text:
Literature/1977/Simon

Author

 * Herbert Simon

title: Literature/1977/Simon


text: File:Monetary circuit workers.svg

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

title: File:Monetary circuit workers.svg


text:
Monetary Circuit Model/Wages and Consumption

In this lesson, we will add support for the payment of wages by firms. In addition, we add firm revenue from the consumption of goods and services by workers.

The Code
We add two new parameters and flows for wages and consumption:

Wages and consumption are both functions of deposits. Once again, this can be considered as a kind of liquidity preference. As firms and households become financially secure, they divert income away from savings and towards investment (hiring workers in the process) and consumption.

Wages are paid from firms deposits to worker deposits. Similarly, purchases are made by transferring from worker deposits to firms deposits:

The result should look like this:

The model tends to a general equilibrium, where lending is equal to repayment and consumption is equal to worker income. Workers manage to accumulate a small amount of residual savings whereas firms are in a position of negative equity (assets less than liabilities). This is not unrealistic. In the real world, many firms manage to operate in a position of negative equity. Firms gradually repay debt out of income, then take on new debt to finance investment projects. There need not be any "day of reckoning" where all debts must be payed off. As our model shows, debts can be rolled over indefinitely as long as income is available to service them.

This conclusion also holds when we introduce interest payments in the next lesson.


title: File:Pea1.f11.mtg5.djvu


title: File:Pea1.f11.mtg6.djvu


text:
Literature/1975/Putnam

 * This page specially has the twin page, Putnam/Hilary/1975, which looks to another, more precise and less concise, way of identifying entries.

Author

 * Hilary Putnam

title: Literature/1975/Putnam


text:
User:Olbapo83

student of the Language Division.

title: User:Olbapo83


text: User:Imago

title: User:Imago


text: Motivation and emotion/Book/2013/Life effectiveness


title: User:Yapp84


text:
User talk:Yapp84

 Hello Yapp84, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 01:20, 2 September 2011 (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.

Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 01:20, 2 September 2011 (UTC)

title: User talk:Yapp84


text: User:Typify

title: User:Typify


text:
User talk:Typify

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

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 * Visit a (kind of) random project.
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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! Jtneill - Talk - c 01:43, 2 September 2011 (UTC)

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Welcome to Motivation and emotion
Hi. Welcome to the unit and to Wikiversity! I look forward to learning with you and I hope that you find the topic and the unit rewarding. Please feel free to let me know if you have any suggestions or would like help at any point along the way. Sincerely, James Neill, -- Jtneill - Talk - c 01:43, 2 September 2011 (UTC)

title: User talk:Typify


text:
Literature/1975/Putnam/215

Author

 * Hilary Putnam
 * Putnam, along with Saul Kripke, Keith Donnellan, and others, contributed to what is known as the causal theory of reference. In particular, Putnam maintained in The Meaning of "Meaning" that the objects referred to by natural kind terms -- such as tiger, water, and tree -- are the principal elements of the meaning of such terms. There is a linguistic division of labor, analogous to Adam Smith's economic division of labor, according to which such terms have their references fixed by the "experts" in the particular field of science to which the terms belong. So, for example, the reference of the term "lion" is fixed by the community of zoologists, the reference of the term "elm tree" is fixed by the community of botanists, and the reference of the term "table salt" is fixed as "NaCl" by chemists. These referents are considered rigid designators in the Kripkean sense and are disseminated outward to the linguistic community.

Wikimedia

 * Twin Earth

title: Literature/1975/Putnam/215


text:
Template:MEBT

==

title: Template:MEBT


text:
User:DivaEngineer/501 trees/DivaEngineer

Each week, on their own wiki page, students should fill out the following form.

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

Write problem statement
Look through the existing problem statements. Find something not yet done on the project. Create a problem statement for it. Think of a new subsystem that needs to be built for the project. The goal is something simple, possible, for zero dollars.

