text:
User:JWSchmidt/Martin

This is a working copy of User:Martin Lenoar/Research for feedback from User:JWSchmidt.

Action/Reaction Theory
This action/reaction theory is a theory of real possibilities. It intends to provide possibilities to build from it – with no end. Which means that I am also not finished. It is not intended to follow fantasies but to be passed on and find as many relevant actions and proves found in real happenings.

Discussion
The introduction (above) mentions, "relevant actions and proves found in real happenings". I don't understand what that means. It would be useful to provide some explicit examples. --JWSchmidt 00:53, 15 August 2010 (UTC)
 * The example follows right behind under the heading "A real possibility". What is described here is

not meant as an example on how the human language might have been developed but in the context of the Action/Reaction Theory shows the effect the succession of action-reaction-feedback in an specific environment can have. Which is then further on being explained. It is also a 'relevant' action because it brings up the questions, e.g. how evolution works and, since it is a real (physical) action, also leads to the answer. E.g. the effect the successions of action-reaction-feedback has over time. The A/R theory is the answer which was derived by finding the answers in many 'relevant' physical actions. And the prove that the answer which the A/R-T provides is real would be provided by the research which can successfully explain the 'relevant' action.--Martin Lenoar 18:12, 15 August 2010 (UTC)
 * It would be useful to explicitly identify some examples of "actions" and "reactions" that are in the A real possibility: page section. --JWSchmidt 00:35, 16 August 2010 (UTC)

A real possibility:

 * "Aooouuuuu.." (which means 'this hurts!') or
 * "Mmmmm.." (‘this feels good, keep going') or even
 * "HOuHA" (‘get off my back’)

These are perhaps samples of the language of the apes. Or how they are communicating what is necessary to live together in one tree. Since this environment is small and the tasks to survive in this limited environment are also limited. Therefore the expressions which are needed are also limited. What is not connected to this theory is that since apes, and other animals, which have organs to verbally communicate, do not need a big brain to remember all the sounds, their uses and regulations of the use, And, since this communication, together with the tasks which have been learned within a few weeks, are not supposed to change for the whole live. There is also no need for questions if this established system is 'right' for the living in a tree or even to find out why an ape is living in a tree or why is he living at all. Until disaster strikes. Suddenly, during a stormy weather with heavy rain, lightning and thunder the tree was hit by a lightning bolt and burned completely down, Together with all the other ones of the small forest which they had formed. Most members of the ape-tribe survived because they have already learned that trees might not be the safest place to be in a storm (high winds) and the leader has ordered the abandoning of the forest. But now the familiar environment was gone. No tree to make a new home. So the tribe set out to find a new place which suited their needs.

But there was no liveable tree around, not for many kilometres. They could not wait until another tree grows and they got hungry. They had to look for food. They followed other animals whose live has also drastically changed. They found food, other animals ate, but it was not what they have been used to. They found places which kept them warm, but it was not a tree. Their legs and arms, not used to long walks start to hurt. They needed longer rests. It got more and more difficult to keep on going to look for a suitable tree. So they got stuck in a place, which had some food and shelter and tried to adapt. And here they were in luck. They have been created by a system, nature, which is based on adaptation. Physically this took a long time. They saw some tall animals, get fruits from higher places, they saw long legged birds running on two legs, and they tried to imitate. Yes, they had two legs on which they could stand on, or even walk but not for long and for sure not fast. They could fend off other animals with their strong arms, which wanted to share their shelter, or considered them as food. But this was not always good enough. So they found ways to extend their reach. Like a stick, for which they found also many other uses. And all this put a strain on their language. The words, which had been good enough to live in a tree were not adequate any more for all the new subjects they found and used. Their words, they used to communicate, did not include the tasks they were now performing and certainly did not reflect the thoughts they were now trying to form. And there was another problem of which they never got aware of. Their brain was also not big enough to hold all the new words they were forming and all the different variations which followed with the more complicated life they lived now.

But also here nature was able to help. Since their diverse struggles were repetitious and continuous over the years their bodies could take notice, remember it and adapt the next generations of this specific apes to what they need now, Their arms got longer, the legs straighten out and the brain got bigger. And how did the bodies know what needed to be adapted? There were the pictures of other animals which showed what needed to be done and how it could be done. These were followed by the fantasies, fabricated pictures, which the apes had if they could do exact this. What was of course not realized by this apes was that nature had needed to memorize how it had build each one of them. It also had to memorize how it had build the other kind of organism which had all this features the apes would like to have. And since they all came from the same origin, some of this memories were also in their own cells. And if by some misfortune some of the blueprints (genes) were not in the cells of the apes they could have gotten them from cells of the animals which were accidentally swallowed or eaten by the apes. So their struggles and the fantasies of different body parts led the adaptive part of the body system to make the necessary changes. Since this could not be done little by little it took a few generations to take effect and one day a new supposedly ape was born with the new features. Luckily the apes did not regard this as a malfunction and raised the first animal with human like shapes. With all this came a lot of new words which were assimilated to the pictures to explain (give meaning to) the pictures and fantasies. Soon there were more diverse sounds needed to form all the new words and the mouth and ears adapted to the greater variety. But with all the new experiences and the words, which tried to explain them, came something new which was not necessary for an animal life - questioning for details. Looking, alone, provided not all the answers which were needed to explain all the details. Soon, since a much advanced language enabled this, questions were formed for concerns which were not necessary for survival. But anything which could be thought of and could now be explained with new words, was fair subject for questioning and explanations which real life provided or could not be answered through fantasy. Like what was before, what comes after and why does everything exist. One of the offspring was now a human.

Many thousands of years passed, humans got better and better adapted to life in different environments, even created their own. Their languages gotten very diverse and very sophisticated. There is nothing, what they know of, what cannot be explained with words. They have also long ago forgotten how they came into being. But one question is there which still cannot be explained with all the sophistication and higher intelligence level: how does this world, in which humans live, function? The best way to answer this is to observe and compare it with reality. For this we have to start in the present.

The Present
In order to find out how something works is to observe it while it is working. When we look out of the window then we see a very diverse, and surly complicated moving environment created by nature. To figure out all the details within a lifespan of a human seem to be impossible. But what a human can do is to find some repetitions, which happen during the time he is observing, which give him some indications on what principles this world is based on. And the first surprise would be: there are not many! The first obvious principle is that nothing would happen if there is no movement. When movements are analysed then it seems that there are no purposes to any. Things might happen because something else has happened. What is happening is defined by what has happened, on what it has happened and the circumstances in which it has happened. And the next thing to happen is because of what has just been described has happened. If some lifeless matter falls toward the earth then it does not know where it will fall to and what will happen after it made contact. Another fact, which seem to need to be present so that something can happen, is that the parts which come together as a result of an action (happening) have to be in a state of opposition. Physically that means that if something warm comes in contact with a cold part then there will be an exchange of temperature. If something moving encounters a stationary object then a form of exchange of movement will take place to equal the state of movement according to the physical properties of the parts. If the minds of living creatures are in an opposite state when they encounter each other then there will be some form of war. And even that there are many different things which are happening, they all seem to be highly repetitious. Meaning that alike actions always provoke the same reactions if it happens in the same environment (conditions). Changes (adaptations) are only happening if the environment has changed.

This observed principles can be connected to form some regularity:
 * Opposition creates movement.
 * Movement creates chance.
 * Chance creates repetition.
 * Repetition guaranties an ongoing evolution.

But there is one trend which seem to overlay all this happenings. Any change usually destroys something so that something can be build. Which is usually a bigger adapted version of something already working. With other words the trend is from small to big.

This are very important observations because they show very significant facts about nature. Nature has no goals, it could be termed 'physical happenings by chance'. It has no goal in its mind what it is supposed to create. It has no mathematics to calculate if something will work or not. It is also under no time pressure. And, most of all, it cannot say: "this did not work, lets start over". It seems to run on 'chemical reactions' which are guided by the physical properties of matter. Physical properties are all what is available to build every small or big physical part to be found in this universe. And that should be all what is needed to explain what is happening. But there must be more to guarantee an evolution like the one which we can observe. If you want to build something new from something old then you must have a memory of that something old. If you want to adapt it to changes which have occurred, then you must know how the new facts differ from the old ones. With other words, if something should be changed then there must be something which can be changed. And there must be some possibility to compare. Since there is no known overall control over the evolutionary happenings then there must be some basic intelligence build in the system, which enables what seem to be an endless chain reaction of the same principles.

The facts, that the evolution of matter goes from small to big, and that there is no knowing change of principles, makes the 'reconstruction' of the development which has happened in the universe, as known today, possible.

Therefore we start out with an endless space which is filled with an endless amount of undefined small matter particles - the UrParticle [UP].

But this is enough. Matter, no matter how small, seem to have the possibility to bind with another matter to form something bigger. And to figure out how this is possible we must go back into the past.

Evolution - growing naturally
Naturally, in this case, means that whatever happens is purely physical. There are no immediate or long term predefined purposes which guide what is happening, only the possibilities that a physical action can happen. And there are no absolute restrictions on what can happen.

The universe is big enough so that we can use quite a big part to explain nature, without reaching its borders. Therefore for our purpose there is no exchange with any matter from outside of the universe. Which means we deal with a fixed amount of matter even if the universe is, for our feeling of size, endless. And we also always have to have in mind that, since there are no predefined purposes, there are no 'mistakes'. Everything is right, no matter what is the outcome. There is also never a 'starting over' - once it started it just goes on. Therefore whatever are the principals today were the principles at the assumed start and will be in the future.

