way into success. Conversely high self efficacy will facilitate the gaining of the necessary skills to achieve at a task because your more likely to have a try and learn by experience.

I was thinking that one real life example of this phenomenon is meeting members of the opposite sex. I believe that if you have the self belief that you will succeed in this context then you are in fact much more likely to succeed. This self belief may be displayed in the form of a confident demeanor etc. and I think this confidence alone would increase your chances of succeeding in this instance. In further similarity to the self efficacy definition above, being confident alone may not be enough to succeed in this context. The individual may need to have other complimentary skills or attributes such as being a good communicator, having comfortable body language and social calibration and awareness etc. In continuing to apply the definition above, simply having the confidence to attempt picking up girls increases the opportunity for an individual to learn from previous experiences and perceive failed attempts as learning opportunities.

Learned Helplesness
Learned helplessness describes a condition of a human being or an animal in which it has learned to behave helplessly, even when the opportunity is restored for it to help itself by avoiding an unpleasant or harmful circumstance. I was thinking this definition could also apply to the example given above. If a person is lonely and really wants a girl friend for instance, they could very well become distressed about this. If this person has a framework of expectation built on memories of failed previous attempts to meet women, they may fail to innitiate interactions with members of the opposite sex, even when a member of the opposite sex has expressed interest in the individual. I feel like i have seen examples where this becomes a longer term residue and forms a more prevailing negative framework effecting all interactions of this nature.

The Relationship Between Learned Helplessness and Depression
Slide on helplessness and depression shows that less depresses individuals have similar perceptions of control in most situations until points of low control where the less depressed perceived themselves as having slightly more control than the depressed. Then in situations where individuals have no control the less depressed perceived themselves as having significantly more control than the depressed individuals. This represents an artificially enhanced sense of personal control. This also suggests that thinking that we are slightly more capable and influential than we might be is healthy. Although the depressed individuals may have a slightly more accurate perception, this results in worse life outcomes including work performance (so should we not hire depressed people??!!). For the larger part these functions are said to operate in a similar ways with optimism. One exceptions where overly optimistic people face disadvantages is problem gambling!

Another interesting activity from tutorial was predicting people's satisfaction. One way to look at someone's satisfaction profile was to have a person list things that might motivate them and have them rate the level of motivation they personally receive from this source. This person should then rate again how much they actually get each of these things satisfied in their current position. With this exercise, someone's satisfaction is a calculation of how well these two lists match up. Eg. If a strong motivation is met then this will increase satisfaction, whilst if there is a lot of another motivation being met that wasn't a big priority- then this will do little to satisfy the individual. Further more, strong motivations that are not met detract from an individual's satisfaction. This is a good measure for studying volunteer workers satisfaction and I can see quite a functional application for this in many organisational settings. This is similar to the way Maslow's hierarchy of needs is sometimes applied to the workplace. In this instance many lower level workers seem to be more motivated by money (which is required for food and shelter) and often lack any motivation to be creative in their jobs. Workers at higher levels generally have income sufficient to satisfy many of their lower order needs, and in this instance self actualisation is often more important (Beck, 2004 p. 401).

Nature of Emotion
(chapters 11 tutorial- emotion)

Five perennial questions
1. What is an emotion?

2. What causes an emotion?

3. How many emotions are there?

4. What good are the emotions?

5. What is the difference between emotion & mood?

Based on Reeve (2009, p. 299)

Five more questions?

1. How can emotion be measured?

2. What are the consequences of emotions?

3. How can emotion be changed?

4. How and why did emotions evolve?

5. How do emotions of animals & humans vary?

Adapted from Lecture by James Neil (2010).

For me its funny to think about emotion as a term that we use so freely and a construct that I think most people feel thay understand reasonably well. But... when you start asking all of these questions it becomes clear just how complex emotion really is and how much more there is to know!

What are Emotions
Emotions are a construct made up of:

Feelings

•Subjective experience

•Phenomenological awareness

•Cognition

Bodily Arousal

•Physiological activation

•Bodily preparation for action

•Motor responses

Sense of Purpose

•Goal-directed motivational state

•Functional aspect

Social-Expressive

•Social communication

•Facial expression

•Vocal expression

I look forward to learning more about emotion and applying this knowledge to gain further understanding about my self. Specifically I am interested about how we change emotions. I understand changing emotions and reframing is a component of CBT therapy, where the therapist stresses that (with the exception of physical contact) no one can make you feel anything. People get caught up on negative feelings and thoughts resulting from other people or situations. The patient is often liberated when they realise that they control what they feel. They can reframe any information or situation within their circle of concern and think about it in more productive ways in order to feel more positive emotions.

Aspects of Emotion
(chapter 12)

Aspects of Emotion include biological, cognitive and social and cultural components.

Biological Aspects

● Autonomic nervous system

● Endocrine system

● Neural brain circuits

● Rate of neural firing

● Facial feedback

Cognitive Aspects

● Appraisals

● Knowledge

● Attributions

● Socialisation history

● Cultural identities

Social & Cultural Aspects ● Socialisation history

● Cultural identities

Basic Emotions

 * Fear

 * Anger

 * Disgust

 * Sadness

 * Joy

 * Interest

Differential emotions theory
There seem to be a range of theories on emotion seeking to describe this construct and how it comes about (as a result of stimuli, before or after a physiological response) and i can nearly alway confuse my self thinking of examples and exceptions to the rule!

I prefer to think about emotion in light of the differential emotions theory which has 5 main components:
 * This theory identifies ten emotions that constitute our principal motivation system.
 * Each emotion is thought to have its own unique feeling/ subjective, phenomenological quality.
 * Each emotion has its own unique facial-expressive pattern.
 * Each emotion is characterised by unique nueral activity/ has its own specific rate of neural firing that activates it.
 * Each emotion generates distinctive motivational properties & serves adaptive functions/ purposes.

I view this theory as a very physiological approach to understanding the aspects of emotion; and think it provides a good framework from which we can ask more complex questions about the emotions we experience.

Personality and Emotion
(chapter 13 tutorial personality and M and E).

Traits versus types
Traits allow a person to be situated somewhere along a spectrum. For example a person might register slightly above or bellow average for sensation seeking tendency. Type in the other hand is where we draw a line along this spectrum and say some one is either sensation seeking or sensation avoiding. By this definition a trait approach allows us to give a more detailed and accurate reflection of people's personality.