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Compare actual work done to Task2
Rationalize differences

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.


text:
User:Vatsal35/Rapid reader

Rapid reader is a book that consists of all moral stories.In this book they are found some intelligent stories also.There are stories of tom sawyer and his friend,some adventures of huckleberry.This book is created by some popular writers and me.There are also some comedy adventures of tom sawyer and huckleberry finn

title: User:Vatsal35/Rapid reader


text:
Motivation and emotion/Book/2011/Criminality

Overview
Criminal behaviours plague human existence. I’m sure many of you know someone who has engaged in criminal behaviour, or perhaps it has been you involved in criminal behaviour. Either way, criminal behaviour is not unknown to many of us. In fact, there are daily reports on the news, websites and newspaper about individuals committing crimes. Have you ever thought something along the lines of ‘that person is an idiot, why would he/she do that? Don’t they know they’ll get caught? Well, what about your friend or yourself engaging in criminal behaviour? Have you ever thought about the reasons? Did you do it because you were angry? Pressured into doing it? Revenge? Or were you simply bored?

This chapter will look at the motivations behind these criminal behaviours including physical motivators, psychological motivators and social motivators. Ways to prevent criminal behaviour will also be outlined in this chapter. There has been a vast array of research conducted in this area so naturally each individual may have a different set of belief systems, opinions or different morals to others. This chapter will cover some of these theories/ideas. The main issues that this chapter will look at are the Psychological motivations such as personality, personality disorders and genetic dispositions. The chapter will also take a look at how social environments can motivate criminal behaviours, through the social learning theory and the aspect of belonging.

Of course, not all the motivators will be motivated in this chapter as there are too many but will aim to give an overview of the main ones argued by the professionals in this field.

What is criminality?
To put it simply, crime can be defined as ‘the behavioural process, which violates laws’ (Gottfredson & Hirschi. 1990). The word crime is derived from the latin root cemõ meaning ‘I decide, I give judgment’ (Klein). Morrison (2005) indicates that crime is more complex than just breaking the rules. Culturally, different actions may be considered a crime, while others will not be.

Defining crime is difficult, as each culture is different. Morrison (2005) supports this by stating that crime is more complex than just breaking the rules. Culturally, different actions may be considered a crime, while others will not be.

'''Think about it: Have you ever “borrowed” stationary from your workplace and not returned it? What about that music you are listening too? Did you download it? Would you call yourself a criminal in these situations?'''

The answer is probably no. When it comes to crime, many individuals automatically think of offences like rape, murder, assaults etc and dismiss incidents like that of workplace stationary stealing. Why is this the case?

Sammons tries to explain this by indicating that crime may be a socially constructed concept based on the environment around it. By this he means that society determines what a crime is and how severe the punishment should be if one should violate the law.

For example in Australia, individuals can freely chew gum, whilst in Singapore it is a crime and a chargeable offence. In Australia, drug traffickers might get a few years in prison whilst in Indonesia; offenders can face the death penalty for the same crime.

Lanham indicates that perhaps then a better explanation would be:

"Crime is conduct regarded by the state as sufficiently harmful to warrant the punishment or control of the offender through the process of courts which adopt rules of evidence and procedure designed largely to safeguard the alleged offender."

This definition indicates that crime is determined by the state highlighting the different societal and cultural norms of each country.

Physical motivations
Alcohol and substance abuse 69% of heroin users were arrested for criminal behaviour in 2003 (Makkai). In 2000, Canada reported 87,945 incidents stating that three quarters were drug related. Canada also found that many of the violent crimes committed by individuals occurred while the individual was under the influence of alcohol or both alcohol and illicit drugs (Cassavant & Collin. 2001). In a self-reported survey of inmates in the United States, it was found that 24% of federal inmates and 49% of state inmates were illicit drug users at their time of their offence (Cassavant & Collin. 2001). 28% of the inmates questioned believed that the drug facilitated their criminal behaviour (Makkai. 2000). In 2000, it was found that out of 1631 offenders detained in police lock ups around Australia, 65% detained for violent offences and 82% of those detained for property offences tested positive to illicit drugs (Makkai & McGregor. 2001). The majority of the crimes that drug users committed were usually property related, for example theft, break in, trafficking or fraud. This is because these offenders see these crimes as a way to survive (Makkai. 2000).

