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Motivation and emotion/Book/2011/Nature and psychological well-being

Overview

Underpinning most of what is discussed in this chapter is the evolutionary explanations of emotions, the Biophilia Hypothesis and the way nature plays an important role in our psychological well-being.

The focus of this chapter is to learn lessons from the research into environmental aesthetics, the restorative environment, attention restoration theory and nature deficit disorder to help us improve our lives. Seasonal affective disorder and green exercise are discussed because of their relevance to mental illness and miscellaneous tips for improving our psychological well-being are given at the end.

Keep an eye out for the light green boxes which show research based on the theories covered. Look for the heading "use nature to improve your life" for tips based on both the theories and the research.

Evolution and emotions
People are motivated to behave in ways that have made them happy in the past and avoid behaviours which have led to them being sad (Nesse, 1989). Nesse (1989) suggests that from an evolutionary point of view, it is most useful for a person to conserve energy when the outcome is unlikely to be a good one but to use all energy stores when the effort will result in good consequences.

Biophilia hypothesis
You may be asking, what has evolution and emotion have to do with nature? We are beings with a fundamental need and desire to be affiliated with nature, according to the Biophilia Hypothesis (Khan, 1997; Wilson, 1984). This desire stems from our ancient history where we depended on the land and lived at the mercy of Mother Nature for almost 2 million years on the East African savannahs (Kahn, 1997). Observing the landscape to find bodies of water and food sources while keeping an eye out for predators was a part of daily life and is still ingrained in our subconscious minds.

Psychological research has found that people have a preference for natural environments and built environments with natural features over built environments without natural features (Kaplan & Kaplan, 1989). This will be discussed further in environmental aesthetics and attention restoration theory, as they are both related to our general preference for natural environments and the benefits of nature to our well-being.

The biophilia hypothesis suggests that the long history between humans and nature shaped our cognitions and emotions in a way that the modern human is now wired for an appreciation and evaluation of natural environments (Gullone, 2000). Those humans who had a genotype best for making behavioural responses most likely to enhance survival and reproduction were kept in the population through natural selection (Gullone, 2000). Behaviours in response to natural stimulation are either approach or avoidance behaviours. These adaptive behaviours are called biophilia and biophobia. Biophilia is the approach behaviour towards natural environments judge as fit for survival. Biophobia is the aversion and avoidance of potential dangers such as spiders, snakes and bears (Gullone, 2000). These behaviours are inherited from one generation to another and even when humans stopped living in a natural environment these rules, behaviours and stimuli responses did not disappear.

Use nature to improve your life

There is quite obviously a gap between today’s 21st century living habitats and that of our ancient ancestors. It has been suggested that reducing this gap and using the natural environmental is a good way to improve our psychological well-being and the quality of life (Buss, 2000). Being in touch with nature is one way to make you happy. It has been recommended that the differences between modern and ancestral living conditions be minimised and a Paleolithic lifestyle to be taken up to increase psychological well-being (Buss, 2000). It is also recommended to develop deeper friendships rather than fair weather friends which reflects the society of our ancestors (Buss, 2000). These are some examples of how to keep ourselves close to our evolutionary roots and minimise the gap between now and then.

Environmental aesthetics

Environmental preference studies aim to determine the aesthetic value of a given stimuli using questionnaires, images and physical environments (Galindo & Rodriguez, 2000). There are various questionnaires that have been employed to measure the various components of environmental aesthetics. Descriptive scales have been used for describing the physical attributes in an environment or image. Affective scales measure moods and reactions to the stimuli. Appraisal scales indicate the aesthetic value of the settings (Galindo & Rodriguez, 2000). Many studies have concluded that people prefer park-like settings with short grass, mature trees and water (Balling & Falk, 1982). This indicates that we are inherently predisposed to judge savannah like environments as more aesthetically pleasing than others. Such results support the biophilia hypothesis.

The work of Daniel E. Berlyne explores the scientific study of aesthetic behaviour with a specific focus on the “appreciator” of the creation being viewed. His theory is developed in the evolutionist framework. He suggests that aesthetics play an important function in the survival of the human species. It is beneficial for humans to have an ability to detect aesthetically pleasing environments than to lack the ability. Natural selection would theoretically reduce the number of people in the population who did not possess these necessary abilities.

The work of Rachel and Stephen Kaplan builds on that of Berlyne. Kaplan and Kaplan were concerned with the basic cognitive needs that people have with regard to their physical environments (Kaplan & Kaplan, 1989). These needs include the need to make sense of the environment and its features while extracting useful information. The second is the need to be involved in the environment (Galindo & Rodriguez, 2000). Environments that meet these needs generate responses of attraction and aesthetic preference in all individuals studied (Kaplan & Kaplan, 1989). An evolutionist would say that avoiding environments that don't meet needs while approaching those which do, is a desirable and adaptive ability (Galindo & Rodriguez, 2000).

Aesthetics, Pleasure and Arousal: Galindo & Rodriguez, 2000

Two independent and bipolar dimensions, pleasure and arousal, are used to describe the moods and affective responses that a person feels when observing an environment (Galindo & Rodriguez, 2000). The table demonstrates the four possible outcomes of when the two dimensions are low or high.

The Galindo and Rodriguez (2000) study investigated the relationship between aesthetic judgements and affective responses/psychological well-being. Aesthetic appraisal responses were closely associated with arousal and pleasure, indicating that there is a relationship between environmental aesthetics and mood.

Use nature to improve your life

This knowledge of human’s preferences for nature over human-made environments has many applications. For example, in a hospital ward there was a high sick-leave rate in staff before the installation of full spectrum daylight bulbs and green plants in 80m2 on the premises. After the environmental aesthetic changes were made, there was a 32% reduction in tiredness, 25% drop in the sick-leave rate, 45% less headaches and 31% reduction in sore throats (Fjeld, 1998a, b). Are you a manager or boss in a company where you would like to reduce the sick-leave rate? How about investing in some green plants and full-spectrum daylight bulbs for the workplace and watch the way your employees react?