Big 5 personality traits
The Big 5 Personality test is one of the most commonly used personality tests. It is used widely in organisational psych testing to identify people's suitability for particular jobs. These traits are displayed in the table bellow.

(where ther are sub-dimensions of each of these traits): neuroticism, extraversion, openness to experience, agreeableness, conscientiousness.

Adapted from Reeve, 2009.

See also Five Big Personality Traits of Successful Managers.

Traits of Extraverts
I was interested to find that extraverts generally have a lower level of base line arousal. This explains them seeking additional arousal from external environment to bring their arousal levels up. On the other hand introverts already have a higher level of internal arousal and consequentially do not seek out as much arousal from their external environment.

Extraverts also have a greater capacity to experience positive emotions, stronger and more sensitive behavioural activating systems (BAS). As a result extraverts are more strongly motivated towards seeking out these situations. (extraverts also tend to have greater sociability, greater social dominance and greater venturesomeness/ more likely to take a risk and have an adventure).

People high in neuroticism have stronger and more sensitive behavioural inhibition system. Whilst extraverts are keen to seek out the potential reward gained by new situations, people high in neuroticism are more concerned with avoiding the potential punishment of a situation.

Set Points
Set point: is an interesting notion that suggests we have a set point of happiness for example and that a persons level of happiness at one point in time is a pretty strong predictor of their happiness in 10 years time. There are of course exceptions to this in terms of good and bad luck, but I find this a very interesting notion. Some people will always seem cheery whilst others never seem happy.

Sensory Deprivation
Sensory deprivation: an individuals sensory and emotional experience in a rigid unchanging environment. Heron's sensory deprivation study showed the brain and nervous system prefer a continual and moderate level of arousal generated by environmental stimulation. People were impaired in their abilities for a short period of time afterwards. The brain also started to produce its own stimulation and eventually started to hallucinate. This is because it has to keep activating its systems and keeping active and because it requires stimulation to operate properly.

Over stimulation: causes emotional disruption (anxiety, irritability, anger, cognitive disruption (confusion, forgetfulness etc), and a range of negative outcomes in the workplace.

Sensation Seeking
Sensation seeking- is a personality trait often associated with extraversion and related to arousal and reactivity. Is thought to explain some risk taking behaviours such as sexually risky and behaviourally and drug use. in this case some one is quite attracted by the reward and not concentrating on the potential risks. This also effects how someone will react in certain situations. Sensation seeking tendency is described as the seeking of varied novel, complex and intense sensations and experiences and the willingness to take physical, social, legal and financial risk. The first thing this makes me think of is how this construct could be related to promiscuity and adultery. In light of the sensation associated with the action of seeking out new partners and the intimacy that can be shared with a partner. The may also get a buzz from cheating or secretive behaviours driven by the excitement of potentially getting caught. In this case it is easy to see how some people would be driven towards the percieved rewards associated with finding a lot of new partners or cheating on your existing partner and ignoring the risk of your partner potentially finding out.

Gambling and substance use are also methods of arousal regulation. The more positive/ constructive examples are entreprenuership and creativity as expressions of high sensation seeking behaviours and increasing a persons amount of arousal.

This makes me think that I could be quite high in sensation seeking tendency. I've done internet tests on this before which said this was the case, which isn't really surprising when you look at my love for adventure sports. For the most part though I feel like I raise my internal arousal by seeking out social situations. I go out a lot, spend a lot of time in the company of friends and way to much time in night clubs, parties and festivals. I am currently lauching a clothing label (Perfect Kiss Clothing- 2200 fans on facebook, 140 items sold in the fortnight leading up to Foreshore Music Festival alone!!). This is a bit of hard work and an expression of my entreprenuerial and creative tendencies. Despite this I feel like I am holding back with the clothing label in some respects. As if it doesn't get quite as much of my energy and attention as it could or should. For example I definitely would not stay home on a thursday, friday or saturday night to work on my clothing label or designs and I wouldn't like these pursuits to impact on my social life (maybe I am trying to maintain a sense of autonomy and free will). I feel like this might be because my social life is what currently raises my levels of arousal and that persuing my other ventures might eventually have the same effect on my arousal through entreprenuerial behaviours and expressing my creativity, but it might mean temporarily cutting of some of my current arousal derived through social situations. This realisation might be what I need to motivate me to knuckle down and really work hard on this new project for a while and lay off the partying for a bit in order to find more constructive expressions of my personality and its tendencies.

Ben cousins was another facinating example of a an individual with a high sensation seeking tendency.

Traits of Successful Leaders
In this same way, there is a lot os research into what makes an effective leader. These people are running all of the biggest organisations in the world, and making all of the biggest saleries. What makes them different from you or I? Traits associated with effective leaders are divided into general personality traits and task related traits. General personality traits associated with effective leaders include:

 * Self confidence

 * High tolerance for frustration

 * Warmth

 * Sense of humour

 * Trustworthiness

 * Extroversion

 * Assertiveness

 * Emotional stability

 * Enthusiasm

task related traits associated with effective leaders include:

 * Passion for the work and the people

 * Emotional Intelligence (including self awareness, self regulation, empathy and social skills)

 * Flexibility and adaptibility

 * Internal locus of control

 * Courage(Dubrin, Dalglish & Miller, 2006, p. 29).

From this list it is easy to see that their are a range of similarities drawn between entrepreneurs and successful leaders. For me this is one example where my two degrees (management/ psychology)come together and provide complimentary/ overlapping material and this is often the stuff that I find most interesting. It is also funny to sit in a management, leadership or entrepreneurship class and watch people struggle to coneptualise things such as locus of control and other constructs that have become so familiar to us through the study of psychology.

Traits of successful Entreprenuers
There is a growing body of research investigating the traits associated with successful entrepreneurs. Those commonly identified include a high need for achievement (a person’s desire to succeed or achieve excellence in competitive situations), risk taking propensity (tendency to take calculated risks and an internal locus of control (the extent to which people believe they can control events that affect them). Entrepreneurs also successfully manage risk by transferring some of this risk (to others such as investors, bankers, employees and so on). Other characteristics of successful entrepreneurs include self confidence, flexibility, interpersonal skills, independence of mind, energy and diligence, hard work ethic and creativity (Shaper & Volery, 2007, p. 29).