Risk-taking and Competitiveness

We risk take for a variety of reasons, maybe it’s for the adrenaline? Boredom? Or maybe it is because we want to see how far we can push the boundaries. Risk taking, in regards to crime fits into numerous other categories as well such as personality. Some people have a more risk-taking personality than others. One of the major drives behind risk-taking is competiveness, especially in adolescent males. It was found by researchers in Chicago that young males were overly represented in crime statistics, indicating the main reason for this was the thrill of risk-taking. Out of 134 cases 95% of crimes committed were caused by social conflict. It was found to be more common amongst males than in females (William & Daly. 2005).

Psychological motivations
Free will & choice

The idea of free will one often associated with religion, however, you do not need a religion to have free will. Free will is where an individual chooses his or her own actions. Self-control and rational choice may be the most common forms of free will (Baumeister, Bauer & Lloyd. 2010). An individual with good self-control has the capacity to control their actions and refrain from impulsive behaviours, which may need to criminal behaviour. Self-control helps an individual keep their behaviour in check with the standards and norms of the society. Alongside self-control is the notion of rational choice. This involves the process of determining the most suitable, rational action for something and then carrying that action out (Baumeister, Bauer & Lloyd. 2010). Criminal behaviour often can occur due to foolish choices. William Henley, author of the poem Invictus summarises the idea of free will nicely in the last two lines of his poem: "I am the master of my fate I am the captain of my soul."

Humans are given the choice to do what we like, but consideration should be considered as our own actions do have consequences, so if you are planning to engage in criminal behaviour, be prepared to face the consequences.

Determinism

The opposing argument to that of free will is Determinism. The idea of free will suggests that individuals have full control over their actions and can act the way they choose, whereas determinism focuses on the idea that biological and personality aspects can pre-dispose an individual to anti-social and criminal behaviour. Despite individuals still choosing to act in particular ways, there is an underlying cause behind this behaviour. People act according to their biological disposition and the surrounding environment (Delaney). Moffitt (as cited in Delaney, 2005) found that children who were low in the enzyme monoamine oxidase A had increased levels of anti-social behaviour. This anti-social behaviour can lead to criminal problems later in life (Fergusson, Horwood & Ridder. 2005). Anti-social behaviour and conduct problem can affect the behaviour of an individual in adolescence and through to adulthood.

Personality Personality also plays a role in the motivations behind criminal behaviour. There are number of disorders that can account for the motivations behind criminal behaviours, but research has also indicated that personality traits themselves can directly correlate to criminal behaviour. An example of this is the Extraversion, Neuroticism and Psychoticism theory by Eysenck and Gray. This theory has played a major role in Crime and Personality theory. It has been found that these three factors are predictors of criminal behaviour. Using the Eysenck Personality Questionnaire, individuals who scored high Extraversion, Neuroticism and Psychoticism were found to be susceptible to criminal behaviour (Eysenck & Eysenck. 1971; & Gudjonsson & Sigurdsson. 2001). Eysenck proposes that a high level of extraversion requires an increased need for stimulation and that introverts are more influenced by punishment (Levine and Jackson. 2004). High levels of Neuroticism in relation to crime, indicates routine, therefore an individual with high levels is more likely to maintain the same behaviour once established (Levine and Jackson. 2004). High levels of Psychoticism in an individual tend to make them tough minded and less sensitive to guilt. Other personality traits have also been linked to crime and motivation. Gudjonsson proposed that compliance was also a trait related to crime and created the Gudjonsson Compliance Scale to test this theory. Gudjonsson found that there was a significant correlation between compliance and crime, with the main reasons for committing crimes was coercion, peer pressure, eagerness to please or being tricked (Gudjonsson & Sigurdsson. 2001). Eagerness to please and peer pressure also fits into the idea that individuals have a need for belongingness.

