text:
User:Hosborne~enwikiversity/BPS2011 Review on the effect of pre commitment gambling on support of sport

Introduction
Australian sporting culture relies heavily on contributions from government and the community. Across the ACT there are a wide range of social clubs that are the main sponsors for several sporting clubs across Canberra. This sponsorship by social clubs is reflected in the sporting landscape, not only in Australia but, across the world. The clubs supported by profits generally made from gambling sponsor and donate funds to sporting clubs from community through to professional. Additionally, the importance of gambling within the sporting culture is emphasised by billboards portrayed at national and international events promoting whichever betting organisation is sponsoring the event as well as advertising throughout broadcasts on television and even through commentating where odds and bets are discussed. The ideas of sport and gambling are synonymous throughout the entire process, that is, from funding grass roots clubs to pure advertising of professional teams in international competitions. This essay will focus on how the proposed mandatory pre commitment gambling scheme will affect these social club’s ability to contribute to the sporting community. Both sides of the argument are very vocal with those for the introduction of this pre commitment scheme claiming that there will necessary financial impact on clubs but limited impact on the community, meanwhile, the spokespeople against the scheme claim that the financial effects will be so great that the clubs would be at risk of shutting down and the community would lose the generous support of the clubs.

Politics
The idea of a pre commitment gambling scheme was introduced after the recent election as a bargaining tool by independent MP Andrew Wilkie. Mr. Wilkie created a signed agreement with the government in order for his support of the Australian Labor Party allowing them to form government. Section 7 of this agreement details that the pre commitment gambling scheme legislation will need to be in place in every state of Australia by 2012 or Mr. Wilkie MP might withdraw his support from the government and they could lose their right to govern. Mr Andrew Wilkie, MP, claims, “Millions of Australians are suffering from poker machines and something must be done about it as quickly as possible. Introduction of an effective mandatory pre-commitment system by the earliest possible date—2014—is now an urgent and critical national priority. Our children will judge the Members and Senators of the 43rd Parliament on this. As they should.” The proposed mandatory pre commitment scheme involves over 30 recommendations, including the requirement that gamblers must register to play on machines over a dollar maximum bet, the profits legally allowed to be made by machines be strictly limited as well as limits placed on how much a gambler can spend. However, the proposed scheme does not have bi partisan support. Leader of the opposition, Tony Abbott, announced at a rally to oppose poker machine reforms that the Liberal do not support mandatory pre commitment. He also stated that if the reforms were passed that he would introduce legislation to have the law rescinded.

Community Impact
The connection between gambling and sport is highlighted by the much publicised negative response to many of these recommendations by sporting bodies, clubs and high profile individuals. The businesses that would be affected by these changes claim that it will severely impact their ability to continue to sponsor community sport and provide that facilities and amenities that most of these clubs do for their communities. There are several groups within the Australian business community that are objecting to the introduction of this mandatory pre commitment scheme based on fears that it will harm their effectiveness within the community. The big clubs who make a lot of profit off the back of poker machines argue that this new government proposal will hurt the community as they will no longer have the profitability allowing them to support community projects, clubs and amenities. According to Clubs Australia, “Community clubs are not-for-profit, member-driven and community-orientated associations of people. They support a wide range of causes, including sporting teams and local charities. No one can personally profit from club operation and any net financial surplus must be returned to members and the local community.” However, the largest voices behind the Clubs Australia campaign are not the small to medium sized not-for-profit community clubs but the large clubs like the Hawthorn Football Club and the Penrith Rugby League Club. The president of the Hawthorn Football Club believes that the clubs revenue will be reduced by around 40%, he said, “For those of us associated with AFL clubs it will dramatically reduce the revenue that is currently allocated to our football department.” Additionally, the Panther Group in their 2010 annual report released all details related to revenue as well as community contributions and sponsorships that were given out. In 2010, $91,703,000 was earned through gaming nearly $30,000,000 more than any other source of income. This is compared to $691,000 being spent throughout that year on sponsorship and $1,423,000 on donations. This return is just over 2% of the profits made through pure gaming and around 1% of the clubs total profits for that year. Conversely, the Panthers Group does provide jobs for the community, as well as entertainment and other community benefits but in total what is given back to the community is far less than what the club receives from gambling after tax. The disproportionate kick backs to the community continues through to the medium sized clubs as well evidenced by the Merrimbula RSL which made over two million in pre tax profit and none of these earnings were put back into the community through grants or donations.

Financial Impact
However, the real difficult faced by implementing a mandatory pre commitment scheme is the expensive technology. To implement the technology required by the current proposed legislation clubs would need to upgrade all machines over a $1 maximum bet, introduce multiple card readers depending on the size of the clubs and also provide cards for the gamblers. Justin Brown, a representative from Aristocrat, a main producer of electronic gaming machines, believes that the costs associated with the upgraded technology would range between $3000 - $5000 per machine. Though these figures are constantly changed with several groups claiming it could be more and others claiming it would be considerably more expensive. Additionally the cards are said to cost between one and five dollars with a card reader costing between $5 - $600 depending on the type of technologies used. The joint select committee estimates the total cost of introducing all the technologies to be around 3 billion dollars a figure that is a little over half the sum lost by problem gamblers in a 12 month period. Clubs Australia also estimates that the implementation of the technology could cost upwards of 2.5 billion dollars. The issue with these costs faced by the small to medium sized clubs is that they would be unable to absorb these costs over the four year period. The Returned and Services League of Australia states that the introduction of these technologies would cause the closure of many RSL clubs and subsequently the closure of many RSL sub branches. Clubs Australia, CEO, Anthony Ball said, “These clubs provide significant financial support to the community and provide a place for veterans and their families to socialise”

The basis of the campaigns against the mandatory pre-commitment scheme is that it will take away necessary community funding provided by the clubs, this funding is said to contribute to sporting clubs across Australia and that without this funding sport will suffer. However, the substantial revenue earned through gambling does not appear to be connected with the small amounts of funding provided back to the community. The clubs are concerned with pre commitment as it proposes to limit the gambling profits from the clubs however that profit it is not directly connected to the community clubs contribution to sport as in evidenced through the Panther Annual Report which showed substantial gambling profit and very little community contribution.

Sport
Sport is almost synonymous with Australia; it is an integral part of the Australian culture. There are many facets of sport within in Australia, the sport we watch be it the Australian team competing in an international competition, our state or area team competing in the national competition or the team we play in against other local teams in the community competition. The way the community are capable of maintaining such a vibrant sporting culture is often through community funding provided my many sources including the donations, sponsorship and facilities provided by community clubs.

This funding is a lifeline for local sporting clubs as well as some of the smaller state and national sides e.g. The Raiders.

The funding comes in many forms from allowing sporting clubs to utilise the clubs facilities to providing cash donations as well as sponsoring many clubs in return for post game celebrations and functions to take place within their venues. However, while the money that the clubs provide to sponsor these community sporting clubs is not a large percentage of the social clubs profit without this funding many clubs would no longer be able to afford to compete. The question that is being asked by this essay is whether that could change because of the proposed pre-commitment scheme. As has been mentioned before, the expenditure on the community by the clubs has very limited correlation to that of the gaming revenue. According to the Get Up website, only 2.7% of gaming revenue is given back to the community. On most social clubs websites and in their mission statements they claim that supporting the community, or in some cases, supporting a particular sport is the goal of their club – this should remain the same with or without the substantial profits from gaming.

Social clubs have a very limited role in the Australian representative teams, especially those within the main streams sports. The most common way in which social clubs support the community and effect sport when it comes to the national team is by providing an arena in which to view the events. The pre commitment scheme would have little effect on this practice as it is a positive outcome for social clubs with the community supporting the club through the purchase of food, drinks and patronage.

Conclusion
The proposed mandatory pre-commitment scheme will without question place a large financial burden on social clubs across Australia, especially the smaller community clubs that receive very little revenue. However, the assumption that it will ruin the social fabric of Australia is unfounded. The scheme will not affect the mission and purpose of the clubs which is to serve and benefit the community. Additionally, the clubs will continue to be not-for-profit social clubs where the income earned will be returned to the members and community. Finally, the Australian culture is the saving grace for sporting clubs. The ability to raise funding from other areas to make up for the generally small amounts given in funding specifically to sporting clubs should be the approach to deal with a potential drop in funding.


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Wind Tunnel/Howard Community College/Fall 2011/550 Wizard Jr/Weekly Reports

Link to Wizard Jr team page.

Week 1
In the first week it was initially thought that the wind tunnel could have an array of computer case fans as the source of wind. As I had several of these lying around the house as spares, I linked them together to a PC power supply, and jump started the supply using the paperclip method. The power supply was able to run at least eight 12V@0.53A fans without any power faults for an extended time. I looked into and later found a fan controller that while not able to display the rotational speeds of the fans, did provide 30W per channel so that multiple fans could be controlled off a single header. In addition, early research was done into the design, function, and expectations of wind tunnels with several sites providing useful information and design schematics and step-by-step guides.

I was later informed that I should try and use an Arduino to connect the fans to the computer so that the speed could be entered on the PC, and the array of fans would immediately respond and alter the wind speed within the tunnel. Multiple Google/Bing web searches using various terms resulted in overly complex or insufficient design results.

Week 2
I was given an Arduino Uno and after locating the main site for Arduino, downloaded the programing software and drivers necessary to write software and load it onto the board. Installing the software took several steps but was otherwise straightforward. In addition, I was allowed to borrow a powerful R/C motor and ESC to use as the source of wind in the wind tunnel. Learning how to program the Arduino and interface it with the ESC was the task for the following week.

