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User:Egm6321.f09/Lecture plan

"What's the application?" lesson 2

= All versions =

Fall 2011, Fall 2010, Fall 2009

= Recorded lectures, TA user page =

Recorded lectures in E-Learning at UF (password required): Click Continue, type username and password, click at EGM 6321, click Course Content; at "Lecture Videos" link, click at drop down menu, then select "Preview" to go to the web page with lecture video links.

TA user page: Summary of HW statements, for students to interact with TA.

= Lecture transparencies, report table =

These

Lecture Transparencies were written in real time during the lectures (i.e., not prepared ahead of the lectures). Additional presentations (video, wiki, static html) made in class may not be recorded on these transparencies.

djvu: (install the viewers evince or DjView4) [[media:egm6321.f09.mtg1.djvu|Mtg 1]], [[media:egm6321.f09.mtg2.djvu|Mtg 2]], [[media:egm6321.f09.mtg3.djvu|Mtg 3]], [[media:egm6321.f09.mtg4.djvu|Mtg 4]], [[media:egm6321.f09.mtg5.djvu|Mtg 5]], [[media:egm6321.f09.mtg6.djvu|Mtg 6]], [[media:egm6321.f09.mtg7.djvu|Mtg 7]], [[media:egm6321.f09.mtg8.djvu|Mtg 8]], [[media:egm6321.f09.mtg9.djvu|Mtg 9]], [[media:egm6321.f09.mtg10.djvu|Mtg 10]], [[media:egm6321.f09.mtg11.djvu|Mtg 11]], [[media:egm6321.f09.mtg12.djvu|Mtg 12]], [[media:egm6321.f09.mtg13.djvu|Mtg 13]], [[media:egm6321.f09.mtg14.djvu|Mtg 14]], [[media:egm6321.f09.mtg15.djvu|Mtg 15]], [[media:egm6321.f09.mtg16.djvu|Mtg 16]], [[media:egm6321.f09.mtg17.djvu|Mtg 17]], [[media:egm6321.f09.mtg18.djvu|Mtg 18]], [[media:egm6321.f09.mtg19.djvu|Mtg 19]], [[media:egm6321.f09.mtg20.djvu|Mtg 20]], [[media:egm6321.f09.mtg21.djvu|Mtg 21]], [[media:egm6321.f09.mtg22.djvu|Mtg 22]], [[media:egm6321.f09.mtg23.djvu|Mtg 23]], [[media:egm6321.f09.mtg24.djvu|Mtg 24]], [[media:egm6321.f09.mtg25.djvu|Mtg 25]], Mtgs 26+27 Exam 1, [[media:egm6321.f09.mtg28.djvu|Mtg 28]], [[media:egm6321.f09.mtg29.djvu|Mtg 29]], [[media:egm6321.f09.mtg30.djvu|Mtg 30]], [[media:egm6321.f09.mtg31.djvu|Mtg 31]], [[media:egm6321.f09.mtg32.djvu|Mtg 32]], [[media:egm6321.f09.mtg33.djvu|Mtg 33]], [[media:egm6321.f09.mtg34.djvu|Mtg 34]], [[media:egm6321.f09.mtg35.djvu|Mtg 35]], [[media:egm6321.f09.mtg36.djvu|Mtg 36]], [[media:egm6321.f09.mtg37.djvu|Mtg 37]], [[media:egm6321.f09.mtg38.djvu|Mtg 38]], [[media:egm6321.f09.mtg39.djvu|Mtg 39]], [[media:egm6321.f09.mtg40.djvu|Mtg 40]], [[media:egm6321.f09.mtg41.djvu|Mtg 41]], Mtgs 42+43 Exam 2, [[media:egm6321.f09.mtg44.djvu|Mtg 44]],

Report table

Mourning the Death of Handwriting, By Claire Suddath. Time Magazine, Monday, Aug. 03, 2009.

Op-Art: The Write Stuff, by Inga Dubay and Barbara Getty, NY Times, 8 Sep 2009.

= References =

Books
$$\displaystyle \clubsuit$$ A.C. King, J. Billingham, S.R. Otto, Differential equations: Linear, nonlinear, ordinary, partial, Cambridge University Press, 2003. ISBN-10: 0521016878 ISBN-13: 978-0521016872. UF library 0511078315 (electronic bk.) Google books Amazon.com

$$\displaystyle \clubsuit$$ D. Zwillinger, Handbook of Differential Equations, Third Edition, Academic Press, 1998. ISBN-10: 0127843965. ISBN-13: 978-0127843964. UF library QA371.Z88 1989, 2 copies, one for in-library use. Google books Amazon.com

$$\displaystyle \clubsuit$$ O.D. Kellogg, Foundations of potential theory, Dover publications, 1954. UF library QA825 .K4x 1953 Google books Amazon.com

$$\displaystyle \clubsuit$$ P.M. Morse, H. Feshbach, Methods of theoretical physics, Parts I & II, McGraw-Hill, 1953. UF library QC20 .M6 google books amazon.com

$$\displaystyle \clubsuit$$ M. Abramowitz & I. Stegun, Handbook of Mathematical Functions with Formulas, Graphs, and Mathematical Tables, New York: Dover Publications, 1972. Read online, Download Wikipedia

$$\displaystyle \clubsuit$$ N.N. Lebedev, Special Functions & Their Applications, Dover Publications, 1972. ISBN 0486606244 (pbk). UF library QA351.L3613 1972 Google books Amazon.com

$$\displaystyle \clubsuit$$ K. Oldham, J. Myland, J. Spanier, An atlas of functions, 2nd edition, Springer, 2008. 1st edition, UF library QA331.S685 1987 google books amazon.com

$$\displaystyle \clubsuit$$ A.F. Nikiforov, S.K. Suslov, V.B. Uvarov, Classical Orthogonal Polynomials of a Discrete Variable, Springer, 1991. UF library QC20.7.O75N5513 1991 Google Amazon

Web references
$$\displaystyle \spadesuit$$ Related MIT OpenCourseWare courses

$$\displaystyle \spadesuit$$ Wolfram|Alpha is ... "learning resource available to your students at no cost that works as a computational knowledge engine. Wolfram|Alpha is not a search engine like Google or Yahoo!, because unlike a traditional search engine, Wolfram|Alpha has the capability to instantly compute the answer to previously unasked questions instead of scouring the web and returning links to pages that already exist. The results are displayed in an easy-to-read, understandable format that can be used as a primary source for educational and academic purposes."

$$\displaystyle \spadesuit$$ EqWorld, The World of Mathematical Equations. It is a good idea to verify the sources, as the site is not responsible for accuracy and correctness; see Rights and obligations of contributors and website administration.
 * 2nd-order linear ODEs
 * 2nd-order non-linear ODEs
 * ODE education

$$\displaystyle \spadesuit$$ ODE (Wikipedia): Be careful; always verify the sources.

Papers
$$\displaystyle \clubsuit$$ Vu-Quoc, L., and Olsson, M., Formulation of a basic building-block model for interaction of high-speed vehicles on flexible structures, ASME Journal of Applied Mechanics, Vol.56, No.2, pp.451-458, 1989. (pdf)

$$\displaystyle \clubsuit$$ Vu-Quoc, L., and Olsson, M., A computational procedure for interaction of high-speed vehicles on flexible structures without assuming known vehicle nominal motion, Computer Methods in Applied Mechanics and Engineering, Vol.76, pp.207-244, 1989. (pdf)

$$\displaystyle \clubsuit$$ Vu-Quoc, L., and Tran, V.X., Singularity analysis and fracture energy release rate for composites: Piecewise homogeneous-anisotropic materials, Computer Methods in Applied Mechanics and Engineering, John H. Argyris Memorial Issue, Vol.195, No.37-40, pp.5162-5197, 15 July 2006. (pdf)

= Motivation =

High-speed maglev trains
$$\displaystyle \clubsuit$$ German Transrapid (Maglev), electromagnetic (attraction) maglevs. German Transrapid Emsland 500 km/hr (video, 7:37 min) (500 / 1.6 = 312.5 mi / hr). The Transrapid story (video, history of development, electromagnetic systems vs electrodynamic systems): Part 1 (8:28 min) Part 2 (8:07 min).

Shanghai maglev train (video, 5:35 min).

Equations of motion for high-speed vehicles interacting with flexible guideways; see Vu-Quoc & Olsson (1989 a b ): Actually, system of coupled nonlinear 2nd-order ordinary differential equations and partial differential equations.

$$\displaystyle \clubsuit$$ Japanese Maglev, electrodynamic (repulsion) maglevs, with retractable wheels. Japanese maglev at 581 km/hr (video, 4:43 min) (581 / 1.6 = 363 mi / hr).

$$\displaystyle \clubsuit$$ French TGV speed record 574.8 km / hr = 357.2 mi / hr (non maglev, wheel-on-rail trains)

Debate on high-speed rail (Sep 2009)
Siemens Fills Russia’s Need for High-Speed Train, by A.E. Kramer, NY Times, September 24, 2009.

Stimulus Puts High-Speed Rail On The Fast Track, NPR, Morning Edition, 24 Feb 2009; audio 4:10 min.

States Make Pitches For High-Speed-Rail Money, NPR, All Things Considered, 21 Aug 09, audio 7:42 min.

California Edges Ahead In High-Speed-Train 'Race', NPR, All Things Considered, 3 Sep 09.

High-Speed Rail Skeptic Outlines Position, NPR, All Things Considered, 3 Sep 09.

More with Google search for "NPR high speed rail"

Equations of motion
Coupled nonlinear 2nd-order ODE and PDEs with varying coefficients, which depend on the unknown functions to be solved for. Particularization to linear 2nd-order ODEs with varying coefficients.

= Linear 2nd-order ODEs with varying coefficients (L2-ODE-VC) =

Even though this section is about linear 2nd-order ODEs with varying coefficients, many of the methods listed in this section apply to nonlinear ODEs in general, with linear ODEs as particular cases. We present the general nonlinear case first, then particularize to the linear case.