Unconscious Motivation
(chapter 14)

The concept of unconscious motivation is another topic of interest for me. It answers questions such as why we do the things we do, even when we aren't aware we want/ need to do them.

Brief history
The Psychodynamic perspective of motivation suggests that motivation and behaviour emerge from biologically endowed and socially acquired impulses that determine our desires, thoughts, feelings and behaviours. The psychodynamic approach has emerged as a product of the Freud's Psychoanalytic theory and the dual-instinct theory. Freud’s dual-instinct theory identifies two instincts; eros: the life instinct, and thanatos: the death instinct. Freud claimed that whilst instinctual drivers provide energy for behaviour the ego gives direction to that energy.

The contemporary psychodynamic theory
The contemporary psychodynamic theory is based on four principles:

1.The Unconscious: Much of mental life (thoughts, feelings, and desires) is unconscious

2.Psychodynamics: Mental processes operate in parallel to each other (where people often want and fear the same thing simultaneously)

3.Ego Development: Healthy development involves moving from an immature socially dependent personality to one that is more mature and interdependent with others

4.Object Relations Theory: Mental representations of self and others form in childhood that guide the person’s later social motivations and relationships

Learning about unconsious motivation makes me wonder about how much of my own motives I am aware of. It got me questioning myself about what sorts of mental processes of my own might be in conflict with each other. I am also curious to know how I can become more aware of this section of my own motivations represented through subliminal or implicit motives. I have always been facinated by subliminal messages and their use in advertising. How can I use this to make people want clothing from my brand !!??

Growth and Positive Psychology
I worte about self-actualisation in my text book chapter and feel like Growth and positive psych is best understood in context of Humanistic psychology

Humanistic Psychology
Growth and positive psych is born from the humanistic perspective in psycholgy. Humanism is a school of thought developed at the turn of the 20th century. It emerged as a result of dissatisfaction with psychoanalytic and behaviourist models that were viewed as insufficient or outdated (Schneider, Bugental & Pierson, 2001). Humanistic Psychology is characterised by the search for human potential and encouraging development. This same view stressed the role of personal choice and the importance of personal growth and self actualisation (Humanistic Psychology, 2009). Holism is a key theoretical component of the humanistic school of thought which rejects the reductionist point of view about the human condition. Instead it believes that the properties of an individual cannot be determined or explained by its component parts alone; rather the system as a whole determines in an important way how the parts behave (Pribram, 1979). This is a dominant notion throughout the humanistic perspectives, especially self actualisation (Pribram).

The Three three illustrative strengths of Positive Psychology
1.Optimism: A positive attitude or a good mood that is associated with what one expects to unfold in his or her immediate and long-term future. Related to better psychological & physical health, more health-promoting behaviors, greater persistence, and more effective problem solving

2.Meaning: Meaning - A sense of purpose, internalised values, and high efficacy are the motivational means to cultivate meaning in life. The act of creating meaning helps prevent future sickness.

3.Eudamonic Well-being: is self-realisation. Relatedness satisfaction and pursuit of self-endorsed goals forecast Eudaimonic well-being

Self Actualisation
Self Actualisation is most commonly understood in light of Maslow's hierarchy of needs. When an individual has satisfied their physiological, safety, love and belongingness and esteem needs then they have reached self actualisation. This means the individual is now motivated by a new set of needs which are centred on values such as truth, goodness, beauty, honesty and they all seek to provide greater meaning to the life of the self actualised person. Self actualised individuals readily experience peak performances and they are no longer motivated by deficiencies, instead they are motivated towards growth and reaching their full potential.

Growth and positive psych looks not at our detriments and short-fallings, but rather the potential of a person; and asks questions such as- what could be?

I would like to think that at times I reach self actualisation. In considering all of the levels of Maslow's hierarchy of needs I do believe that there have been time where all of these needs have been met for me. During these times I strive for personal growth and display a range of more adaptive behaviours. In looking at the characteristic of self actualised people (as identified in my textbook chapter), I think embody a range of these traits, but certainly not all of them. Now I've learnt about how great self-actualisation is I want to get there even more!!

Summary and Conclusion
At the end of this unit I am glad to say that the assesment was not as bad as I expected! I believe this method of assesment gifts students with a level of autonomy. Whilst you dont have to attend lectures or tutorials, the course material is so interesting that I found my self wanting to attend. This structure also rewards the students who keep up to date with their workload and contribute to their assesment regularly across the semester. It also gives students the chance to engage more with the course content that interest them. This can be in the form of chapter selection, or simply writing more in this e-portfolio on the weeks that interested me the most. I would recommend this format for future classes and urge students to stay on top of their workload and contribute regularly to their assesment items as this is how you will gain the most knowledge and enjoyment from this facinating course content.

title: User:Dan.th.man


text:
User:Rotorhead15

Motivation & Emotion - An introduction
I realise that by now, it's probably time I get cracking on my e-portfolio. a period of laziness and the inability to step away from my guitar when I had uni work due has not exactly worked out how I would want it too. Not to mention the whole idea of putting down my thoughts onto a webpage for potentially more people than I physicially know to see, is a daunting thought to say the least. But in in a way, that statement itself is one of the very things that underlies the basic principles of this unit. The role that the "fear" of thinking about what other people think about you, and how they judge you for things you do, or are motivated to do is one of the biggest inhibitors to us as humans achieving what we want to achieve. This theory is the one thing that has got me interested in the idea for my textbook chapter. I am interested in writing about what causes motivation to drop, or in some cases completely stop or not even start at all when striving to achieve a specific goal, aim or dream. It can range from something as simple as wanting to learn that new guitar lick, become a ballet dancer, get up in front of a crowd and rally people together for a common cause, or even run for parliament. This goal orientated motivation exists everywhere in everyday life, but of more interest, what stops us reaching these goals?

The first lecture for Motivation & Emotion was an introduction to the unit. It covered the basic principles of motivation and emotion and what was in store for us in the first semester.

What is Motivation?
The lecture started out with general information about motivation. Basically "Motivation = Energy + Direction", and are processes that give behaviour energy + direction.