Week 3
R/C servos use PPM versus PWM for control which requires use of the servo library in the Arduino software. This in addition to a new search term, pwm esc arduino, led to better prospects for usable code. Connecting the ESC to the Arduino Uno board required using two wires. Several programs were tested with none producing any response from the servo although there was indication that the ESC and arduino were interacting, passing commands with responses from the ESC, but none of the commands were getting to the servo.

Week 4
After the failure of the searched code, I was given code used by a previous team but they still produced no results. With the possibility being that the ESC or servo was at fault, both were returned and I was given a less powerful combination to use with the previous group's code. This combination proved fruitful with only a minor change in one parameter of the esc_easy code resulted in the R/C servo immediately spinning and accepting commands sent via the Arduino to the ESC.

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


text:
Bernoulli Effect/Howard community college/Fall2011/502 Desi'z

Problem Statement
Put the last negotiated problem statement with the instructor or client of the project here.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.
 * User:Mkhan4793/enes100/Bernoulli Effect
 * User:Hsingh8658/enes100/Bernoulli Effect
 * User:Afayyaz6843/enes100/Bernoulli Effect

Summary
Put an overall, one paragraph summary here with links to the team weekly reports.

Poster
Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

Story
Tell a story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were. This is a longer version of the summary with links to all the details collected associated with the project. These links could be to software, links to videos, links to project pages with pictures, etc. Think of the story as a summary of the team weekly reports on one long page rather than a short paragraph like the summary.

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Material List
Figuring out what to purchase, what to build, what everything costs is a huge part of engineering. Typically there is a list of materials in stock, materials that are ordered, materials that should be ordered next time there is money, materials that have not been fully justified. These issues are part of healthy management of the engineering lab but are associated with a particular college. The detail needs to be published in this "Done" form. However in the project root, just a list of materials is necessary.

Software List
Installing and learning different software packages is part of most engineering project just like the materials list.

Time
Time estimates and actual time consumed measurements helps justify salaries (grades). The only way to gain respect for estimated project time and costs is to practice.

Tutorials
Most projects consist of making instructions to jump start the next team, shrink the learning of tools and software to the minimum, advice on where to purchase materials, how to assemble, etc. Tutorials modified or created are described here with links.

Next Steps
If this is not filled out, the next team may have to repeat each of your steps just to figure out what the next step is. It is best to write this immediately at the end of the project while creating the summary, poster, presentation, and story.

Subjective Critera
While reading these sections, practicing engineers are building up the following impressions about the document. So the following categories are more subjective:

Repeatablitly
Is there enough detail to repeat the work?

Integrity
Proving something doesn't exist or doesn't work usually requires exhaustion. Simply saying "it can not be done" is like challenging a pro basketball player (engineer) to one-on-one basketball (find a solution). It does not inspire respect. All the different ways respect is created can be found throughout the wikibook General Engineering Introduction.


text:
User talk:TFrancis3580/enes100/Robot Arm

 * Hey Tim, Good job with taking on the building of the end effector and learning how to sketch it using 123D. It seems like you're figuring it out. Keep it up! Oh and thanks for the reminder about the pictures. I took some of the miniature arm I made but I still need to upload them. Cwoo4792 05:01, 23 October 2011 (UTC)

10/10/10 .. create a tutorial on your learning curve with 123D ... upload 123D files to google docs and link to them from wikiversity ... upload graphic screen shots or mpg video of your drawings to wikiversity and put pictures in your documentation ... this will get you lots of points ... a report of what was done will not .. 1sfoerster 14:23, 25 October 2011 (UTC)

10/10/50 ... great start on documenting a frustration with the software ... keep polishing ... the stuff you uploaded to google docs is set private, make public so anyone can see it 1sfoerster 20:07, 31 October 2011 (UTC)

 * Hey Tim, keep up the work! I can't wait till you get it down! I can't see the links you put up so you may have change the settings or add a different link to a different website or document. Putting up videos is a good idea I just need to make an account and find a camera to use. Cwoo4792 04:37, 1 November 2011 (UTC)

 * Hey Tim, Keep pushing though It seems like you're close to getting how it works. The more problems you run into the more you can write in your notebook and document online. You could try to take pictures of what you have on 123D and upload them to Wikimedia commons so that you can post them on your page and get extra points. Oh and about a video, could you help me take a one of the arm this Tuesday and post it on youtube? I'll text you to remind you later. Cwoo4792 19:02, 4 November 2011 (UTC)

10/10/0 ... no links to any work ... no tutorial documenting your learning curve 1sfoerster 15:59, 8 November 2011 (UTC)

 * Hey Tim, Sorry you couldn't really get anything out of 123D...I heard the 3D printer wasn't even working. Good job with taking the videos and pictures of everything though. Don't forget to add them to your page and the project page. Cwoo4792 21:04, 12 November 2011 (UTC)

10/10/80 ... excellent job ! 1sfoerster 15:59, 15 November 2011 (UTC)


text:
Tuned Mass Damper

Typically, the tuned mass dampers, a kind of seismic vibration control technology, are huge concrete blocks mounted in skyscrapers or other structures and moved in opposition to the resonance frequency oscillations of the structures by means of some sort of spring mechanism.

Taipei 101 skyscraper depicted on the left needs to withstand typhoon winds and earthquake tremors common in its area of the Asia-Pacific. For this purpose, a steel pendulum weighing 660 metric tons that serves as a tuned mass damper was designed and installed atop the structure. Suspended from the 92nd to the 88th floor, the pendulum sways to decrease resonant amplifications of lateral displacements in the building caused by earthquakes and strong gusts.

title: Tuned Mass Damper


text:
Talk:Motivation and emotion/Book/2011/Achievement motivation

Comments
The outline of your chapter looks like it will flow well once in progression. I like the timeline picture - but maybe you could make it a bit bigger because I can't really read the theoriests' names. Good job AngeM 07:22, 23 October 2011 (UTC)--
 * Thanks for the comments - I've only just starting playing around with placement of pictures, agree that particular picture does need to be bigger and in a different spot. Thanks again--Wikitwit 08:38, 23 October 2011 (UTC)

Hi Wikitwit, Your outline has piqued my interest. I look forward to reading more + understanding what motivates me to achieve.Crazydaisy 22:59, 24 October 2011 (UTC)Crazydaisy

Hey there - I agree, the timeline is a great idea. I think the way that you progress from the theory and then incorporate it into how to foster achievement is good. The quote is well-fitting also :) (Psych 125 03:30, 1 November 2011 (UTC))

Hi, this is page looks really good and it's very interesting to read about. Many of the articles I have read are similar to what you are saying. I was wondering if I could put your page under my external links as my page is on competitive motivation and they are quite similar. All the bestRednoodles 02:59, 3 November 2011 (UTC)

Wiktionary
FYI, it looks like the Wiktionary definition got deleted on the basis that it was not a dictionary term, so I've changed that template to link instead to the Wikipedia article. -- Jtneill - Talk - c 12:13, 27 October 2011 (UTC) Really well researched and laid out - I liked the quiz - Magnolia28

 * It's looking great WikiTwit! From what I'm seeing you are certainly covering all bases.  The intro is interesting and defines what you are talking about well.  The theory discussion is very comprehensive, and yet it is still interesting and relevant.  The examples of how to 'foster achievement motivation' are really great.  They cover a good range of applications and I particularly like the way you've clearly emphasised the important 'take home' parts of each.  A lot to be learned in this topic!  Great work! HarryMMM 23:29, 26 November 2011 (UTC)

Rfoster 21:01, 10 December 2011 (UTC)

-- Jtneill - Talk - c 04:48, 11 December 2011 (UTC)

I have provided a summary page (that included the take home message) and I did talk about this in the presentation. --Wikitwit 05:16, 11 December 2011 (UTC)
 * Thanks for pointing this out. You're right, there is a summary page/section. -- Jtneill - Talk - c 01:49, 12 December 2011 (UTC)

I have provided hyperlinks for the images used. --Wikitwit 05:16, 11 December 2011 (UTC)
 * Thanks for pointing this out. You're right, there is a page that is (briefly) shown with the links to the images at 4:59. -- Jtneill - Talk - c 01:49, 12 December 2011 (UTC)

I thought that I had agreed to release this under the 3.0 license, and have provided the details on one of the last pages of the presentation. Is there something else that I needed to do with this? --Wikitwit 05:16, 11 December 2011 (UTC)
 * Thanks for pointing this out. You're right, the final page (5:00) indicates Creative Commons release. Well done. This can also be provided in the file description and/or comments field. -- Jtneill - Talk - c 01:49, 12 December 2011 (UTC)

Did you mean that I needed to provide a link to the chapter, or are you saying that I provided one? There is a link to the chapter provided. --Wikitwit 05:23, 11 December 2011 (UTC)
 * Thanks for pointing this out. You're right, the final page (5:00) provides a link back the chapter. Well done. This can also be provided in the file description and/or comments field. -- Jtneill - Talk - c 01:49, 12 December 2011 (UTC)


text:
Talk:Motivation and emotion/Book/2011/Sleep and happiness

Please add comments and feedback. Happy to receive any. Thanks. (Benk 07:34, 23 October 2011 (UTC))

Comments
Hey there, thanks for your comments on my page! Your outline is looking good and I particularly LOVE the picture you have use. Coming from someone who needs lots of sleep to function, I'm really interested to read your chapter once it's completed. ShaunaB 03:02, 29 October 2011 (UTC)

Hi Ben your page is looking great mate! I particularily love the graphs.. very good way of getting complicated material across. The outline looks really interesting too! I really like how you have broken sleep down to different sections. Maybe you could elaborate on a few more sleep disorders such as hypersomnia and the effects on happiness :)(Psych 125 12:51, 30 October 2011 (UTC))