Step 1: growth by size - 3 dimensional
If matter is moving then there is the possibility that it collides (make physical contact) with another one. And there is the possibility that after a collision they stay together and grow (build) into a new form of matter. This is possible if the movements of the matters are in harmony, which means that their frequencies, directions, strength and phase match. They can be added without that they move the UPs apart. Since there is no pulling force active between the UPs at this stage it needs pressure of the environment to keep the UPs together. But probably both UPs had their movements changed since an exchange of movement (adaptation) took place. If they actually stay together then they now move in unison in a new combined form of movement.

When there is enough empty space available in the environment then this movement can be a straight one with the appropriate direction and speed. But if the environment restricts or even prohibits free movement then the physical movement takes on an appropriate form or stops in which case the physical movement has to be passed on as a potential movement (potential energy). If none of the UPs can pass this potential movement on to the environment then it is passed on between the UPs which have collided and these may start to oscillate the potential movement between them. Since, in this case, this passing on of potential movement is directed toward each other it gives the impression that the UPs are drawn to each other. They physically stay together now on their own (no pressure needed). This rises the energy level of the now physically joint matter which can be termed that they are exited or charged or have a higher temperature. Therefore what is otherwise a one time happening, can become continuous while the two, now joint UPs, exchange a potential movement between each other. Specifically if energy is constantly supplied from the environment which restricts their movement and applies pressure on them. Now, the new form of matter does not physically move and actually occupies the smallest space it can. Since the physical movement before the collision needed lots of space, room is now left into which the environment can bring other UPs from outside. Which, under the right conditions, could join into the energy exchange and therefore grow the matter again. E.g. into a ring like formation where the potential movement is passed on in a circle. With the possibility that this ring formations can grow into any size. If any matter in the ring is not physically touching the matter to which it is passing the energy then the passing on is interrupted (resistance). Therefore, on the next pass of energy (cycle), the inertia of the UP which has physical space available will transform the potential movement into a physical move, directed toward the next matter in line, until it touches the next matter and then pass on the remaining potential movement. Opening space in the ring will be closed consecutively by movements of matter until no space is left. This passing on of energy in ring form provides the possibilities that any matter in this ring can be a member of more rings which pass energy through it. The amount of energies which can be passed through an UP in different directions at the same time is probably limited because at some point this energies will cancel each other out or add up to a form which is impossible to pass on. But the possibility is there. And if rings join then the matter can grow in different directions into matter which is build of interconnecting rings.

In multi-ring formations energy is passed on in different direction which might place some physical regulations on the form which can be build. This would include of where rings can be joint, how many rings can be interconnected and in which direction energy can be passed before the form falls apart again. Which means that the many passed on energies within the form must sum up to an equilibrium of energies which is characteristic for this form - an energy signature [ES]. Which means that if an energy is passed on to this formation it could be imprinted with a specific sequence of energies which are active within when it is passed through. Or the reaction will be specific to this sequence if it is acted on regarding to changes, redirection or split up (functionality). But this also provides the possibility that stable forms of matter can be build which react with always the same specific functions when the circumstances are the same (provides a specific feedback). Once an ES is reached through the building and arranging of rings then the growth of size of this form ends. The urparticles [UP] of matter have grown into an element matter [EM].

Step 2: growth by repetition - 1 dimensional
The possibilities to grow does not end with the EM. In the overall shape of an EM there might be spots which enable to grow out rings which might not change the ES of the EM but provide the possibility to pass on energies or ES with some added control. Which might enable to grow another form there in consequence of the sequence of energy which is passed (ES). If EM connect direct together the physical selection is limited. Both sides need to be connected to a place in their surface which is able to pass on the same kind of energy (movement). If they do not have that condition provided then they cannot hook up. And of course there has to be a chance that the EMs can come close enough and are right positioned to each other. Another possibility is that EMs have developed which can act as connecting centers of ESs. Since ESs are in essence a sequence of passed on energies they can be taken in at different connections (maybe one energy at a time), compared or handled otherwise and send out again in maybe one or more directions. Which would increase the intelligenz level of the manipulation of passed on energies or ESs. Which would provide the possibilities to handle EMs in symbolic form like a word. Forms of EM can be duplicated, complimented or compared without the need to now how it is physically build up. This has been translated into a sequence of energies. That this functionality is used by nature is shown through the C-atom in the amino group of an amino-acid (molecule) which can connect to four EMs. Which also shows the possibilities such CEMs provide. E.g. the immense amount of functionalities or data which can be placed in any sequence to provide unlimited possibilities. This can be seen as the beginning of the development of segmented systems and the basis of functionalities which are developed to a much higher level and applied in a brain.

Step 3: growth by repetition - 2 dimensional
If growth has produced a chain of EMs and if they are connected by CEMs, then there is the possibility that the CEMs which form the links can hook up to the CEMs of another chain. Or they can ‘grow’ a duplicate of their chain out of the vacant connections. Which would form a blanket of chains or a 2 dimensional memory.

Step 4: growth by building 3 dimensional systems
If 1 or 2 dimensional shapes are physically moved (or only partially) by pressure of the environment than there are the possibilities that they could form any kind of 3 dimensional shapes. Some with functionality others with none.

Step 5: growth by physical adaptation
When EMs have grown into shapes which constitute a 3 dimensional physical shape then this physical shape can provide a condition which has to be met before an energy-function can be performed. Like a EM-blanket forms a tube through which matter, charged with a specific energy, has to pass to get to the place where it triggers a specific reaction. This adapts the movement of the EM to the physical shape of the environment which in turn could change the shape or functionality of the travelling EM.

Step 6: growth by teaching
When EMs have grown into a shape which is able to control the movement of other EMs then it has the possibility to control the growth of this matter. E.g. if a tube of EMs guide the movement of an EM along its path then it can make it connect to certain EMs which are part of the tube and imprint some parts of the ES on the passing EM. Which would create an EM system with a predefined set of functionality.

Which means that the possibilities to react are now placed besides the possibilities to act and, with a constant source of energies, can keep on going to act/react to fulfil a predefined function. Which also means that the evolution is not any more a function of chance but now happens with a purpose.

Step 1 to nnn:
There are many steps which lead to the growing which nature has reached today and are most likely not specific at all. With a lot of fantasy many can be envisioned. But the A/R Theory is not a theory of fantasy. Therefore the basics of the ‘Growth by movement’ has to be worked out first and then the steps of growth will either become obvious or have to be worked out individual as well.

The dynamics of the natural change (evolution)
When matters meet then they are more likely charged with different energies (movement). If these energies constitute an opposition (frequency and phase match but the direction or strength differ) then there will be some exchange (levelling) of energy and therefore some change in the charge of each matter. Since every change is memorized then there are no goals or mistakes. It is naturally that the changed matter lead to new changes since same conditions have same reactions. If there are only UP involved then this does not lead to much. Only the vast space of the universe ensures that different conditions can exist at different places. But if matter has grown into complicated EM then the change involves whole systems of UPs. Since the growing does not stop there, since equivalent EM can have different changes and since all changes are ‘kept’ then the possibilities that matter grows into very different ‘systems’ from the same basics are unlimited. Which systems are put together to form an even bigger system depends on the environment (feedback) in which this changes take place.

Evolution and intelligence
The growing of matter, controlled by feedback, in different stages constitutes an intelligence (learning, memorizing, reusing) on its own. Since matter grows more and more complicated the intelligence, which is a functionality of matter, also ‘grows’. But, since the environment also needs to be considered, which provides the feedback and which is in the early stages where mostly everything is based on chance, the evolutionary processes are unique. Therefore, to establish the exact functionality of each ‘intelligence level’ the different stages (conditions) have to be physically performed.

To prove the Action/Reaction Theory
The prove of the A/R theory lies in the existence of an energy-signature in small matter. Which could be the equivalent of the spectrum which a spectrometer reveals for stars. Even if it proves that the special size of matter exists because its natural frequency is blacked out because of absorbance. If this ESs can be proven to exist then it can be assimilated to a language of nature. A language (communication) which enables all kind of changes within matter of any size. What sparked this theory also provides the possibility to prove its reality by using natures own way (evolving and adapting). This is a gadget called the ‘Newton Cradle’. It provided the realistic way on how energy is passed on between matter. This opens the possibility that if this passing of energy could be defined then it would also explain how it could be used as a communication (control) when there is nothing else then matter and its movement present. When the Newton cradle is developed further into a higher technology then it should be possible to prove this. E.g. if a speaker cone is touching a series of identical glasses filled to different levels with water then it should be possible to get each glass individually to respond if the speaker transmits a frequency equivalent to its natural frequency. If the other end of the line is connected to a microphone cone and further to a microscope then maybe it can pick up changes in the waveform which might be now more then just one sound and which could reveal the natural oscillation frequencies of each glass (energy signature). If this could be accomplished then it should be possible to transfer this technic into the nano-meter range. Where it would solve many mysteries. Which are only mysteries because of the lack of explanation, but since they exist there must be a physical possibility for it. Like: how can a virus adapt to medication; how can specific cells be destroyed without harming others; how can microbes select specific molecules, split them into their basic parts and use this parts to clone themselves; or how can a river-shell, which has never ‘seen’ a fish, grow out of its shell the exact duplicate of a fish to attract bigger fish.

Mathematics as proof!
Mathematics is a science of repetition. Which means something has to work repeatedly so that a formula can be constructed to define this action. Its weakness lies in the fact that it lends itself to the possibility to explain something physically where there is no physical repetition (like a theory). Simply by introducing parameters which might not even exist physically (like time) or by leaving vital parameters out which might prove a certain POV but also changes the original limitations which it provided (like 4th and higher dimensions). Which, with the human ingenuity can easily be ignored.