 * Energy can be defined as being behaviour that is relatively strong, intense and persistent
 * Direction can be defined as behaviour that is aimed toward achieving a particular purpose or goal

Basically there are four major processes that are capable of giving behaviour strength and purpose, and its energy and direction are driven by needs, cognitions, emotions and external events

Motivation can be measured through expression of behaviour, engagement, brain and physiology and self report, with the behavioural expressions of motivation encompassing behaviours such as attention, effort, latency, perisitence, choice, facial expressions and bodily gestures.

There are also four inter-related aspects of engagement - behavioural, emotional, cognitive and voice. These provide the framework in which we can begin to understand the study of motivation.

There are a number of ways in which we can use motivational theories to solve practical problems. For example; "Practical Problem -> What I know about motivation/emotion -> Proposed solution"

This is one of the ways in which we can apply a basic understand of human motivation and emotion to solve a problem. Another effective way in which this can be done is through understanding the motivational agent, and framing the problem. We begin by asking questions such as, what is the phenomenon? What is its opposite? Where does it come from? What does it relate to?

A Brief History of Motivaiton
There are two major theories in the area of motivation, which have proven to be pivotal in the understanding and devlopment of understanding this area of human behaviour. They are Freuds Drive theory, and Hulls Drive theory, for the purpose of this page I will explain Freuds theory

Freuds Drive Theory

 * Drives Source - A bodily deficit occurs
 * Drives Impectus - A Deficit grows and emerges into consciousness as a psych discomfort/anxiety
 * Drives Object - Seeking to reduce anxiety and satisfy the bodily deficit searches out and consumes a need satisfying environmental object.
 * Drives Aim - If the environmental object satisfies the bodily deficit, satisfaction occurs and the anxiety is diminished for a short period of time

Reflection
This first real insight into the unit was an important one for myself, as motivation, I believe is a crucial part to reaching goals. Without motivation, goals would simply exist as part of an unattainable realm trapped deep within the mind. Whilst their are a number of other factors that contribute to achieving goals, motivation I believe is the framework to build upon, with motivation and a belief almost anything is possible however without motivation or the desire to do things, we would all live in an extremely boring world.

Freud's drive theory proved to be somewhat interesting in explaining the number of way's in which we can use different motivational theories to solve problems

=Brain and Physiological Needs=

Week three's lecture covered the brain and physiological needs.

The Brain is typically divided into three parts
 * The Thinking Brain - what it is doing
 * The Motivated Brain - whether you want to do it
 * The Emotional Brain - what your mood is while doing it

The brain is divided up into the following structures -

Neurotransmitters
The brains responses are activated via a number of neurotransmitters, which send signals to various parts of the brain and activate certain responses. These responses are carried along what is known as the neurotransmitter pathway via a cluster of neurons that communicate with one another. There are four neurotransmitter pathways, these are
 * Dopamine
 * Serotonin
 * Norepinephrine
 * Endorphin

Reflection
Personally, Ive never been that interested in specific parts of the brain. There's just something about all those complicated names and functions that just dont appeal to me. This lecture was pretty straightforward and I haven't got a whole deal of personal thought beyond what I have already said. Alot of it I have heard before, with a fair bit of it being explored in our first year psychology units.

=Personal and Social Needs=

Psychological Needs
Psychological needs are "an inherent source of motivation that generates the desire to interact with the environment so as to advance personal growth, social development and psychological well being". To continue on from this, a number of motvational theories will be explored

 * Self Determination Theory - Is based on an organismic approach to motivation and is based on two assumptions, people are inherently active and the person-environment dialectic.
 * The person-environment dialectic is based on a reciprocal relationship between the person and the environment; that is they both act on behalf of each other, and can constantly change.
 * The self determination theory is futher also based on three psychological needs; autonomy, competence and relatedness.

There are four essential ways of supporting autonomy; nurtures inner motivational resources, relies on information language, promotes valuing and acknowledges and accepts negative feedback. In conclusion, autonomy support has a number of benefits.
 * Autonomy- Pychological need for self direction and personal endorsement in the initiation and regulation of behaviour. This follows on to "percieved autonomy", whereby there are three subjective qualities; internal percieved locus of causality, volition and percieved choice over one's actions. It encompasses the conudrum of choice whereby not all choices promote autonomy and they are either choice among options offered by others or the meaningful choice that reflects peoples values and interests.

 * Competence- Is the psychological need to be effective in interaction with the environment and is made up of four environmental conditions, which are; optimal challenge and flow, interdependancy between challenge and feedback, structure and finally failure tolerance.
 * Relatedness- Psychological need to establish close emotional bonds and attachments with other people. Can be described as being a desire to be emotionally connected to and interpersonally involved in warm relationships. It involves an interaction with others, the perception of a social bond, comunal and exchange relationships and internalisation.

Social Needs
=Motivation and Goal Setting=

Intrinsic Motivation
Is the inherent desire to engage ones interests and to exercise and develop ones capacities. It involves an engaged activity and a type of motivation. For example I am playing guitar because it is enjoyable.

Intrinsic motivation stems from a physiological need satisfaction and involes
 * Autonomy-Support from the environment and ones relationships
 * Competence- "" ""
 * Relatedness "" ""

Intrinsic motivation also has a number of benefits, which can be factors such as
 * Persistence
 * Creativity
 * Conceptual Understanding/High quality learning
 * Optimal Functioning and well being

Extrinsic Motivation
Is an environmentally created reason to engage in an action or activity and is based upon a "whats in it for me" type of motivation, it also involves a requested behaviour which involves an extrinsic incentive or consequence.

Types of Extrinsic Motvation
 * External regulation
 * Introjected regulation
 * Identified regulation
 * Integrated regulation

Four Reasons Not To Use Extrinsic Motivation
 * Undermine quality of performance and interfere with learning processes
 * Distracts attention
 * Undermine the individuals long term capacity for autonomous self regulation

Rewards
How do they work? Rewards work by facilitating behaviour because it signals the opportunity for a personal gain by offering a reward for that behaviour. However, rewards also have hidden costs, which include;
 * An intended primary effect - Promotes compliance
 * Unintended primary effect - Undermines intrinsic motivation, interferes with the quality and process of learning and also interferes with the capacity for autonomous self regulation

On the flipside, are punishers. Research has shown that punishers are an ineffective motivational strategy, and have a number of side effects, of most importance are negative emotionality, an impaired relationship and negative modelling.