Helmholtz equation (PDE)
Helmholtz equation (Wikipedia)

Vibrating membranes
Wolfram: Acoustics demos Vibrations of a rectangular membrane

Vibration of circular membrane, animation, Wolfram demo Bessel function Jn Bessel function J2, WolframAlpha

Chladni figures Chladni patterns (youtube) Chladni patterns on a vibrating plate excited by an acoustic speaker

Acoustics of drums, by T.D. Rossling, Physics Today, Vol.45, No.3, pp.40-47, Mar 1992.

Ansatz (wikipedia): A guessed expression for the solution, as in trial solution.

Helmholtz equation (Wikipedia)

Irrotational, compressible, non-viscous fluids
Morse & Feshbach (1953), p.307

Sound field animations, D.A. Russell, Kettering University.

One-dimensional wave equation
Morse & Feshbach (1953), p.125

Three-dimensional wave equation
Morse & Feshbach (1953), p.509, p.523

Ellipsoidal coordinates
Elliptic coordinates (Wikipedia) Ellipsoidal coordinates (Wikipedia) Hyperboloid (Wikipedia)

Morse & Feshbach (1953), p.512

Separated equations: L2-ODC-VC (1)
Morse & Feshbach (1953), p.523

Reduction of order method 0: Missing dependent variable
Zwillinger (1998), Sec 55

Integrating-factor method (1)
Zwillinger (1998), Sec 79

General L1-ODE-VC (2)
See General L1-ODE-VC (1).

Reduction of order method 1: Exact nonlinear ODEs
Zwillinger (1998), Sec 63: Applicable to nonlinear ODEs, in particular linear 2nd-order ODEs.

Nonlinear 1st-order ODEs (2)
See Nonlinear 1st-order ODEs (N1-ODEs) (1) and Integrating-factor method: Nonlinear 1st-order ODEs

Legendre L2-ODE-VC (1)
King et al. (2003), p.31

Nonlinear nth-order ODEs
Zwillinger (1998), Sec 63, p.289

General Nn-ODEs
$$F(x, y^{(0)}, y^{(1)}, \ldots, y^{(n)}) = 0$$

Application: N3-ODE
involving $$f_i := \partial F / \partial y^{(i)} $$.

Superposition of solution for L2-ODE-VC
Here, we treat the cases in which at least a solution (homogeneous or particular) can be guessed by inspection; the other solution can then be generated from the guessed solution.

For the cases in which the solutions cannot be guessed by inspection, see Solution by power series: Frobenius method.

Euler equations: Special homogeneous Ln-ODE-VC
Zwillinger (1998), Sec 61

Method of trial solution (undetermined coefficients)
This method is also known as the method of undertermined coefficients; the terminology "trial solution" is more descriptive since the method involves guessing the solution mathematical expression, called the trial solution, which have unknown coefficients to be determined by substituting the trial solutions into the differential equation.

King et al. (2003), Appendix 5

Zwillinger (1998), Sec 94

Wikipedia

Reduction of order method 2: Undetermined factor (1)
King et al. (2003), p.5

Zwillinger (1998), Sec 85

Non-homogeneous L2-ODE-VC
Zwillinger (1998), Sec 94

Non-homogeneous L2-ODE-CC
Boyce & DiPrima

Variation of parameters
King et al. (2003), p.7 Zwillinger (1998), Sec 95

Solution by power series: Frobenius method (1)
Zwillinger (1998), Sec 90

Singular points
18.305 Advanced Analytic Methods in Science and Engineering Fall 2004, Lecture 6 (pdf)

Regular singular points
18.305 Advanced Analytic Methods in Science and Engineering Fall 2004, Lecture 7 (pdf)

Irregular singular points
18.305 Advanced Analytic Methods in Science and Engineering Fall 2004, Lecture 8 (pdf)

= Legendre functions =

Kellogg (1953), p.125 King et al. (2003), p.31

Coefficients of series solution
Lecture transparency p.33-1, Eq.(2) and Eq.(5):

\displaystyle \langle f, P_m \rangle =  \int\limits_{\theta = -\pi/2}^{\theta = \pi/2} f (\theta) P_m (\sin \theta) d (\sin \theta) =  \int\limits_{\mu = -1}^{\mu = 1} f (\mu) P_m (\mu) d (\mu) $$

Integration involving transcendental functions: Abramovitz & Stegun, p.77

Bessel differential equation (1)
King et al. (2003), p.80

Application: Gauss-Legendre quadrature
Gauss quadrature (wikipedia) Legendre polynomials (wikipedia) Abramovitz & Stegun, p.887 Abramovitz & Stegun, Table 25.4, p.916

"What's the application?" lesson 2
3 Americans Share Nobel for Medicine, By Nicholas Wade, NY Times, Published: October 5, 2009.

Legendre polynomials
Legendre polynomials (wikipedia)

Axisymmetric case
Using the astronomy convention for spherical coordinates, the general solution for the Laplace equation before applying any boundary conditions is:

$$\psi (r,\theta) = \sum_{n} \left(A_n r^n + B_n r^{-(n+1)} \right ) \left[ C_n P_n (\mu) + D_n Q_n (\mu) \right ] \, \quad \mu := \sin \theta$$

Laplace equation in spherical coordinates
Fluid flow experiment around a cylinder (video) (not a sphere, but the streamlines are similar to those of a flow around a sphere)

Moving cylinder in a fluid (video)

Bypassing 2nd homogeneous solution
King et al. (2003), p.44

Rodrigues's formula
Olinde Rodrigues (1795-1851)

= Unified general theory of classical orthogonal functions =

Nikiforov et al. (1991), Chap 1.

Orthogonality
= Boundary value problems =

= Asymptotic methods =

= Other nonlinear ODEs =

Van der Pol equation
Scholarpedia

= Simulations =

An asteroid breakup 160 Myr ago as the probable source of the K/T impactor, William F. Bottke, David Vokrouhlický & David Nesvorný, Nature 449, 48-53 (6 September 2007).

Asteroids: Spun in the sun, William F. Bottke, Nature 446, 382-383 (22 March 2007).

Asteroids: How to make a flying saucer, William F. Bottke, Nature 454, 173-174 (10 July 2008).

Asteroid, NASA. Pictures of asteroids Ida, Eros, and Chicxulub (Yucatan) impact, extinction of dinausaurs.

Large asteroid impacting the Earth, simulation

Hubble Space Telescope Captures Rare Jupiter Collision, 07.24.09

Near Earth Objects Program, JPL.

Solar system collision: Set Target Earth (land only), Projectile Rock, Projectile diameter 10 km, Projectile velocity 60 km / sec; click Kaboom; see photo of Chicxulub impact.

title: User:Egm6321.f09/Lecture plan


text:
Google/Wikiversity

Outreach - Some discussion about a Wikiversity Google group.

The Google groups were never very active and there has been no activity in a very long time.

 * Archived review
 * Web Design
 * Archived review
 * Psychology
 * KTurtle (de)

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

title: Google/Wikiversity


text:
OpenKollab/questionnaire

Here's the questionnaire as filled at Appropedia (site link):

General
What is the name of your organization/project?

Appropedia - sustainability wiki - though "thrivability wiki" is probably a better description of what we're doing.

When was the organization/project founded/formed?

2006

Is it a corporation/not-for-profit/partnership/other?

Appropedia is a project being created by an online community.

The Appropedia Foundation, the organization that was created to support the wiki and the community, is a California-based 501c3 non-profit.

How large is the organization
How many active members in the group – regular contributions

Very hard to say. See the Recent Changes to get an idea of the range of contributors. At a guess, maybe no more than a dozen have a continuing regular involvement in the project.

How many others that are ‘peripherally’ involved or might have been involved in the past.

There are well over 1000 registered users - this gives a very rough idea. Some of the core contributors are academics who have their classes use the site.

Industry/Market
What industry/market segment do you occupy?

Green tech

What industry/market segments do you think contain organizations that might be interested in collaborating with your group?

Mission/Goals
- provides us with visibility into how you organization might be linked to others in the same/related market segments

What is your superordinate goal? The most inclusive statement of your larger vision?

What are some sub-goals that flow from this? Goals that relate to the larger goal in some way. List as many as make sense.

Needs/Resources:
provides us with a sense of potential synergies with other organizations.

What needs does your organization currently have? - weaknesses

What resources do you have that you could offer to other organizations? - strengths

Technology Infrastructure: provides us with a sense of how easy it is to merge your communication and information systems with others.
What technology platform(s) support your operation?

What is your primary communication mechanism? Wiki’s, email lists etc. What do you use most and for what purposes?

Collaboration: some details on actual collaboration projects you might be working on
Do you have an existing list of related projects?

Have you explored collaborative opportunities with other organizations? If yes, please provide some details (organization, state of discussions etc.) If no, why not?

Are there any internal projects that you are trying to finance? If so, are you willing to collaborate with others on those projects?

Would you be willing to merge your organization with another/others if a joint funding strategy could be developed?

Culture
Is collaboration an explicitly stated operating principle within your organization?

Does the organization embrace collaborative decision-making principles?

Is your organization committed to Openness?

 * Open source technology
 * Open flow of information

title: OpenKollab/questionnaire


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Talk:OpenKollab/questionnaire

See Questionnaire construction for some ideas and context. • CQ 22:47, 4 August 2009 (UTC)

title: Talk:OpenKollab/questionnaire


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User:Pizte

See my user profile at Wikipedia: http://en.wikipedia.org/wiki/User:Pizte

title: User:Pizte


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Introduction to psychology/Psy102/Tutorials/Therapies for psychological disorders

Goals

 * 1) To explain and understand the main psychological disorders and the main types of psychological therapies
 * 2) To examine the application of one particular psychologist therapy, transactional analysis, in more detail

Tutor preparation

 * 1) Revise Gerrig et al. (2008) Chapter 15: Therapies for psychological disorders (and possibly also Ch 14: Psychological disorders) so that you can reiterate relevant key points from the reading. Remember, the corresponding lecture/reading isn't until Week 6.