Hey, really interesting topic! Looking forward to reading more! Feel free to link to my facial expression page when you get to that part! Would be interested to learn if humans actually need 8 hours of sleep per night, or if that's actually just a myth? Tashc 09:01, 31 October 2011 (UTC)

This is fantastic work - a really great lay out & illustrations (loved the Van Gogh) - congratulations - very well done - Magnolia

Hi there, I am really looking forward to reading your final version! I love sleeping! An extra 10minutes always feels like heaven! I agree with Tashc, I am also interested in learning whether human really need 8 hours of sleep per night. Good luck with the rest, will make more suggestions once you upload more :) SKM1501 03:29, 02 November 2011 (UTC)

-- Jtneill - Talk - c 06:12, 28 November 2011 (UTC)

-- Jtneill - Talk - c 11:15, 10 December 2011 (UTC)


text:
Template:Tr-tr

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title: Template:Tr-tr


text: User talk:KYPark/BasicEnglish

title: User talk:KYPark/BasicEnglish


text:
Talk:Motivation and emotion/Book/Eudaimonic well-being

Feedback on plan
Well done on getting your plan onto the wiki page. My initial thoughts are that there is a wide-ranging list of topics. Many are relevant, but there are a lot of topics and most are not necessary. Make sure to focus the chapter around the focus question (see title) and book purpose (practical self-improvement based on psychological science). Basically, explain what EW is to the reader and how it differs from, and is similar to, happiness. Then explain how EW can be fostered and developed. This is the single main purpose of the chapter. Some history is helpful - but only pick out key, interesting parts. Examples would be helpful. Remember, in terms of meeting the marking criteria, important considerations are 30% theory (is EW clearly explained and are key relevant theories used to explain EW more deeply?) and 30% research (what does research indicate about EW?. These could be presented as separate sections or integrated into other sections.

In summary, then, I'd suggest starting with an overview of the topic/problem, and a conclusion section containing the take-home recommendations. Focus the body around the key focus question, utilising a critical review of EW theory and research. -- Jtneill - Talk - c 13:39, 23 October 2011 (UTC)

Hey there! Great plan. I can see you are going to have lots of fantastic information once your chapter goes up. I have a good picture of what your chapter will be like already, good stuff! Courtney.reis 08:35, 26 October 2011 (UTC) 58.169.42.43 11:39, 31 October 2011 (UTC)

Hi Susann, Thanks for your comments on my page (Gambling). Yeh, I'm aware of the different sub-groups in older age gamblers, and other research which suggests that women in the older group take up gambling faster than men, and stuff - problem is word count in the Chapter page (I'm on thin ice there). :) I have the option to include more info in the Glossary, but again, that means more references, which impacts on the Chapter page. There's a lot that I could have said, but like everyone else, we can only say so much. Same deal with Environmental Mastery - I was actually going to say in the Chapter that self control was a bit of wishful thinking when it comes to genuinely Pathological Gambling but.... :)AlexMC 22:40, 1 November 2011 (UTC)

Hi Suzanne, Near the top of your page you are looking for a Ref for well-being, motivation vitality does this help?

http://web.ebscohost.com.ezproxy1.canberra.edu.au/ehost/pdfviewer/pdfviewer?vid=13&hid=108&sid=560da629-72c3-459f-881d-d0f14f1c8e3e%40sessionmgr114 AlexMC 05:36, 2 November 2011 (UTC)

Hi Susann, thanks for your comments on my 'mindfulness' page. In going through my research again last night, I came across an article that I thought might be useful for your topic- not sure if you have already spotted it so I thought I would let you know anyway. It's called: LIVING WELL: A SELF-DETERMINATION THEORY PERSPECTIVE ON EUDAIMONIA, Ryan, Huta and Deci, Journal of Happiness Studies (2008) 9:139–170, DOI 10.1007/s10902-006-9023-4. I love the layout of your page- I think it's looking great. Such an interesting topic. There seems to be a bit of overlap between our topics and I have found both fascinating. Cheers U3067255 03:47, 3 November 2011 (UTC)

Susann - this is a great chapter and also should be published in magazines - well done - great information and presentation - Magnolia

Heading casing
FYI, the Wikiversity convention is lower case headings. -- Jtneill - Talk - c 08:37, 2 November 2011 (UTC)

Fixed up your heading - hope this is ok. If you don't like, just delete.
Hi - noticed you said on my comments page, you were still trying to work out how to do a heading like mine. So I've slotted one in using your colours (couldn't get corners squared off though). Even has blank spaces for image files if you want to use. If not, just delete the additions I've made or revert to the earlier version. :) Jeanette 05:21, 6 November 2011 (UTC)

-- Jtneill - Talk - c 03:43, 28 November 2011 (UTC)

-- Jtneill - Talk - c 11:02, 10 December 2011 (UTC)


text:
User talk:Katie-marie88

 Hello Katie-marie88, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 14:33, 23 October 2011 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 14:33, 23 October 2011 (UTC)

title: User talk:Katie-marie88


title: User:Katie-marie88


text:
Creating meta information

This learning resource tries atm to find out what kind of meta information exists already at Wikiversity + how to create such information. It's a start and needs feedback + more development also by you...

Why meta info can be useful?

 * finding of info (easier) + connecting people
 * generating new ideas (e.g. by analyzing data, seeing things more abstract)

What could be not so good about meta info?

 * reveals perhaps too much unwanted/personal info?

Where do meta info exist already?
(please do not see this as WV specific yet, so we can gather more examples...)
 * categories or templates
 * which help other users find learning resources or people here at Wikiversity
 * a category is a way to describe the content more abstract, but easy (easy can also be in negative terms, since it's less info)
 * Userboxes, Help:Resources by type, Category:Resources by type
 * version history of a learning resource:
 * while editing one can add a summary comment (which normally is a way to give a short info about what the comment is about)
 * the times of editing could provide info about the editor
 * edit amount: can show different opinions (reverting), interest for a topic, ...
 * revision viewing
 * example: File:Conway's Game of Life screenshot of Wikiversity history.PNG in: Conway's Game of Life
 * layout of a learning resource
 * e.g. with or without images
 * which elements are placed where?
 * locations showing paths to a learning resource
 * "What links here" button: can show how "important" a learning resource is considered
 * search engines know who also clicks on what
 * links (e.g. red links show, one could create it)
 * Search
 * view stats
 * the database of WV shows e.g. who reads what + how often a page was viewed
 * Statistics
 * protect button
 * shows that someone thinks a learning resource needs protection
 * comments inside a learning resource which are visible only when clicking the edit button
 * example
 * in any comment/discussion actually
 * problem is: people need to search it though to find it
 * and unfortunately good ideas may never be discovered over time, they only get buried
 * there exists Meta-Wiki which is a "... community site for the Wikimedia Foundation's projects and related projects; from coordination and documentation to planning and analysis."

title: Creating meta information


text:
File:PotentiometerSolderedByHand.jpg

Licensing
for school project

title: File:PotentiometerSolderedByHand.jpg


text:
User talk:Ddkirby7518/enes100/Helicopter 2

Week1 Peer Review

 * Make sure you update you week 1 section and upload some pictures or videos. Spatel5040 15:43, 23 October 2011 (UTC)

 * You haven't documented Week1 Narrative and also Week1 Peer Review. Do it soon buddy. Dpatel5391 11:48, 24 October 2011 (UTC)

 * great job, keep up the good work.Dammy125 11:48, 24 October 2011 (UTC)

10/10/0 ??? brainstorming ??? about what ??? what is the documentation of brainstorming ?? 1sfoerster 14:35, 25 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 20:10, 31 October 2011 (UTC)

Week3 Peer Review

 * Keep up the good work. Next time try not to miss any weeks and keep pushing the design on the project Dammy125 13:28, 6 November 2011 (UTC)
 * good job uploading the pictures but you should put it inside your week report than putting it on side. Spatel5040 19:49, 7 November 2011 (UTC)
 * I agree with both comments above, and I think you forgot to document your assign task 4.Dpatel5391 15:24, 7 November 2011 (UTC)
 * you should also start describing the activities we did in class while relating to each picture.Dpatel5391 13:29, 8 November 2011 (UTC)

10/10/60 .. good job on the gimble

Week4 Peer Review

 * Good Job!!! Dammy125 05:38, 14 November 2011 (UTC)
 * Hey, I really appreciate your help in doing the team page and working in group for all four weeks. I also changed the view of our team page, see if you like it or not.Dpatel5391 14:49, 15 November 2011 (UTC)

10/10/40 ... need more documentation on the holder for the arduino, switch, battery 1sfoerster 17:31, 15 November 2011 (UTC)


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User talk:Zepko

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

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title: User talk:Zepko


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User talk:K.saunders/enes100/Sterling Engines

Saunders came up with the idea that we work separately on our different designs and compare the outcomes when we meet up in class. this was a very good idea to keep both of us thinking.qchi

0/0/0 .. don't see anything to grade 1sfoerster 18:58, 24 October 2011 (UTC) 10/10/80 ... good job ... the crank shaft ... lobe offset distance would be a more accurate term than the crank shaft thickness 1sfoerster 19:44, 31 October 2011 (UTC)
 * Kevin helped out a lot by bringing together most of the parts we needed for our construction including the idea of using a glass top so as to be able to view how the engine actually functions

10/10/80 ... good job ... now the goal is to figure out why it is not working ... seems smooth ... fly wheel is big though ... how many rotations does your dad's do? 1sfoerster 20:39, 7 November 2011 (UTC)
 * Kevin was very instrumental in the construction of the stirling engine designs as he was the one who came up with the ideas we used as far as the construction of the power piston was concerned.Using epoxy filled tubes turned out to be much easier to make and efficient..qchi 7:27,10 November 2011(UTC)

10/10/80 ... good job .. what would you improve to create a better chance of the engine working? 1sfoerster 21:57, 14 November 2011 (UTC)

10/10/50 ... good job


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User:Marshallsumter/Dominant group/Lexical definition

A lexical definition is usually a dictionary definition and "is either true or false."