The Future
The action/reaction theory might be able to reconstruct what has happened from the time we can think back of till today. But if that is possible then it will reveal that the natural evolution is an ongoing process without goal. Therefore it is never finished. But if human can learn the communication which made the evolution possible then we can, as intelligent species which are able to analyse and form goals, partner with nature to make it evolve ‘now’ what would naturally need hundreds or even millions of years to develop. E.g. to extend its principle of replacing, to the parts of a living body which cause aging, but has not been evolved yet.

Expanded definitions of the terms as used in the Action/Reaction Theeory
CEM  A CEM (Connecting Elemental Matter) is the form of EM which overcomes the limitation which an EM gets by building an equilibrium of energy. Which seem to restrict how many energy rings can be grown out of the surface of the EM and therefore how many connections to other EM can be made. This increase in connection might come with a loss of functionality but increases the overall possibilities of forms which can be created with EMs. As it is demonstrated by the C-atom in chemical connections.  Chance  A chance is there if matter has some abilities to change but needs another matter to change. But it cannot control the circumstances which would bring the right other matter close enough to perform the change. Therefore It depends on its environment to have the right action or sequences of action to deliver the necessary matter into the necessary position. Chances improve according to how well the matter is adapted to its environment and therefore can somehow control its connection to the environment. Single matter (UrParticle, UP) has no such a control but as it grows into different forms with different functionalities then its ability to control its relationship to the environment, which by now also consists of EM with different functionalities, grows.  Charge  When UPs have formed energy rings which are passing on energy through UPs then this passing of energy might stop if there is no energy left to pass on. But since no ring or formation of rings is likely to exist in empty space it is constantly provided with energy through the pressure (contacts) its environment applies on it. This pressure (movement at an unharmonic frequency) might not be passed through the whole form but it can excite (charge up) certain rings within the form. This rings have now a higher level of energy then the rest of the form. If nothing else happens then this higher energy is spread out through the connecting rings and puts the whole form into an higher energy level (potential energy).  Comparison The same effect which makes a reproduction possible provides also the possibility of comparison. If two EMs join through an energy-ring and their energy signature (sequence of energies) are the same then they might separate without any effect (no energy passing). Which could be used to separate like and unlike.  Electrical properties If it is assumed that 'energy rings' have actually two ends, (where energy is entered and where it leaves), then ‘direction’ has a meaning. The effect which the direction has on passed through energy could be compared with electrical properties (charge, current, resistance). But can be applied to any form of energy (movement). This means that energy rings can also have different effects on any passed through energy depending on how they are located within the shape. This also applies if the ring does not go through an EM but also if it goes through the environment where it might form a force-field.  Elemental Matter [EM] Examples: atoms and molecules.

If masses keep on growing than it can be envisioned that certain formations hold better together than others. If e.g. energy exchange rings are closely interwoven in different directions in the same formation and their energies form a harmonious self sustained energy-system. They might have the property of a very solid structure, like a crystal. This kind of formation will last for a long time and is not likely to fall apart or can be reshaped through simple collisions with other smaller forms. This kind of formation will also always again and again be reached and therefore, with the other long lasting survivors, can become the foundation of a next stage of growth. They can become the building blocks of other bigger, more versatile creations. Just like atoms. What will change if matter has grown into EM is the way it needs to connect to other EM. One feature, which might make this formation so successful is that it is not any more available to any kind of attachments through smaller or smallest particles. Its closeness demands probably that a certain amount of energy must be present in order to hook into the close knit formation. Another could be that the energy passing part must have a certain shape to be able to pass the right amount or form of energy. All this suggest that, since energy must be exchanged, this connection have ring like properties but might have been adapted to a specific task. All demands which could be provided by a system which is simply following what is really possible.  Energy rings That an energy can be passed on between seemingly stationary masses can be proven with the gadget called Newton Cradle. But I don’t know of any gadget which directs the passed on energy back to itself. It could be envisioned that if the Newton cradle would have been build in a ring-formation it could pass energy continuously along the ring. And, since potential energy (potential movement) is transformed into physical movement by inertia, as soon as physical space is available, their possible physical movement (which closes the gap) keeps them together.

Further 'rings' (energy paths) could be grown out of any of this so joint matter and form a three dimensional matter which is constantly virtually moving (oscillating) by passing on energy in different direction around different rings within the matter. Even if this 'ring formations' are shapes which are quite solid already on their own and will not likely ‘rearrange’ their rings it seems to be always possible to make connections by forming an energy-ring between them.  Energy Signature [ES] If UPs have grown into forms which are build of energy rings then the rings do not need to pass on only one form of potential energy. But every UP which act as connection between rings must have energies flown through it which are in harmony otherwise an interruption of energy-flow will occur. Which might lead that all energies within the EM are somewhat in harmony. Therefore they can add to an energy system which is the sum of all energies passed on in all rings. If this is not the case then the rings must be adapted to make this possible. This can be achieved by changing directions of the energy-flow, adapting frequencies by adding or subtracting UP within the rings or discarding one ring and build another one somewhere else. This can have two important effects which separate the reaction of the EM to harmonic and unharmonic passed on energies. One is that the sum of energies is now a unique energy with a specific natural frequency and properties which define how it reacts to a passed on (unharmonic) energy. And the other is that it provides a sequence of energies which defines the functions applied to (harmonic) energies which will pass through the EM. When harmonic energy is passed through an EM then the location on the shape and the direction from which the shape is approached provides a different sequence of rings and their connection to each other on the way through the shape. Therefore the signature is different from every angle. This also includes the possibilities that the ESs of connected EM form a sequence of ESs which might include harmonic and unharmonic ESs. Which would imply that the provided feedback has no limitations. Only the environment, which receives the feedback, can decide what is usable of this feedback. Which again selects energies which are relevant to its own ES. Here is where the most useful natural selections occur since this type of selection also works in reverse. If only a specific frequency, or signature, makes this specific shape (or combination of shapes) to respond to or pass energy then this specific shape can be selected out of many in this environment through its reactions (feedback).  The Environment The accumulation of matter (universe) form an environment which is the home of natural happenings. Any change in the physical constitution of the environment is an action. This action is naturally passed on to the physically neighbouring parts, which are normally also part of the environment, which react to equalize oppositional states which the action has created. Whatever happens (action) evokes a reaction (the equalisation of opposite states). Since this reaction occurs within the environment it constitutes a change in the environment and is therefore again an action – a feedback. Whatever the reactions or the changes within the environments are depends purely on the physical constitution of the environment.  Evolution Evolution is a process which is a functionality of all the possibilities described to grow system like formations out of available elementary forms by pure chance (naturally).  Feedback Since the reaction defines the change of the environment which has happened also defines, since it is now an action, what the next reaction will be. This can also be seen as a feedback which defines the next action. This feedback can be supportive or restrictive. Therefore whatever can happen depends only on the possibilities this physical environment provides and the chances that this possibilities are met through the constant action/reaction chain reaction. The more sophisticated the parts become through natural growth, which build the environment, the more restrictive and diverse the feedback will be.  Force fields Force fields are usually explained with the phenomenon’s a magnetic field provides. A magnetic field is obviously produced by an abundance of energy on one side of a matter and the lack of it on the opposite end of the matter. Following the explanation of the A/R theory the environment of matter provides a media (return path) through which the abundant energy can be send back to the place where it is missing – the equalisation of the energy levels is possible. That such energy passing rings have been formed is shown by the rearrangements metallic particles perform when placed into a magnetic field. If the rings are connected through a media which is already packed as tight as it can get, like air, then no physical movement will take place. But if the tight media is replaced by some bigger matter which can pass magnetic energy but has no restriction in movement then the potential energy, which is passed to it, is transformed into physical movement. Since this movement is directed toward the next passing matter in the ring it gives the impression that this matter is ‘pulled in’. The force field supplies the energy for the movement which can be explained with inertia but it cannot explain any pulling of the matter. The earth is a big storage of a wide range of potential movements. And the universe, if filled with UP, is an environment which can pass a wide range of energies. Therefore it can be expected that there are many types of force fields created by the earth using the universe as return paths. <BR> Frequency Since the frequency at which something can happen ranges from 0 to infinite, an infinite amount of selections can be made. One use of this is the selection which the natural oscillation of matter provides (inertia). A single elementary matter (UP) has a specific mass which has a specific frequency in which it will oscillate if forced to move in a restricted space. When single element matter stay together after a collision, then they might become a new elementary mass in relationship to the environment. This new formed element mass has now its own natural frequency in which it oscillates. It also responds according to it to any outside energy which is being passed to it. Since the new mass is bigger then the mass of an UP its natural frequency in which it will oscillate is lower then the one of the UP. <BR> Functions When an action (energy change) occurs on a matter then it evokes a reaction (equalization of the levels) in the matter. If matter is just a single UP then this is usually just a simple single adjustment (movement). But as matter grows into formations with different placements of energy-rings then the action can start a reaction which is a sequence of movements depending what kind of rings it encounters as the energy is passed through the form. Collectively this is a function. If individual rings are also connected to other forms (environment) then its reaction, as part of the function, is applied to the connecting form. With other words the function of a form is to either pass the received action as a whole or dissect it into different harmonic energies (reactions). This individual reactions can then be used according to the build up and connections of the form which receives the reaction as a feedback. Functions of a form can differ, even if the action is the same, according to the place on the form or the direction in which the action is effective. This is specifically true with bigger forms. <BR> Gravity The pulling force of matter? What mass cannot produce on its own is a pulling force. If the UP, which we use to start life, should be as small as possible, e.g. that they cannot be divided any more, then it would be impossible to physically explain how it could produce such a force. Since this would mean that it is already build out of something which is able to produce some pulling force and is therefore not at its smallest possible state or pure. Therefore the phenomenon of gravity, the provoked movement of one mass toward another mass, has to be explained otherwise. What mass can create is an empty space (vacuum, through movement) into which environmental pressure can push matter – like a water pump. Which has the same effect as if it was pulled in. <BR> Growing - The Nature of When matter is expected to grow by action (collision) then it cannot be assumed that matter can be divided indefinitely. Since if its size is 0 then its mass is also 0. Therefore there is no inertia an there cannot be an energy to pass on which is necessary to keep matter moving and therefore together. When matter moves and collide then there can be a change. When everything is at its smallest possible shape then only growing (adding of shapes) can take place. If more and more matter grows into bigger shapes then the possibility that a collision separates grown matter grows too.