What you will need

 * 1) Watsford's (2008) wounded healer study abstract (handout)
 * 2) Psychological paradigm assumptions and example therapies (handout)
 * 3) List of psychological therapies (handout)
 * 4) Summary of transactional analysis (handout)
 * 5) Chocolates for those who survived the operant conditioning exercise from the previous tutorial

What are the main types of psychological disorders? (5 mins)
What are the main types of psychological disorders and what are their main/typical symptoms? What is the prevalence of mental disorders?
 * 1) More than one in three people report sufficient criteria for at least one diagnosis at some point in their life up to the time they were assessed.
 * 2) Anxiety disorders are the most common, followed by mood disorders, while substance disorders and impulse-control disorders are less prevalent. Rates varied by region.
 * 3) Such statistics are widely believed to be underestimates, due to poor diagnosis and low reporting rates

What is psychological therapy? (15 mins)

 * 1) Invite the class to define therapy, and more specifically, psychological therapy. Consider/discuss:
 * 2) Does psychological therapy necessarily need to be provided by a qualified clinical psychologist?
 * 3) Could/should a good friend or some other relationship provide psychological therapy? Why or why not?
 * 4) What are the pros and cons of psychological therapy provided by clinical psychology qualified vs. non-qualified therapists?
 * 5) Does one need to have a psychological problem in order to benefit from therapy?
 * 1) Ask class to distinguish between (explain the differences/commonalities between):
 * 2) Psychiatry: The branch of medicine which deals with the treatment of mental disorders. A psychiatrist has a medical degree and specialist psychiatric training.
 * 3) Counseling: Seeks to listen to clients' life difficulties and reflecting back to the client that he or she is being heard. Usually helps guide clients' towards solution strategy e.g., relationship counseling. Counselors can come from a variety of backgrounds e.g., telephone crisis counselors.
 * 4) Social work: Social workers are concerned with social problems, their causes, their solutions and their human impacts. They work with individuals, families, groups, organizations and communities.
 * 5) Psychotherapy: Intentional interpersonal relationship used to aid a client in problems of living and to increase individuals' well-being. Psychotherapy may be performed by practitioners with a number of different qualifications, including psychologists, marriage and family therapists, occupational therapists, licensed clinical social workers, counselors, psychiatric nurses, psychoanalysts, and psychiatrists.
 * 6) Clinical psychology: In many countries clinical psychology is a regulated mental health profession. It focuses on the scientific study and application of psychology for the purpose of understanding, preventing, and relieving psychologically-based distress or dysfunction and to promote subjective well-being and personal development. Central to its practice are psychological assessment and psychotherapy - see also about psychologists (Australian Psychological Society)
 * 1) Should psychologists be able to prescribe medication? (Note: Gerrig et al. (2008) Ch15 reviews psychopharmacology)
 * 2) Some have argued that it is ludicrous that general medical practitioners, who may have no psychological training at all, are able to prescribe the entire range of psychoactive drugs for treating psychological problems, while psychologists, who specialise in treating psychological issues, cannot prescribe any medications.
 * 3) Historically, most psychologists have not had training in pharmacology, however in recent years, many graduate programs in psychology have added coursework in physiology and pharmacology.
 * 4) While most would agree that psychologists probably should not be able to prescribe nonpsychoactive medications, the wisdom of prohibiting them from prescribing any medications seems doubtful. How do students feel about this issue?

The wounded healer (10 mins)

 * 1) Explain the wounded healer hypothesis (Jung derived the term "wounded healer" from the ancient Greek legend of Asclepius, a physician who in identification of his own wounds creates a sanctuary at Epidaurus in order to treat others) and invite comment/discussion, perhaps considering:
 * 1) Is it desirable for psychological "healers" themselves to be have been or currently be psychologically "wounded"? Why or why not?
 * 2) Provide the one page handout of Watsford (2008)'s wounded healer study and discuss. Note: In addition to the content of this abstract, handing it out is also intends to provide an example of a good abstract for the essay - although for a 1,500 word essay the abstracts should be ~ 150 words (this one is ~ 250 words)
 * 3) Use this discussion to also explain Transference and counter-transference during psychotherapy:
 * 4) Transference: Redirection of a client's feelings from a significant person to the therapist.
 * 5) Countertransference: Redirection of a therapist's feelings toward a client, or more generally as a therapist's emotional entanglement with a client.
 * 6) Mention the university's health and counseling centre as the recommended place to go if/when students themselves are having psychological difficulties

Psychological therapy paradigms (10 mins)
Firstly, consider what is a paradigm? Possible answers include:
 * 1) The set of practices that define a scientific discipline during a particular period of time (Kuhn)
 * 2) A pattern of thinking which induces bias.
 * 3) A conceptual framework for analysis of observations (Kuhn).
 * 4) A set of assumptions that govern our observation processes and analyses.
 * 5) A set of rules that a group of researchers/practitioners follow in observation and analysis.

Then consider:
 * 1) What are the major psychological therapy paradigms?
 * 2) What are the main assumptions made by these therapeutic paradigms?
 * 3) How does each of these paradigms approach psychological therapy?

Therapies and paradigms (20 mins)
Participants arrange themselves in groups of 3 to 4 and then attempt to sort this list of therapies into the most appropriate paradigm categories. (from List of psychotherapies; see also list of therapies) Not all of these will fit neatly into one of the paradigms
 * Acceptance and commitment therapy
 * Analytical psychology
 * Animal-assisted therapy
 * Art therapy
 * Attachment therapy
 * Aversion therapy
 * Behavior modification
 * Bibliotherapy
 * Biofeedback
 * Cognitive behavior therapy
 * Dance therapy
 * Drama therapy
 * Family therapy
 * Group therapy
 * Hypnotherapy
 * Logotherapy
 * Mindfulness-based Cognitive Therapy
 * Narrative Therapy
 * Parent-Child Interaction Therapy
 * Play therapy
 * Primal therapy / Rebirthing-Breathwork
 * Rational Emotive Behavior Therapy
 * Recovered Memory Therapy
 * Relationship counseling
 * Relational Empowerment Therapy
 * Reality therapy
 * Solution focused brief therapy
 * Somatic Psychology
 * T Groups and Encounter groups
 * Transactional Analysis
 * Twelve-step programs
 * Wilderness therapy
 * Perhaps they relate to several of the paradigms?
 * Perhaps they represent entirely different assumption?

Patient-therapist scenarios and treatment paradigms (30 mins)

 * 1) Invite each participant to nominate a (hypothetical or real) psychological problem for themselves - it can be big or small - that they would like to address/improve/resolve.
 * 1) On a piece of paper, briefly describe the problem and the symptoms.
 * 2) Divide the class into therapists and patients/clients.
 * 3) Invite the class to mingle and for each therapist to find a patient (i.e., pair off).
 * 4) Therapists should seek to find out:
 * 5) What is the patient's problem? (Descriptively rather than diagnostically)
 * 6) Discuss with the patient how the problem could be addressed therapeutically from each of the major perspectives.
 * 7) Ask the clients to identify to the therapist what kind of therapeutic  paradigm they think would be most appropriate in their situation.

If there is enough time and it seems appropriate, swap roles, re-mingle and repeat.

Transactional analysis (20 mins)

 * 1) Explain transactional analysis - e.g., by summarising key points from and Thomas Harris' I'm OK, You're OK and Eric Berne's Games People Play - hand around these books for students to look at - in this day and age its important to introduce students to books!
 * 2) TA is an example of a systems approach to analysis and treatment of psychological problems (e.g., it focuses on dynamic relationships), but it has a strong grounding in and emerges from the psychodynamic tradition (e.g., the P-A-C model) and reflects aspects of humanistic psychology (e.g., focus on self-esteem). Summary of key ideas of transactional analysis.
 * 1) TA is an example of a systems approach to analysis and treatment of psychological problems (e.g., it focuses on dynamic relationships), but it has a strong grounding in and emerges from the psychodynamic tradition (e.g., the P-A-C model) and reflects aspects of humanistic psychology (e.g., focus on self-esteem). Summary of key ideas of transactional analysis.

 * 1) Freud's ego-structure: id, ego, super-ego
 * 2) Ego-states (Parent-Adult-Child (PAC) model) - also see PAC model and functions of the ego states (ta-tutor.com)
 * 1) Ego-states can create various relationship patterns (transactions), e.g.,
 * 2) Complimentary (reciprocal and likely to be sustained)
 * 3) Crossed
 * 4) Ulterior (it looks reciprocal, but there is ulterior motive (hidden game) which becomes apparent later)
 * 5) Example "complimentary" transactions:
 * 6) Adult-Adult
 * 7) -ve: Adult giving dull and dry data
 * 8) +ve: Adult giving interesting data
 * 9) Child-Child
 * 10) -ve: Child whining and sniveling
 * 11) +ve: Child curious & fun cooperation
 * 12) Parent-Parent
 * 13) -ve: Parent fighting with another Parent about “proper” values
 * 14) +ve: Parent discussing with another Parent about “proper” values
 * 15) Parent-Child
 * 16) -ve: Parents nagging children
 * 17) +ve: Parents nurturing children
 * 18) Hooks e.g., being in Child tends to hook Parent
 * 19) Strokes - our need to feel OK - we need many more positive strokes than negative strokes
 * 20) Games and scripts e.g.,
 * 21) I'm OK - You're not OK
 * 22) I'm not OK - You're not OK
 * 23) I'm not OK - You're OK
 * 24) I'm OK - You're OK
 * 25) Invite examples of relationship problems and consider these from a TA perspective and ways that TA might be used to help change the relationship


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User:Oldwizard40

This is the old wizard in search of information on a host of topics

title: User:Oldwizard40


text:
User:Zico Omar 95

Buenos dias a todos los usuarios de ikipedia lesmanda un saludo grande zico_omar_95 y que pasen un buen dia...