Notation
To help with definitions, their meanings and intents, there is the learning resource theory of definition.

Notation: Let the letters "Def." indicate that a definition is following.

Def. "a social group that controls the value system and rewards in a particular society." is called a dominant group, occurs in Mosby's Medical Dictionary.

"For purposes of this analysis, I define a dominant ethnic group as the ethnic group in a society that exercises power to create and maintain a pattern of economic, political, and institutional advantage, which in turn results in the unequal (disproportionately beneficial to the dominant group) distribution of resources."

Def. "the ethnic group in a society that exercises power to create and maintain a pattern of economic, political, and institutional advantage, which in turn results in the unequal (disproportionately beneficial to the dominant group) distribution of resources" is called a dominant ethnic group.

"[A] group is dominant if it possesses a disproportionate share of societal resources, privileges, and power."

Def. a group that "possesses a disproportionate share of societal resources, privileges, and power" is called a dominant group.

Def. “[u]nder the many conditions of life which this world affords, any group which is numerous in individuals and species and is widely distributed, may properly be called dominant" [a dominant group]. [Letter 110. To W.H. Harvey, August, 1860]

Def. groups of insects whose geographical distribution "extends to the tropics, [but] fall short of the polar circles" are called dominant groups.

Dictionaries
Initially, according to a Google scholar search using "Dictionary of Biology" + "dominant group", there is a "[CITATION] Dictionary Of Biology R Rita - Anmol Publications PVT. LTD." which suggests without direct verification online that this dictionary contains a definition of "dominant group" in biology. Subsequent searches no longer produce this [CITATION].

On Google scholar is "[CITATION] 1.2 A Practical Medical Dictionary (1911) TL Stedman… - The nature of difference: sciences of race …, 2009 - The MIT Press" that contains "Dictionary of Anthropology" + "dominant group" in some form. Further searching has shown that "dominant" and "group" are not juxtaposed.

History
For Mosby's Medical Dictionary definition there is the use of "a social group". As a specific discipline this suggests either sociology or psychology. From social psychology is "[o]n our use of the term, a dominant group need not be a numerical majority (although it often will be)." This article is published in the "Journal of Personality and Social Psychology" dated August 2005.

Eight editions of Mosby's Medical Dictionary have occurred, but only the more recent seven (1987 - 2nd to 2009 - 8th) are accessible by either Google scholar or a full web search using Google. Of these, "dominant group" is defined in and additionally occurs within another term's definition in the 8th edition only.

This suggests but does not confirm that the definition in Mosby's Medical Dictionary, 8th edition (2009), is a precising definition of the term as used in 2005, where "a social group that controls the value system and rewards in a particular society." "need not be a numerical majority (although it often will be)."

Within the article, precising definition, it is stated "a precising definition does not [contradict the lexical definition]." That is the case above.

Although the exact wording of some earlier definition of "dominant group" from either sociology or psychology has not been found, it seems likely from chronology that it includes "need not be a numerical majority (although it often will be)." in some meaningful way.

Term use
From planetary science under the subject of meteors is this use of the term "dominant group": "The dominant group in all cases are stony meteors." The article is entitled, "On the composition of meteors". The phrase "in all cases" refers to various meteor showers experienced here on Earth.

The 'meteors' article, published in 1958, states "stony meteors, i.e. 68 p.c." "among all the 217 meteors". The abbreviation "p.c." is for "per cent" or "per centage". Here there is commonality between some early sociological or psychological definition of "dominant group" as a majority and as a majority of meteors.

Precising definition
In the article precising definition, there is that "[a] precising definition is a definition that extends the lexical definition of a term for a specific purpose by including additional criteria that narrow down the set of things meeting the definition." The precising definition is usually aimed at the definiens. For Mosby's Medical Dictionary definition of "dominant group" this is "a social group that controls the value system and rewards in a particular society."

An attempt at a precising definition might be "a social group that in all cases are stony meteors". Independent of verb plurality "are" versus "is", the latter "definition" regarding "stony meteors" clearly contradicts the idea of a "social group". This suggests that the 'meteors' definition (if it can be called that) is a stipulative definition: "a type of definition in which a ... currently-existing term is given a specific meaning for the purposes of ... discussion in a given context." Similar to stipulative definitions are "[t]heoretical definitions, used extensively in science" (quote is from the article stipulative definition). From the article on theoretical definitions, such a definition "gives the meaning of a word in terms of the theories of a specific discipline."

The use of "dominant group" in the 'meteors' article does not contradict the 'majority' usage of social psychology, but is obviously at odds with "a social group", or at least the "social" portion. Further, the term's use in the 'meteors' article does seem to contradict the earliest uses of "dominant group" in sociology (aristocratic classes, 1923) but not necessarily the earliest in psychology (1930).

Sociological definition
So far in the ongoing timeline and radiance exploration, the earliest sociological use of "dominant group" occurs in the article "Art in a Democracy" from 1923: "It is but natural that when aristocratic ideals should impose themselves upon any polity the art of that polity should reflect the taste, the culture, the ways of life, and the very being of the dominant classes." and “At any rate, here is confirmation of the thesis that art voices the will of the dominant group in society.”

For the earliest discovered psychology article (1930), "a member of [the dominant group] will excel submissive persons in academic endeavors."

Neither of these uses of the term precisely excludes "need not be a numerical majority (although it often will be)." , but appear to be additional precising definitions or may be stipulative or theoretical definitions of some other definition.

In searching titles at url=http://www.jstor.org, the term "majority" has its earliest occurrence in 1672, "psychology" in 1800, "sociology" in 1845, and "dominant group" in 1877. For combinations, "dominant group" + majority, the earliest occurrence is in 1877, "dominant group" + psychology is 1884, "dominant group" + sociology is 1897, "dominant group" + majority + psychology is 1912, and "dominant group" + majority + sociology is 1912. The last two combinations occur in the same article: "Race Psychology: Standpoint and Questionnaire, With Particular Reference to the Immigrant and the Negro" in the American Journal of Sociology. "Dominant group" appears on page 756 and majority appears on 741. "Majority" appears to refer to the majority of Poles in Pozen, Poland, while "dominant group" appears to refer to the majority in the United States relative to immigrants and "the Negro" (minorities). This usage tends to confirm but does not indicate that "dominant group", majority, psychology, and sociology are associated in 1912.

If confirmed from additional sources, the association of these four terms suggests that the more recent usage for non-majority groups may be a precising on this undiscovered earlier definition to possible dominant minority groups. The earlier usage, then, involves a majority.


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User:Marshallsumter/Dominant group/Synonymous definition

A synonymous definition is a definition “defining a single word [or symbol] by giving another single word [or symbol] which has the same meaning.” But, synonymous definitions have limitations:
 * 1) “some words have no exact synonyms” ,
 * 2) a synonymous definition “cannot be used in the construction of precising or theoretical definitions.”, and
 * 3) no synonym should appear in the definiens of a genus–differentia definition.

Notation
Notation: Let the letters "Def." indicate that a definition is following.

Universals
To help with definitions, their meanings and intents, there is the learning resource theory of definition.

History
From JSTOR, url=http://www.jstor.org, the earliest occurrence in an article of the above and other words of interest are

Dominant
Synonyms for “dominant” together with their category of most common usage are where the categories 36, 171, 462, 670, and 739, and words "note", "music", "chief", "influential", "most important", and "ruling" are actually listed.

The overlap in synonymy between “majority” and “dominant” is categories 36 and 747. Although many of the others could be used in description to construct stipulative definitions.

In Mosby's Medical Dicitionary definition that a dominant group is "a social group that controls the value system and rewards in a particular society." occurs in Mosby's Medical Dictionary. is a synonym for "ruling": "controls", which is a verb form of "controlling". Although this synonym is absent from "need not be a numerical majority (although it often will be)." , there is the question of what's defining a "dominant group" when it's not the majority?

Both the current lexical definition and some as yet unfound earlier lexical definition from which the current one may have been precised appear to have problems. Both problems are matters of synonymy. The most common usage of "dominant" and thereby the most likely category to find the closest synonyms to exact synonyms is in category "171. INFLUENCE". For "majority" this is category "100. PLURALITY". The further away from exact synonymy the category is, the less exact relatively is the synonymy. This suggests that terms outside category 171 may be okay for lexical definitions as the one in Mosby's Medical Dictionary of "dominant group" using "controls". The same for some earlier unfound lexical definition using "majority", category 100.

This degree of relative synonymy also allows an answer to "what's defining a "dominant group" when it's not the majority?" An answer is in the synonyms for "majority", especially in category 100, but especially not in categories 36 or 747 because of the overlap in relative synonymy. Yet, here again both categories 36 and 747 are relatively away from categories 100 and 171 in meaning. These could be used in precising or theoretical definitions.

With relative synonymy instead of exact synonymy, relative synonyms may be useable in a genus–differentia definition.

Group
This same approach of relative synonymy should be applied to the word "group". Although use within "dominant group" suggests that "group" is a noun, "group" can be used as a verb.

Synonyms
With a two-word term, genus classes (or categories ) may consist of three varieties:
 * 1) category1 + category2,
 * 2) "dominant" + category2, or
 * 3) category1 + "group".

Here "category1" refers to any category of relative synonyms for "dominant" (adjective or noun), and "category2" is the same for "group" (noun or verb).