Cognitive Evalutation Theory
Provides a way of prediciting what effect any extrinsic motivation will have on motivation. It is mediated by the psychological needs for competence and autonomy and is based on the premise that all external events have two functions
 * Control Behaviour
 * Inform Competence

The controlling function operates on the basis that if "you do X, then you get Y". This descreases intrinsic motivation and inteferes with quality of learning, external regulation also increases and self regulation is undermined. The informational function of CET operates on the basis that "Because you were able to do X, that means you are effective/competent". This increases intrinsic motivation, enhances high quality learning and also self regulation.

Motivating Others To Do Activities
Providing a rationale - Explain why the uninteresting activity is important and useful enough to warrant ones volitional engagement Building Interest - Involves first catching one's situational interest in an activity and then holding that initial interest over time by developing an individual interest in the activity. Building interest in a particular domain involves the characteristics of the environment, the characteristics of the person, this is then turned into an actualised experience of interest and results in increased attention, learning, knowledge and achievement.

Goal Setting and Goal Striving
Goal setting is an important aspect of human nature, it is what drives us to succeed and achieve things which would otherwise be out of reach if we lacked any sufficient motivation. Goal setting refers to the process undertaken to achieve whatever it may be that the individual is trying to accomplish. It involes
 * A standard - this is a definition of what adequate performance is
 * An incentive - a performance criterion for reinforcement.

It involves a target to aim for, which is usually an external object such as a high grade or money.

When setting a goal there are typically two items that remove goal performance discrepencies. For example, when an goal is difficult it engergises behaviour which in turn increases effort and makes the individual work harder and longer, this then results in enhanced performance. When a goal is specific it directs behaviour by increasing attention and enables the individual to work smarter. Furthermore, goals help clarify performance expectations and counteract boredom. They also highlights the importance of feedback which can act as a reinforcer or a punisher, Feedback is also the single most important predictor of achievement and as such is a powerful tool in goal orientated behaviour. Goal attainment can also generate a feeling of pride, satisfaction or competence

Goal acceptance There are four factors which affect goal acceptance, they are the percieved difficulty, participation in the goal setting process, credibility of the person assigning the goal and also extrinsic incentives.

Goal Choice There are four predictors of goal choice, they are
 * Ability
 * Past performance
 * Self-Efficacy
 * Incentives

Dangers and Pitfalls in Goal Setting
 * Increases stress
 * Possibility for failure
 * Non-goal areas ignored
 * Short range thinking
 * Cheating
 * Undermines intrinsic motivation

Reflection
This is probably the most exciting topic for myself, as It is something I constantly think about, even more so since this unit as I am more aware of how motivation works etc etc.

For me there are two major examples in my life at that I feel are relevant to this topic. Being a revhead ever since I was a little kid and growing up and around cars, reading about them and all those other things car enthusiasts do it was a dream of mine when I was a young teenager in highschool to own and drive a 1st generation Mazda Rx7. It all started out with the dream, then the motivation and the steps I took to owning one. I got a part time job, well a couple of part time jobs over the years and saved my money hard, didnt go out as much or party heaps like other kids my age did, all I had was that single goal to own one hopefully by the time I finished high school. Well, I worked hard and was motivated like no tomorrow, forever talking with my mates about how much i wanted one. Well, years later and Im 22 and Ive owned four of them, and I at current have two of them sitting in my garage, one is a weekend toy and the other is a project car which began as a really nice example but with a few problems so I pulled it off the road and have slowly been buying new parts for it. A new job has meant a rather substantial increase in money so I can now move the project along quicker. With the uni semester ending im more motivated than ever before!

The next is my music, whilst I am no young gun talent by any means it's one of the hardest things I have found to stay motivated for. I recently hit a plateau with my playing and I took a break from music (guitar) as I had got fed up with not moving forward. I took this break, and re-assessed what needed to be done and said I will come back to this when Im not so busy with uni and other things. I came back, got tuition for mainly my solo and improv work and it has worked a wonder. It has always been one of my goals as a player to improve my soloing ability and I am now pretty happy with it.

I spose in looking back at this, one of the things I have always had a hard time dealing with was sustaining motivation. Too many times had I seen people lose motivation for goals they desire, others will stop at nothing to reach it. So how hard is it to keep motivated? For me one of the major things I do/did is surrounding myself in material that I feel is relevant to my goals, it keeps me somewhat focussed on what I want to achieve and when I feel motivation levels dropping i have a sit back, re-assess and then look at why my motivation has dropped, fix it and move forward - rinse, wash, repeat.

I have however learnt, that yes there are many times where I have simply given up, sometime's it actually is for the better, sometime's that stress isnt needed when their are other more important things to worry about (such as doing the dishes) and sometimes it isn't.

I think how you deal with the object of motivation, and sustaining it comes down to the person. No single band-aid will apply to all cuts so to speak, its just how you find what works for you.

=Personal Control and the Self=

Personal Beliefs
Motvation to Exercise Control
 * People desire to control over their environment to make positive outcomes more likely and negative outcomes less likely
 * Belief that he/she has the power to influence results favourably

Two Kinds Of Expectancies Efficacy Expectations - Can I do it? Outcome Expectations - Will what I do work?

Person -> Efficacy expectations -> Behaviour -> Outcome expectations -> Outcome Self (agent) -> Action (means) -> Control (ends)

Self Efficacy is ones judgement of how well one will cope with a situation, given skills and circumstances. It is also the capacity to improvise ways to translate personal abilities into effective performance. The opposite of self efficacy is self doubt and it predicts the motivational balance between anting to give it a try vs anxiety, doubt and avoidance

Empowerment This Involves possessing the knowledge, skills and beliefs that allow people to exert control over their lives.

Mastery Beliefs Are the extent of percieved control one has over attaining desirable outcomes and preventing aversive ones. There are numerous ways of coping, such as approach vs avoidance, social vs solitary, proactive vs reactive, and direct vs indirect.