This depends now on more facts which have changed through the growing from the smallest size. One of this is dependent on the form it has achieved and the circumstances through which this form is attacked through the collision. Like strength, direction and duration. If an energy ring is hit at 90° to its energy passing direction then it might easier brake apart then when it is hit in the direction of it. It might easier connect if the colliding takes place on a ring which has the right frequency passing on then with another one in the form. And of course it varies with the strength of the collision. All this possibilities grow if the matter is bigger and more complicated. With other words the sophistication of the reactions of the matter has grown with the size and sophistication of the form. It also varies with the characteristics of the environment in which the grown matter resides. If it is a busy environment in which a lot of growing happens then the forms and sizes are versatile and collisions have many more kinds of reactions.

What does not change are the principles which make the growing possible. These are the needs to store somehow the action and reactions which take place and also the environment which enabled the reaction to this action. And to limit the reaction to only one for a specific action and environment. If this is achieved then the growing takes on an intelligent level. If intelligence is described as the following of a specific reaction to a specific action in an specific environment then nature is reaching an always higher and higher intelligent level through the growing of forms.

When matter grows into a specific form after a specific action has taken place in an specific environment then this form is the prove that this action has taken place and is a memory of what has happened because it is only able to perform it again when the specific action takes place in the same specific circumstances.

On the other hand, if a certain action is performed on an unknown form in controlled circumstances then the reaction it makes can reveal its build up. <BR> Harmony The possibility that if two matters collide that they can change each others energy states. If they are not in harmony then their movement (energies) will move them apart (applies pressure) before an energy exchange can happen. To make an exchange possible the properties of the movements of the matters need to be in a special relationship to each other. Like the frequency, phase and direction have to be either the same or a specific fraction of each other, like the harmonic tunes of music. <BR> Inertia The property of mass which transfers movement into energy. And is the only force available at the start. <BR> Matter We are not able yet to know how small the smallest part of matter is. We can only imagine that, by using our fantasy, we can get to it by cutting matter in half, and keep cutting it, until we cannot cut it any more or realistically it cannot be any smaller. This size is so small, even for us, that we have not been able to place a distance on it. But we can see that any matter is always build out of smaller matter. What is important is that no matter how big matter can grow, the system, which holds it together, has to be the same. But what we need to assume is that there is always enough matter to build anything as big as we can see. For this we cannot assume that the space, we are looking at, is empty because we do not have the ability to 'feel' or 'see' anything in this space. And, if we want to keep to the facts, then anything what is able to move through this space, but is not matter, needs to have a media (matter) which enables its movement - passing it on.

What we know about matter is that it has mass, which places it alone in the space it occupies and this mass has inertia. Which means that mass always strives to keep its state of movement. Which is also the reason for the phenomenon which we call energy. When matter moves then, if it collides with another matter, applies pressure on this matter and, by moving it away, does some work. Since the part which was moved is also matter, its inertia had to be overcome and some of the energy which was applied by the moving matter has now been passed to the now also moving matter. Moving matter claims more space then stationary one. E.g. it pushes other matter out of this space. And when energy is passed on from matter to matter by creating movement and vice versa then the space, which is claimed by the more and more moving matter, increases. When this happens within a restricted space, which is filled with masses, then it creates an overall pressure. <BR> Memory Since every mass/shape has its own set of reactions, which it can perform to a specific suitable action performed onto it, it can be said that it has now its own memory of what kind of reaction it can perform and when. It is also like a very low level of intelligence which reacts to certain actions with a prelearned set of reactions. At the start stage only urmasses constitute the environment and each has the same memory. But as the masses evolve (grow, change) so does the memory, intelligence and the environment.

One form of memorizing is provided when ring forms or EMs are connected in sequence. This would make it possible to find them, compare or duplicate them or even change them through applied energy signatures. Which can be grown or adapted to its environment until the feedback agrees.

Again, there is no goal involved in this and is happening by pure chance! <BR> Movement As the first principle tells us, we need movement otherwise nothing will happen. We cannot know how this movement started but, since it is not relevant to explain what happens through movement, there is no need to guess or assume how movement started. When matters are moving then the movement can take on different forms (frequency, direction, strength, phase) which would depend on the environment. This movement it translated through inertia to a specific energy (charge). <BR> Opposition If movements are in harmony (frequency, direction and phase match) then an exchange of energy can take place. Opposition referrers only to the value of the properties of the movement. If the direction or timing is the same (or within limits) but the value is different (+/-) then an adjustment will happen. In a natural change the change always tries to establish the opposite of what has been. It could also be stated that if energies (movements) are able to change each other then they must be ‘opposites’. If the ‘oppositions’ are equal in every property then the energies (movements) cancel each other to 0. <BR> '''Passing of energy The physical passing of energy through mass is the only realistic way energy can be used to provoke changes and growing when nothing else is present than smallest possible masses. <BR> '''Physical properties Size, mass, speed of mass, direction of the movement, frequency of the movement, duration and phase of movement <BR> Pressure Pressure is the effect which colliding masses have on each other if they cannot bind with each other after the collision. They force each other apart according to their physical properties and available empty space. This enlarges the space masses occupy under pressure. Pressure, which is explained by movement (energy), has many effects in the universe. The most important is that it brings matter together through movement which would otherwise never have met. With other words it keeps the evolution going by keeping up the movement. <BR> Reproduction When UP grow into bigger complicated but steady forms, which act like new bigger elements, then these are not likely to change any more since its internal energies are balanced with each other. But what is still possible is that other matter forms can grow out of rings attached to these elements. This could be only more rings but once something is there which has a possibility to respond to outside energy then this attachments can become anything the supplied energies can lead to. E.g. replicate the forms which have produced this energies. <BR> UrParticle <BR> Since the evolutionary chain reaction produces matter from small to big the logical size of matter to start is with the smallest matter there can be. Which would have the smallest mass with the smallest inertia and therefore produces the smallest energy. It is named here UrParticle (UP) <BR><BR> Vacuum A vacuum, termed as a space without pressure (or void of moving matter), is produced by a moving matter which leaves an empty space behind every time it moves into a vacant space.

Discussion of terms in the glossary
Charge: does the glossary entry for the word "charge" mean that "charge" is being used to mean "potential energy"? The word "charge" has a specific meaning in physics, so why use it in a non-standard way here? --JWSchmidt 04:15, 15 August 2010 (UTC)

Gravity: why is the term "gravity" in the glossary? --JWSchmidt 04:38, 15 August 2010 (UTC)

Inertia: the glossary entry for "inertia" provides a non-standard definition for inertia. Why not use the conventional definition of "inertia"? --JWSchmidt 04:38, 15 August 2010 (UTC)

Reply to uncertainties
The idea of the A/R-T is laid down in the "Past". It is not an extention to other theories. In fact this period of time has only been hinted on trough what might have happened before. This also gives it the possibilities that it reveals something which contradicts other knowledge. Therefore, to make sense out of what is described in "Step 1" to "Step 6", is it the best not to try to compare it to what is 'known' - basically start new. If somebody can envision out of these steps how small matter particles, filling a vast space, can form through movement bigger and bigger matter systems then these steps have succeeded. The "Extention of definition of the terms used in the Action/Reaction Theory", as I have renamed "GLOSSARY" to make this distinction more clear, serves to add some definition as the terms are use and also to refer to like natural phenomenon which are also present in other theories. Therfore it is the best to use the same words to describe them but it needs to be kept in mind that, even they usually also mean the same as desribed elsewhere, sometimes they might point out more and sometime even contradict. What it is can only be determined when the A/R theory is fully worked out. For this the A/R theory needs to be draged into the lab. If different matter sizes can be set up like a Newton Cradle and the energies which are send in and comes out are made visible then certain tests and conclusions can be made. The A/R theory can speed up to explain the changes which happen because it opens a possibility which could be looked into. If the changes can be connected to what the A/R-T suggest, different changes with different placement of the matters, then it could be called an energy-signature. (The only equivalent so far is the 'energy-signature' send by stars which can be made visible through the spectrometer. At the moment there is no possibility to find out if this ES would be different if the star would be seen from a different angle.) Until this is done everything is in limbo - it is still only a theory. Therefore any attempt to nail anything down is only an attempt to predict what it could be and serves only to satisfy the need to force answers with a fantasy (even if it has been proven with mathematics). To clarify this more: I could drop everything before the "Present" section and everything after "To prove the Action/Reaction Theory" section. Write a slightly different introduction and pass it on. Everything else basically is an attempt to show what possibilities are there which I have already seen. But if somebody can relate to just this then he will sooner or later make the same or similar conclusions and he will also know what to do about it. Unfortunately this people are most likely not easy to reach and spread all over the world. Therefore a 'mass' approach is necessary. If this approach reaches this kind of people within Wikiversity desto better. Then it can be handled and processed in the spirit of Wikiversity.--72.251.18.19 03:09, 17 August 2010 (UTC)

Have taken your advices and maybe also have learned something from our conversation. Therefore I have partially rewritten the A/R-T and opened the page Action/Reaction_Theory and subpages. I hope this will make it more clear that the ART is a different path to follow then it has been done. I also try to find ways to make other users and visitors aware of its existence. (How can I check my spelling?). What do you think now?--Martin Lenoar 20:15, 8 September 2010 (UTC)
 * If you propose a new theory that is a "different path to follow" then one of the first things you should do is clearly explain the benefits of your theory compared to the conventional theories that readers will already be familiar with. To increase the chance that others will find a wiki page, make sure that it is correctly categorized and linked to from the relevant portals and content development pages. Spelling: I like to use Firefox and its spell checking feature which indicates questionable words with red underlines. --JWSchmidt 15:34, 9 September 2010 (UTC)

So far I have figured how to place a page into the name space. But have not found how to add a new 'Category'.

