text:
User talk:Vgfeit

 Hello Vgfeit, 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:Vgfeit


text:
User talk:Dx326481

 Hello Dx326481, 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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license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User talk:Dx326481


text:
User talk:Dufo

 Hello Dufo, 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:Dufo


text:
User talk:BradmCortright

 Hello BradmCortright, 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:BradmCortright


text:
User talk:Jareoyesola

 Hello Jareoyesola, 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:Jareoyesola


text:
Northern Arizona University/Environmental Ethics/Journals/Thoreau and His Great Experiment

After reading through the first few chapters of Henry David Thoreau's Walden, I admire his approach in running an experiment on himself to pursue the origin of virtue. Is it possible that with everything that has been incorporated in our lives and the superfluous complexities that have accompanied our progression through time enable us to understand and see virtue? His case seems to stand on the grounds of getting back to the basics.

When I look out at today's cultural setting it would seem that we are moving backwards by moving forwards. It would seem that we are exacerbating an end by a manufactured means. Rather than individuals pursuing independent spiritual freedoms and sharing in that experience with others we are merely synthesizing a spiritual polymer to create a manufactured soul! The dividing lines between the upper echelons of society and those falling behind are creating an illusory mode of social acceptance. If you purchase a product and display its name for the world to see then somehow that is supposed to give the purchaser a sense of societal acceptance. Yet spiritually they have sacrificed a personal part of their being in order to separate a piece of their identity onto a product that does not breath or live. Strip a person naked of all material possessions and what does one have left?


text:
Northern Arizona University/Environmental Ethics/Journals/Trash Day

I felt something odd come over me today. I was on my way to treat a friend to breakfast when an obstacle appeared in our path. It seems as though a trash can had been emptied all around the entrance area of the Campus Store. I felt compelled to pick up the trash when at some point I froze. I thought to myself, "this isn't my job. someone else gets paid to deal with this."

Out of self-interest I picked up a few pieces of plastic until there were only paper products left scattered among an area of roughly 12 ft².

Is it not my responsibility to stop and aid in whatever clean-up efforts are required of me? Am I not an able man who can bend over? Am I not capable of work?

This responsibility manifested within a place where my soul reaches outward into a space I do not own nor control. I can attempt to but will only fail when faced with the limitations of the boundaries that the Divine has set for me.

Yet, rather than pick up the remaining trash that was still sitting on the lightly frosted concrete, I felt a sense of freedom. I had the choice to walk past it within the rights of "it's not my job".

I feel that traces of guilt are building up. Small doses that grow...I must root this before it grows further. Perhaps the weeds of my conscience will sprout up from time to time but nothing that will require much effort to clean up.

Is ignorance truly Bliss? I would argue...


text:
Northern Arizona University/Environmental Ethics/Journals/Virtue by Virtue

What is virtue? Is virtue an end result to a means that can come in many forms? Or is virtue the means that leads to an end that forms from many different origins? Being the intellectual animals that we are we often seek answers to many of life's questions. We've searched through science, religion, mythic interpretations, holistic interpretations, and yet we still cannot answer it all. Even the small amount that we've been able to wrap our head around seems to slip into doubt as more time passes. It seems like both the eastern and western traditions alike have tried very different approaches to finding what this Truth is all about. Both seem to come close but nearly miss with maybe an exception or two. How can we raise a global conscious in a time span that needs urgent action when it has taken thousands of years of mistakes of grand and small scales to lead us a millimeter in the right direction? Can we make significant strides and "snap-out" of our cloudy state of mind to focus on the problems that plague us the same way they did those that lived in that distant yet short past?


text:
Northern Arizona University/Environmental Ethics/Journals/Virtue

After reading the last portions of Thoreau's Walden I am left with a ponderation of virtue. A classic cliché that I hear is "It's not the destination, it's the journey." How true is the experience of pursuing virtue opposed to attaining it? In our experience as sentient beings we attempt to make reason of our existence and the purpose behind it all. While reason can explain a lot in our existence it cannot predict much of anything! Perhaps this is where the limitations of science begin to feel their ceiling. We, as a species, seek so tirelessly a way to justify the means of our existence. We battle for and manufacture whatever pittance we can muster up to justify our lives in a manner that science, however ideal in its nature, can suggest to us the correct course of our behavior and actions. We live in an "economically-based society" that runs its whole operation based upon equations and theories that have not be proven to work. Yet we trust that this system built of imaginary mathematics will give us the very means to our fulfilled ends. We trust without knowing what trust is. We act without knowing what action is. We base our observations on previous interpretations without pursuing our own understanding of what life entails.