Mastery vs Helplessness Mastery motivational orientation - A hardy resitant portrayal of the self during encounters of failure. Failure feedback can be helpful and constructive information. Helpless Motivational Orientation - A fragile view of the self during encounters of failure. Failure feedback is a personal sign of inadequacy

Learned Helplessness The pyshcological state that results when an individual expects that lifes outcomes are uncontrollable. My Behaviour -> Outcomes that happen to me -<> Other uncontrollable influences

There are three components of Learned Helplessness
 * Contigency - Objective relationship between a persons behaviour and the environments outcomes
 * Cognition - Subjective personal control beliefs, biases, attributions, expectancies
 * Behaviour - Listless, demoralised, coping behaviour

There are also three effects of Helplessness
 * Motivational Deficits
 * Learning Deficits
 * Emotional deficits

Criticisms and Alternative Explanations Criticisms Alternative Explanations
 * Traumatic events themselves could induce helplessness
 * The expectation of failure induces helplessness
 * Uncontrollable events induce helplessness deficits not because they are uncontrollable but because they are unpredictable
 * People actually motivated to remain passive
 * Helplessness might fundamentally be a physiological rather than a cognitive phenomenon

Reactance Theory The psychological and behavioural attempt at re-establishing an eliminated or threatened freedom

Putting it all Together
Agentic Thinking
 * Performers percieved capacity to accomplish the goals. "I can do this" - Self Efficacy
 * Pathways Thinking - Performers belief that he or she can generate multiple visible routes to desired goals. "I will find a way to get this done" - Mastery Motivation

The Self and Its Strivings
The Self Involves four areas
 * Defining or creating the self
 * Relating the self to society
 * Discovering and developing personal potential
 * Managing or regulating the self

Self Constructs Self Esteem - General self worth or value Self-Efficacy - Ability to perform specific tasks Self Confidence - Combination of self esteem and self efficacy Self Concept - Nature or beliefs about ones self - Cluster of domain specific shemas, and a set of beliefs an individual uses to conceptualise his or her self

Benefits of Well Developed Schema
 * Process information about ones self with relative ease
 * Quick retrieval
 * Confidence in prediction about future behaviour
 * Resist counter-schematic information

Motivational Properties of Self Schema Consistent self - Self schemas direct behaviour and generate feedback Possible self - Generate motivation to move the present self to a desired future self

How to Create an Identity Recipe 1st step- Identity is the means by which the self relates to society, and it captures the essence of who the self is within a cultural context 2nd step -Once people assume social roles, their identiies direct their behaviours in ways that express the role identity's cultural value 3rd step - The identity directs the person to pursue some behaviours and to avoid other behaviours

Affect Control Theory People behave in ways that minimise affective deflection
 * Identities motivate behaviour - People with nice or powerful identities engage in nice or powerful behaviours
 * Affective deflections energise behaviour - When people act in identity conflicting ways, affective deflection occurs to energise identity restoring courses of action

Agency Self as action and development from within as innate processes and motivations. The two keys points here are that
 * Human beings possess a core self, one energised by innate motivation and directed by inherent developmental processes of differentiation and integration.
 * Not all self structures are equally authentic, while some reflect the core self, other reflect and reproduce the society

Reflection
This topic I found was also extremely interesting. In a nutshell I find it to be the way in which we can control the outcomes of our actions, and the belief that a single person can have the power to influence results favourably. This section can be related to human nature gambling of sorts, if we know the odds we can control the outcomes, metaphorically speaking we control the betting amount and these amounts are influenced by the odds which we know. However, the catch here is that we can also sometimes influence the odds to work back in our favour if they were negative in the first place. However this is not alway achievable, and this is where feedback plays an important part in helping develop our abilities as humans to cope effectively with situations that are deemed helpless, however most see failure feedback as a sign of personal inadequacy. The key point from the lectures I found to be applicable in this case was that Learned Helplessness is the pyshcological state that results when an individual expects that lifes outcomes are uncontrollable. My Behaviour -> Outcomes that happen to me -<> Other uncontrollable influences

This is a key notion to understand, as we are all innately individual in nature some outcomes in life are ultimately beyond our contro and there is no cosmic miracle on the planet that can change that.

Furthermore, this section I found was important as it described the ways in which we as humans cope with certain situations, for example such as approach vs avoidance, social vs solitary, proactive vs reactive, and direct vs indirect.

=Nature of Emotion=

Five Perennial questions with five answers 1-What is an emotion? They are;
 * Feelings, an subjective experience, phenomelogical awarenesss and cognition
 * Bodily arousal, physiological acitivation, bodily preparation and motor responses
 * Social-Expressive, social communication, facial expression and vocal expression
 * Sense of purpose, goal directed motivational state, functional aspect

2-What causes an emotion?
 * Significant situational event -> cognitive processes and biological processes = feelings, sense of purpose, bodily arousal and social expressive
 * Biology lies at the causal core of emotion, and cognitive activity is a necessary pre requisite to emotion
 * Emotion is a chain of events that aggregate into a complex feedback system

3- How many emotions are there?
 * 6 basic emotions - fear, anger, disgust, sadness, joy, interest

4-What good are the emotions?
 * Utility of emotion - coping functions and social functions
 * Regulate behaviour
 * They communicate our feelings to others, influence how others interact with us, invite and facilitate social interaction, and create, maintain and dissolve relationships

5-What is the difference between emotion and mood?
 * Emotions emerge from significant ife situations and appraisals to our well being, they influence behaviour and direct specific courses of action. They also emerge from short lived events.
 * Moods emegre from ill defined processes, influence congition and direct what the person thinks about, they also emante from long lived mental events

Five more questions

1-How can emotion be measured?

2-What are the consequences of emotion?

3-How can emotion be changed?

4-How and why did emotions evolve?

5-How do emotions of animals and humans vary?

Five more questions

1-

2-

3-

4-

5-

=Aspects of Emotion=

James Lange Theory of Emotion
1- Does each emotion have unique bodily reactions?

2- To what extent do bodily changes induce emotion? Is it; stimulus -> emotion -> bodily reaction
 * or

stimulus -> bodily reaction -> emotion

james Lange proposed that there were two hypotheses to do with his theory of emotion, they are
 * 1- The body reacts uniquely to different emotion-stimulating events
 * 2- The body does not react to non emotion stimulating events

He states that emotional experience is a way of making sense of bodily changes, for example a cold shoer increases the heart rate and arousal, and induces the surprise/shock/fear emotion

However, there are a number of criticims to his theory of emotion, mainly they are that body reactions were part of fight-flight responses that did nt vary between emotions, emotion ate experienced more quickly than physiological reactions, and physiological arousal augments rather than causes emotion. Its role is small, supplemental and relatively unimportant. In light of this, one must also consider the contempory perspective of this theor. It is important to note that there are distinct physiological differences that are evident for some emotions, but there are only few with distinct ANS patters (survival value). Furthermore, emotions recruit biological and physiological support to enable adaptive behaviours such as fighting fleeing and nurturing.