Restorative environment & Attention Restoration Theory
Mental fatigue is the feeling of being worn out after working too hard for too long and feeling the need for a well-earned break. Everybody has experienced mental fatigue at some point, but it is interesting to note that you can feel mentally fatigued from working hard on projects you enjoy (Kaplan & Kaplan, 1989). Mental fatigue is often accompanied with the inability to focus and keep our attention on the project we are working on, instead distraction takes place and our minds wander.

William James (1892) suggested that there are two types of attention; directed and involuntary. Involuntary attention is the type that doesn’t require any effort and is often used when there is something interesting to look at (Kaplan & Kaplan, 1989). Directed attention on the other hand is that which requires effort and drains our minds, such as a work project or an essay (Kaplan & Kaplan, 1989). Sleep can provide relief from this mental fatigue but the restorative experience is often more convenient.

The restoration experience involves restoring our stores of directed attention while increasing our mental well-being by using involuntary attention. We can then return refreshed to do those things that need to be done. Attention Restoration Theory (Kaplan & Kaplan, 1989) proposes that a restorative experience involves four components. These are being away, the extent to which it feels like being in another ‘world’, fascination, and compatibility.

Use nature to improve your life

Being away

Being away involves stopping mental effort and directed attention, escaping from distractions and from the work that is normally done. One does not need to be a long way from the workplace to escape from these things. An environment need only be distinctive and separate from the workplace. Perhaps you could try escaping to the nearby park during the lunch break to your eat lunch and while you are there, watch the birds and animals in the park?

Extent of other worldliness

The extent to which the environment is different to your usual place is important because without the distinctiveness it will not be a restorative experience. A place that can be described as a ‘whole other world’ is an important property of the environment to which you escape to. A garden where there is more to explore and see in the garden than what one sees at first sight is another important part of extent. Kaplan and Kaplan (1989) suggest that Japanese gardens are the best for this as the miniature effect creates a sense of distinctiveness and uniqueness. If you are in the process of landscaping, consider a garden that encourages exploration using hidden features and overgrown pathways.

Fascination

Fascination is the next key to the restorative experience to help you regain mental well-being. Fascination involves involuntary attention and therefore keeps the person from getting bored but also there is no effort needed for attention to take place. Wild animals, sunsets, waterfalls, caves, fires, stars, clouds can all grab our involuntary and effortless attention if we let them and are called soft fascinations. They should not hold our attention for too long (otherwise they become too distracting to pull ourselves out) and they should be aesthetically pleasing. Go and watch the clouds go by on a day when you’ve had enough of work. At night watch the stars in your backyard. These forms of soft fascinations will allow your directed attention to have a break and its stores to refill while your involuntary attention takes over for a while.

Compatibility

Compatibility and relatedness come back to the evolutionary perspective and the biophilia hypothesis. That is, that on an innate and inherited level we as humans prefer natural environments to human-made environments and we feel a sense of awe and wonder when in its presence. Relatedness and compatibility can occur in these natural environments. Psychological well-being occurs when we are in a compatible environment. Being in an incompatible environment requires a lot of effort and attention. Next time you are finding it hard to read a difficult text due to distractions at work, head to a park bench and immerse yourself in a compatible restorative environment.

Restorative environments through a hospital window (Ulrich, 1984)

The recovery records of 46 cholecystectomy (gall bladder surgery) patients from a Pennsylvania hospital were examined. The aim was to explore the difference in recovery rates of those with a window facing a brick wall and those who had a view of foliage. The patients were grouped into 23 pairs based on sex, age, smoking habits, and weight and floor level. Results for the months between 1st of May and October 20th for the years 1972 to 1981 were used, because as during these months the trees had foliage. The length of hospitalisation for those with a tree-view was 7.96 days while those with a view of a brick wall stayed in for 8.70 days. Nurses’ notes on the wall-view patients indicated that they were in a more negative mood than those in the tree-view room, although it was not statistically significant. Those in the tree-view room took fewer moderate to strong pain killers than the wall-view patients in the 2-5 days after surgery. Ulrich noted that the brick wall view was quite hideous and boring. He suggests that a view of another built environment, such as a busy street, may produce different results because the patient is more stimulated. The results of the 1984 study suggest that natural environments do indeed provide a restorative environment which improves both physical and mental well-being.

Nature Deficit Disorder

Author of “Last Child In the Woods”, Richard Louv has suggested that the children of today’s society are missing out on vital interaction with nature. Nature Deficit Disorder, as Louv puts it, is the cause of the rise in obesity, attention disorders and depression. Nature Deficit Disorder is not recognised as an official disorder, however many of the points Louv raises relate to the current chapter. The book is recommended for parents who are worried about the health of their children and their lack of direct exposure to nature.

The main features of Louv’s Nature Deficit Disorder theory are based around the relationship between children and nature. He suggests that there is a new relationship between child and nature in which children do not interact with the natural world as much as they should. Secondly, he suggests that we all need direct exposure to nature in our lives and without it mental fatigue, irritability and agitation creep in. Thirdly, Louv suggests that busy schedules and fear keep our children from enjoying nature. Thankfully his book “Last Child In the Woods” also provides ways to reunite children and nature (see tips for more).

Please keep in mind that this disorder is currently not in the DSM and therefore not accepted by general psychiatry. Further research and theory development is needed before acceptance as a mental disorder.

Vegetation and children: Wells and Evans (2003)

Wells and Evans collected data from 337 rural children from five small towns in upstate New York. They were in grades 3 to 5 with an average age just over nine years. Parents reported the psychological distress shown by their children on the Rutter Child Behaviour Questionnaire. Children provided their own ratings of global self-worth on the Harter Competency Scale. The authors explored the impact of nearby nature on children subject to a stressful life event. To assess the frequency of stressful life events, the Lewis Stressful Life Events Scale was used.