To find places where I could link to I went through the Category Content to find relevant categories. But because I have not seen any other attempt to explain the evolution of matter I found only one (Infinite Hierachial Nesting of Matter) where I sneaked in a link. Unfortunately this was where they declared that there is no Elemental Matter used in this theory. It would take me month to find other possibilities, that is why I have hoped that you would have any suggestions.

Another way would be the 'search' feature. I managed to find the ART by searching for action, reaction or evolution. But could not control what the explanation would say. Any suggestions?

I saw under 'my preferences' that it would be possible to use an external editor. How can that be done?

For the benefit of this theory. How about that it would start science on the path which it should have taken a hundred years ago? And that the path science is following now is at best a circulatory one where new discoveries slowly but surely will actually lead it back to the path the ART suggest. The difference could be a few hundred years. But I don't want to make all this predictions or start a discussion on science. I prefer to just hand over the idea and let science take its own course.--Martin Lenoar 21:46, 11 September 2010 (UTC)

title: User:JWSchmidt/Martin


text:
The Demise of an Irish Clan

by
 * Historical lands, name origination, clan allegiances, and eviction
 * Terence Kearey

Setting the Scene
''In ancient Irish times, if you wished to survive interclan strife and usurping raiders, it was sensible to live inland – away from navigational rivers. By living up in the hills - on barren land, where there is no good pastureland, was also less enviable. If you preferred to have a quiet life, be frugal, and conserve what you had, it was best to keep away from neighbours – their frontiers, especially those of the king. Even if you did all that, it was still not quite enough, for you needed to be wily and shrewd as well.''

‘The Demise of an Irish Clan’ refers to The O’Ciardha, who lived bordering Lough Derg and the River Shannon’s southern shore – its feeder river. The land included loch-side, lowland grassland, and upland mineral bearing hills - all in today’s northern Tipperary County. The neighbours to the west were the O’Carrolls, and to the east, the O’Kennedys… all boxed in by the O’Meara - to the south. If you follow a line up the river Shannon round King’s County then across to Dublin, you separate Ireland roughly in half; these were the lands of the southern and northern O’Neill’s. Irish history, much like all history, relies upon records passed down. It is obviously best that the writer lived at the time, and knew the people, and places, as well as understanding the local tongue. The first scribes were educated churchmen who came from Gaul writing in Latin about a people they did not understand. This story traces a population: from their Race, Tribe, People, and Clan - founded in about 650 AD - the same time as Lindisfarne.

The Gælic-Irish suzerainty employed a form of guarantee based on pledges made during times of strife and war – if you help me out, I will do the same for you. It was not possible in that society to manage a clan - group of families with a common ancestor, without seeking help to drive off a Viking raider or cattle rustling neighbour - given that you lived within striking distance of a good beaching area of sea or river, and you grazed a herd of cattle. As a clan lord you always had a close association with your neighbours and local king – you probably owed more tribute than they did. If your allegiance was called on to fight somebody you also owed surety to, you had to make the right choice – after all, not anyone living would forget, and feuds common.

For ten years, 1156 – 1166, ‘Ireland was a troubled land’ – endless warring campaigns, when the stricken Dermot offer his fealty to Henry II - for the return of his kingdom. In eighty years three-quarters of Ireland, including O’Ciardha land, was overrun by the Normans… this was the end to many Gælic-Irish clans. What was left of them, made allegiances outside their ancient tribal haunts. However, some did continue with their old traditions, gathering what they could salvage they made their way to less enticing lands.

This situation continued until Henry VII tired of the continual threat of invasion - by Yorkist pretenders, backed by the earls Desmond and Kildare. Further Tudor battles saw Ireland completely conquered by 1603. The southern king O’Neill surrendered along with many lords and followers after the battle of Kinsale, including what was left of the larger part of the O’Ciardha. The final break up of the family came when Limerick fell in 1691, and when clan lands were not returned in William’s reign. The landlords, and monied classes, saw no reason to help educated or succour the needy - they thought it was in their interests to keep the disaffected down. In this new society, if you were Gælic and wished to survive and perhaps become a landowner it was important to assume Englishness, particularly in name… that is when Kearey [with an ‘ey’] was adopted. Immigration to England and its Empire saw more Irish men in London than in Dublin; they were all running away from oppression, hunger, and lack of opportunity to work. Thomas Kearey was one such… In his early twenties, he struck out, travelled across the Irish Sea. This was the year of 1812, which was a momentous time for Napoleon Bonaparte, who was also escaping a bleak future. Thomas, on the other hand, was looking ahead – to make ‘a new start’… London was his goal – Westminster, where there was an Irish quarter. It did not take him long to put his past training as a metal refiner to good use. Eventually, Thomas married and settled down in Brompton. The Kearey family became Londoners for more than a hundred years, living north of the river in and around Bayswater and Paddington, close to Kensington Gardens.

This book,describes where the O’Ciardha family had its roots, and why most of the family moved away from troubles and strife. The usurping English were not going to find maintaining power in Ireland easy… time proved it so…! The second part of the trilogy deals with an Irish immigrant family in Victorian London… in and around Bayswater and Paddington, a scene darkly described by Dickens. This was a society greatly affected by the building of the railways, and the movement of people and goods. The final book deals mainly with The First World War and the contribution Irish men made to the eventual outcome.

''‘This is a story about hope – putting trust in the Lord, all will be well… In addition, about ‘honour– a person’s word - given as a pledge’. ‘Hope is found in all breasts and is free. Honour can be transient and may need payment.’''

--User:Terence Kearey 22:30, 13 August 2010 (UTC) Kearey apparently intended to sign this, but was not logged in. I have restored his user name. This page was first created on Wikipedia, August 10, 2010. The last chapter (VII) was placed here August 15, 2010 and, like this page, contained a template releasing the work into the public domain. --Abd (discuss • contribs) 00:28, 15 September 2014 (UTC)

/Chapter I/: Prehistory

 * Celtic conquests – Tuatha Kingdoms – Advance into England - Capital Dublin – The Bards – The Druids – Gaelic language – Ciarraige Tribe – Roman pressure – The Vikings - River Shannon - Lough Derg - Niall – Irish Clan Lands – Southern and Northern Uí Néill - Behons – Cashels – Pole houses.

/Chapter II/: Early Irish Christian Beginnings

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

/Chapter III/: The birth and development of Clan Ciardha

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

/Chapter IV/: The Vikings land

 * Cinel Eoghain - The Central Lowlands – Battle of Clontarf – Boru - King of Thomond – Toomavara Parish – The Scholar of Aegus – New walled towns – Viking raids – King Murchertach – Lough Derg – River Shannon – O Connor – Killaloe – Nenagh – Friars Island.

/Chapter V/: Ireland under one king

 * House of Tudor - Henry VIII – Rebellion – English Pale – Conn O’Neill – Destruction of Gaelic world - Hugh O’Neill - The Connacht & Munster Councils – Presidencies in Munster - Down Survey – English migration to Ireland – Act of Plantation – Shane - Downfall of the last Gaelic lordships.

/Chapter VI/: Thomas the first born

 * End of nine-year war – Conquest of all Ireland – A land of forts – Flight of the Earls – Plantation – Uprising - Thomas Baintreadhachd - Keary of Fore – Saint Fechin’s Abbey – Thomas & Mary O’Ciardha – Orangemen – Transportations – Parish of Kilkeary – Limerick hold out - Act of Union.

/Chapter VII/: Unrest & Salvation

 * Conversion and coercion – The poor majority – High rents – Dianiel O’Cary – Irish immigration to America – Penal laws – Relief Act – American War of Independence – Agricultural crisis – New cotton weaving machinery – United people – New agitation – Act of Union – Absentee landlords – Old ways broken - Thomas Kearey makes out.

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

title: The Demise of an Irish Clan


text:
The Demise of an Irish Clan/Chapter I

by
 * Terence Kearey

Prehistory

 * Celtic conquests – Tuatha Kingdoms – Advance into England - Capital Dublin – The Bards – The Druids – Gaelic language – Ciarraige Tribe – Roman pressure – The Vikings - River Shannon  -   Lough Derg  -  Niall   –   Irish Clan Lands   –   Southern and Northern  Uí Néill   -   Behons  –   Cashels  –   Pole houses.