Differential Emotions Theory
1- Ten emotions constitute the principal motivation system for human beings 2- Unique feeling, each emotion has its own subjective and phenomelogical quality 3- Unique expression, each emotion has its own facial expressive pattern 4- Unique neural activity, each emotion has its own specific rate of neural firing that activates it 5- Unique purpose/motivation, each emotion generates disntictive motivational properties and serves adaptive functions

Izzard's 10 Fundamential Emotions

 * Interest
 * Joy
 * Surprise
 * Fear
 * Anger
 * Disgust
 * Distress
 * Contempt
 * Shame
 * Guilt

Ekamns 7 Reasons why biological theories focus on a small number of basic emotions

 * 1- Non basic emotions are experience based
 * 2- Many terms better describe moods
 * 3- Many terms better describe attitudes
 * 4- Many terms better describe personality
 * 5- Many terms better describe disorders
 * 6- Some terms are blends of emotions
 * 7- Many terms refer to specific aspects of an emotion

Facial Feedback Hypothesis
Emotion stems fron feelings aroused by
 * Movements of the facial musculature
 * Changes in facial temperature
 * Changes in glandular activity in the facial skin

Appraisal Theory of Emotion
Three questions
 * How does the perception of an object or event produce a good or bad appraisal?
 * How does the appraisal generate emotion?
 * How does felt emotion expres itself in action?

Situation (life event) -> Appraisal (good or bad) -> Emotions (liking vs disliking) -> Action (approach vs withdrawal)

Complex appraisal theories are about 65-70% accurate in predicting peoples emotions. Why not 100%? This is because other processes contribute, appraisals intesify rather than cause emotion, patterns overlap, developmental differences and emotional knowledge and attributions.

Emotion Knowledge

 * We learn to distinguish finer shades of emotion as we develop.
 * An individuals emotions knowledge is the number of emotions he/she can distinguish
 * Emotion knowledge partially underlies the rationale for teaching emotional intelligence

Attributions

 * An attribution is the reason the person uses to explain an important life outcome
 * Primary attribution - good or bad
 * Secondary attribution - cause
 * Primary + secondary attributions -> emotion

Social & Cultural aspects of emotion

The sociocultural context one lives in contributes to a cultural understanding of emotion -> Appraisal contributes to a cognitive understanding of emotion -> social interaction contributes to a social understanding of emotion.

It also involves;
 * Mimicry
 * Feedback
 * Contagion
 * Emotional socialisation
 * Managing emotons

=Personality Characteristics - Individual Differences in happiness, arousal and control=

Personality traits cause people to react differently to different situations. and they also cause people to approach and avoid different situations. These traits then determine how people react to situations and determine the choice of situations and the altering of situations such as approad, avoid or modify the situation.

There are 5 big personality traits, and they are well supported by a wide variety of research however not everyone agrees on naming these traits. According to the NEO, these 5 traits are
 * Neuroticism
 * Extraversion
 * Openness to experience
 * Agreeableness
 * Concientiousness

Stimulation and Arousal

 * Sensory Deprivation = An individuals sensory and emotional experience in a rigidly changing environment

 * Herons sensory deprivation study: the brain and nervous system prefer a continual and moderate level of arousal generated by the environmental stimulation

 * Overstimulating stressful environments leads to:
 * emotional disruption - Anxiety, irratability, anger
 * cognitive disruption - Confusion, forgetfullness and impaired concentration
 * physiological disruption - Nervous system, hyperactivity

It is also important to note that human beings also harbour motives for counteracting excessive stimulation.

Sensation Seeking
This determines how a person reacts to a situation or event and also determines the activities that one chooses. It involves how the characteristics of a person are related to arousal and reactivity. Zuckerman defines it at being the seeking of varied, novel, complex and intense sensations and experiences, and the willingness to take physical, social, legal and financial risks for the sake of such experiences. Sensations seekers as they are called, typically need a higher level of stimulation to maintain their mood, if they cant maintain stimulation then their mood decreases, thus they push to keep stimulation levels as high as possible. High sensation seekers typically enjoy much more intense sensations and experiences and are more likely to engage in risky sports and activities such as bungee jumping or skydiving. They prefer to choose things that are out of the ordinary and are much more susceptible to boredom.

Happiness
Extraversion -> Happiness = Happiness set point Neuroticism -> Unhappiness = Unhappiness set point

Extraversion & Happiness

Extraverts have a greater capacity than introverts to experience positive emotion, and have a stronger and more sensitive BAS. Extraverts also have an eagerness to approach potentially rewarding situations, and thus have greater sociability, greater social dominance and greater venturesomeness. On the other hand, neurotics have a greater capacity to experience negative emotions and tend to avoid potentially punishing situations and thus have a great avoidance behaviour and also emotional distress.

=Unconscious Motivation=

Psychodynamic Perspective

 * Psychoanalytic = Traditional Freudian approach to unconscious including dual instinct theory
 * Psychodynamic = The study of unconscious psychological processes without necessarily subscribing to Freudian tradition

Freud's Dual Instinct Theory
 * EROS - Instinct for life such as sex, nurturance, affiliation
 * THANATOS - Instincts for death, such as aggression towards self and others

Drive -> Wish

Unlike hunger and thirst, neither sex nor aggression conform to a physiological model of drive. The drive theory evolved into a discrepancy theory, IE motivation arises from a mismatch between present state and ideal state. Contemporary psychoanalysts propose psychological wishes, not instinctual, drives and regulates behaviour with a focus on helping people and improving them. It involves four factors

 * The Unconscious
 * Psychodynamics
 * Ego development
 * Object relations theory

The Unconscious
Furthermore there are thee contemporary views on the unconscious, they are

 * Freudian unconscious
 * Adaptive unconscious
 * Implicit motivation

Subliminal Motivation

Subliminal Stimuli are below threshold for conscious perception, and the information processed at the unconscious level has emotional effects however people do not necessarily act on subliminal information.