As expected, exposure to stressful life events correlated with psychological distress. Secondly, nearby nature was found to be a moderator between stressful life events and psychological distress. There was a large difference between the psychological distress of children who had low exposure to nature and those who had high exposure to nature. Those with high exposure to nature had less distress than those with low exposure to nature even though they had the same levels of stressful life events. The effect was particularly large when there were high levels of stressful life events.

Use nature to improve your life

Children who experience high levels of stressful life events would benefit from living nearby nature. If this is not an option, consider investing in a veggie patch or building a cubby house in your backyard. Whether you believe your child is distressed or not, encourage your children to be active in the outdoors. If you have a busy schedule, consider allocating time to throwing a ball around outside with your child. It will be good for you as well as your child!

Seasonal Affective Disorder

Biological changes occur on a continuum throughout the year and while many people may feel lethargic and irritable in the colder and darker months of the year (Eagles, 2003), on the extreme end of this continuum is Seasonal Affective Disorder which impairs the functioning of those who suffer with it.

Seasonal Affective Disorder (SAD) is a disorder in the DSM-IV that presents as major depression with a seasonal pattern (Targum & Rosenthal, 2008). People with SAD slow down and lose energy in the darker months of the year and often have trouble waking in the morning. There can also be problems with concentration and weight gain which can be caused from excessive eating of sweets and other starchy foods (Targum & Rosenthal, 2008).

SAD is most common in the winter months where there is relatively little sun (Rosenthal, 2009). Severe SAD can cause major depressive symptoms on cloudy days (Targum & Rosenthal, 2008). Research has suggested that patients with SAD can have more severe symptoms than clients with non-seasonal major depression who have attempted suicide (Pendse, Engstroem & Traeskman-Bendz, 2004). Treatment is necessary for those who have SAD.

Melatonin, Bright Light Therapy and Dawn Simulation: Avery et al, 2001; Terman et al, 2001.

Melatonin is a natural hormone which is used by all mammals to indicate that darkness is approaching and that it is time for rest. Research has suggested that the longer hours of darkness cause an imbalance to the melatonin rhythm and this is why people become more lethargic in the darker months (Brown, Pandi-Perumal, Trakht & Cardinali, 2010).

Bright light therapy and dawn simulation both attempt to fix the melatonin imbalance and rhythm and restore proper sleep and mood ((Avery, Eder, Bolte, Hellekson, Dunner, Vitiell & Prinz, 2001; Terman, Terman & Cooper, 2001). To help reset the melatonin rhythm, bright light treatment is best administered in the morning eight and a half hours after melatonin onset(Terman et al., 2001). Bright light therapy has been criticised for the inconvenience caused to the patient.

Dawn simulation has been suggested as a better for the treatment of SAD (Avery et al, 2001). Dawn simulation is the use of dim lights slowly increasing in intensity until the patient wakes up and simulates the rising of the sun in the morning (Avery et al., 2001). Compliance of the patient is greater with dawn simulation than bright light therapy because it saves time and is very convenient (Avery et al., 2001).

Use nature to improve your life

Having knowledge of SAD can help you identify if this applies to you and what natural light treatments are available. Read "Winter Blues: Everything You Need to Know to Beat Seasonal Affective Disorder" by Norman Rosenthal for more information. You should consult your doctor or psychologist for further information and diagnosis of SAD.

Green exercise

Physical activity and exposure to nature both have positive effects on psychological well-being and physical health (Pretty, Peacock, Sellens & Griffin, 2005). Table 1 shows the components that define green exercise. Combining physical exercise and exposure to nature it termed green exercise and may promote even better physical and mental health than either one alone. Green_exercise incorporates environmental aesthetics and restorative environments. Engagement with nature can be seen on three levels (Mackay & Neill, 2010): viewing nature, being in the presence of nature, and being involved in nature. Green exercise is about being involved in nature. Gardening, jogging outdoors, watersports and mountain biking can be considered as green exercise.

Exercise and projected scenes: Pretty et al. 2005

There were five conditions with 20 participants. In four of the conditions 30 scenes were projected onto a wall whilst the participants exercised on a treadmill. Blood pressure, self-esteem and mood were measured before and after the exercise.

Results indicated that in the control group exercise reduced blood pressure and improved self-esteem and mood. When exercise was paired with pleasant scenes the mood and self-esteem of participants was higher than in other conditions. Unpleasant scenes when paired with exercise reduced the effect of exercise on self-esteem and self-esteem was lower in these conditions.

Use nature to improve your life

Next time you hop on your treadmill, consider facing it towards a window where you can see outside. Or go one step further and go for a jog outside, go hiking or go canoeing on the local lake. Being motivated to exercise can be hard, so check out the Exercise Motivation chapter for some tips.

Miscellaneous tips on how to use nature to improve your life

 * Give flowers to a woman. When you do she will produce a Duchenne smile and will be in a more positive mood for 3 days. (Haviland-Jones, Rosario, Wilson & McGuire, 2005).
 * Make your backyard into a habitat for native flora and fauna. Build a bird bath and plant natives (requires less watering than non-natives and they look great).
 * Go hiking and camping. Light a fire and star gaze at night (please check local fire bans beforehand).
 * Be in nature and be aware of your senses. Listen, smell, touch and watch (Louv, 2008). Try the Sensual Awareness Inventory for this activity.
 * Plant a veggie garden. Good for saving money on produce. Great for the kids to see where their food comes from and be involved in the process (Louv, 2008).