Celtic conquests from Gaul - over Neolithic, Iron and Bronze Age people, took place during the second half of the millennium BC. They built up and established many small kingdoms called ‘Tuatha’. This race of people – from the kingdom of Galatia, originating from the Upper Danube, Italy, and Spain - formed the northern branch, which they ruled from their capital, Dublin. Their land extended over all Ireland, Wales, western and southwestern Britain, up England’s western coast, over the border, into Scotland.

The Celtic race relied upon the bards – the High king’s soothsayers, who foretold the tribe’s destiny through story – they were the purveyors of myth and legend, who passed on aspects of community, which drew the people together. They were members of the aristocracy and did not sit with the musicians, entertainers and mercenaries - who were placed near the door, but alongside the raised dais – close to the lords table. These bardic singers and storytellers extolled tales of heroes and gallant deeds; they were honoured and feted. It was a form of entertainment, which included the broadcast of news, everyday events, and tales of the past. As an important side issue, which may not have been intended, the bards educated listeners in the facility and use of language that brought people together - instilling common cause and continuity; it gave the people a sense of belonging that lasted for generations. Their religion – a cult built upon nature and ruled by druids, priests and prophets, were later called ‘brehons’; they maintained influence by occultism, and a knowledge seasonal changes - of things affected by the calendar - sun, wind and rain. Any matters the brehons could not explain were wrapped-up in mysticism - as matters concerning ‘the other world’.

The bulk of the inhabitants were farmers and stockholders working small rectangular fields, operating a cross ploughing technique. They built dry-stone boundary walls and drainage ditches, lived in timber roundhouses or pole-houses, and stored surplus grain in pits. Ireland’s people lived in a land of mountain and forest, bog and grassland… never far away from well-stocked lake and grazed pasture. The people calculated their wealth by the size of their herd and the amount of land under cultivation. Their gods reflected this concern and love of the land.

The Romans never invaded Ireland although they did stop the encroachment of Celtic people in Britain… gradually the Roman influence inflicted a pressure that forced them back - a socio-political and economic force rather than a physical one. The Romans, assessing rightly that the Celts offered no real threat continued their march northwards leaving their expansion into metal bearing, western areas, until later. The army that made up the Roman force was Germanic… an altogether stronger, fitter, and more advanced people than the Celtic farmers and stockbreeders. They were a tried and tested body of people from a number of tribes, hardened by their transient life - fighting, building roads and bridges, organizing logistics whilst governing the land conquered. The Celts were no match for them.

Ptolemy listed, in the second century AD, the names of Irish people in the P Celtic form, which was the language of Britain and Gaul. The group of people we are interested in were recorded in his writings. They are the Cruithni who were linked to the Ciarraige tribe of Conbnacht and north Kerry. We continue the story, still in the land of the Mumu - Munster.

These writings mainly deal with people and places in central, southwest Ireland: the northern half of Counties Limerick, Tipperary, and Offaly. These three counties are bordered to their north by the river Shannon that bears two Lochs - Derg, and Ree. Inland, south of the river, the gentle rising land sweeps up to a range of mountains: Mullaghareirk, Galtee, Slieveardagh Hills, and Slieve Bloom.

The early Christian church had as one of the Twelve Apostles of Ireland Saint Ciaran Saighir [the Elder]. He was the first bishop of Ossary - one of the four who preceded Saint Patrick. He foundered Seir-Kieran, County Offaly. Ciaran is an Irish personal name meaning ‘Little Dark One’ believed to be related to Ciar who was son of Fergus, King of Ulster. The name is associated to Ciardha, being one of Ciar’s People.

The Atlantic sweeps into the mouth of the Shannon until it reaches Limerick, under two bridges past the Salmon Weir onwards to the entrance of Lough Derg at Killaloe. South of the estuary, of the River Shannon, river, and loch, was populated by a tribe recorded as the Medon Mairtine. Over time, they became weakened by war – by the encroaching raiders and warring neighbours, their lands appropriated by the thrusting Eoghanachta a southern tribe expanding northwards. These people flourished, and as all tribal grouping, made up of extended families, some closely related others not so but all contributing to the main group…

The ruling suzerain – High king, held this land called Munster, it was sometimes referred to as Cashel, a term used to describe a stepped walled settlement… relying on a hierarchical system based on obligations owed – obligations to pay for protection, farm the land, take part in social gatherings, contribute to clan activities and share benefits. These obligations, once accepted, were never withdrawn - in life or death, but continued, throughout the succeeding generations… The leader, Muiredach 325-355, maintained his position by strength of arms proved in battle. His position was no sinecure, extended families were large, particularly the chief’s, there was always those envying his position perhaps disputing his leadership, so he had to be always on guard!

Muiredach’s son Eochaid 356-365, married Mongfind of Munster. From this union future kings of Connacht reigned. His second wife Cairrenn was daughter of a Saxon king and an ancestor of the Uí Néill, prince of the Connachta. She was also mother to Niall NoínGiallach of the Nine Hostages 379-405, so called because of the nine tributary tribes that owed him homage. He was High king of Erin, Ard Ri, the Gaelic form of High king, referred to as, ‘king of Tara’. Niall, who eventually becoming one of the supreme rulers of all Ireland, founded this ruling body.

The marriage of Eochaid and Cairenn brought together an alliance between the Saxons, Irish, and Picts... a royal line called Uí Néill [descendants of Niall]. This continued for almost a thousand years only being broken by Brian Boru, king of Cashel, who, although reigning king, and afterwards by others, never ousted the name and fact of Uí Néill - as representing true national identity. When Niall died, Connacht and the kingship of Ireland passed to his nephew. His sons, Eoghan, Conall, and Enda, took over smaller parts of the kingdom in northern and central-southern Ireland. It was Eoghan of Aileach, who now ruled as High king of Munster and from his eldest son was born Fiacha. It was in this fashion that the Eoghanacht line was born.

Aileach ruled from a great stone castle built on a 600-foot hill… at one time the stronghold of Bronze Age kings. A treaty was drawn-up between all the clans, which divided Ireland into two parts – the dividing line passed between Dublin and Galway, following the first part of the river Shannon, then over to Dublin. The king of the southern part was recognised as the High king of Cashel.

Cashel describes a stone, ringed fort, or settlement… a place in today’s northern Tipperary; and, an ancient seat of power for the king-bishop. The stronghold is situated in a fertile plain, sitting on a rock, and was built in the 400s, as the seat of the King of Munster. St Patrick 432-459, preached there converting Aengus, the King…, and in 1101, it passed into the hands of the church that bestowed it upon Murtough O’Brien… he in turn gifted the place back to the church… at the same time the Bishop of Cashel was raised to the dignity of Archbishop. At Clonard, there was an important Church College where St Columba and St Ciarán were students. The first Bishop being St Finnian.

Osraighe or Ossory covered the present county of Kilkenny and the southern portion of Leix - populated by the Ciarraige tribe. Ciar refers to a nondescript colour it could be black, grey, brown, or tan. This could describe the people’s clothes, hair, or skin. It is also a family name, making the link – as being part of Ciar’s People. They became vassal people owing allegiance to the Eoganachta who were the successors of the holy Carthach tribal lands, including all those affiliated clans with similar names and family connections. The clan was under royal protection of Ui Neill, descended from the Connachta, when Ciar Culdub slain.

The hierarchy of kings was adapted to the older structure of provinces: Ulster, Munster, Connacht, and Leinster, within these there were two kings vying for supremacy. They were competing for the revenues and title - provincial kings claiming over lordship, over lesser kings, one of which was the forebears of the O’Ciardha. Often these kings had to fight to enforce their claim; both admitted the supremacy of the High King of Ireland. It is almost impossible either to work out the dominance of a particular tribe over another or to form a linearity of leading clans, especially if you try to put a date to each. It has to be pure conjecture for there are no compatible pieces of evidence to back them up. All one can do is assessing the likelihood that one was, ‘at the time of!’

Britain’s fifth century history revolves around the return of the Roman Army to Italy and the disintegration of almost five-hundred years of Roman influence. The roads remained, the buildings suffered from lack of maintenance but the language and social mores remained, to be adapted. Irishmen were to some degree unaffected by the turbulence, which followed the Romans retreat back to Rome. Christianity spread from the monasteries of Gaul reaching Ireland at about the same time. It was then that there were great changes to the Irish language. Travelling monks entered Ireland understanding Latin a language they used to record places and events. By about 540 AD, the time of Finnian, the monks had begun to take over some of the power of the Brehons. Finnian died in the plague about ten years after the foundation of Clonard. By then both Ciaran and Columba of Terryglass were in their twenties. Saint Ciaran of Clonmacnoise from Connaught was the founder of the Abbey near Lough Ree and Columba, the greatest of the later generation monks, founded Iona. St Ciaran was another of The Twelve Apostles of Ireland. He died on the 9th September 546 at the age of 32 - buried in his little church attached to the Abbey.

The rural society of this time was not one based upon towns or villages but ring-forts, lake dwellings and later, monastery-settlements. The people populated smaller communities of much cruder construction with little or no stonework but simple pole houses… often with an open roof, built on an earthen mound with ring ditches and offset entrances.

''The O’Ciardha Clan of Munster were part of the northern Celtic Race; they were a central/southwestern tribal people, made up of family groups. A progression, from Celt to Irish clan, maybe listed: Mumu - Múscraighe [Musciarraige] - Cenel Ciarpri - Ciarraige – Ciar’s People – St Ciardha.''