The added possibilities of "group" as a verb suggests usages like "dominantly grouped", with the adverb "dominantly", or "dominant grouping".

These variations in part due to analyzing a two-word term allow additional possibilities to consider in forming genus differentia definitions.

The term "dominant group" appears to be used to identify entities of importance. The genera differentia for possible definitions of "dominant group" fall into the following set of orderable pairs:

'Orderable' means that any synonym from within the first category can be ordered with any synonym from the second category to form an alternate term for "dominant group"; for example, "superior class", "influential sect", "master assembly", "most important group", and "dominant painting". "Dominant" falls into category 171. "Group" is in category 61. Further, any word which has its most or much more common usage within these categories may also form an alternate term, such as "ruling group", where "ruling" has its most common usage in category 739, or "dominant party", where "party" is in category 74. "Taxon" or "taxa" are like "species" in category 61. "Society" is in category 786 so there is a "dominant society".

"A related, but separate, definition relies on a linguistic identity that differs from that of the dominant society [5]."


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User talk:Nridings2/enes100/Tape Purge

You did a good job with the roller testing in class Tuesday/Thursday.Zblaha2768 19:14, 23 October 2011 (UTC)

0/0/0 ... don't see anything to grade 1sfoerster 13:48, 25 October 2011 (UTC)

Good job adding the foam bits to the tensioning device, they work well. Zblaha2768 17:30, 30 October 2011 (UTC)

0/0/0 .. don't see anything to grade 204.126.132.241 18:27, 31 October 2011 (UTC)

You provided some good insight to the design of the mechanism, thanks. Zblaha2768 20:31, 6 November 2011 (UTC)

10/5/10 .. no comment on team mates pages ... no pictures to inspire other people to create solutions for you ... just a report 1sfoerster 15:49, 8 November 2011 (UTC)

Great job working on the new motorized mechanism, works wonderfully. Zblaha2768 14:09, 13 November 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 15:36, 15 November 2011 (UTC)

title: User talk:Nridings2/enes100/Tape Purge


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User talk:Npsweet/enes100/Tape Purge

Good idea with the printer roller, maybe once we get that out of there we could get it to keep the receipt taut during rolling.Zblaha2768 19:22, 23 October 2011 (UTC)

0/0/0 .. nothing to grade 1sfoerster 13:48, 25 October 2011 (UTC)

Good job in making the tensioning attachment, hopefully we can get more done next week.Zblaha2768 17:33, 30 October 2011 (UTC)

0/0/0 ... nothing to grade 204.126.132.241 18:26, 31 October 2011 (UTC)

You have had some good ideas relating to the tape purge device, would like to see if your design pans out. Zblaha2768 20:33, 6 November 2011 (UTC)

10/5/0 ... no comments on team mates pages, posted is merely a report 1sfoerster 15:50, 8 November 2011 (UTC)

Glad to see that the motorized mechanism works so well, great job on building it. Zblaha2768 14:11, 13 November 2011 (UTC)

10/5/0 ... no comments on team mates pages, posted is merely a report ... nobody could duplicate the design 1sfoerster 15:37, 15 November 2011 (UTC)

title: User talk:Npsweet/enes100/Tape Purge


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User:Marshallsumter/Dominant group/Genus differentia definition

From the Wikipedia article genus-differentia definition: "[a] genus-differentia definition is a type of intentional definition ... composed by two parts:
 * 1) a genus (or family): An existing definition that serves as a portion of the new definition; ... [and]
 * 2) the differentia: The portion of the new definition that is not provided by the genera."

The rules for definition by genus and differentia are in the Wikipedia article definition.

Notation
To help with definitions, their meanings and intents, there is the learning resource theory of definition.

Notation: Let the letters "Def." indicate that a definition is following.

Rules
From the Wikipedia article definition, "[c]ertain rules have traditionally been given for this particular type of definition. " which are
 * 1) "A definition must set out the essential attributes of the thing defined."
 * 2) "Definitions should avoid circularity. A definition of a term must not be comprised of terms which are synonymous with it.  This would be a circular definition, a circulus in definiendo."
 * 3) "The definition must not be too wide or too narrow.  It must be applicable to everything to which the defined term applies (i.e. not [leave] anything out), and to nothing else (i.e. ... include [more objects or entities] to which the defined term [applies]."
 * 4) "The definition must not be obscure. The purpose of a definition is to explain the meaning of a term which may be obscure or difficult, by the use of terms that are commonly understood and whose meaning is clear."
 * 5) "A definition should not be negative where it can be positive."

Dominant group
For the term "dominant group" there is
 * 1) the 2009 lexical definition of "dominant group" as "a social group that controls the value system and rewards in a particular society." which occurs in Mosby's Medical Dictionary and
 * 2) some as yet unfound lexical definition existing around or before 2005 which contains the phrase "need not be a numerical majority (although it often will be)." in a meaningful way.

The text from the 'meteors' article served to demonstrate that around 1958, some unfound lexical definition of "dominant group" contained "a numerical majority", but not necessarily the phrase "a social group".

Possible starting points for the exploration of genus-differentia definitions are
 * 1) "a social group",
 * 2) a group or "need not be [a social group] (although it often will be)",
 * 3) "a numerical majority", and
 * 4) a synonym for "need not be a numerical majority".

An initial objective might be some earlier definition that handles classes of use of the term "dominant group".

The first two possibilities have a shortcoming already present in the second two. This shortcoming has been described by Millet in the article entitled, "Defining the "Dominant Group"", in the journal of Canadian Ethnic Studies, specifically, the article "[t]races the evolution of the dominant group in Canada since 1931 by examining criteria for dominance that have evolved over time." Also of interest is that "the category of "dominant group" has unclear limits and varies from one geographical region to another."

Genus
Some attempts at a genus for "dominant group" may be

 * 1) a group that is a numerical majority within a region is called a dominant group.
 * 2) a group that is most numerous within a region is called a dominant group.
 * 3) a group that is in first place within a region is called a dominant group.

The second and third definitions allow for a majority among many as a special case, but not necessarily as a requirement.

While the most common usage of "most", "plurality", and "majority" is category "100. PLURALITY" for synonymy, a category that overlaps with "dominant" is "36. SUPERIORITY" which contains the phrase "first place".

A first genus then is "a first place group" or "a group in first place".

The phrase "first place" can be applied to almost every category of synonymy from "1. EXISTENCE" to "1040. RELIGIOUS INSTITUTIONS". From Google scholar this phrase occurs in about 2,500,000 articles. On Wikipedia it occurs in 16,217 articles. This suggests that "first place" grants too much.

Differentia
The "differentia" become the criteria of ordering the groups such as by classes:

 * 1) numerousness (plurality to majority to all),
 * 2) violence (despotism),
 * 3) diffuseness (radiance),
 * 4) diversity,
 * 5) superiority,
 * 6) mastery,
 * 7) control,
 * 8) power, or
 * 9) influence.

Perhaps an approximate comparison of article popularity for these classes on Google scholar will shed some insight.

Genus differentia
Any of the far more popular genus classes require substantial differentia to bring the focus of meaning to perhaps within a factor of three in popularity (and perhaps intent by author) of "dominant group". Adding "dominance" into the focusing suggests that differentia very close to "171. INFLUENCE" in synonymy are needed.

Using a genus differentia "meta-term" such as "influential classification" may work unless the "scholarly popularity" is too restrictive.

Classification differentia
Using the popularity table below, a definition of "dominant group" could be a classification based on despotism, but this is too restrictive. On the other hand, a definition by classification based upon power alone grants too much.

Company differentia
Even a definition of "dominant group" using "company" and "despotism" at an article popularity of 49,100 appears to be too restrictive.

Def. a company using despotism against its competition is called a dominant group.

First place differentia
One useful advantage of the term "first place" is that it's author designated.

Def. a "first place" by "control" is called a dominant group. This definition grants way too much.

Group differentia
As suggested in the Google scholar "popularity" table above genus differentia below the traditional phrase "genus species" are too restrictive either in popularity or non technicalness. While other synonyms may alter the picture suggested above, terms such as category1 + category2, category1 + "group", and "dominant" + category2 may have neither "scholarly" popularity nor technicalness.

The genus term "group" seems to be an adequate starting point.

Grouping differentia
Def. a grouping by despotism is called a dominant group. With a popularity of 24,600, this definition is too restrictive.

Painting differentia
Def. a painting of power is called a dominant group. By a popularity of 1,770,000 to 68,900 (25.6 : 1), this definition grants too much.

Sect differentia
Def. a sect of influence is called a dominant group. But, such a sect is more than a dominant group. The definition grants too much.

Set differentia
Def. despotism by a set is called a dominant group. This definition is very similar in popularity to "dominant group", but as stated doesn't seem to make sense.

Size differentia
Def. the size of a radiation is called a dominant group. Here, the size of radiation is insufficient to restrict the meaning to comparable popularity.

Additional differentia
Additional differentia may take two forms: a category2 word modifying a category1 word, or a category1 word modifying a category2 word, where either of these becomes part of the already examined differentia.

For example, size influence could become group size influence.

Def. the influence of group size is called a dominant group.

Using another category2 could be whole arrangement control. The key is whether and how many additional differentia or connectivity of differentia are needed to reduce popularity while making sense.

Combined genus differentia
An 'assemblage arrangement' depends on context; i.e., is an assemblage reducing an arrangement of vice versa? In a more general sense this may be thought of as a population and a subpopulation, or a demographic and a subdemographic.

The combination of two 'group' relative synonyms and one 'dominant' relative synonym brings the popularity within the range of "dominant group" for the least popular genus and below with a combination of most and least popular genus.