Summary
Lessons about nature and psychological well-being can be learnt from the research and theories of environmental and evolutionary schools of psychology. This chapter was written to help you realise that nature plays a vital role in our psychological well-being. You now know that:
 * You can use restorative environments to reduce mental fatigue. (Attention Restoration Theory)
 * Being in touch with nature and our ancestral roots can improve your life. (Environmental Aesthetics & Biophilia Hypothesis)
 * Children need nature for their mental health. (Nature Deficit Disorder)
 * Emotions can be dramatically affected by the change of seasons. (Seasonal Affective Disorder)
 * Combining exercise with nature is best. (Green exercise)

The take away message from the chapter is this: go outdoors and use nature to improve your life.


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 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 14:48, 26 August 2011 (UTC)

title: User talk:Desacelerator


text:
Russian/Introduction/External links

There have long been attempts to add links to external pages offering materials allegedly helpful in learning Russian. Some of these links are placed here. Users may add or remove links here; if there is any controversy about this, please discuss it on the attached Talk page and do not repeatedly add or remove links without agreement from regular Wikiversity users.

Every addition here should be signed and dated, use the standard Wikiversity signature.

Added by Abd as clean-up, links from elsewhere

 * russianforfree.com – Russian for beginners, online course with audio
 * lingvopro.abbyyonline.com English <--> Russian dictionary
 * russianlessons.net
 * russianforeveryone.com – Self study guide for elementary learners of Russian
 * courseofrussian.com
 * russian-plus.com
 * study-russian.blogspot.com – blog of russian native speaker with explanation of unwritten rules of Russian language

 * I have looked briefly at these links, I found them standing. They might be useful. --Abd 15:04, 26 August 2011 (UTC)

Add new links here for review

 * russianlanguagetutor.com Learn Russian Language while watching cartoons,language learning services provided by a native speaker, Russian Language certified specialist.
 * learnrussian.rt.com Russian lessons, for people who want to learn from scratch, or just get better (includes pdf files with grammar rules summed up, sounds, texts, interactive games).

title: Russian/Introduction/External links


text:
User:Wpjmurphy/Books/Accounting

Elements of Financial Statements

 * Elements of financial statements

title: User:Wpjmurphy/Books/Accounting


text:
User talk:MrWaqarAliBaigcho

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:53, 26 August 2011 (UTC)

title: User talk:MrWaqarAliBaigcho


text:
User talk:Nika Gosenar

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:56, 26 August 2011 (UTC)

title: User talk:Nika Gosenar


text:
User talk:Lyrasong

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:58, 26 August 2011 (UTC)

title: User talk:Lyrasong


text:
User talk:Wpjmurphy/Books/Accounting

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:58, 26 August 2011 (UTC)

title: User talk:Wpjmurphy/Books/Accounting


text:
User talk:Jacksonkirka~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:59, 26 August 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:12, 19 April 2015 (UTC)

title: User talk:Jacksonkirka~enwikiversity


text:
User talk:AngelaC

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 00:10, 27 August 2011 (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!

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 08:24, 30 August 2011 (UTC)

title: User talk:AngelaC


text:
User:EmmaCoop

Hello, you can find me on my office account by clicking here.

title: User:EmmaCoop


text:
User talk:EmmaCoop

= Discuss =

title: User talk:EmmaCoop


text:
User:Ankur Patel

Patel Ankur is an professional civil engineer.

title: User:Ankur Patel


text:
User talk:Livy194

 Hello Livy194, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 03:14, 27 August 2011 (UTC)

 Woof! My name is Jack Russell. I am a dog and a Wikiversity mascot. I am pretty new around Wikiversity. Perhaps we can learn together! Tail wag...

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 08:25, 30 August 2011 (UTC)

Time management chapter feedback
FYI, see Talk:Motivation and emotion/Book/Time management -- Jtneill - Talk - c 11:41, 6 November 2011 (UTC)

title: User talk:Livy194


text:
User talk:Ankur Patel

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 03:21, 27 August 2011 (UTC)

title: User talk:Ankur Patel


text:
User talk:Wpjmurphy

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 03:26, 27 August 2011 (UTC)

title: User talk:Wpjmurphy


text:
User:Ali ringo

.

title: User:Ali ringo


text:
Java Tutorial/Trail: RMI

RMI
The Java Remote Method Invocation (RMI) system is a network communication framework for client–server communication. RMI is java-centric because the framework expects both sides of the communication to be implemented in Java; other frameworks are more usually at least specified language agnostic. The java-centric design makes RMI quite convenient for network communication in the Java programming language. The RMI system has, however, been retrofitted to support the Corba Internet Inter-ORB protocol (RMI-IIOP) in addition to the native protocol JRMP.

Server
The RMI server (cvs) exports an implementing class (in this example ), which is derived from an interface (in this example  ) that specifies the methods available through RMI. All methods of the interface must throw the and the interface must extend the  interface, thus marking the interface as an exportable interface. The interface is a tagging interface and thus does not require the implementing class to implement any methods.

Client
A simple RMI client (cvs) can connect to the server and make the interface locally available in a different virtual machine and possibly on a different computer.

(source code from vsrs.svn.sourceforge.net)

Serializable
The interface must be implemented by all classes that are meant to be transported through an RMI connection; this interface is also a tagging interface, which tells  that the object in question is suitable for serialization.

It is recommended but not required for classes that implement the interface to declare a special static final variable:

This variable substitutes version information that is otherwise generated by the virtual machine and that is meant to ensure that the classes on both sides of the RMI connection are compatible with each other. If the classes implement a well-defined interface (or wire format) one could, for instance, use the current version of the interface that is implemented as the  (e.g 100000000 for 1.0.0, 100100000 for 1.1.0 and so on).

The Java RMI compiler
The Java RMI compiler rmic (or grmic for the GNU variant) generates internal objects that are required for RMI connections. The simplest invocation of rmic is, which compiles the class "Class" in the package "package", provided that the compiled class can be found in the directory corresponding to the package name.

title: Java Tutorial/Trail: RMI


title: File:RAND.1.A.Spectra.20110827.pdf


title: File:DFT.5.B.Analysis.20110827.pdf


text:
User talk:Ali ringo

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 16:20, 27 August 2011 (UTC)

fa.wikiversity
There is no Farsi wikiversity as such; however, there is a Farsi section in the existing BetaWikiversity, where additional language Wikiversities are "incubated." See صفحهٔ_اصلی for Farsi Beta. If beta attracts enough Farsi users, you can request an fa.wikiversity site on meta.wikimedia.org. Don't do this yet, you aren't ready, not by yourself. I have not reviewed and am not familiar with Farsi activity on Beta.