Yendo a otros temas de que quisieran hablar

title: User:Zico Omar 95


text:
Talk:Fundamental Organic Chemistry

$$CH3=CH3$$

Call me a newbie, but even when I studied chemistry at secondary school, Akanes have the general formula CnH2n+2, As a newbie around here, I don't want to dive in and change something just yet, as there's far better chemists around here.

title: Talk:Fundamental Organic Chemistry


text:
User:RayGradisher

Bio
http://www.youtube.com/watch?v=EfDRK3vLXjQ

title: User:RayGradisher


text:
User:Amber~enwikiversity

Very beautifull and smart girl... loves to spend time with pets. scuba diving, dance, aerobics.

title: User:Amber~enwikiversity


text: Bloom Clock/Keys/New Hampshire/July/Pink Flowers


text:
Bloom Clock/Keys/New Hampshire/July/Pink Flowers/DPL

This page is used to help create a graphical list.

 category=Pink flowered plants category=BCP/NHAMP/7 order=descending ordermethod=lastedit


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Wikiversity:Bans/Alternate proposal

Banning a Wikiversity participant from editing does not disable a user's ability to edit any page. Banning should not be confused with blocking, though blocks may be used to enforce a ban.

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title: Wikiversity:Bans/Alternate proposal


text:
User:Farhana Parvin

I have little bit knowledge about wikiversity.I want to know detail.

title: User:Farhana Parvin


text:
User talk:Cyma~enwikiversity

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

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 13:00, 6 August 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Cyma. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Cyma~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Cyma~enwikiversity


text:
Reflections on de los Reyes, Molina & Mulinari

Paulina de los Reyes, Irene Molina & Diana Mulinari (2002): Maktens (o)lika förklädnader – Kön, klass & etnicitet i det postkoloniala Sverige
Maktens (o)lika förklädnader är en festskrift dedicerat till arbetslivsforskaren Wuokko Knocke. Antologin innehåller 13 kapitel från olika författare alltifrån doktorander till professorer, med intresse för frågor inom etnicitet, multikulturalism, feministisk teori, makt, kön, klass och arbete. Redaktörerna har alla olika bakgrunder; inom ekonomisk historia, kulturgeografi och sociologi, vilket även syns i bredden bland artiklarna i denna bok. I nedanstående kommer jag att koncentrera mig särskilt på följande kapitel: ''1 Introduktion – Maktens (o)lika förklädnader; 4 Feministiskt integrationsarbete – eller vem ska definiera vems behov?; 7 ”Invandrare” i mediearkivets typgalleri; 9 Det olyfta lockets paradox. Att tala utan att låtsas om det; 12 Etnicitet, medborgarskap och gränser och 13 Kalla mörkret natt! Kön, klass och ras/etnicitet i det postkoloniala Sverige.''

I introduktionen diskuteras bl.a. den svenska kvinnorörelsens framgångar i det förflutna, men också jämställdhetens diskurser generellt sett. Dessa sätts i relation med bokens andra bärande teman, nämligen nationalism, nationalstatens ideal kontra internationell migration och globalisering (s. 15). Redaktörerna positionerar sig i den moderna etnicitets- och genusmedvetna forskningstraditionen genom att föreslå att antologin bör läsas som ”en postkolonialt inspirerad lägesrapport om Sverige i början på det nya millenniet” (s. 12).

Boken diskuterar olika former av förtryck såsom rasism och klassförtryck och gör flera försök på att nyansera våra uppfattningar om dessa. För att illustrera detta innehåller de flesta textkapitlen konkreta exempel från såväl forskningsprojekt som nutida medierapportering och dessa används för att underbygga det teoretiska resonemanget. I introduktionen vill jag skönja en viss fokus på feministiska teorier, bl.a. diskuteras feminismens svårigheter att förhålla sig till etnicitet och klass. Inom svensk feministisk forskning ses makt som endimensionell, strukturell och oföränderlig, konstaterar redaktörerna (s. 22). Problematiken diskuteras vidare bl.a. i kapitel 2 som Paulina de los Reyes har skrivit och som handlar om svenskhet och invandrarskap inom svensk genushistorisk forskning. De los Reyes påpekar bl.a. att maktrelationer kvinnor emellan – de som beror till exempel på invandrarstatus/etnicitet – behöver synliggöras tydligare i forskningen (s. 31). Hon anmärker också att historiskt sett har forskningen om invandrare i Sverige karakteriserats av sk. genusblindhet; invandrarna har inte bara behandlats som en grupp, ”invandrare” utan dessutom gjorts könlösa genom att forskningen inte lyckats lyfta fram skillnader mellan kön (s. 35).

Likaså kritiseras den traditionella dikotomiseringen till kvinnor och män, invandrare och svenskar, som hindrar oss från att se den komplexitet som verkligheten i själva verket har. Redaktörernas försök till att förstå och förklara maktrelationernas komplexitet görs genom begreppet/teoretiska redskapet intersektionalitet, som är avsett att avslöja hur makt konstitueras utifrån socialt konstruerade skillnader i olika rumsliga och historiska dimensioner (s. 25). Bokens syfte blir då att både utforska maktstrukturer och försöka dekonstruera dem genom tillägg i det offentliga samtalet.

I flera av kapitlen diskuteras invandrarkvinnornas position och den stämpel de fått i diskurser kring både etnicitet och kön. De los Reyes konstaterar att på 1960- talet representerade invandrarkvinnan ”det avvikande”, senare på sena 1970-talet och framåt ”det gamla, förlegade och traditionella” (s. 38). Heléne Thomsson skriver i kapitel 4 om feministiskt integrationsarbete och frågar sig vem som ska definiera invandrarkvinnornas behov. Hon bidrar med en nästan hjärtskärande beskrivning av integrationsarbete vid ett kvinnocentrum som görs i princip efter regelboken men som ändå blir så fel – inget förändras för de kvinnors del som är föremål för detta arbete. De kvinnoverksamheter som hon forskat beskriver hon som ”en kombinerad jämställdhets- och integrationssatsning som hålls i strypkoppel av samhället” (s. 75) Hennes beskrivning får läsaren att ställa sig många frågor kring dessa verksamheter, deras syften och ambitioner. En förundran kommer till mig osökt: formuleras verksamhetsmålen och ambitionerna med flit så luddigt att de blir lätta att uppnå men inte är till egentligt gagn för någon? Och vad skulle ske om satsningar som dessa faktiskt uppnådde sina mål (de högre satta), skulle de upphöra att existera? Thomsson diskuterar utförligt det svåra med att veta om människors behov. De kvinnoverksamheter hon undersökt är tydliga exempel på hur svårt det är att identifiera andra människors behov och veta vems behov de är som styr, därför lider verksamheterna också av vissa legitimitetsproblem. Thomsson för också in frågan om diskurser i sin analys genom att diskutera de ord vi väljer att använda t.ex. när vi pratar om verksamheter som den här undersökta. ”Integration” är en ständig favorit, kanske har den blivit så överanvänd eftersom den får fungera som uttryck för så mycket. Däremot pratas det sällan om ”makt” eller andra saker som har en betydligt mer negativ klang. Ordval i olika diskurser är mycket mer än bara benämningar, de styr resurstilldelning, publicitet, favorisering. En utvidgning av diskussioner till att omfatta uteslutning, makt, utnyttjande och klassuppdelningar skulle gynna inte bara kvinnoverksamheter utan även samhället i stort, konstaterar hon slutligen (s. 88)

Ytterligare ett intressant tema i boken är media och dess roll i skapandet av ”invandrare” i vår föreställningsvärld. I kapitel 7 skriver Ylva Brune om ”invandrare” i mediearkivets typgalleri. Hon redogör för ett antal mediatexter (och –bilder) från 1970-talets mitt som handlar om ”invandrarkvinnor”och”invandrarungdomar”, och relaterar dessa till nutida medierapporteringar om bl.a. sk. hedersvåld. Brunes slutsats blir att de förhållningssätt till och beskrivningar av kategorin invandrare som vi får läsa genom medier har inte ändrats nämnvärt sedan 1970-talet (s. 150). Utgångspunkten är fortfarande ett utifrånperspektiv, ett mer eller mindre överlägset sätt där den intervjuades egna ord eller tolkningar inte duger som en beskrivning av dennes ”situation” utan journalisten genom sin interpretation blir en sanningens röst gentemot läsaren. Kvinnor och män, pojkar och flickor får olika roller i de journalistiska beskrivningarna, och det enda gemensamma med dessa roller är att de antingen avviker från eller strävar efter ”det normala”, dvs. ”det svenska”, som i sin tur sammanfattas i termer som frihet och jämställdhet (s. 168). Något som framgår påtagligt av detta kapitel är att en journalist, såväl som en forskare måste utöva aktsamhet i beskrivningen av ”de andra” och beakta sitt perspektivval. Texten visar tydligt hur medias sätt att skriva – men även våra vardagliga sätt att prata om vissa ämnen – styr vårt tänkande.

I kapitel 9 presenterar Fredrik Hertzberg sin och Wuokko Knockes diskursrelaterade forskning om en grupp arbetsförmedlares narrativ kring möten med personer med annan etnisk bakgrund än den svenska. Kapitlet har ett passande namn ”det olyfta lockets paradox” då den beskriver diskurser som antas vara hårdare reglerade än andra, nämligen sådana som handlar om etnicitet och invandring (s. 207). Hertzberg utgår ifrån Foucaults begrepp såsom ”reglerade/censurerande instanser” och diskuterar bl.a. självcensur och politisk korrekthet (s. 210). Han lyfter fram intressanta beskrivningar av den svenska offentligheten och individer som självcensurerande, varvid motpolen ”att lyfta locket” blir ”nödvändigt” eller åtminstone bör uppmuntras (s.212). Samtidigt som Hertzberg lyfter fram exempel som kan tolkas tala för att etnicitets-/invandringsdiskurusen är mer reglerad än andra diskurser, passar han också på att peka på det motsatta. Han synliggör frånvaron och uteslutningen av vissa aktörer i debatten genom att poängtera att personer med invandrarbakgrund generellt sett är underrepresenterade i den offentliga debatten kring det multietniska Sverige, men markerar också att även motståndare till invandring sällan får sina röster hörda i den offentliga debatten. I de utdrag från undersökningens empiriska del som finns med i kapitlet verkar det klart att informanterna själva uppfattar diskursen kring invandrare som reglerad och markerar detta på olika sätt. I sin analys däremot konstaterar Hertzberg att det är svårt att entydigt hålla med om denna uppfattning, men att det däremot verkar finnas en fabel (för att använda Foucaults termer) om diskursens reglering som i sin tur kan styra diskursen i fråga (s. 234).