--Terence Kearey 22:56, 13 August 2010 (UTC)

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

title: The Demise of an Irish Clan/Chapter I


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E-portfolio

An e-portfolio is an electronic collection or record of one's work often with regard to demonstrating specific knowledge or skills or to record participation in a project (such as a unit of study). E-portfolios may, however, be used for a wide variety of purposes. For more information, see E-portfolio (Wikipedia).

There have been some experiments with e-portfolios on Wikiversity e.g., see:
 * Social psychology: E-portfolio and Participants
 * Motivation and emotion: E-portfolio and Participants

title: E-portfolio


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UCLearn

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User talk:Cqcummins

Scope
Please see this link for what is permitted on Wikiversity. -- Jtneill - Talk - c 02:52, 14 August 2010 (UTC)

title: User talk:Cqcummins


text: File:Polarcloseup.JPG

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User talk:Count Iblis

 Hello Count Iblis, 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) 03:49, 14 August 2010 (UTC)

title: User talk:Count Iblis


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Motivation and emotion/Lectures/Introduction

Overview
This lecture:
 * Overviews the unit, highlighting key points from the unit outline, particularly the assessment including detailed explanation of the topic selection and topic development exercises for the major project. Quizzes (25%) test breadth of knowledge. The major project (topic selection (0%), topic development (10%), book chapter (45%), multimedia presentation (20%)) investigates a unique topic.
 * Introduces the psychological study of motivation and emotion and key conceptual frameworks.

Outline
Unit overview
 * Unit description
 * Learning outcomes
 * Graduate attributes
 * Flexible delivery
 * Schedule
 * Lectures
 * Tutorials
 * Textbook
 * Websites
 * Drop-in
 * Discussion
 * Assessment
 * Key dates

Introduction to motivation and emotion
 * Motivational science
 * Key questions
 * Scientific process
 * Theoretical frameworks
 * Unifying themes

Key questions
The key questions that underlie psychological study of motivation and emotion are:

Why do we do what we do? Why do we feel the way we feel?

The practical, applied problems are:

How can we change what we do? How can we change what we feel?

Etymology

The terms "motivation" and "emotion" have their roots in the Latin verb "movere" which means "to move". More specifically:
 * "motivation" is derived from "motivus" which refers to the action of moving or being moved. This evolved to "motivare" which means "to set in motion" or "to stimulate". In the context of psychology and behaviour, "motivation" refers to the processes that initiate, direct, and sustain goal-directed behavior. It is the driving force that pushes individuals to take action and achieve their objectives.
 * "emotion" comes from "emotus" which means "moved" or "agitated." Emotions are complex psychological states characterised by feelings, physiological responses, and behavioral expressions. Emotions are often triggered by internal or external events and can significantly influence behavior and decision-making.

Therefore, both motivation and emotion are linked to the idea of movement or being moved, but represent different aspects of human experiences and behaviour. Motivation is the driving force behind goal-oriented actions, while emotion is the affective states and responses to stimuli that often influence behavior and decision-making.

What is motivation?

 * Common understanding

The everyday, layperson understanding of "motivation" is that it involves using will-power and self-discipline to focus and channel one's attention and efforts towards achieving challenging short- or long-term goals such as working out or studying.

For example, what do you think of this motivational video? The ultimate motivational clip - Rise and shine! (YouTube) (3:24 mins):

What are your favourite motivational quotes, books, podcasts, or videos?

In contrast, psychological science considers ALL behaviour to be motivated, including:
 * Psychological understanding
 * mundane behaviour (e.g., drinking and eating)
 * less "desirable" behaviours (e.g., avoidance, procrastination, nose-picking etc.)
 * "non-behaviour" (i.e., choosing not to do something is also a motivated behaviour)
 * approach-based goal-directed behaviours (e.g., training for a marathon)

Motivation is complex:
 * Multiple people engaged in the SAME behaviour (e.g., a workout) may have DIFFERENT motivations (e.g., fitness, emotion regulation, social engagement).
 * We each have MULTIPLE motivations in any moment, but only our DOMINANT motivation gets acted upon.

What is your definition of motivation?

What is emotion?
Emotions:
 * are dynamic e.g.,
 * help us adapt to our environment

Emotional intelligence means tuning into, self-regulating, and making effective use of emotion.

What is your definition of emotion?

Take-home messages

 * This unit seeks to understand and apply psychological theory and research about motivation and emotion.
 * Motivation refers to the processes that give behaviour its energy, direction, and persistence.
 * Emotions help us to adapt by functioning as motivators, providing feedback about our behaviour, and helping us to communicate our needs to others.

Readings

 * 1) Unit outline
 * 2) Chapter 01: Introduction (Reeve, 2018)

Slides

 * Unit outline (Google Slides)
 * Introduction to motivation and emotion (Google Slides)

Recording

 * Lecture 01 (2023)


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Motivation and emotion/Tutorials/Emotion

Core emotion sort
The goal of this exercise is to organise emotion-related words into a model which depicts underlying families of emotional experience.

Core emotion criteria
What are the criteria for a core emotion?

To qualify as a core emotion, consider whether an affective state is/has a:
 * 1) Distinct physiological/neurology response? (e.g., neurological activation, hear-rate)
 * 2) Distinct feeling? (subjective/phenomenological state)
 * 3) Unique expression? (e.g., unique facial expression and body language)
 * 4) Innate? (i.e., evident from birth)
 * 5) Adaptive purpose/function?
 * 6) Short-lived (vs. moods which are longer-lived)
 * 7) Triggered by same circumstances each time? (i.e., has a specific causal trigger)?
 * 8) Universal (i.e., recognised by different cultures)

Non-emotions
There are several affective psychological experiences which do not qualify as emotions and may instead be better considered as:
 * 1) Attitudes (e.g., hate)
 * 2) Behaviours (e.g., aggression)
 * 3) Cognitions (e.g., confused)
 * 4) Disorders (e.g., behavioural conduct disorder)
 * 5) Moods (e.g., grumpy)
 * 6) Personality traits (e.g., neuroticism)

Steps

 * 1) Face-to-face
 * 2) In small groups, cut up the list of emotion words - need scissors and lots of table space
 * 3) Sort the emotion words:
 * 4) sort those which represent emotions into core emotion families - try not to be restricted or overly-guided by previous theory - go with what seems to make sense.
 * 5) discard those which do not represent core emotion families
 * 6) Label each emotion family
 * 7) Share and discuss your group's model with the rest of the class

 * 1) Virtual
 * 2) Go to the online list of emotion words
 * 3) As a group, work through each emotion word, classifying as either a:
 * 4) member of a core emotion family
 * 5) non-emotion word
 * 6) After the initial classification, sort and review the words by emotion family
 * 7) Discuss the results

Emotion knowledge
This core emotion sort exercise is also designed to expand "emotion knowledge", which is the "number of different emotions any one person can distinguish" (e.g., various shades of anger) which is part of emotional literacy and emotional intelligence. Emotion knowledge can be improved by expanding one's linguistic repertoire for describing emotions. Reeve (2009, p. 353) suggests that "the finer and more sophisticated one's emotion knowledge is, the greater his or her capacity to respond to each life event with a specialised and highly appropriate reaction".

Foreign language emotion words
There are many non-English words for emotional states that are not so well described in English e.g.,:
 * 17 words we don’t have in English that describe feelings we have every day
 * There are at least 216 foreign words for positive emotional states and concepts that we don’t have in English
 * Buy more books than you ever read? The Japanese have a word for that.

Measuring emotion: PANAS

 * 1) Complete and score the 20-item Positive and Negative Affect Schedule (PANAS; Watson & Clark, 1999):
 * 2) Hard-copy handout
 * 3) Online version (PsyToolkit)

 * 1) Compare scores with norms
 * 2) Table 1, Watson et al., 1988; SMU, N = 660:
 * 3) Positive Affect (PA) M = 29.7
 * 4) Negative Affect (NA) M = 14.8
 * 5) Table 2, Watson & Clark (1994):
 * 6) PA M = 35.7
 * 7) NA M - 19.5
 * 8) Discuss:
 * 9) Versions
 * 10) Temporal framing
 * 11) Short vs. long (PANAS-X)
 * 12) Psychometrics
 * 13) Correlation between PA and NA
 * 14) Test-retest reliability
 * 15) See also: Affect measures (Wikipedia)

Book chapter development
{{Hide in print|
 * 1) Watchlist
 * 2) Preferences e.g., email notifications
 * 3) Thanking
 * 4) Undoing changes (via History)
 * 5) Quizzes
 * 6) Pretty boxes

Recording

 * Tutorial 04 recording, 2019
 * Tutorial 04 recording, 2016


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Template:Motivation and emotion/Lectures

This is the lecture for the motivation and emotion unit of study.