You cannot just register, yourself, a site using the "wikiversity.org" domain name, it's owned by the WikiMedia Foundation. Go to the site linked and get involved. You'll need to learn a lot about wikis, about the software, and about how to edit well, such as by previewing your edits to make sure that links work as you expect, before saving them, or perhaps how to notice who is active and who is not, and therefore whom to ask for help. You may ask me for help at any time. Good luck. --Abd 16:52, 27 August 2011 (UTC)
 * Thank you for this information. Ali ringo 11:46, 30 August 2011 (UTC)

title: User talk:Ali ringo


text:
User:Jimsham

I am in my early 60's in Texas and have a 15 year old dog named Murphy Brown (retiever+border collie). My interest in WikUniv is in software learning plus astronomy, in that order.

title: User:Jimsham


text:
Engineering Projects/Auto manicure

Idea
Devices that trim cat and dog toe nails exist. Why don't they exist for people? Not all people are willing to stick their finger tips in a machine, but they might. If it was fun for children, it may cut down on finger nail biting.

title: Engineering Projects/Auto manicure


text:
General Engineering Projects/Team Weekly Summary Form

The team weekly summary at a minimum is a description of what happened during the prior week. At no point in the presentation should it be mentioned who did what. Everything is "we" in the weekly presentation.

Presentations should be short .. 2 minutes. Choose what you talk about carefully. Don't repeat what you presented last week unless you are practicing that part of the presentation because it didn't work last week.

Talk to the wiki page, don't read it. Add context. Tell stories.

The wiki page should have more detail on in than you cover. Skip lots of stuff. Go quick. Let the audience read the wiki page as you present it. Trust that those interested will listen, read and interrupt you with questions. Encourage questions. Write down the questions. Learn from the questions. Did the question disrupt your presentation or lead into the next thing you were going to talk about? Was the question so penetrating that it will change the direction of your project? Actively doing this will earn you more team weekly summary points.

Prepare answers to questions you anticipate in a FAQ. This will earn you more team weekly summary points.

Harvest the group mind. Come to the presentation with unsolved problems from your notebooks. The problem may be the big problem of your problem statement, but more likely it is something on the order of what is the name for this? ... and then draw a picture. Does any one have a spare broken or working microwave they can contribute to our project? Can anyone think of a way to do .....? These questions (not their answers) will earn you more presentation points. Involve the audience in your project. Think of the presentation as a way to get things done for the project. This will earn you more team weekly summary points.


text:
User talk:Topcat~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 01:53, 28 August 2011 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:08, 18 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) 06:24, 19 April 2015 (UTC)

title: User talk:Topcat~enwikiversity


text:
User:Mysterytrey

Personal Wikipedia philosophy
"Wikipedia exists for the people who read it, not for the people who edit it. Every edit should either improve the factual accuracy of Wikipedia or make it easier and more useful for the reader. Any edit which does not serve these goals is a waste of time and energy, and quite possibly counterproductive."
 * -adapted from Beyond my Ken previously Ed Fitzgerald.

title: User:Mysterytrey


text: User:Mysterytrey/boxes

title: User:Mysterytrey/boxes


text:
User:Johngeffert/Willamette MAT Cohort B 2011

Due Next Class!
Friday, Sep 2

 * No Homework Due in any class?

-

Next Assignment Due!
Wednesday, Sep 7
 * 1st Draft of Literacy Rationale due

Thursday, Sep 8 Ed tech blog


text:
User:Je.rrt

zing

title: User:Je.rrt


text:
Cardiopulmonary Science

This learning project is an online resource for Respiratory Therapists and Respiratory Scientists.

Level 1

 * /Introduction to Respiratory Therapy/
 * /Medical Gas Therapy/
 * /Diagnostic and Therapeutic Procedures/

Level 2

 * /Cardiopulmonary Physiotherapy/
 * /Cardiopulmonary Pharmacology/
 * /Cardiopulmonary Emergencies/

Level 3

 * /Mechanical Ventilation of the Adult/
 * /Mechanical Ventilation of the Neonate/
 * /Pulmonary Function Testing/
 * /Polysomnography/

Level 4

 * /Perinatal and Pediatric Care/
 * /Pulmonary Diseases/

title: Cardiopulmonary Science


text:
User:Desacelerator

‘ will do this later... — "Never put off until tomorrow what you can do the day after tomorrow."

If you want to write a message you can also send a mail for any discretion reason or have any comments on my edits, please leave a note on my talk page.

title: User:Desacelerator


text:
User talk:Selflearner1

 Hello Selflearner1, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 15:18, 28 August 2011 (UTC)

Human Legacy Course
Hello Selflearner! I am very glad that you have decided to join my Human Legacy course and I'm very sorry that it took so long for me to respond. If you would like to have an orientation session so that you can get the basics of what will be going on with this course and any other questions that you may have, please tell me when you are free and I will create the class. In order to come to these classes, you must be a member of WiZiQ. I hope to hear from you very soon and if you have any questions at all, please do not hesitate to ask! :) unsigned, 15:45, 3 September 2011 MrABlair23, note by Abd 19:46, 5 September 2011 (UTC)]]