Aleksandra Ålund skriver i kapitel 12 om etnicitet, medborgarskap och gränser. Hon lyfter fram tillhörighetskänslan som något kontrastivt och uteslutande gentemot ”de andra” och påpekar att detta drabbar både kvinnor och etniska minoriteter, ändock på olika sätt (s. 285). Även nationalism diskuteras, enligt Ålund är nationen en social produkt som skapas genom diskursiva praktiker, sk. ”sanningar” om ursprung och gemenskap. Detta resonemang väckte hos mig en något självkritisk tankegång vad gäller just nationella minoriteter. Kan det vara så att de försök som under den senaste tiden gjorts att synliggöra nationella minoriteter i den offentliga debatten om etniska minoriteter är också en del av det diskursiva skapandet av nationen Sverige, som i sin tur befäster gränser människor emellan? Vad vi gör är, trots allt, att leka med människors föreställningar om vad ursprung, tillhörighet och gemenskap är. Ålund skriver om etnicitetsdiskursen som är ständigt närvarande i nationalstatstänket både ”där borta” och hos oss. De flesta av flyktingarna flyr från nyuppfunna nationalstater där kriterier för tillhörighet förändrats – bara för att finna sig stå på tröskeln till ytterligare en nationalstat som ställer krav som är omöjliga för dem att uppfylla. Samtidigt, påpekar Ålund, har vi blivit mer och mer medvetna om nya mångfacetterade identiteter som är gränsöverskridande och kulturellt sammansmälta (s. 286-287). Ålunds korta kapitel innehåller många tankeväckande idéer, men det sista jag tänker kommentera här är hennes resonemang kring rasism. Såsom rasismen beskrivs i denna text hittar jag många kopplingar till en tidigare läst text, boken av Beverly Daniel Tatum. De former av rasism som oftast synliggörs t.ex. i media är de brutala och våldsamma; gatuvåld eller etnisk rensning (s. 291). Både Ålund och Tatum hävdar dock att vad gäller rasism är det inte det mest spektakulära och iögonenfallande som är den svåra rasismen att utrota utan det vardagliga, det som sker i det dolda och som (för att låna Tatums ord) ligger bland oss och förgiftar våra tankar som en smog.

Kapitel 13 är samtidigt en självständig text och sammanfattande för alla bokens teser. I 2000-talets början präglas samhället av växande klyftor mellan invandrare och svenskfödda, kvinnor och män, skriver författarna Irene Molina och Paulina de los Reyes. Kön och etnicitet har blivit indelningskriterier som påverkar tillgången till såväl makt, resurser som olika diskurser i samhället (s. 295). Att etnicitet som tillskrivningskategori är i sig diskriminerande räcker inte, ett ännu mer bekymrande tecken på samhällets rasifiering är att en slags etniska hierarkiska skalor är väl synliga. I vanligaste fall handlar detta om intern ragnordning där icke-européer missgynnas mer eller mindre systematiskt inom samhällets olika områden. Samhällets rasifiering definieras för övrigt som explicita och/eller implicita kategoriseringar, tankemodeller och associationer om rangordning mellan människor som ett naturligt inslag. En bakomliggande och legitimerande faktor är en essentialistisk människosyn (295-6).

Kapitlet diskuterar rasism genom exempel från tre olika samhällsområden; arbetsmarknad, boende och media. Grundtesen trots det svenska folkhemmets idealistiska grundsyn finns det i samhället djupt rotade rasistiska föreställningar i mycket av det vi tar för givet. Särskilt i avsnitten som handlar om arbete och boende kritiseras det svenska samhället och den etniska och/eller könsbaserade rangordningen som styr människors möjligheter i livet. Även den i Sverige så populära jämställdhetsdiskursen får sig en törn och beskrivs som en paradox, författarna kritiserar det faktum att jämställdheten nästan uteslutande definieras med svenskheten som norm. Och inte bara den, ibland ger samhällsdiskursen sken av att man i Sverige (eller Europa) inte bara uppfunnit jämställdheten utan även moderniteten, demokratin, välfärden och humanismen. Dessa i sin tur blir ett sätt att förmedla värderingar, normer och föreställningar som skapar samhörighet mellan ”oss” och avstånd till ”de andra” (s. 306). Utöver begreppet samhällets rasifiering är postkolonialism ett av bokens grundteman dit författarna återvänder i kapitlet. Trots att Sverige i egentlig mening aldrig varit en kolonialmakt menar författarna att vårt samhälle bär på det koloniala arvet lika mycket som något annat europeiskt samhälle. Detta motiveras med en kunskapssyn som ständigt i vårt eget samhälle reproducerar över- och underordningsrelationer som kolonisering en gång skapade. På s. 317 påpekar författarna att det största hindret för utrotandet av rasismen är den tysta överenskommelse som gör den till en icke-fråga i den svenska integrationsdebatten. Maktens (o)lika förklädnader är en vass, modig och mångfacetterad bok vars mest uppenbara syfte är att synliggöra rasism och rasistiska processer, sätta ”riktiga” ord på eufemismer vi vant oss vid att använda och bekämpa rasismen genom ett tillägg i debatten.


text:
United Kingdom Law/Bill of Rights

There is the idea of a Great Repeal Bill. The problem with repealing legislation is that it doesn't actually make much of a difference. There is a far simpler way of getting legistalation changed in the UK, and it needs just one bill. A bill of rights.

For example, with the repeal bill, it will repeal the bill, you can't implement any changes in the legistalation. That's a major problem. What is needed is the general rights and constitution under which the country operates. Then if laws don't operate with regard to the Bill of Rights, its not legal.

It can a very short bill, and achieve far more than repealing little bits of legistaltion here and there.

Proposal

 * 1) The Bill of rights had primacy over all other bills and treaties.
 * 2) All Bills and Acts passed by parliament must be approved by a simple majority of the electorate in a referenda
 * 3) The House of Lords is abolished.
 * 4) All information held by the state is open to the public unless in the interests of national defence.
 * 5) The Human Rights act is incorparate into this bill.
 * 6) No one can have debts imposed on them by anyone else.
 * 7) The government shall publish details of all debts and future spending on the basis of current rules each year
 * 8) No laws shall be past by statutory instrument
 * 9) The government shall be banned from taking out new debts
 * 10) Right of opt out
 * 11) Subsidies are illegal
 * 12) Where possible, taxation should be hypothecated
 * 13) Reduce the House of Commons to 300 members

Clause 1 - Primacy of the Bill
Having the Bill of Rights take primacy, means that all other laws that are incompatible are illegal.

Clause 2. - Referenda
Quite simple. Authority should flow from the people to the state, not the other way round

Clause 3. - Abolishment of the HoL
With the people scrutinising bills, there is no need for the House of Lords.

Clause 4. - Information
The presumption has to be this way round. For example, it would mean that the state has to publish all its contracts, and make them open to all to see. It's clear there are some awful contracts, very unfavourable to the citizen that the state has entered into. The expenses scandel shows how opening up information leads to the removal of abuses. However, with Bercow putting 20,000 pounds on redecoration on expenses, it won't work completely.

Clause 5. - Human Rights Act
Whilst people complain about the HRA, very few have read it. The relevant parts are here. I doubt there are many who will query of the clauses, bar the ban on hanging people.

Clause 6. - Born into Debt
This is one of the major clauses. Currently a new born in the UK faces paying off 300,000 pounds of debt, with interest, over their lifetime. It is unacceptable that in a developed country, people are born into debt.

Clause 7. - Publishing of Debts
This is needed. Just saying that the government publishes a doomsday book of debts, means they will carry on with their Enron accounting. Publishing the steady state figure means that pensions debts must appear on the books, and not be hidden by an accounting trick.

Clause 8. - Enabling Acts
Stops the use of Enabling Acts as used by Hitler. All laws have to go to referenda, none can be put into law by dictact by a minister.

Clause 9. No new debts
Since there is a ban on more debts for children and future generations to pay, the government should be banned from borrowing more. When you have a income of 500 billion a year, it doesn't take long to save up for any project. Paying cash up front means we get more value for money because we don't pay the interest. With the current debt set up, it starts addressing the risk that we pay more and more for less and less.

It also means that all government pensions schems have to move to funded schemes. The government can regulate, but the public doesn't run the risk of default. If we take the state pension scheme the contract was in exchange for your NI, we would pay out a pension linked to wages. That contract was broken. The contributions were linked to wages where inflation is higher than the payout, now linked to RPI. The same happened with the retirement age. It's a partial default on that contract. Fully funded pensions solve this problem. If someone on median wages 40 years ago invested in the FTSE, even post crash, they would have had 20K retirement income instead of 5K. (Compound interest sees to that). Given the rule about referenda, a future government would find it very hard to steal the funds. I would propose also as part of a bill sorting the pensions out, that there is a right of removal of all cash, tax free, if any attempt is made to tax the fund. Even with a referenda, people would be safe. A referenda would be difficult to get through.

Clause 10. The right to opt out of government services
People should have the right to opt out of government services where appropriate and receive the average spend for that service.

ie. If you want vouchers to go to a private school, you get the average spend for those services.

If you want to go private, you can opt out of the non emergency part of the NHS, and go private. However, if you do this, and then rely on the state, you get to pay the full cost, even to the point of bankruptcy. Alternatively, the cash gets routed to an insurer.

Clause 11. Ban subsidies?
Pretty clear cut. No subsidies for rail, wind generation etc. Sink or swim like those paying for the special interests.

But maybe not. Lots of activities have had an unnoticed subsidy for generations. For example, the very significant costs of cleaning up the effects of the petrochemical industry - from oil spills to carbon dioxide reduction - are not borne by the relevant agents. So an inverse subsidy is in effect, that should require us to use social resources to promote economic and social activities that do not require long-term hidden subsidies such as environmental pollution.

Clause 12. Hypothecation
A good example is the roads. If you are going to have a tax for the roads, it should go on the roads and nothing else. It's the flip side of the subsidy issue. Hypothecate and people know what they are paying for what service.

title: United Kingdom Law/Bill of Rights


text:
User talk:Buridian's Ass

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 17:39, 6 August 2009 (UTC)

title: User talk:Buridian's Ass


text:
Comparative law and justice

This learning project was a student-written collaborative resource comparing the law and justice systems of over 100 countries.