Testing two 'dominant' relative synonyms with the most popular genus synonym requires much more focusing to bring the genus differentia within the popularity range of "dominant group".

A test of the least popular genus 'assemblage' may serve to bracket the two 'dominant' synonyms.

Although some popularity with the second 'dominant' relative synonym may grant too much or be too restrictive, others are close. Overall, this suggests that two or more 'dominant' relative synonyms are needed to bring the popularity within range of "dominant group".

It appears on the basis of relative popularity in word use that a genus differentia definition for "dominant group" is composed with one or more words from category1 (36, 171, 461, 462, 528, 670, 739, 747, and 996) and one to two words from category2 (60, 61, 74, 194, 572, 786, and 1018). Of some 1040 categories of synonymy, that leaves at least 1024 categories for words to compose meaning in other forms of definitions.

Dominant group/Classes includes classes such as 'majority', 'plurality', 'radiation' ('radiance'), and 'diversity' which have more common meanings that are in categories outside those for 'dominant' and 'group'. These are probably being used to compose definitions other than genus differentia, for example, theoretical definitions.

The apparent first use of the term "dominant group" by Darwin in 1859 likely involves a theoretical definition for the subject of evolution by natural selection.

Genera differentia definitions
Combining two genera with two differentia provide a series of definitions for dominant group.

Def. a superior class ruling a sect is called a dominant group. Here, the superiority of the class may be based on numerousness, but it need not be. And, the sect may have a location (a region or country) within which occurs the superior class. As the superior class rules the sect, it rules the region or location ("in their own countries", after Darwin) of the sect.

From the meteors example: "The dominant group in all cases are stony meteors." The superior class of stony meteors rules the sect of meteors.

The word superiority does not lend itself well to a verb form, but another synonym from the same category may suffice.

Def. a ruling class that excels its sect is called a dominant group. The ruling class of stony meteors excels the sect of meteors.

Def. a ruling class that transcends its sect is called a dominant group. This is another example. The ruling class of stony meteors transcends the sect of meteors.

Def. a class that rules superiority and the sect is called a dominant group. This is close to "a social group that controls the value system and rewards in a particular society." , the definition of "dominant group" that occurs in Mosby's Medical Dictionary. By reducing Mosby's definition to "a class (group) that controls the superiority (value system) and the sect (rewards, such as membership in the class)", the core meaning of "dominant group" is isolated. Adding the redundancy "social" and "a particular society" may not be needed to convey meaning but does add emphasis and places the meta-term into sociology.

The concept of a 'value system' (value, category 670) has 'most important' (category 670) in common synonymously with 'dominant' (category 670).

The overlap with "dominant group" indicates articles where "dominant group" also occurs, but more importantly indicates articles where relative synonymy in place of "dominant group" occurs. This suggests that relatively synonymous terms are being used instead of "dominant group" to convey the same or very similar meaning.

The meta-definitional concept may have a much greater popularity than "dominant group" itself.

An example of this contains "Syria's Ruling, Military Group" and "Causes for Its Dominance", in the title. "[T]he ruling element consists at its core of a close kinship group which draws strength simultaneously, but in decreasing intensity, from a tribe, a sect-class, and an ecologic-cultural division of the people." "[T]he core of the ruling element of Iraq also consists of a kinship group (closely related members of the Begat section of the Albui Nasir tribe); rests essentially on members of a minority sect (Sunni Arabs) and on country rather than city people (on middle and lower middle class families from the country towns of the Arab north-western part of Iraq". "[S]ince their rise to power, an upper class has been differentiating itself from the rest of the community and, within the ranks of this class, even a group of millionaires, waxing rich from fat commissions on state contracts, has reared its head." "[R]elevant as an explanation for the superior numerical weight of the 'Alawis, at least among the rank-and-file draftees, is the matter of the badal ("financial substitute")." The term "dominant group" does not occur in the article. "Dominant" occurs in "dominant families" and "dominant influence".

Testing small group study
Unless otherwise stated, the small group study designation such as "Economics" is placed at the beginning of the search stream, e.g., "economics class sect superior rules".

The first test in economics indicates that the "dominant group" definition using the genera differentia "class sect superior rules", not necessarily in any order, may not have usage close to that of "dominant group".

In the article cited following: "sect" is used as "section", sections of the article itself, "class" usually refers to a "class of test statistics", "superior" usually refers to a "superior predictive ability", and "rules" refers to "decision rules" or "trading rules". A definition of "dominant group" per preceding cited article may be

Def. a superior class [of test statistics] that [influences] [decision or trading rules] in a specific section [of the article] is called a dominant group.

Other definitions are likely. In the above article, the word "dominant" and the term "dominant group" did not occur.

A second article suggests some other situations. In the citation following, "class" refers to "A majority group, say, the workers, who control the policy might rationally choose to have a constitution which limits their power, say, to expropriate the wealth of the capitalist class.", "the class of feedback policy rules", and "[t]he most general class of decision policies"; "sect" refers to article sections again; "rules" refers to "policy rules" or "decision rules"; and "superior" refers to "Typically the iterative process of the policy rule change inducing investment function change inducing policy rule change, etc., did converge. Given that it converges, the limiting policy rule is consistent in the sense described in Sections I1 and IV. In all cases for which it did converge, we searched for and found linear feedback policy rules which were superior to this consistent rule, typically by a substantial amount." In this article "dominant group" does not occur but "dominant" does: "dominant player", "dominant firm", and "[f]or policy selection, the policymaker is dominant".

Here a "dominant group" definition is very similar to the above yet may be

Def. a superior class of [policy or decision] rules described in a section of the article is called a dominant group.

These two examples are closer to a genus differentia definition.


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title: File:IMG 0559.JPG


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User:Jeffreycarllloyd/projects

Past Project Contributions
tj2

Jeffreycarllloyd tj2

550_ecars

Jeffreycarllloyd ecars

<ekart

Jeffreycarllloyd ekart

title: User:Jeffreycarllloyd/projects


text:
Engineering Projects/Electric Cars/Howard Community College/Fall2011/550 ekart Weekly Reports

Link to project ekart team page.

Week Zero

 * Researched go kart frames

 * Researched revival methods for batteries

Week One

 * Created a presentation to be present to the the schools funding board. Presentation is Power Point based and includes a justification for the expenditure for the kart itself plus a proposal of creating a competition put on by Howard CC.

 * Tested a donated forklift motor. Approximate horsepower is rated at 1.1hp. Were able to cycle the motor with the use of lead acid battery through a network of 4 gauge wires.

 * Created an itemized parts list that includes part's function, technical specifications, possible vendors, and approximate price.

Week Two

 * Arranged for a donor speed control

 * A computer model was developed of the frame with the locations of key components of the power-train.

 * Frame was constructed using a MIG welder and steel hollow tubes.

 * Identified issues with the donor motor regarding the installation

Week Three

 * A motor mount prototype was constructed using plywood. Solid design allows for adjust-ability of the the drive-train.
 * Bought used frame from Craigslist's private vendor.
 * Modified steering column and seat to accommodate an adult.
 * Welded the side compartments for the 12V batteries.
 * Changed front wheels and greased up all bearings and moving connections in the frame.

Week Four

 * Researched circuitry components for ekart's electrical system.
 * Bought more components for ekart's ESC System (cables, plugs, fuses, etc.)
 * Tested ekart frame using a 24V system and 0.5HP fan motor.


text:
File:Project Ekart pdf.pdf

Project ekart power-point presentation rough draft

title: File:Project Ekart pdf.pdf


text:
User:Marshallsumter/Dominant group/Theoretical definition

A theoretical definition is a definition within a theory. A theory is one or a system of ideas intended to explain something.

To prevent circularity of meaning by using words in the definition that are or mean the exact same as that intended to be defined, a theoretical definition is based on general principles independent of the thing to be explained.

At the extreme, a theoretical definition should use no terms that are relative or exact synonyms for the thing to be defined. This excludes any term with its much more popular synonyms in the same synonymy categories as the thing to be defined.

Notation
To help with definitions, their meanings and intents, there is the learning resource theory of definition.

Notation: let the symbol Def. indicate that a definition is following.

Definitions
Def. "the meaning of a word in terms of the theories of a specific discipline" is called a theoretical definition.

Def. that "which attempts to formulate a theoretically adequate characterization of the objects to which it is applied." is called a theoretical definition.

Synonymous definition
A synonymous definition “cannot be used in the construction of precising or theoretical definitions.”

With a two-word term, genus classes (or categories ) may consist of three varieties:
 * 1) category1 + category2,
 * 2) "dominant" + category2, or
 * 3) category1 + "group".

Here "category1" refers to any category of relative synonyms for "dominant" (adjective or noun), and "category2" is the same for "group" (noun or verb).

The added possibilities of "group" as a verb suggests usages like "dominantly grouped", with the adverb "dominantly", or "dominant grouping".

These variations in part due to analyzing a two-word term allow additional possibilities to consider in forming genus differentia definitions.

The term "dominant group" appears to be used to identify entities of importance. The genera differentia for possible definitions of "dominant group" fall into the following set of orderable pairs:

'Orderable' means that any synonym from within the first category can be ordered with any synonym from the second category to form an alternate term for "dominant group"; for example, "superior class", "influential sect", "master assembly", "most important group", and "dominant painting". "Dominant" falls into category 171. "Group" is in category 61. Further, any word which has its most or much more common usage within these categories may also form an alternate term, such as "ruling group", where "ruling" has its most common usage in category 739, or "dominant party", where "party" is in category 74. "Taxon" or "taxa" are like "species" in category 61. "Society" is in category 786 so there is a "dominant society".