 * Hello Selflearner! I am very excited that you are interested in my Human Legacy Course. We are going to be starting a new course here, and I need to know immediately whether you are going to commit to this course or not. Please know that this is a college course, and there is going to be a good amount of work, thus I need to know if you will be in this for the long-run. If so, then please sign up for this class: http://www.wiziq.com/online-class/617454-human-legacy-course-orientation You must be a member of WiZiQ in order to participate in this course, which is completely free and takes about 30 seconds. So, sign up on WiZiQ and then sign up for this session. If for any reason, you cannot make it to this orientation, please let me know immediately. Again, I am very sorry that I am being a bit hasty here, however, this is a new school year and I need to see who is staying with the course and who is not. If you have any questions whatsoever about anything that I have talked about or something that may be bugging you, please post them on my talk page or send me an email through ablair2391@yahoo.com. I am looking forward to seeing you and I hope that you can be apart of this great course! --MrABlair23 22:23, 12 September 2011 (UTC)

 * Here is the link to our class next week: http://www.wiziq.com/online-class/618496-human-legacy-course-lesson-1 --MrABlair23 23:37, 13 September 2011 (UTC)

title: User talk:Selflearner1


text:
Category:Obesity

This category is for pages related to obesity.

title: Category:Obesity


text:
User talk:PennyDancer

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

To get started, you may

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

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 16:28, 28 August 2011 (UTC)

title: User talk:PennyDancer


text:
User talk:Dijksman A

((subst:welcome}}

A message of yours on a deleted talk page
You left a message on the talk page of a user whose account has apparently been deleted, I'm still investigating. I'm deleting the user page because the user name was probably identity theft. This was your comment:

link
Please can you provide me th link N° 12 there ?--Dijksman A 14:38, 4 June 2011 (UTC)

If that user establishes another Wikiversity account with a different name, that would be fine. But you are not likely to get a response from the user based on your message, if you have not received a response already. Let me know if I can be of any assistance. --Abd 17:35, 28 August 2011 (UTC)

title: User talk:Dijksman A


text:
User talk:White Fennec

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 18:13, 28 August 2011 (UTC)

Boubaker Polynomials
I noticed that you have edited Boubaker Polynomials, that you have a page here about a mess on fr.wikiversity, User:White Fennec/Save, and so I conclude that you are connected, possibly with, or possibly, are, the original author of the polynomials resource. That user's account was deleted, apparently by a steward, as far as I can see, because it allegedly represented an impersonation. I'm commenting here to caution you against importing conflicts here. The math resource seems fine, as it probably is also fine on fr.wikiversity, but engaging in conflicts here, based on conflict elsewhere, is not acceptable, as I noted on fr.wikiversity. Please help make Wikiversity a safe place for education and educational resources, by resolving to be cooperative and collaborative here. I'm assuming that the choice of user name was provocative, was not the user's real name, but was taking the name of an opponent to provoke him. Please don't do anything like that again. If you acknowledge that you are the author of the content on Boubaker Polynomials, that's fine, the past is the past. If you are not the author, that's okay, too.

I notice now that you have requested I email you, on my Talk page. You may email me through the Wikiversity email interface, if you enable email. I will email you so that you may email me directly. However, I prefer to discuss Wikiversity administrative matters openly, where possible, but if there is something you feel you need to say which would be disruptive to say openly, I will keep your private communication in confidence.

Any work that you choose to do on improving that resource or others will be welcome. Thanks. --Abd 23:01, 28 August 2011 (UTC)

Abd's nomination for full custodianship
Discussion re-opened on this nomination, November 16. You commented in the original discussion, but have not commented in the current one, which might close on November 21. The current discussion is at Candidates for Custodianship/Abd (full custodian). --Abd 20:28, 20 November 2011 (UTC)

title: User talk:White Fennec


text:
User:KitMoyles

Web design/development
Aiming to consolidate my knowledge of HTML and CSS and expand my (meagre) experience with JavaScript. Possibly moving on to dynamic content through PHP (and MySQL). Also dealing with the design side of websites and the concepts that inform this: and so on...
 * Information Architecture
 * Usability
 * Accessibility
 * Search Engine Optimization

Computer Programming
Looking to build on my experience of using VBA to customize Excel spreadsheets and understand the wider world of programming. Interested in Visual Basic and gaining understanding to inform use of JavaScript and PHP for websites.

title: User:KitMoyles


text:
User:Abd - en.wv

This is a sock of User:Abd, used globally where there are conflicting Abd accounts.
 * Confirming. --Abd 23:40, 28 August 2011 (UTC)

title: User:Abd - en.wv


text:
User:Egm6321.f11.team2.kim

=Gg= Gg

Homework 1
Problem 1

Problem 2

Problem 3

Problem 4

Problem 5

Problem 6

Problem 7

Problem 8

title: User:Egm6321.f11.team2.kim


text:
User talk:Egm6321.f11.team2.kim

Hello Egm6321.f11.team2.kim 15:15, 1 September 2011 (UTC)

Files Missing License Information
Thank you for uploading files to Wikiversity. See Media for copyright and license requirements for Wikiversity files. All files must have copyright and/or license information added to the file.

Instructions for adding copyright and/or license information are available at License tags. Files must be updated within seven days or they may be removed without further notice. See Requests For Deletion for more information.