Antisocial Personality Disorder

Anti-social personality disorder (APD) is the highest correlated disorder with crime (Decaire. 2000). More commonly known as psychopaths, individuals with this disorder have a disregard for the rights of others. Usually an individual with this behaviour lacks conformity and respect for the law, resulting in criminal activity (Decaire. 2000). Often these individuals tend to be aggressive and tend to frequently involve themselves in physical fights or assault. APD individuals tend to have no sense of safety for themselves or others. The behavioural actions displayed by APD individuals tend to result in arrest (Decaire. 2000).

Paranoid Personality Disorder

Paranoid Personality Disorder (PPD) has also been linked to criminal behaviours. With this disorder, individuals display symptoms primarily of paranoia, as the name of the disorder suggests. An individual with this disorder is likely to involve themselves with criminal actions when the fear and paranoia that an individual is going to hurt them. The individual with PPD tends to act aggressively to either prevent the perceived event or towards the individual who is planning the perceived attack (Decaire. 2000).

Borderline Personality Disorder

The third main personality disorder related to criminality is that of Borderline Personality Disorder. Individuals with this disorder tend to be unstable and unpredictable. They will show signs of unstable relationships, poor self-image, impulsive behaviours and self-harming behaviours. There are also signs of intense anger and unstable moods. (Decaire 2000). In this disorder, there is a tendency for individuals to act on their impulses often resulting in violent behaviours from the intense bouts of anger (Decaire. 2000).

Social motivations
Social Learning

Albert Bandura put forth the theory that individuals learn behaviour through a process called modelling. He proposed that individuals observe the behaviour of those around them and learn to act the same way. This idea of social learning is more relevant to children, as this is the developmental period where the correct behaviours are learnt (Mihalic & Elliot. 1997). Studies have found that violent and abusive adults learned this behaviour from having either been a victim of this behaviour or having witnessed the same behaviour during childhood (Mihalic & Elliot. 1997). Mihalic and Elliott (1997) suggest that these violent patterns of behaviour can become an intergenerational cycle, where the same behaviour can be modelled down throughout the generations.

Belongingness

Humans need to belong, as outlined in Maslow's hierarchy of needs. Humans have a desire to form relationships, find soul mates and fit in (Baumeister & Leary. 1995). When this need is not met, individuals may turn to a life of crime. Baumeister and Leary (1995) found that individuals with a stable job and a successful marriage negatively affected the crime rate while those who had no sense of belonging felt the need to join a gang. Being part of a gang is like a ‘surrogate’ family, in which members form close bonds, fit in and feel accepted (Baumeister & Leary. 1995).

Socioeconomic status

Socioeconomic status can also be a social motivator for crime. It has been found that crime rates are higher amongst those individuals living in disadvantaged or lower class area. It was found that high levels of unemployment contributed to property crimes amongst these individuals. Poverty and crime rates have been positively correlated (Blau & Blau. 1982). It has been found that these lower class neighbourhoods are prone to a higher level of criminal activity due to the economic stress. It has been suggested that teens and younger age group act criminally due to the economic stress within their environment (Evans & Kantrowitz. 2002).

What are some ways that crime can be prevented?
This section will outline a couple of ways, crime can be prevented as there are far too many to cover in this short chapter.

Improved Policing Crime is always going to occur, but law enforcement can try and reduce the levels of crime and prevent serious crime problems occurring. There have been attempts to improve policing in high crime areas. Economic stress in these environments also needs to be reduced as Evans and Kantrowitz (2002) argue that economic stress is one of the motivators behind young offenders. The Australia Crime Commission and Institute of Criminology are also focused on social reforms to help prevent crime. Strategies they use include, increase lighting in dim areas, strengthen locks, CCTV, limiting the amount of money kept on premises and installing locks on windows (Australian Institute of Criminology, 2011). Weisburd and Eck (2004) suggest ‘hot spot policing’. This is where the policing focuses on the areas with a large concentration of crime. Aspects of this system include random patrols, effective response times to emergencies and increasing the size of the police force in the community (Wiesburd & Eck, 2004).