College: Class: Sociology 304/Anthropology 303 Year: 2010-2011 Professor:

Countries included in this project
Click on the continent to get a list of countries with completed pages from that continent.

🇨🇴  category = Comparative law and justice in North America namespace = 0 offset = 1 ordermethod = sortkey order = ascending mode = ordered
 * North America

 category = Comparative law and justice in South America namespace = 0 offset = 1 ordermethod = sortkey order = ascending mode = ordered
 * South America

 category = Comparative law and justice in Oceania namespace = 0 offset = 1 ordermethod = sortkey order = ascending mode = ordered
 * Oceania

🇨🇴  category = Comparative law and justice in Africa namespace = 0 offset = 1 ordermethod = sortkey order = ascending mode = ordered
 * Africa

 category = Comparative law and justice in Asia namespace = 0 offset = 1 ordermethod = sortkey order = ascending mode = ordered
 * Asia

 category = Comparative law and justice in Europe namespace = 0 offset = 1 ordermethod = sortkey order = ascending mode = ordered
 * Europe

Stubs
Pages created but not expanded. Any Wikiversity user may work on these.
 * /Algeria/

Resources
/United States/ is a sample Wiki that the Professor wrote. You can use it as a model for your work.

Template:Clj Note: you are not required to use this template, but you may find it to be a useful starting place for your work, especially if you'd like help with inserting an image or adding a table. To use the template, make a new page for your country. Go to the template page linked above and copy the code out of the edit window, then paste it into the edit window for your page. You will then be able to edit each of the sub-sections within the page; the table can be found under "Crime Rates and Public Opinion" and the image can be found under "Basic Information." Do Not Edit The Template!!!

When you start your country page, regardless of whether or not you use the template, be sure to start the page with a link to the Comparative law and justice wikiversity project and with ~ (four tildes), so that the page is signed with your username. You will also want to enter the code so that your page is classified as a page about law.

@undefined

 * Pro se legal representation

title: Comparative law and justice


text:
Template:HHF/Auto subpage

This template either creates a link to a new page with preloaded text or includes the pages content if the page already exists.

Usage
Here is the wikicode that refers to the page.

[ /]

title: Template:HHF/Auto subpage


text:
User:Sri cool

Hi i am srikanth from india. I am an engineering graduate in information technology from jawaharlal nehru technological university,hyderabad,andrapradesh,india

title: User:Sri cool


text:
User:Thewinster/Sandbox/The-Ask-Page/Dharav

=Original Question by Dharav talk=
 * Some text goes here

=What's Up?=
 * Latest discussions on the forum

reply[]


title: User:Mephiston999


text:
User:Sainsoan

About
Hi, I'm Sainsoan. I have plenty of random interests, but the only one I've managed to consistently pursue is Japanese. I'm currently in college. I'm taking Preparation for Algebra, Intermediate Japanese I, Piano I, and Academic Literacy. (The lowest English class my school offers) I've taken some computer classes in the past, but I don't trust any of my knowledge because I either lacked interest or the teacher wasn't that amazing of a teacher. I still managed to mysteriously get A+ and Net+ certified though.

title: User:Sainsoan


text:
User:KaidoKikkas

My name is Kaido Kikkas. I'm an associate professor of social and free software at Tallinn University as well as a lecturer and Technical Communication curriculum co-ordinator at Estonian Information Technology College. I am a firm supporter of free/open-source software and have used Linux in all my computers exclusively since 2000. I have been sharing all my academic materials online since 1995, mostly using my home server. In 2009, I started to experiment with Wikiversity.

In my leisure time, I like to listen to and play music, read, practice martial arts, ride a motorcycle, cook...

See my longer bio at my home server, http://www.kakupesa.net/kakk/en/resume.php for more information.

title: User:KaidoKikkas


text:
User:Hepatomegaly

Deleting This Account.

title: User:Hepatomegaly


text:
User talk:Hepatomegaly

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --JWSchmidt 15:25, 7 August 2009 (UTC)

title: User talk:Hepatomegaly


text:
User talk:Snoozebob

My name is Bob Cooper.I have to thank all contributers to this. It is vastly improved since Fred started the project I am Britsh working in Prague.

I was part of the original team that helped TWFred to create this page. I have been writing technical documents for international projects since 1999. I am currently employed as a Sector Manager at Sitronics TS and I have 15 technical writers in my staff. Six of these Technical writers are Russian Native speakers. Please help me. We, at Sitronics Czech Republic, are trying to translate this page into Russian, but the language used in the page is too idiomatic and American biased, and therefore my translaters are finding it hard to translate. It is also inconsistant to use inaccessible, non-simple, non-international English if you wish people to understand your meaning.

The Russian technical writers desperately need this information because their documentaion is chronically lacking in format, structure, style or anything worthwhile. --Snoozebob 17:27, 7 August 2009 (UTC)
 * Hello there, if you're still around we now have a Russian language Wikiversity edition that may be able to accommodate your needs. TeleComNasSprVen (discuss • contribs) 06:27, 15 March 2014 (UTC)

Image Tagging Image:Bob Cooper.JPG
Thanks for uploading Image:Bob Cooper.JPG. I notice the image page currently doesn't specify who created the content, so the copyright status is unclear. If you have not created this media yourself then you need to argue that we have the right to use the media on Wikimedia Commons (see copyright tagging below). If you have not created the media yourself then you should also specify where you found it, i.e., in most cases link to the website where you got it, and the terms of use for content from that page. If the content is a derivative of a copyrighted work, you need to supply the names and a licence of the original authors as well.

If the media also doesn't have a copyright tag, then you must also add one. If you created/took the picture, audio, or video then you can use to release it under the multilicense GFDL plus Creative Commons Attribution-ShareAlike All-version license or PD-self to release it into the public domain. See commons:Commons:Copyright tags for the full list of copyright tags that you can use.

Note that any unsourced and untagged images will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have uploaded other media, please check that you have specified their source and copyright tagged them, too. You can find all your uploads using the Gallery tool. Thank you. TeleComNasSprVen (discuss • contribs) 06:27, 15 March 2014 (UTC)

Where do I ask questions?
Hi, Bob.

I enrolled for Wikiversity's Technical Writing course yesterday. Today I am on lesson two. I want to do the exercises in there but I am not sure if I will do them right. I've come here to ask where I can find fellow students -- who can review my work and I can theirs -- or, better still, teachers -- who can show me what I am doing wrong. I do not want to develop bad habits. I am asking you because the "View History" tab shows you are the primary author of Technical writing audience EE.

Thank you very much for contributing to Wikiversity.

Thokara (discuss • contribs) 01:24, 7 January 2015 (UTC)

title: User talk:Snoozebob


text:
User:Snoozebob

My name is Bob Cooper.

I have 15 staff working for me as Technical Writers: 10 in Prague and 5 in Moscow.

I started work at 16 in 1975 as an apprentice Telephone Engineer and studied Telecommunications, Computing and Radio and Line at Acton Technical College (Now part of Thames Valley University). I began Technical Training Writing in 1999 as a Telecommunications System Support Engineer at Cubic Transportation Systems (Part of the Cubic Corporation); when my boss unexpectedly went sick for the first time.

I have been writing, editing and language correcting technical documents ever since, except for a brief break to teach English. I moved to Prague and got a job as a Technical Writer where I met TWFred at Sitronics Telecom Solutions A.S..

I was quickly promoted to Documentation Sector manager at Sitronics T.S., and given the poison chalice of uniting the style and output of several competing departments. This was necessary because the style, content and look of documents from different departments, was so diverse that the customers would not believe they came from the same company.

I took the best aspects from each department, and developed a company wide look style and set of guidelines. We moved the content to a Content Management System and developed an output engine so that we could print in Word and PDF.

I referred to this as the Bob Cooper Memorial Format because I swore the process would be the death of me, but we succeeded. There is only one style, format and look for everywhere except the Russian Market and CIS (The Goct (Russian Government) standard applies here).

Due to the number of languages used at Sitronics, I became involved in the internationalization and localizing of documents hence the Easy English (EE) versions of the documents. I speak English, French, German, Dutch, Czech and I am learning Russian.

Snoozebob 17:29, 7 August 2009 (UTC)

title: User:Snoozebob


text:
Introduction to psychology/Psy102/Lectures/Mind, consciousness and alternate states

Lecture: Mind, consciousness and alternative states
Dr. Vivienne Lewis presented this guest lecture in 2009 - see this lecture on Moodle.


text:
Introduction to psychology/Psy102/Lectures/Cognitive processes

See this lecture on Moodle

Outline

 * 1) Studying cognition
 * 2) Cognitive psychology and cognitive science
 * 3) Discovering the processes of mind
 * 4) Mental processes and mental resources
 * 5) Language use
 * 6) Language production
 * 7) Language understanding
 * 8) Language and evolution
 * 9) Language, thought, and culture
 * 10) Visual cognition
 * 11) Using visual representations
 * 12) Combining verbal and visual representations
 * 13) Problem solving and reasoning
 * 14) Problem solving
 * 15) Deductive reasoning
 * 16) Inductive reasoning
 * 17) Judgment and decision making
 * 18) Heuristics and judgment
 * 19) The psychology of decision making

Objectives

 * 1) Difference between serial and parallel processes
 * 2) Automatic and controlled processes
 * 3) Grice’s maxims for language production
 * 4) Forms of ambiguity in language comprehension
 * 5) Inference in the cognitive processing of language
 * 6) Dual-coding – combining verbal and visual representations
 * 7) “Problem space,” and its relationship to problem solving
 * 8) Problem-solving skills and techniques to improve them
 * 9) Deductive reasoning and inductive reasoning
 * 10) Heuristics in judgments and decision making
 * 11) Framing and decision making


text:
Introduction to psychology/Psy102/Lectures/Therapies for psychological disorders

See this lecture on Moodle


text:
Cognitive psychology

Cognitive Psychology is a branch of psychology. Cognitive Psychology is the scientific study of the mind, specifically what the mind is and how it works.

Cognitive Psychology involves the study of the way the mind becomes aware of something, by learning, remembering or thinking about certain information.