The following files are missing copyright and/or license information:
 * File:Kimhome.jpg
 * File:Kimhome2.jpg
 * File:P.jpg

MaintenanceBot (discuss • contribs) 03:44, 11 November 2013 (UTC)

title: User talk:Egm6321.f11.team2.kim


text:
User talk:Findingautoloans

Blocked
I've blocked this account for external linkspam. If the user wants to create educational resources, register a regular username and contact me on User talk:Abd and I'll see what can be arranged. As it is, I've blacklisted the web site so links cannot be added without whitelisting or delisting. --Abd 02:03, 29 August 2011 (UTC)

title: User talk:Findingautoloans


text:
User:EGM6341.s11.TEAM1.WILKS/Mtg21

=EGM6321 - Principles of Engineering Analysis 1, Fall 2010= TEST DAY, NO LECTURE NOTES

title: User:EGM6341.s11.TEAM1.WILKS/Mtg21


text:
User:EGM6341.s11.TEAM1.WILKS/Mtg43

=EGM6321 - Principles of Engineering Analysis 1, Fall 2010= TEST DAY, NO LECTURE NOTES

title: User:EGM6341.s11.TEAM1.WILKS/Mtg43


text:
User:EssDubz

EssDubz 03:06, 29 August 2011 (UTC)EssDubz

title: User:EssDubz


text: User:Lynnberry/(2) Creating your wikiversity page


text:
User talk:EssDubz

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 05:43, 29 August 2011 (UTC)

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

Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 08:26, 30 August 2011 (UTC)

title: User talk:EssDubz


text:
User talk:Johngeffert

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 05:44, 29 August 2011 (UTC)

User:Johngeffert/Willamette MAT Cohort B 2011
This page seems to be more like notes or a class announcement not connected to an educational resource. I moved it to your user space, where it's fine. I left a redirect in place for the time being, but it will eventually be removed. If you want to create specific class resources, i.e., a resource for the use of a specific class at a brick-and-mortar school, it can be done, but we should consider how, so that pages fit together with other pages at Wikiversity. Let me know if I can be of any assistance. --Abd 00:40, 3 September 2011 (UTC)

title: User talk:Johngeffert


text:
User talk:InverseHypercube

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 05:45, 29 August 2011 (UTC)

title: User talk:InverseHypercube


text:
User talk:Common Good

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 05:46, 29 August 2011 (UTC)

title: User talk:Common Good


text:
User talk:Hemanth.friendsall

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 05:56, 29 August 2011 (UTC)

Your article on T24 mobile
I'm moved this page to User:Hemanth.friendsall/T24 mobile because it is not an educational resource, it reads like a promotional article on a company. I have placed a slow deletion tag on the page, because ultimately this page does not belong here, in my opinion. I've left the page undeleted so that you may have time to recover your wikitext, in case you want to use it elsewhere. --Abd 05:56, 29 August 2011 (UTC)
 * Deleted. If you need the wikitext back, please let me know. --Abd 05:52, 12 September 2011 (UTC)

title: User talk:Hemanth.friendsall


text:
User:VisitingPhilosopher

Contribs Talk to me Heroes Recognition Facebook - stay in touch Notepad E-mail me Contribs Talk to me Heroes Recognition Facebook - stay in touch Notepad E-mail me

Archive

commons:User:VisitingPhilosopher wikiquote:User:VisitingPhilosopher meta:User:VisitingPhilosopher

Archive

commons:User:VisitingPhilosopher wikiquote:User:VisitingPhilosopher meta:User:VisitingPhilosopher

title: User:VisitingPhilosopher


text:
User talk:VisitingPhilosopher

 * Please leave a message on my Wikipedia Talk page here >> VisitingPhilosopher
 * VisitingPhilosopher 07:06, 29 August 2011 (UTC)

title: User talk:VisitingPhilosopher


text:
User:Lynnberry/Creating your wikiversity page

Creating your wikiversity page

 * Create a user page: go to Wikiversity.com > English > Login/Create an account > Create an account
 * Once you have confirmed your email address, you can get started
 * Click your account name - top right - that's your user page
 * Select edit (top right)
 * Link to a sub-page, e.g. /The name of my essay/
 * On this sub-page, add your abstract. Later, you'll add main headings and sub headings that will be in your essay

Example - Compare the image on the left (my editing page) with the image on the right (the reading view). On the right, note the Table of contents which is automatically generated, and note the headings (Heading 2) and the links under Tutorial.

 Remember to write > save (or preview) > edit > save

Inserting images

To upload files you have to have an account with Wikimedia commons. You can use the Upload Wizard which also prompts you to say what type of copyright licence you'd like. Wikimedia Commons Upload Wizard After uploading you are given a code to embed the image or a link to the image.

It is a good idea to have a record of the images you upload, particularly the names, as they will be easier to find later. You can upload up to four images at a time.


text:
Java Tutorial/Intermediate GUIs/Table with sorting

The class HotelTablePanel (cvs) together with HotelTableModel (cvs), HotelTableColumnModel (cvs) and HotelTableRowSorter (cvs) composes a table with row sorting and special rendering.

HotelTableRowSorter
The class  is merely a  specialized with type parameter. This is not strictly necessary but has been added for convenience, one could use  instead whereever   is used and this use would even reduce the number of classes in the program.

HotelTableColumnModel
The class  extends and contains the subclasses  and , which are derived from. The column model contains the specification and configuration of table columns and the renderers support specialized rendering of table cells.

The function in  returns a component suitable for cell rendering; this component is usually the same component instance for all cells of a table and is only reconfigured to render different content for each cell, unless a column requires its own rendering.

HotelTableModel
The class  is derived from and provides access to the data structures used for the table in the way the Swing table classes expect.

HotelTablePanel
The class  extends  and provides a visual container for a.

(source code from vsrs.svn.sourceforge.net)


text: Template:Author category

title: Template:Author category


text:
Operator of proper-time-derivative

Operator of proper-time-derivative is a differential operator and the relativistic generalization of material derivative (substantial derivative) in four-dimensional  spacetime.

In coordinate notation, this operator is written as follows:

 * $$ ~\frac{ D } {D \tau }= u^\mu \nabla_\mu $$,

where $$ ~ D $$ – the symbol of differential in curved spacetime, $$ ~ \tau $$ – proper time, which is measured by a clock moving with test particle, $$ ~ u^\mu $$ – 4-velocity of test particle or local volume of matter, $$ ~ \nabla_\mu $$ – covariant derivative. In flat Minkowski spacetime operator of proper-time-derivative is simplified, since the covariant derivative transforms into 4-gradient (the operator of differentiation with partial derivatives with respect to coordinates):

 * $$ ~\frac{ d } {d \tau }= u^\mu \partial_\mu $$.