Lexical definition
Def. "a social group that controls the value system and rewards in a particular society." is called a dominant group, occurs in Mosby's Medical Dictionary.

Ethnical dominant group
"For purposes of this analysis, I define a dominant ethnic group as the ethnic group in a society that exercises power to create and maintain a pattern of economic, political, and institutional advantage, which in turn results in the unequal (disproportionately beneficial to the dominant group) distribution of resources."

Def. "the ethnic group in a society that exercises power to create and maintain a pattern of economic, political, and institutional advantage, which in turn results in the unequal (disproportionately beneficial to the dominant group) distribution of resources" is called a dominant ethnic group.

Psychological dominant group
"[A] group is dominant if it possesses a disproportionate share of societal resources, privileges, and power."

Def. "if [a group] possesses a disproportionate share of societal resources, privileges, and power" it is called a dominant group.


text:
User:Marshallsumter/Dominant group/Rigorous definition

What is a rigorous definition of "dominant group"?

Notation
Notation: let the symbol Def. indicate that a definition is following.

Universals
To help with definitions, their meanings and intents, there is the learning resource theory of definition.

Axiomatic definition
The rigorous definition fulfills the axioms that define a metadefinition so that a generalized definition can be defined using an appropriate function that fulfills the axioms. Having met these axioms as a criteria of a general definition, the definition is said to be a rigorous definition.

An axiomatic definition is a rigorous definition: "the definition must clearly state the rules that are considered as binding, and on the other hand give the implementor enough freedom to achieve efficiency by leaving certain less important aspects undefined."

Genera differentia
The term "dominant group" appears to be used to identify entities of importance. The genera differentia for possible relative synonyms of "dominant group" fall into the following set of orderable pairs:

'Orderable' means that any synonym from within the first category can be ordered with any synonym from the second category to form an alternate term for "dominant group"; for example, "superior class", "influential sect", "master assembly", "most important group", and "dominant painting". "Dominant" falls into category 171. "Group" is in category 61. Further, any word which has its most or much more common usage within these categories may also form an alternate term, such as "ruling group", where "ruling" has its most common usage in category 739, or "dominant party", where "party" is in category 74. "Taxon" or "taxa" are like "species" in category 61. "Society" is in category 786 so there is a "dominant society".

When one or two orderable pairs are produced, the results are
 * 1) one pair - relative synonym,
 * 2) one pair in which the first or second category has each of two from a category - definition, and
 * 3) two pairs from two to four categories - definition.

Meaningless dominant group
Each subject area within which the term "dominant group" is used has the same problem: "unless and until a rigorous definition of the term 'dominant group' is rendered, the argument fails to establish its conclusion due to the fact that one of its premises is meaningless."

Rigorous definition
Def. a category synonym for "group", including "group", and a category synonym for "dominant", including "dominant", that as one or two orderable pairs has only the properties of two pairs: i.e., from two to four categories [exclusive], or one pair in which the first or second category has up to each of two from a category is called a rigorous definition of dominant group.

Temporal encoding
"[A] rigorous definition for the term temporal encoding" "relies on the identification of an encoding time window".

Def. "the duration of a neuron's spike train assumed to correspond to a single symbol in the neural code" is called "an encoding time window".

Theorem: "[t]he duration of the encoding time window is dictated by the time scale of the information being encoded."


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File:2011-10-23 14.06.32.jpg

Licensing
for school project

title: File:2011-10-23 14.06.32.jpg


text: File:2011-10-23 13.43.19.jpg

title: File:2011-10-23 13.43.19.jpg


text: File:2011-10-23 13.48.18.jpg

title: File:2011-10-23 13.48.18.jpg


text:
File:Ekart spreadsheetpdf.pdf

Summary
Ekart project materials spreadsheet.

title: File:Ekart spreadsheetpdf.pdf


text: File:Ekart spreadsheet 2.0.pdf

title: File:Ekart spreadsheet 2.0.pdf


text:
Engineering Projects/Rubberband gun/Howard Community College/fall2011/550 JHK/Team Weekly Summary Form

Link to project 550_JHK team page.

Week 1 Activities
Two rubber band models guns were designed are partially constructed out of Lego pieces. The first was a crossbow that fires projectiles and has a simple trigger system. The second was a pistol that shoots multiple rubber bands at once and has a similar trigger system to the crossbow.

Week 2 Activities
The two guns were improved on by getting more than one rubberband to fire and improving the base of the gun to allow easier way to hold the gun when firing and reloading. Another prototype was made at home using spare lego pieces that allows a different way to fire rubberbands.

Week 3 Activities
Many sketches were made by team members for proposed designs for a new rubber band gun. The gear system was chosen by the group to be worked on and we made a prototype of a gun with a new trigger made up of wheels. It proved to be the most powerful and accurate of the three guns.

Week 4 Activities
All the guns were scrapped of extra pieces while maintaining usability, and were improved on to make them more appealing. The rifle was greatly improved on by increasing the power, allowing the rubber band to be winded up before firing. All the guns were also tested to compare the fire power of each.


text: User talk:KYPark/English

title: User talk:KYPark/English


text:
User talk:Kjaved373/enes100/rubberband gun

Great job working on the trigger system this week! Hope we can build on it this week and create a more efficient system. Maybe we can start trying to create an automatic system!--Felhariri3680 00:03, 24 October 2011 (UTC)
 * We could've struggled on for weeks if Javed did not come up with the trigger system which it helped us test our firing and manually releasing the rubberband. Javed's part of work pushed us more than I expected. Anton1102 10:01PM, 23 Oct 11

10/10/30 ... maybe draw a piece and make it on the makerbot? 1sfoerster 19:05, 24 October 2011 (UTC)

 * Omair kept his focus on improving the pistol and managed to push the project further this week. His contribution helped the group for the presentation when we were describing the trigger system. Anton1102 7:34PM, 30 Oct 11

 * Hope we can build a better system similar to the youtube video of the pistol. good job--Felhariri3680 03:41, 31 October 2011 (UTC)

10/10/30 ... keep working on this .. get a presentation that shows compares all the trigger mechanisms thought of and your attempts to build them 1sfoerster 19:54, 31 October 2011 (UTC)

 * Helped to test the guns to find the advantages and disadvantages. We tried to focus on improving each guns we built. Hope to see a lot of improvements on the pistol that he is adapt to.Anton1102 9:39PM, 6 Nov 11

10/10/10 ... can see activity, but just descriptive report .. what is the testing protocol of the rubber band gun? distance, aim, time between firing? 1sfoerster 20:46, 7 November 2011 (UTC)

 * Greatly helped with improving the guns with the spare parts. He was able to add the vital parts and pieces on the gun that I was not aware or could have struggled to create. Glad that I am continuing the project with him. Anton1102 4:49PM, 13 Nov 11

 * Played a large part in improving our guns.. I like the idea of a data table showing the average distances.. it will give us a lot of room for improvement--Felhariri3680 06:06, 14 November 2011 (UTC)

10/10/50 ... good use of table in wiki markup .. good summary .. work on mechanism to shoot rubberbands one at a time ... 1sfoerster 22:11, 14 November 2011 (UTC)


text:
User talk:Asatya/enes100/Static electricity

Week 1
Good work summarizing our work thus far. Make sure that "Compare actual work done to Task1" is more of a summary, though, and have the bulk of what you say go into "Week1 Narrative." Ndelaney9295 00:33, 24 October 2011 (UTC)

10/10/10 ... use the high voltage supplies we have, skip the TV for now 1sfoerster 16:31, 24 October 2011 (UTC)

Week 2
Good summary of your weekly work. For links, though, try to use cleaner Wiki Markup. You can find help on it here. Ndelaney9295 06:56, 31 October 2011 (UTC)

10/10/20 ... good ... you are not separating the generation of static electrical energy from measurement of it. We have no method of measuring static electric fields. You could research this. The probe you have generates the electric field. Please provide a link to the technical details of both probes, cost, etc. Then start charging things up .. find some youtube video's that use the high voltage probe. 1sfoerster 14:32, 31 October 2011 (UTC)

Week 3
Using the transformers from the classroom is probably a good idea. I don't see a whole lot of progress with building the generator over the last three weeks, though. Ndelaney9295 13:33, 7 November 2011 (UTC)

10/10/0 ... list off all the web pages you went to that were not describing high enough voltage ... what voltage do you feel you need and why? what is the problem with using the two probes in the back of the room? 1sfoerster 15:17, 7 November 2011 (UTC)

Here is link to the hp probe 1sfoerster 17:13, 7 November 2011 (UTC)

Week 4
I don't see anything done for Week 4.Ndelaney9295 08:36, 14 November 2011 (UTC)

10/5/0 ... nothing but a report of something unsuccessful .. no detail that can leverage into a problem discussion, no comments on teammates work 1sfoerster 15:28, 14 November 2011 (UTC)


text:
User talk:Drew Dollas/enes100/Glorious2

Well done on your page. Good start, and good information in Week One. Jamorgan3 20:36, 23 October 2011 (UTC)

10/5/20 ... the word "we" doesn't help with the transparency ... there was some I ... the battery drainage problem needs to be addressed ... batteries store energy in watt hours ... the fans are going to consume volts * amps * time .... do some computations .. publish the circuit so others can point out where the energy is going ... design ... comment on your team mates pages for 5 more points 204.126.132.241 13:46, 24 October 2011 (UTC)

You're doing a great job with working on this project and completing your Wiki page. Make sure you document everything you do. Keep up the good work! Jamorgan3 11:18, 31 October 2011 (UTC)

10/10/30 ... good ... It looks like the more difficult part of the hover craft is building a skirt that lifts the hovercraft without requiring a lot of energy. 1sfoerster 14:14, 31 October 2011 (UTC)