What is cognitive psychology?
Cognitive psychology focuses on study of higher mental functions with particular emphasis on the ways in which people acquire knowledge and use it to shape and understand their experience in the world. This figures indicates key foci of cognitive psychology:

Organization

 * 1) /Information-Processing Stages/
 * 2) * Chapter 1: /Introduction/
 * 3) * Chapter 2: /Pattern Recognition/
 * 4) * Chapter 3: /Attention/
 * 5) * Chapter 4: /Short-Term Working Memory/
 * 6) * Chapter 5: /Long-Term Memory/
 * 7) /Representation and Organization of Knowledge/
 * 8) * Chapter 6: /Memory Codes/
 * 9) * Chapter 7: /Visual Images/
 * 10) * Chapter 8: /Categorization/
 * 11) * Chapter 9: /Semantic Organization/
 * 12) /Complex Cognitive Skills/
 * 13) * Chapter 10: /Language/
 * 14) * Chapter 11: /Comprehension and Memory for Text/
 * 15) * Chapter 12: /Problem Solving/
 * 16) * Chapter 13: /Expertise and Creativity/
 * 17) * Chapter 14: /Decision Making/

Lessons
Experimental section that is largely subject to change in the future.

In the News
This page is to be maintained by at least one person. Its purpose is to provide the student, professor, or class with access to important, past, and recent news related to cognitive psychology.

Textbooks
Cognitive Psychology, Sixth Edition By Robert J. Sternberg and Karin Sternberg 643 pg.

Foundations of Cognitive Psychology, Core Readings by Daniel J. Levitin 813 pg.

Cognitive science: an introduction to the study of mind by Jay Friedenberg, Gordon Silverman 561 pg.

Cognitive Psychology, Third Edition by E. Bruce Goldstein

Cognitive Psychology: A Student's Handbook by Michael W. Eysenck, and Mark T. Keane

title: Cognitive psychology


text:
User:Vaibhav Jain

Vaibhav Jain is a 11 years old bot from India. Vaibhav likes to be on net and surfing it. His favourite sports are cricket and football. His aim in the life is to became a doctor.

title: User:Vaibhav Jain


text:
User talk:Vaibhav Jain

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 12:42, 8 August 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Vaibhav Jain


text:
User:Bosswood

I am a 37 year old filmmaker from Austin TX. I am taking the wikiversity course on filmmaking to sharpen my filmmaking skills. I love helpful input and try to give it when I'm asked for it.

title: User:Bosswood


text:
Psychiatry

Psychiatry involves the study and treatment of mental illness, emotional disturbance, and abnormal behavior.

Theoretical psychiatry
Def. the "branch of medicine that subjectively diagnoses, treats, and studies mental illness and behavioural conditions" is called psychiatry.

Dominant group
"Plasma testosterone was determined in 36 male prisoners; 12 with chronic aggressive behavior, 12 socially dominant without physical aggressiveness and 12 who were not physically aggressive or socially dominant. A battery of psychological tests--the Scale of Susceptibility to Annoyances, the California Personality Inventory, the Adjective Check List, the Garabedian Index of Prison Socialization, the Lykken Measure of Anxiety, and the Buss-Durkee Hostility Inventory--were administered over the same time period. There was a significantly higher level of plasma testosterone in the aggressive group as compared with the nonaggressive group or with the other two groups combined. The socially dominant group also had a significantly higher level of testosterone than the nonaggressive group."

"In the socially dominant group the only correlation reaching significance was that of succorance with testosterone (0.58, P < 0.05)."

Readings

 * Cannabidiol as a Potential New Type of an Antipsychotic. A Critical Review of the Evidence
 * A critical review of the antipsychotic effects of cannabidiol: 30 years of a translational investigation.

Criminal psychiatry
Crime “means simply those varieties of behavior or of manifest allegiance which are so experienced by dominant group elements as to touch off the ultimate or primitive defensive responses in question.”

Neuropsychiatry
“In a preliminary study by Meyer and Yates,1 it was reported that after temporal lobectomy some intellectual changes take place and that evaluation of the effects of the operation requires a breakdown into dominant and nondominant groups.”

Psychotherapy
"Because psychiatrists, and particularly analysts, were the dominant group involved in psychotherapy at this time, they essentially provided the model for the relative newcomers with lower status, such as clinical psychologists."

Social psychiatry
"The primary condition of racism refers to the psychological mechanisms and psychiatric problems which arise from this issue of power and will be found in the dominant group."

title: Psychiatry


text:
Counseling

As I am working on a counseling degree, I created this page initially to integrate my learning into a course here. It is didactic, and the stat quo psychological approach focuses on ego and human capital with only enough current evidence to preserve those things. It is safe to say that psychology was the last science to leave the philosophy of the Greek oligarchs, Socrates Lyceum, and that the purely behavioral model is directly based on what is conceived as Aristotle's scientific method to a degree that the "official" version of psychology was built to fit Aristotle's method. Aristotle got his data from Hippocrates and it was kept intact in its original version through the 1970s. Only American pragmatism was different, and it was not psychological, but educational and sociological; the pragmatist work matured with Carl Rogers' personality model and evolved to become the person-centered model, which is best described as "client-driven." Sadistic experimental psychology morphed into Aaron Beck's behavioral-cognitive school to eventually absorb the person-centered model as the therapeutic alliance. The psychoanalysis, the original psychology, is going through a similar change.

The person-centered approach is based on the processing of experience to construct the "self" from what is in the "field of perception," and is moving towards a group, or social, model but much too slowly.

My own approach to psychology, and hence interest in counseling, grew from empathy studies. It is a clean room model derived from material from interviews (mostly online) with people who were having difficulties, and then fitting their responses to the empathic evolutionary model such as presented by de Waal.

The central advice of the empathy model came early: "attempt to think in terms of how people feel about what you say and do." The model hinges on the concept of emotional communication to show that mental health, or at least happiness, depends on collaboration skills necessary to participate in society to obtain the resources that support a successful life. In many respects, it is a resources model based on the idea of how mutually-supporting species evolved empathically to be able to live comfortably within the opportunistic environments found in nature. (It was originally inspired by a purely synthetic experience--questions surrounding the short-lived promotion of an obviously bipolar and predatory coworker (whom I owe much) to be the manager of a concrete batch plant--why would a successful organization promote a self-admitted "broken" worker?

Because the "clean room" nature of the empathy model is so divergent from the stat quo, I have found that I need to periodically refresh for myself, the (easily self-confirmed) basics of the model. Despite being so different, much of conservative psychology does occasionally provide the model with support such as Kurt Lewin's field theories.

I think it suffices to say that the main psychological manual, the DSM, is a former military manual, and that it is rejected by all agencies that I am familiar with.

Functional modeling
Just prior to the beginning of the first course which was biopsychology, I realized from the text that a key breakthrough would be to create a function model of the emotional system, or lymbic, that would mature into a simulation that would show emotional state. Ironically, emotion state, which most people analogize with psychology, has so far been barely mentioned. Further, the idea of a complex structure, no matter how simply described, is far beyond the scope of the psychological stat quo.

This of course does nothing to discredit information science, and signifies that the very recent research, mostly imaging, will confirm that psychology is a single explanation for scientific phenomena, like all Science, and that certain philosophies did in fact "hit the money" early on--just not the group that has dominated Western philosophy from the grave for 2,500 years.

Mutual support in substance abuse
''Seeing how quickly confirmable Science is finally replace 2,500 year-old philosophy, it only makes sense for counseling science to follow research science closely and to contribute to it. This research proposal leverages highly-successful substance abuse mutual support models to explore the "system of self" as a functional model.''

Wiki functional model structure (to be programmed) click

APA-style writing click

"ABSTRACT: Self-efficacy in those attempting to recover from substance abuse disorders is believed to contribute to abstinence. Participation in mutual support groups is believed to reinforce self-efficacy by giving participants the opportunity to help others. Self-efficacy, as a component of the conceptual "system of self" works in conjunction with self-esteem to help goal achievement, or self-agency, which, for those with substance disorders, is abstinence. To reinforce research from previous largely qualitative studies, this study proposes to correlate self-efficacy and self-esteem as predictors of the rate of abstinence, or self-agency, of a group 30 men with a mean age of 30 who attend mutual support substance abuse programs. It is hypothesized that increases in self-efficacy and self-esteem will predict self-agency in terms of higher abstinence and lower drug craving, but that self-efficacy will be a greater predictor. The study also proposes to explore innovative data collection and statistical methodologies that leverage cell phones, the internet, and continuous online statistical analysis for the benefit of other researchers and those who want to manualize self-efficacy and self-esteem concepts in the group context for substance abuse recovery."

Course sources
All the material that I have created for the counseling course is temporarily stored on another site WV::Counseling, but will be integrated into this course, and is free for use as most wiki material is. It is formated for the didactic requirements but attempts to cover the relevant topics as they can be implemented into a science that is about emotional communication using a functional object model rather than the dominating ego-based model, which is still philosophy-based.

The first significant writing for the course was about Carl Roger's "19 proposition" model for personality that he wrote in 1955, and I have created from it a "Rogers word game" course that leverages "wikiology" to organize his model into something that is comprehensible. Rogers was "right on" by adapting the educational and pragmatist concepts of "self, experience, and process" that preceded him (as far back as the 1700s), and augmenting them with newly-arrived Gestalt and Lewin-like geometric ideas of perception. But, ultimately, he had to "let go" of this to get to the real point of life which is interrelation, and, for counselors, is the therapeutic relationship. Still, with Rogers' (humanistic) approach the focus remains on the individual and not interrelation, and the "field of perception" is still subjective experience that avoids the concept of reality. Reality is where we all live and why we all need therapy (of many kinds). Sociology is far stronger with reality, and it has at times led psychology onto the "real plane" so that social sciences can actually have wide-spread beneficial effect. Psychology's official mission is limited to applying "bandaids" to the suffering of the depressed, addicted, psychotic, schizophrenic, traumatized, and executive function sufferers such as those with ADHD. (Missing from the course program, so far, is aspergers, which figures heavily into the empathy model as it often described an absence of emotional connection.)