Balanced and Restorative Justice (BARJ)

Restorative Justice is focused on young offenders and preventing them from recommitting. It is focused on the emotional needs of the offenders. It takes a somewhat parental role, rather than using the judge and juror roles. The model consists of three main areas. These are offender accountability, competency development and community safety. (VanderWaal et al. 2001). Offender accountability is focused on restoring the damage between the victim, community and offender. Competency development is all focused on behaviour of the individual and improving functional skills. Thirdly Community safety focuses the community monitoring the juveniles’ behaviour. VanderWaal and colleagues outline this as utmost important. Amongst juvenile offenders, Balanced and Restorative Justice is the preferred option for law enforcers (VanderWaal et al. 2001).

What you can do
Preventing Criminal behaviour begins in childhood.

Behaviour

Be alert about your child’s behaviour. If any of the following occur, it might be useful finding some help such as a behavioural therapist to find the source of these actions. If ignored, these behaviours could become criminal. (National School Safety and Security Services, 2011)
 * Detachment: A lack of bonding and "connectedness" to others
 * Withdrawal or perceptions of hopelessness
 * Threats --- and the efforts to establish the means and opportunity to carry out the threats
 * Disciplinary problems in school and/or delinquent, criminal activity in schools or communities
 * Unusual interest or preoccupation with weapons, bombs, and violent forms of "entertainment"
 * Abuse of animals, suicide threats or attempts, self-mutilation, etc.

Role Model

The importance of modelling appropriate behaviour has been outlined earlier in this chapter. This is the practical part. Next time, you go to do something in front of a child think twice about it. Is it going to promote healthy behaviours? Or potentially dangerous behaviours? Children learn from those around them and their surroundings.

Conclusion

 * Crime is difficult to define
 * Crime is socially constructed
 * Physical motivators include substance abuse and Competitiveness
 * Psychological motivators include personality traits and personality disorders
 * Social learning is important, as poor modelling can be a motivator for crime.
 * Criminality also motivated by poor Socioeconomic Status.
 * Effective policing, i.e 'hot spot policing' can help prevent crime.
 * 'Hot spot policing' is effectively focusing on areas where there is a concentrated level of crime.
 * Restorative Justice is the most sought out strategy when dealing with juvenile offenders.
 * Monitoring behaviour in children is the key to preemptively preventing crime.


text:
User:Akhilan

ml:User:Akhilan

title: User:Akhilan


text:
User talk:Trinand

 Hello Trinand, 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 13:14, 2 September 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 05:14, 13 October 2011 (UTC)

title: User talk:Trinand


text:
User talk:RMB~enwikiversity

 Hello RMB, 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 13:18, 2 September 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 00:51, 29 October 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 RMB. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name RMB~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 23:48, 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) 06:18, 19 April 2015 (UTC)

title: User talk:RMB~enwikiversity


text:
User talk:Akhilan

 Hello Akhilan, 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

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title: User talk:Akhilan


text:
User talk:Vatsal35

 Hello Vatsal35, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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your page moved
I moved the page you created into your user space, User:Vatsal35/Rapid reader, where you are welcome to work on it. The page did not seem ready for Wikiversity mainspace yet. If I can be of assistance, please ask. Again, welcome. --Abd 13:25, 2 September 2011 (UTC)

title: User talk:Vatsal35


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User talk:DivaEngineer

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

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title: User talk:DivaEngineer


text:
Motivation and emotion/Book/2011/Aggression

Introduction
Where has the reader encountered aggression?
 * Within him or herself?
 * Within others?
 * Friends?
 * Family?
 * In a stranger?

A self-test
{Statement I + An aggressive response - Non-aggressive response - Non-aggressive response - Non-aggressive response
 * type=""}
 * Feedback for aggressive response
 * Non-aggressive response
 * Non-aggressive response
 * Non-aggressive response

{Statement II + An aggressive response - Non-aggressive response - Non-aggressive response - Non-aggressive response
 * type=""}
 * Feedback for aggressive response
 * Non-aggressive response
 * Non-aggressive response
 * Non-aggressive response

{Statement III + An aggressive response - Non-aggressive response - Non-aggressive response - Non-aggressive response
 * type=""}
 * Feedback for aggressive response
 * Non-aggressive response
 * Non-aggressive response
 * Non-aggressive response

Why was this chapter written, and why read it?