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Motivation and emotion/Lectures/Historical development and assessment skills

Overview
This lecture:
 * Provides a historical context to the development of psychological motivation and emotion knowledge
 * Explains the assessment, including how to:
 * use Wikiversity for the topic development and book chapter assessment exercises and
 * develop a multimedia recording
 * complete the quizzes
 * access support for completing the assessment exercises

Take-home messages:
 * Motivation and emotion has evolved from grand theories to mini-theories which exhibit some common themes
 * A wiki is the simplest collaborative platform - anyone can edit to share knowledge

Outline
Motivation in historical perspective
 * Philosophical origins
 * Grand theories
 * Will
 * Instinct
 * Drive
 * Rise of mini-theories
 * Active nature of the person
 * Cognitive revolution
 * Socially relevant questions
 * Contemporary era
 * Reemergence of motivation study (1990s)
 * Brief history of emotion study

Assessment task skills
 * Topic selection
 * Topic development
 * Book chapter
 * Multimedia presenation
 * Quizzes

Assessment examples
See examples of high quality major project submissions for:
 * 1) Topic development
 * 2) Book chapter + Social contributions
 * 3) Multimedia presentation

Multimedia

 * Instinct theory, the power of motivation (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory
 * Drive theory, the power of motivation (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory
 * A vision of students today (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way
 * Wikis in plain English (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works
 * Wikipedia - An investment for your future; your children's future (YouTube; 4:10 mins) explains the purpose of Wikipedia

Readings

 * 1) Chapter 02: Motivation in historical perspective (Reeve, 2018)
 * 2) Assessment
 * 3) Topic selection
 * 4) Topic development
 * 5) Book chapter
 * 6) Multimedia
 * 7) Quizzes
 * 8) Wikiversity skills
 * 9) Using generative AI

Slides

 * Historical development (Google Slides)
 * Assessment skills (Google Slides)

Recording

 * Lecture 02 (2023)


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Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 5

Introduction
Considering I'll be giving this lesson on April Fool's start off with a prank fake test.

Opening class talking about the student's school trip last Saturday, and closing it discussing my trip last week to Hawaii. In between doing textbook activities, hoping to get a discussion going about Italy and travel.

At the end I want to give out some candy I brought back from Hawaii using it as a chance to teach them about the polite way to ask another person from something instead of, "Give me!"

Lesson Objectives

 * Students will enjoy themselves, creating a positive association with the English language.
 * Create an atmosphere that's comfortable enough for students to feel safe taking chances speaking English to me and their peers.
 * Ask the right questions to get a lively discussion going about either their trip or travel to Italy and its culture.
 * Find a way to make practicing English more appealing to them than speaking to their friends in Chinese.

Lesson Plan
Before Class Starts
 * Ask everyone to get into their seats.
 * Walk around the room small talking with different students.
 * Get the computer turned on if it works.

April Fool's Joke: Fake Test
 * Be very stern and have a big stack of paper.
 * Today we will be having a test, because last week when I was gone you were very bad!

Opening Discussion: Talk about their trip
 * Did you do something special last Saturday?
 * Where did you go?
 * How did you get there?
 * What did you do on the bus?
 * What did you take pictures of?
 * Did you have fun?
 * Why did you go on the trip?
 * Where would you like to go next year for your trip?

Textbook: Page 18 Let's get ready A
 * Make sure they know the meaning of "Ancient".
 * Ferrari
 * In 1959, a Ferrari GT could go 150 km/h [1].
 * In 2009, the Ferrari Scuderia Spider 16M could go over 315 km/h [2].
 * Gelato
 * Gelato was supposedly first created in the 1500's, when the King of Spain went to visit a rich Italian family. They hired a man to make a special desert. He created Gelato [3].
 * Discussion:
 * What else do you know about Italy?
 * Do you want to go to Italy?
 * What are Italians [People from Italy] like?

Textbook: Page 18 Let's get ready B
 * What else do you need to do to get ready for traveling?

Textbook: Page 19 Let's listen 1 A & B
 * Tell them we're going to do both exercises at once, so they need to listen carefully.
 * First time read at natural speed, second time slow and third time if they ask.

Textbook: Page 20 Let's listen 1 A & B (Maybe)

Discuss: Talk about my trip
 * Chose one of the following depending on my and the class's mood.
 * Hawaiian Culture: flower over a girl's ear, right ear = single, left ear = not single
 * Hawaiian Culture: hang loose hand gesture is the same as 6 hand gesture in China
 * Hawaiian Language: aloha = hello
 * Hawaiian Language: mahalo = thank you
 * My failure trying to surf.
 * Show the pics of my family, including the one of us with the pair of locals and quiz the kids about the hand gestures and flowers.
 * Give them the Macadamia Nut Hershey Kisses I brought back.
 * Almost always one of the student's says "Give me!"
 * Use this as a chance to teach that while it is OK to say "Give me!" [gei wo] in Chinese, it is impolite [bu li mao] in English.
 * A better thing to say is "Can/May I please have one?"
 * Have the kids come one by one and say that.

'''Extra Time: Number of Letters? Game''' (Mr. Brown)
 * Make two teams.
 * Tell them to make a word that begins with one letter, e.g. D, and has 6 letters.
 * Go back and forth between the teams making the words.

1 Apr 2010 Grade 8 Class 5
What could I have done better?

What did I do well?

What did I learn?

What did they get out of our lesson?

Lesson Objectives Achieved?

Next Week 8 Apr 2010

1 Apr 2010 Grade 8 Class 4
What could I have done better?

What did I do well?

What did I learn?

What did they get out of our lesson?

Lesson Objectives Achieved?

Next Week 8 Apr 2010

Acknowledgments

 * Ideas I got from Stuart Brown, I acknowledged with (Mr. Brown).
 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Changelog
Version 0.3 31 Mar 2010
 * re-worded one of the objectives and the intro
 * took out opening a blank word document, because it was forced
 * added a question to the school trip discussion
 * Expanded the discussion ?'s following let's get ready.
 * Added directions for how to hand out the chocolates.

Version 0.2 30 Mar 2010
 * Included the game suggestion from Mr. Brown.
 * Adapted what I've been doing in my Grade 7 and Grade 8 lessons so far this week.


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Template:Motivation and emotion/Tutorials

This is the tutorial for the motivation and emotion unit of study.


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Motivation and emotion/Tutorials/Introduction

Welcome

 * 1) Welcome and tutor introduction
 * 2) Tutorial content will:
 * 3) Reinforce key concepts from the textbook and lecture (~20%)
 * 4) Involve activities that expand on key concepts (~50%)
 * 5) Build skills directly related to the assessment (topic development, book chapter, multimedia presentation) (~30%)
 * 6) Brief overview of tutorial topics
 * 7) For the virtual tutorial (VT):
 * 8) A computer or mobile device with an internet connection is needed.
 * 9) A headset (earphones/microphone) is recommended.
 * 10) Questions?

Icebreaker
These get-to-know-you activities are examples of sociometric icebreakers. As well as providing an opportunity to meet and greet, the activities start to explore some examples of motivations and emotions.

In an open space, ask participants to arrange themselves in a line-ups or groups which illustrate our individual differences in motivation and emotion (do 3 to 4 of these, including the emotion question at the end):
 * 1) Thumb-size (line-up) or hair colour (to get warmed up)
 * 2) How long have you been studying at UC? (line-up)

 * 1) Why did you choose to participate in a virtual tutorial?
 * 2) What is your favourite food? (eating motivation)
 * 3) Who are you likely to vote for in the next federal election? (political motivation)
 * 4) What job/career do you hope to be doing in 5-10 years' time?
 * 5) How have you been feeling today? (mood)

For each exercise:
 * Ask participants to introduce themselves to the people next to you / in their group.
 * In a respectful way, ask people at the extremes or one person from each to group to briefly explain their position/perspective/preference or reasons.

Topic development

 * 1) Quick poll of who has:
 * 2) a Wikiversity user name?
 * 3) signed up to a book chapter topic?
 * 4) started editing?
 * 5) Facilitate a roundtable discussion, based on each person's book chapter interests and progress. Ask each student to share their name and the topic they've chosen or what topic areas they are interested in. Depending on each person's stage of development, briefly discuss, explain topic further (or invite student to explain), suggest related areas, or enquire further etc. e.g.,
 * 6) What chapter topic(s) are you interested in?
 * 7) If unsure, what are your motivation and emotion interests? What are you most curious about?
 * 8) How to propose a topic

Using Wikiversity

 * 1) Create account
 * 2) Start at http://en.wikiversity.org (English Wikiversity)
 * 3) Create a Wikiversity user account - Register a user name and select password. Edits to Wikiversity are publicly available, so use a name that suits your privacy requirements (can be a real name or pseudonym).
 * 4) Log in
 * 5) Enable Visual Editor
 * 6) Contributions to Wikiversity are made under Creative Commons 3.0 Share-alike (CC-BY-SA 3.0) and GFDL licenses which are irrevocable. These licenses give permission for others to edit and re-use contributed content, with appropriate acknowledgement. For more information, see the Wikimedia Foundation's Terms of use. If you do not wish to contribute your work under this license, then discuss alternative options with the unit convener.
 * 7) Book chapter
 * 8) Go to Motivation and emotion, then Book
 * 9) Sign-up process
 * 10) Edit the list of book topics, put your name next to an available topic, and publish
 * 11) Basic wiki editing skills
 * 12) Create/Edit vs. Create source/Edit source (Visual editor vs. source editor)
 * 13) Bold, underline, italics
 * 14) Edit summary and publishing a page
 * 15) Headings and tables of contents
 * 16) Bullet-points and numbered lists
 * 17) Wiki links, inter-wiki links, and external links
 * 18) More info:
 * 19) Cheatsheet: pdf1 | pdf2
 * 20) Help
 * 21) Wikipedia editing basics (Youtube videos)

Next steps

 * 1) Sign up for (or negotiate) a book chapter topic by the end of Week 2
 * 2) Develop a topic development chapter plan (consisting of main headings with bullet-points about key points) on Wikiversity and bring any questions to Tutorial 2.

Recording

 * Tutorial 01 recording, 2019
 * Tutorial 01 recording, 2018
 * Tutorial 01 recording, 2017