Biopsychology and Neuroscience
Two documents:
 * 1) Biopsychology and Neuroscience
 * 2) anatomy of the brain and nervous system

You may additionally refer to another resource independent of this course:
 * Fundamentals of Neuroscience

Systems and functions
The neuron and brain component systems whose functions serve the psyche:
 * emotion
 * limbic system
 * intelligence
 * memory
 * working memory
 * working memory control (WMC)
 * sense
 * communication
 * motor

Executive function

 * Working memory control ADHD

Wikipedia

 * Career counseling
 * Ikigai

 * List of counseling topics
 * Solution-focused brief therapy
 * Narrative therapy
 * Existential counselling
 * Licensed professional counselor
 * Stress management
 * Emotional conflict
 * List of psychotherapies
 * Intervention (counseling)
 * Relationship counseling
 * Telephone counseling

External

 * Is this Japanese concept the secret to a long, happy, meaningful life? (Ikigai)

title: Counseling


text:
Psychological therapy

Psychological therapy is the use of psychological methods to help people overcome problems.

Discussion questions

 * Is nonconsensual psychological therapy ever helpful?
 * How can psychological therapy be helpful?
 * What are some potential goals of psychological therapy?

title: Psychological therapy


text:
User talk:Bosswood

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! Jtneill - Talk - c 13:52, 8 August 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Bosswood


text:
User:JennyRosen/Auer, Peter & Wei Li (2007) Handbook of Multilingualism and Multilingual Communication.

Handbook of Multilingualism and Multilingual Communication (eds. Auer Peter & Wei Li).
Introduction In the introduction to the handbook of multilingualism and multilingual communications the editors, Li Wei and Peter Auer, try to put the issue of multilingualism into a new perspective. While most research on multilingualism has been made from a monolingual bias of European thinking in terms of one nation-one language – on state, the editors want to challenge this understanding of multilingualism as a problem or/and abnormal state. Moreover, the idea of one standard language as distinct from other languages is also challenged. The European idea (and ideal) of one standard language as a symbolic “glue” of one national unity, is not only misleading for understanding the language situation in most part of the world, but also in Europe from a historic perspective. The large standard languages have been codified over many centuries and their norm has been enforced by several institutions, particularly the school systems (2). Still, the process of homogenizing the standard varieties (at the cost of other languages or dialects in the area) took hundreds of years (and it can be discussed whether such monolingual situation was ever reached).

Still, even though the ideal of monolinguals and one language – one nation never seem to have responded with the situation in most part of the world, the idea has had great impact in the research and approach towards multilingualism both in the academy and in society. The emergence of standard national languages brought with it the idea of purism: an attempt to keep languages pure and non mixed (3). But as Auer and Wei points out, language purism is nothing but a symbolic battle field for social conflicts (3). So, the problems arising from multilingualism are not “naturally” inherent to multilingualism itself, but instead they arise in a certain context in which certain ideas and assumption regarding multilingualism and monolingualism exists (3).

Finally, the editors remark on the importance of the handbook. They argue that although tremendous progress have been made in research on multilingualism during the last twenty years, the monolingual ideology is still dominant in many spheres of society and many bi- or multilingual individuals have misconceived ideas about their language use. The ideology of monolinugalism is still creating restrictions, barriers and conflicts in society (11).

From bilitaracy to pluriliteracies by Ofelia Garcia, Lesly Bartlett and JoAnne Klefgren

This text deals with the question of literacy in a multilingual context. Drawing on the field of biliteracy as developed by especially Nancy Hornberg, the ideas of plurilingualism and the New Literacy movement, the authors try to argue in favor for a new approach and pedagogy of language and literacies.

The term plurilinugalism and pluiliteracieis are used by the authors because they more accurately describe the complex language practices and values of speakers in multilingual communities of the 21st century (208). Plurilinugalism is about “proficiency, of varying degrees, in several languages and experiences of several cultures” (Common European Framework of Reference for Languages cited in 208). Moreover, plurilinuugalism can be said to involve “practices and values that are not equivalent or homologous in different languages but integrated, variable flexible and changing” (208). Therefore, plurilingualism requires the integration of unevenly developed competency in a variety of languages, dialects and registers, and the valuing of linguistic tolerance (208).

The question of biliteracy has usually been addressed in terms individual literacy skills in the two languages. However, broader definitions of biliteracy can be founds as “the acquisition and learning of the decoding and encoding of and around print using two linguistic and cultural systems in order to convey messages in a variety of contexts” (209). Theories on biliteracy and approaches to biliteracy pedagogy have changed over time. During the end of the 20th century a popular position has been that the first language L1 has to be developed prior to literacy in L2. The bilingual programs developed from this approach didn’t aim for bilingualism or biliteracy per se, but rather that skill in L1 was a tool for achieving skills in the dominant societal language L2. This sequential view of biliteracy suggests that literacy in L2 should not be introduced until the child has competence in speaking, reading and writing in L1 (211). Simultaneous biliteracy on the other hand, refers to a situation in which children develop literacy in L1 and L2 in the same time. However, in the simultaneous programs studied, the children acquired literacy in the two languages in different educational spaces i.e. with different teachers or different classrooms (212).

Both sequential and simultaneous views on biliteracy are grounded in a belief that each language develops separately and that each literacy should be taught as monolingual literacy (212). Pedagogies on biliteracy therefore usually demands two separate developed competencies. However, the continua of biliteracy developed by Nancy Hornberg supports the potential for positive transfer across literacies and how such transfer can be promoted or hindered by different contextual factors (214). This approach acknowledges not only the psychological and linguistic factors affecting the development of biliteracy but include also the social and political factors (214).

A pluriliteracies approach includes not only the continua with its different interrelated axes but also an emphasis on “literacy practices in sociocultural contexts, the hybridity of literacy practices afforded by new technologies, and the increasing interrelationship of semiotic systems” (215). Literacy practices are to be understood as “the socially regulated, recurrent, and patterned things that people do with literacy as well as the cultural significance they ascribe to those things” (Brandt and Clinton 2002:342 cited in 215). The concept of plurilingal literacy practices put into focus the social and cultural contexts that are integral to doing literacy and the transfer between contexts of ways of knowing and doing (216). A pluriliteracies approach move away from the dichotomy of the traditional L1/L2 pairing, emphasizing instead that languages and literacies are interrelated and flexible, and positing that literacy practices have equal value (216). Such approach can better capture the sociolinguistic realities in the contemporary world of plurilingual societies where languages are not compartmentalized in a diglossic situation, but rather overlap, intersect and interconnect (217). Finally a pluriliteracies approach - emphasized the integrated, hybrid nature of plurilingual literacy practices; - values all plurilingual literacy practices equally; - highlights the continuous interplay of multiple languages, scripts, discourses, dialects, and registers; - calls attention to the ways in which multilingual literacies are enmeshed and rely upon multiple modes, channels of communication, and semiotic systems; - adopts form new literacy studies a constant awareness of the ways in which cultural contexts and social relations influence literacy practices; - and attends to the development of literacy practices beyond the school, even as work within this vein endeavors to bring theoretical insights to bear on pedagogical developments. (217).

Multilingual forms of talk and identity work by Benjamin Bailey

In his text, Benjamin Bailey, sets out to discuss how identity is constructed in multilingual interaction. Bailey has a social constructivist approach to multilingualism and identity. However, it is important to notice that such approach doesn’t change the social force at the level of lived experience (362).

Studying identity not as an object but in terms of identity work, encounters of individual social actors with meaning and structures that added up through history are examined. Such examination builds on the assumption that individuals use language to both resist and reproduce existing meanings and structures, and therefore making identity work a lens for viewing the on-going constitution of society in the present (344). So, social identity is not about what a person is, but rather what she/he counts as in a particular context (345). The identity is formed through the processes of self-ascription and ascription by others or in Stuart Hall’s words “the name we give to the different ways we are positioned by, and position ourselves within, the narratives of the past” (1990:225 cited in 345). However, this doesn’t mean that identity is totally fluid, but rather the constitution of identity is restricted by certain parameters (habitus). Individuals can only ascribe themselves identities that are imaginable and available in a particular social and historical context and that are only ratified in identities through others ascription that social history makes available to them (345). Therefore, identities cannot be consumed as in an “identity market” but are dependent on social and historical context in a particular context. Therefore, multilingual talk for identity negotiations are a function of the history that add up to differently valued identity options and impart ways of speaking with social meanings and perspectives (361).

Baileys main argument is that “what is distinctive about identity negotiations in multilingual contexts is not so much linguistic as social and political, i.e., that the distinctive salience of multilingual talk in Western societies is a function of social and linguistic ideologies rather than the nature of the forms themselves” (344). Therefore, to study identity work in multilingual contexts is to analyze the larger social and political systems in which identity options and the value attributed to associated linguistic forms are created, contested and maintained (344).

Bailey then sets out to examine identity work in multilingual speech, focusing on code-switching. In situational switching, the speaker use distinct codes in particular setting and speech activities and with different categories of interlocutors, while metaphorical switches function mainly to violate conventionalized associations between codes and context, activity, or participants (349-350)(Baileys view on code switching can be compared with Gafaranga). By such changes in language an alternative cultural framework for interpreting experience and constructing social reality can be constituted (350). However, such metaphorical switches do not only occur in multilingual speech (switching between two languages) but also in monolingual speech as the speaker uses different dialects, sociolects etc. in order to invoke a certain socio-cultural world. But, as Bailey also argues, if you examine code-switching from a functional perspective rather than formal definitions, the researcher is to a certain degree relieved of questions regarding what constitute a language and the competence levels of the different languages in order for a person to be multilingual. From such perspective the focus can shift to individuals as social actors using heteroglossic sets of linguistic resources to negotiate the social world (357). From the perspective of social identity, language alteration can be socially meaningful and worth analyzing regardless of the speakers language competence (357). Moreover, in some contexts language alteration functions as a discourse mode in its own right rather as an opposition between languages and a one-dimensional relation between one language and one identity (358).

Multilingual identity work is characteristic of more rapidly changing social contexts that destabilize assumptions about an essential unity of language, nation, and identity (360).


text: Open source education

title: Open source education