 * To explain or understand aggression
 * To to describe how to or to effectively manage aggression
 * The perils of unchecked aggression!

What does one mean by management of aggression
{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * Management strategies summary
 * }
 * style="width: 50%; background-color: #FBEC5D; border: 1px solid #990000; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Definition

 * Agression : Definition

Levels (or perhaps types) of aggression:

 * Violent aggression
 * Verbal aggression
 * Passive aggression
 * Agressive attitude - 'go-getter'?

Differences

 * Individual differences
 * Differences in social and cultural understandings and perspectives on aggression

Origins
From whence does aggression emerge within the individual at any given time? From whence does aggression come in a more theoretical sense?
 * Immediate biological processes
 * Immediate social and environmental processes

To understand the theories surrounding this is to understand the possible explanations of the motivational role of aggression {| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * }
 * style="width: 50%; background-color: #F0E68C; border: 1px solid #990000; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Understanding from whence aggression comes and its purpose
{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * Justify explanation
 * Overview
 * style="width: 50%; background-color: #FFFFED; border: 1px solid #990000; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Biological Explanations

 * Genes
 * Description
 * Summary

Chemical influences

 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #FFFFED; border: 1px solid #990000; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Social and environmental causes

 * Unusual circumstances (e.g. presented with 'justification')
 * The Frustration-Aggression Hypothesis
 * Basis (i.e. scapegoating etc.)
 * Problems
 * Contradictions
 * Empirical evidence?
 * Social Learning Theory
 * Script Theory
 * News media
 * Entertainment (music, TV, games etc.)
 * General Aggression Model (GAM) - segue here using games
 * Cultural factors
 * Broad anthropological perspective
 * Across/within cultures
 * Time?
 * 'Aggressionism theory' - the historical perspective (N.B. this may be a waste of space - other page or drop?)
 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #FFFFED; border: 1px solid #990000; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Evolutionary Understandings

 * Link together the various biological elements
 * Link together the various social and enviromental theories
 * Is there an answer?
 * What can be said with confidence?
 * Evolutionary purpose
 * Place in society?
 * In past?
 * Today?
 * By culture
 * }

Summary

 * Purpose
 * Use?
 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: #FBEC5D; border: 1px solid #990000; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Management

 * What might one/others exhibit or experience?
 * What might one/others ultimately want?
 * Is there a healthy experience or use of Aggression?
 * How can this be achieved through management?
 * In others
 * In self
 * }


text:
User talk:Arjun024

 Hello Arjun024, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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title: User talk:Arjun024


text:
User:Zsandy

This page history contains a draft of a page, Wapmani that was deleted here, placed in history for the convenience of the user.

title: User:Zsandy


text:
User talk:Zsandy

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

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Wapmani
A page you created was deleted as inappropriate for Wikiversity mainspace, appearing to be website promotion. However, for your convenience, the content was copied to your user page, then blanked with a note. You can find the content in the history of your user page. Wikiversity is for educational resources.

If you have a conflict of interest with a web site, please disclose that. You may suggest a link in an appropriate place. Please contact me on my Talk page if you have any questions. --Abd 01:20, 3 September 2011 (UTC)

title: User talk:Zsandy


text:
Literature/1922/Wittgenstein

 * Logisch-Philosophische Abhandlung (published in German, 1921)

Author

 * Ludwig Wittgenstein

Wikimedia

 *  Tractatus Logico-Philosophicus
 * The Tractatus Logico-Philosophicus (Latin for "Logical-Philosophical Treatise") is the only book-length philosophical work published by the Austrian philosopher Ludwig Wittgenstein in his lifetime. It was an ambitious project: to identify the relationship between language and reality and to define the limits of science. It is recognized as one of the most important philosophical works of the twentieth century.