Psychodynamics
Are the clashing of psychological forces, and involves two aspects

 * Conscious Volition (will) > Unconscious Counter-will
 * Idea ---> Counter Idea
 * Desire ---> Repression
 * Excitation ---> Inhibition
 * Cathexis ---) Anticathexis

 * Repression is the process by which we forget information and experiences, it is basically the ego's counterforce to the id's demanding desire
 * Supression is the process of removing thought from attention

One of the biggest questions posed by psychologists is to whether the ID and the EGO actually exist? Well it is considered that the limbic system makes for a fair ID as it involves the hypothalamus, thalamus, amygdala, medial forebrain etc basically pleasure and unpleasure brain centres. The neocortex is said to make a fair EGO, and involves learning, memory, decisions making, problem solving and is the executive control centre that perceives the world and learns to adapt to it. Finally the intricately interrelated neural pathways and structures of the brain show how one structure affects another.

Object Relation Theory
The quality of anyones mental representation of relationships can be characterised by three chief dimensions

 * Unconscious tone - benvolent vs malevolent
 * Capacity for emotional development -selfishness/narcissim vs mutual concern
 * Mutuality of autonomy with others

Criticisms of the Psychodynamic Perspective

 * Many of Freuds concepts are not scientifically testable
 * Motivational concepts arose from case studies of disturbed individuals
 * Many points about human motivation and emotion was simply wrong
 * Methods of Data selection
 * Psychoanalytic theory is woeful as predictive device

title: User:Rotorhead15


text: Category:Successful requests for unblock


text:
Intelligence quotient of information systems

DEFINITION
One of the important features of human intelligence is the ability to make right decisions in a situation of inaccurate and incomplete information. Construction of models, which are similar to human thinking and their use in a computer is an important and topical issue.

Development of the intelligent systems within the last years fetch to do such systems which have ability to think, to learn from experience, and to make rational decisions without human intervention. Prof. Zadeh has coined the term 'MIQ' (Machine Intelligence Quotient) to describe the measure of intelligence of man-made systems. In this perspective, an intelligent system can be defined as a system that has a high MIQ.

Intelligence quotient on one information system (ISIQ) is the proportion between obtained level of intelligence and the average level of intelligence of an age group, which it refer to multiplied by 100.

Defining of ISIQ is accompanied with filling in a test, in which are included questions from all kinds of intelligence and the distribution between them all is equal :
 * Il	linguistic intelligence at information system (IS)
 * ∙	amounts of a word;
 * ∙	reasonable functions – methods for identification of meaning on a word, inquiry;
 * ∙	functions of syntax, methods for identification of derivative words, dialects.

 * Ig	spatial intelligence at IS
 * ∙	association functions – methods referring to the specific groups, category;
 * ∙	visual/view possibility;
 * ∙	function to distinguish of images, objects;

 * Im	musical intelligence at IS
 * ∙	voices functions;
 * ∙	phonetically functions, identification of a voice, a sound.

 * Id	motor intelligence at IS
 * ∙	pability for performance on movements in her separate controlled objects.

 * Ie	emotional intelligence at IS
 * ∙	Functions for the character recognition;
 * ∙	Functions for recognition of the extremes, inaccuracy.

 * Ilm	logical-mathematical intelligence at IS
 * ∙	logic functions;
 * ∙	composition from mathematical operations, formulas.

 * Ietcother intelligence at IS
 * ∙	areas of the knowledge;
 * ∙	actuality;
 * ∙	time for a recognition meaning on inquiry;
 * ∙	time for reception of the answer.

After answering half of the questions of the test an average level of intelligence on information systems – 100 (mISIQ=100) is determined. Besides when estimating the intelligence of the intelligent information system - AIIS must be taken into account the age corresponds to the interval from the moment of functioning of the system as an intelligent one to the moment of applying the test.

''Definition: The average level of intelligence in IS’s (mISIQ) is 100 for different age groups. Between the different age groups is included the correction quotient of age (Кaiis), which specifies mISIQ.''

Determining this correction quotient is performed further through comparison of the results of a test for one age group with the results for all other age groups.

For ISIQ is valid the formula:

$$ISIQ=\frac{(B_t \times {K_{aiis}} { \times mISIQ})}{\frac{Ba}{2}}$$

, where Bt is count of positive answered from IS questions, Kaiis correction quotient of the age, mISIQ is average level of intelligence in IS and Ba is count of questions in test.

Example: It is necessary to determine ISIQ in IS when carrying out a test, which includes 36 questions, the system answered positive to 25. To include Кaiis it is necessary that tests are conducted over several age groups with more than one IS in a group. As it is impossible we will accept a common age group. It follows from this that mISIQ = 100 if 18 questions (50%) from the test are answered. For each correct answer 5.56 is added to ISIQ. In this case ISIQ = 25×5.56=139.

EXAMPLE FOR TESTING OF INTELLIGENCE QUOTIENT ON ONE INFORMATION SYSTEM
Test for determining the IQ of information system, consisting of 28 questions with equal weights (1), each successive group of four questions meets the consecutive intelligence: That test includes 28 questions, the system answered positive to 21. To include Кaiis it is necessary that tests are conducted over several age groups with more than one IS in a group. As it is impossible we will accept a common age group. It follows from this that mISIQ = 100 if 14 questions (50%) from the test are answered. For each correct answer 7.14 is added to ISIQ. In this case ISIQ = 21×7.14=150.

CONCLUSION
Definition on term intelligence quotient on information system suppose put of one new class among information systems – intelligent information systems (IIS).

Determination of degree of intelligence on information systems by means of introducing on average level of intelligence on IS – mISIQ and intelligence quotient on IS - ISIQ it is one method for estimation on them intelligence.

Inclusion of the correction quotient Кaiis on age on the further estimation will be bring additional exact and precision at determination on the ISIQ.

''All this, will be, accelerate advance on that class IS, as well as establishment of the competitive IIS according to step of intelligence with purpose of use them in society. On the other hand their advance and improvement  will be, contribute to make on information service with the most high quality and accuracy, with methods and the reaction inherent to the person, as in any cases – and better.''


text:
User talk:RESET

 Hello RESET, 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) 14:07, 9 September 2010 (UTC)

title: User talk:RESET


text: File:Maglev.JPG

title: File:Maglev.JPG


title: File:Egm6321.f09.mtg11.djvu


title: File:Egm6321.f09.mtg12.djvu


title: File:Egm6321.f09.mtg13.djvu


title: File:Egm6321.f09.mtg14.djvu


title: File:Egm6321.f09.mtg15.djvu