You're doing well pushing this project forward and documenting what you do. You're showing a lot of dedication to getting things done and learning about parts you don't understand. Great job on the page and keep working hard! Jamorgan3 04:18, 7 November 2011 (UTC)

10/10/30 ... good ... youtube video is great .. but doesn't show the skirt design .. questions and answers you recieved on yahoo answers was excellent .. need to summarize it on your web page ... the 11.1 volt battery is dangerous .. can explode ... need to get a tutorial going on how to charge it ... 1sfoerster 15:02, 7 November 2011 (UTC)

You're doing a great job moving forward with this project. You've really gotten the hang of what to do to make things work, and you seem to have gained a lot of knowledge on the subject, especially batteries. Keep documenting and sharing with everyone what you've accomplished. And keep up the good work! Jamorgan3 02:15, 14 November 2011 (UTC)

10/10/30 ... good ... "determining a propeller" is not scientific, nor is it engineering. It is just something new to try. There is a propeller based hovercraft that came in this semester and it can not get off the ground .. and has more power consumption problems that yours does ... 1sfoerster 15:08, 14 November 2011 (UTC)

title: User talk:Drew Dollas/enes100/Glorious2


text:
User talk:Ablomme2125/enes100/Glorious2

You need to make sure you keep up to date with your page as best you can. It will probably get you a lot of needed points. Jamorgan3 20:36, 23 October 2011 (UTC)

0/0/0 .... nothing to grade, this class is about learning to shift your enthusiasms ... 204.126.132.241 13:43, 24 October 2011 (UTC)

O... I thought you said you had been putting stuff here... We can talk in class about your wiki page. But other than your wiki page, you have been a huge asset for our team. You have a lot of knowledge about this kind of thing and you have great ideas to share. Drew_Dollas 12:39, 31 October 2011 (UTC)

I agree with Andrew. You do need to update your page whenever you do something so everyone can see it and give outside advice. But you have definitely done a lot for this project. You've got a lot of great ideas and plans for this project, you just need to document them in your notebook and on your Wiki page.Jamorgan3 11:16, 31 October 2011 (UTC)

0/0/0 .. nothing to grade

You've started documenting stuff a lot in your notebook. You are really pushing this project forward with your experience and knowledge. Now you just need to take what you document in your notebook and write about it on this wiki page. It will get you a lot of points. You just have to keep up with it. Jamorgan3 04:17, 7 November 2011 (UTC)

... I don't understand Austin. I am going to get your phone number, and I am going to call you next week to remind you to do your wiki page Drew_Dollas 04:36, 7 November 2011 (UTC)

0/0/0 .. nothing to grade 1sfoerster 14:56, 7 November 2011 (UTC)

We haven't seen you in a while. I'm not sure exactly what's going on, but if you've withdrawn, that's a shame. You were starting to get the hang of things, I thought. You started using your notebook, but you didn't go anywhere with your wiki page. You know a lot about this topic, you just aren't working toward finishing this. You really need to keep up with this so you can make all your documentations available to anyone continuing this project. Jamorgan3 02:30, 14 November 2011 (UTC)

"Comment about you never uploading stuff to wiki* Drew_Dollas 04:31, 14 November 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 15:01, 14 November 2011 (UTC)

title: User talk:Ablomme2125/enes100/Glorious2


text:
User talk:Felhariri3680/enes100/rubberband gun

Great drawings made in google sketchup. They were really helpful when building the model pistol gun! Kjaved373 00:42, 24 October 2011 (UTC)
 * He showed us great models from multiple sites and even with his google sketchup. He constantly helped everyone and took part of building better designs then we were building and the results we had at the end of each classes were tremendous. Anton1102 10:05PM, 23 Oct 11

10/10/10 ... looks like you are using google sketchup .. now draw the guns they are building and takign pictures of in sketchup 1sfoerster 19:08, 24 October 2011 (UTC)

 * Hariri gave the most contribution on the presentation where he was throughly ready with his part. His suggestion for better rubber band gun with improved trigger system makes the group to be ambitious about improving and pushing this project. Anton1102 7:37PM 30 Oct 11

 * Hariri really helped the group by organizing the presentation and his constant coming up with ideas for the rubberband gun pushes the project forward. Kjaved373 15:08, 31 October 2011 (UTC)

10/10/30 ... get more points if you upload the sketchup drawings to google docs and then link to them ... so can see the evolution of your drawing ... another way to get more points is to document your learning curve (frustrations) with google sketchup .. where are you getting stuck? what could be clearer in their examples? etc. 1sfoerster 19:56, 31 October 2011 (UTC)

 * Seemed to be very busy with something else than the project this week. But, with the new design I built that can allow us to build upon to create more advanced guns, I highly expect Hariri to draw a clear design on Google Sketch ups for the guns that we are willing to make. Anton1102 9:42PM 6 Nov, 11

I really like the triangle design, I wanted this from the start but couldn't think up a design for it. I can't wait to build on this. --Kjaved373 17:08, 7 November 2011 (UTC)

10/5/35 ... same comments as last time .. you have named your frustrations .. great! .. but they don't mean anything to me or someone that is reading your web page ... they can not be leveraged ... should try to shoot video with voice ... so can watch .. or find video and link .. need to comment on team mates pages 1sfoerster 20:44, 7 November 2011 (UTC)

I wished he could have shown us his designs that he did on Google Sketch ups. His suggestions every week took in great part of changing and improving our rubberband guns to the point where each new improvements and constructions surpassed the previous ones we built. Anton1102 7:51PM 13 Nov, 11

10/10/30 ... good link to motors 1sfoerster 22:10, 14 November 2011 (UTC)


text:
User:U3038068/Further Readings/Information Sources

 * General Practitioner
 * Psychologist/ clinical psychologist
 * Hypnotherapists

Further Reading/Information:
 * http://www.depressionet.com.au/sod.html
 * http://www.beyondblue.org.au/
 * Call Lifeline 13 11 14 (24 hr)


text:
User:U3038068/Explanation of the Issue

Benefits of regular exercise may help depression by improving: •	Self-esteem and confidence •	Energy levels •	Social aspects (especially in group exercise situations) •	Sleeping patterns

title: User:U3038068/Explanation of the Issue


text:
User:U3038068/Recommendations

The National Physical Activity Guidelines for Australians recommend: •	a minimum of 30 minutes of moderate intensity exercise on most, preferably all, •	days of the week (an example of ‘moderate intensity’ exercise is brisk walking •	where you notice a slight increase in breathing and heart rate). •	exercising for at least 10 minutes at a time - the 30-minutes total does not need to •	be continuous – you can combine short sessions of different activities to a total of •	30 minutes or more each day. •	being active in as many ways you can each day (e.g. use the stairs).

title: User:U3038068/Recommendations


text:
User:U3038068/Background of Exercise and Depression

Depression is characterized by prolonged feelings of sadness, dejection and hopelessness. The World Health Organisation’s classifies depression as:
 * 2 weeks of abnormal depressed mood
 * Loss of interest and decreased energy
 * Loss of confidence
 * Excessive guilt
 * Recurrent thoughts of death
 * Poor concentration
 * Sleep disturbance
 * Change in appetite

Two symptoms of depression are quite recognizable, lack of motivation and fatigue resulting in exercise not being a priority. Depressed patients are often physically sedentary. Which can cause a reduction in physical work capacity. This indicates that the reduced fitness level is caused by physical inactivity and is a strong argument for integrating physical fitness training into comprehensive treatment programmes for depression. (Martinsen 1990)


text:
User talk:Anton1102/enes100/rubberband gun

The base that you made for the guns were very good and stable. It was easy to expand on it from there. Kjaved373 02:14, 24 October 2011 (UTC)

10/10/30 ... week 1 grading

Hope we can try a different trigger system next week to see which one is the most efficient. This way we can make sure that every time we fire multiple bands, they will all go forward rather than back fire.--Felhariri3680 03:37, 31 October 2011 (UTC)

Great job on getting a double trigger and getting 5 rubberbands successfully loading and shooting. From here on we can improve on getting better accuracy and reloading quickly. Kjaved373 15:09, 31 October 2011 (UTC)

10/10/20 The goal is not to fire a wad of 5 rubber bands at the same time, but to fire them sequentially ... thus the focus on the trigger 1sfoerster 19:58, 31 October 2011 (UTC)

The new design that you made seems like a big step up from previous designs. Hopefully we can expand on these this week --Kjaved373 17:05, 7 November 2011 (UTC)

10/10/50 ... good job .. keep working on the design 1sfoerster 20:47, 7 November 2011 (UTC)

The 3D Tin software looks awesome, it will be much easier to use to design the guns. You really knew what you were doing when expanding on the rifle. --Kjaved373 23:45, 13 November 2011 (UTC)

 * We did a great job expanding our trigger system so that it looks more and more like a gun.. I see you've started using a 3D software.. never heard of this specific one but the drawings look good.. try posting the sketch itself so we can all edit it as a group!--Felhariri3680 06:10, 14 November 2011 (UTC)

10/10/50 .. 3DTin .. interesting 1sfoerster 22:08, 14 November 2011 (UTC)


text:
User:U3038068/Exercise effects on Depression

Regular exercise can be an effective treatment by itself for mild depression (particularly for people who were previously sedentary). For more severe depression, exercise can be a helpful addition alongside other treatments (e.g. medication or psychological therapies).

Benefits of regular exercise may help depression by improving:
 * Self-esteem and confidence
 * Energy levels
 * Social aspects (especially in group exercise situations)
 * Sleeping patterns


text:
User:U3038068/Exercise in the Treatment of Depression

Exercise in the Treatment of Depression