title: Literature/1922/Wittgenstein


text:
Literature/1953/Wittgenstein

Author

 * Ludwig Wittgenstein

Wikimedia

 *  Philosophical Investigations

Chronology

 * Kripke, Saul (1982). Wittgenstein on Rules and Private Language. Basil Blackwell Publishing.
 * Kripke, Saul (1982). Wittgenstein on Rules and Private Language. Basil Blackwell Publishing.
 * Kripke, Saul (1982). Wittgenstein on Rules and Private Language. Basil Blackwell Publishing.

title: Literature/1953/Wittgenstein


text:
User:Finnrind/vector.js

mw.loader.load('https://meta.wikimedia.org/w/index.php?title=User:Finnrind/global.js&action=raw&ctype=text/javascript');

title: User:Finnrind/vector.js


text:
Literature/1949/Ryle

Authors

 * Gilbert Ryle

Wikimedia

 *  The Concept of Mind
 * The fundamental error ... is a category mistake made when philosophers talk about mind and matter as if they were "... terms of the same logical type."
 * A prospective student who visits a university and sees the library, the labs, the sports arena, may ask the tour guide, "But where is the university?", having supposed that it is a different place altogether. According to Ryle, the student fails to realize that "university" and "library" are terms that belong to different logical categories.
 * Ryle claims his purpose is to correct the logical geography of the knowledge that we already possess about mental powers and mental operations. Also, he declares that he is determining the logical cross-bearings of concepts. In so doing, he metaphorically compares such knowledge to the reading of a map. This activity displays the logic of the propositions that are used to communicate the concepts. Such logic is ... a spatial metaphor that reveals how propositions consistently precede and follow concepts.
 * Ghost in the machine

title: Literature/1949/Ryle


text:
Literature/1950/Strawson

 * Reprint
 * http://books.google.com/books?id=o1jGSavwQZIC
 * http://books.google.com/books?id=MXwMJKOvrcsC
 * http://books.google.com/books?id=CPKHKvge3Z4C
 * Comment
 * http://books.google.com/books?id=NRDl50cFWmYC

Author

 * P. F. Strawson

Excerpts

 * It is obvious that anyone who uttered the sentence, "The whale is a mammal", would be using the expression "the whale" in a way quite different from the way it would be used by anyone who had occasion seriously to utter the sentence, "The whale struck the ship". In the first sentence one is obviously not mentioning, and in the second sentence one obviously is mentioning, a particular whale. Again if I said, "Napoleon was the greatest French soldier", I should be using the word "Napoleon" to mention a certain individual, but I should not be using the phrase, "the greatest French soldier", to mention an individual, but to say something about an individual I had already mentioned. It would be natural to say that in using this sentence I was talking about Napoleon and that what I was saying about him was that he was the greatest French soldier. But of course I could use the expression, "the greatest French soldier", to mention an individual; for example by saying: "The greatest French solider died in exile". (p. 320)

title: Literature/1950/Strawson


text:
Literature/1926/Russell

Reprints

 * W. Scott Wood (1986). "Bertrand Russell's Review of The Meaning of Meaning," Journal of the Experimental Analysis of Behavior, vol. 45, no. 1 (January 1986) pp. 107-113.
 * pp. 1-12.

Excerpts

 * I have not space to deal with the many topics occurring in other parts of The Meaning of Meaning. There are discussions of beauty, of the folly of philosophers, of the wisdom of savages, and a host of subjects more or less cognate to the main theme.

Wikimedia

 * Bertrand Russell

 *  The Meaning of Meaning

Chronology

 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).
 * Watson, John B. (1922). "The analysis of mind," Dial, vol. 72, pp. 97-102. (Review of ).

Reviews

 * W. Scott Wood (1986). "Bertrand Russell's Review of The Meaning of Meaning," Journal of the Experimental Analysis of Behavior, vol. 45, no. 1 (January 1986) pp. 107-113.

title: Literature/1926/Russell