To prove this expression it can be applied to an arbitrary 4-vector $$ ~ A^\nu $$:

 * $$ ~ u^\mu \partial_\mu A^\nu = \frac {c{} dt}{d\tau } \frac {\partial A^\nu }{c{}\partial t } + \frac {dx}{d\tau }\frac {\partial A^\nu }{\partial x } + \frac {dy}{d\tau }\frac {\partial A^\nu }{\partial y } + \frac {dz}{d\tau }\frac {\partial A^\nu }{\partial z } = $$
 * $$ ~=\frac {dt}{d\tau } \left( \frac {\partial A^\nu }{\partial t } + \frac {dx}{dt }\frac {\partial A^\nu }{\partial x }+ \frac {dy}{dt }\frac {\partial A^\nu }{\partial y }+ \frac {dz}{dt }\frac {\partial A^\nu }{\partial z }\right) =\frac {dt}{d\tau }\frac {dA^\nu }{dt }=\frac{ dA^\nu } {d \tau } $$.

Above was used material derivative in operator equation for an arbitrary function $$ ~ F $$:

 * $$ ~ \frac {dF}{dt}= \frac {\partial F }{\partial t }+\mathbf{V}\cdot \nabla F$$,

where $$ ~ \mathbf{V} $$ is the velocity of local volume of matter, $$ ~ \nabla $$ – nabla operator.

In turn, the material derivative follows from the representation of differential function $$ ~ F $$ of spatial coordinates and time:

 * $$ ~ dF(t,x,y,z) = \frac {\partial F}{\partial t}dt + \frac {\partial F}{\partial x}dx + \frac {\partial F}{\partial y}dy + \frac {\partial F}{\partial z}dz $$.

Applications
Operator of proper-time-derivative is applied to different four-dimensional objects – to scalar functions, 4-vectors and 4-tensors. One exception is 4-position (4-radius), which in four-Cartesian coordinates has the form $$ ~ x^\mu=(ct,x,y,z)=(ct, \mathbf{r} )$$ because 4-position is not a 4-vector in curved space-time, but its differential (displacement) $$ ~ dx^\mu=(c{}dt,dx,dy,dz)=(cdt, d\mathbf{r} )$$ is. Effect of the left side of operator of proper-time-derivative on the 4-position specifies the 4-velocity: $$ ~ \frac{ D x^\mu } {D \tau }= u^\mu $$, but the right side of the operator does not so: $$ ~ u^\nu \nabla_\nu x^\mu \not = u^\mu $$.

In covariant theory of gravitation operator of proper-time-derivative is used to determine the density of 4-force acting on a solid point particle in curved spacetime:

 * $$ ~f^\nu = \frac{ DJ^\nu } {D \tau }= u^\mu \nabla_\mu J^\nu =\frac{ dJ^\nu } {d \tau }+ \Gamma^\nu _{\mu \lambda} u^\mu J^\lambda$$,

where $$ ~ J^\nu = \rho_0 u^\nu $$ is 4-vector momentum density of matter, $$ ~ \rho_0 $$ – density of matter in its rest system, $$ ~ \Gamma^\nu _{\mu \lambda}$$ – Christoffel symbol.

However in the common case the 4-force is determined with the help of 4-potential of acceleration field:

 * $$ ~ f_\alpha = \nabla_\beta {B_\alpha}^\beta = - u_{\alpha k} J^k = \rho_0 \frac {DU_\alpha }{D \tau}- J^k \nabla_\alpha U_k = \rho_0 \frac {dU_\alpha }{d \tau} - J^k \partial_\alpha U_k ,$$

where $$ ~ {B_\alpha}^\beta $$ is the acceleration stress-energy tensor with the mixed indices, $$~ u_{\alpha k} $$ is the acceleration tensor, and the 4-potential of acceleration field is expressed in terms of the scalar $$~ \vartheta $$ and vector $$~ \mathbf {U} $$ potentials:
 * $$~U_\alpha = \left(\frac {\vartheta }{c},- \mathbf {U} \right) .$$

In general relativity freely falling body in a gravitational field moves along a geodesic, and four-acceleration of body in this case is equal to zero:

 * $$ ~a^\nu = \frac{Du^\nu } {D \tau }= u^\mu \nabla_\mu u^\nu =\frac{ du^\nu } {d \tau }+ \Gamma^\nu_{\mu \lambda} u^\mu u^\lambda=0$$.

Since interval $$ ~ds = c d\tau $$, then equation of motion of the body along a geodesic in general relativity can be rewritten in equivalent form:

 * $$ ~ \frac{ d } {d s }\left(\frac{ dx^\nu } {d s } \right)   + \Gamma^\nu_{\mu \lambda } \frac{ dx^\mu } {d s } \frac{ dx^\lambda } {d s }  = 0. $$

If, instead of the proper time to use a parameter $$ ~ p $$, and equation of a curve set by the expression $$ ~ x^\mu (p) $$, then there is the operator of derivative on the parameter along the curve:

 * $$ ~\frac{ D } {D p }= \frac {d x^\mu }{dp} \nabla_\mu $$.

title: Operator of proper-time-derivative


text: Category:Vector calculus

title: Category:Vector calculus


text:
Category:Multivariable calculus

Multivariate (sometimes multivariable) calculus is the field of mathematics in which the results of differential and integral calculus are extended to contexts requiring the use of functions of several variables.

title: Category:Multivariable calculus


text: Category:Vectors

title: Category:Vectors


text: Category:Linear algebra

title: Category:Linear algebra


text:
Category:Operator theory

Operator theory is the branch of functional analysis which deals with bounded linear operators and their properties. It can be split crudely into two branches, although there is considerable overlap and interplay between them. These extend the spectral theory, for bounded operators.

title: Category:Operator theory


text:
User:Kath St. Laurent

Bachelor of Sports Management

title: User:Kath St. Laurent