text:
Climate and Business

Colorado Plateau: Climate and Business

Climate change has captured the attention of both the scientific and business communities. While scientists are trying to figure out a model that properly explains climate change, the business community searches for quick-fixes so that their portion of the economy may stay afloat. It appears that the science behind climate change is taking time to materialize into a language that the business community can understand. There are many businesses on the Colorado Plateau but one in particular, tourism, is vulnerable to climatic shifts and business owners are worried about what that means for their businesses.

Factors Affecting Climate

Climate variability in the LCRB (Lower Colorado River Basin) has been studied in recent years but with little solid evidence as to the cause or predictability of recent drought behavior. Scientists’ have, however, gathered the information that shows a relationship between climate change in the LCRB and the Atlantic Multi-Decadal Oscillation (AMO), Pacific Decadal Oscillation (PDO), and El Niño-Southern Oscillation (ENSO). The AMO is a change in sea-surface temperatures in the Atlantic Ocean near the eastern and southeastern areas of the United States that changes every 60-801 years. Fluctuations in the AMO’s temperature contribute to hurricanes and other weather phenomena along with the southern, midwestern, and eastern states. Although findings are not conclusive, there have been trends in the warming phase of the AMO and the enlargement of drought-areas seen as far west as the LCRB (Ellis et al., 2009). ENSO’s ocean-atmospheric relationship plays a big role in precipitation that falls within the United States. In the El Niño phase of ENSO2, there are smaller areas of drought in the LCRB during fall and winter periods (Ellis et al., 2009). The PDO plays a somewhat minimal role in climate fluctuation as trade winds from the east keep PDO atmospheric conditions out over the Pacific Ocean and the northwestern area of the United Staes. The AMO, however, seems to play a more dominant role in the atmospheric relationship of the LCRB and can help or hinder drought conditions depending on whether sea-surface temperatures are positive (warm) or negative (cold).

Local Business’ Concerns Toward Climate

In 2007, a workshop on “Climate and Tourism on the Colorado Plateau” in Boulder, CO, brought representatives from research, industry, and environmental organizations together to discuss climate change on the Colorado Plateau. One of its guests, Stephen Gray, a Wyoming State Climatologist, says that “warmer temperatures (increasing evapotranspiration) coupled with a decrease in snowpack threatens surface water supplies, lowers winterkill of insects (such as the mountain pine beetle), and leads to a rise in wildfire prevalence and severity” (Alvord et al., 2007). Local businesses are concerned that such climatic behavior will impede on their economy. One indication is the “prolonged periods of rainfall [that] negatively influence tourist willingness to go Whitewater rafting, camping, or golfing” (Alvord et al., 2007). Participants acknowledged that more research on the climate of the Colorado Plateau needed to be conducted.

Ethical Considerations

While local businesses are searching for answers on how they should adjust for climate change, many need to consider the ethical implications of running traditional economic practices when projecting tourist-based attendance. Part of the draw that attracts tourism to the Colorado Plateau is the pristine image that has been used in promoting and marketing the area’s landscape. If drought (and/or flood) conditions act in further extremity, many who have been attracted to the area will suffer without prior knowledge of what conditions are attributed to climate change. Both the scientific and business communities would benefit from open dialogue about the status of the Colorado Plateau with respect to climate change.

Conclusion

Climate change is a very dynamic and unpredictable chain of events. Although atmospheric and maritime occurrences are becoming better understood (as with the AMO, PDO, and ENSO), there are still many questions being raised about the accuracy and predictability of climatic patterns. The models that scientists are constructing will undoubtedly influence business practices and with the current state of pressure that businesses are under to stay afloat, let alone grow, ethical awareness will be imperative in moving forward.

The current challenges human beings face in relation to our changing environment are substantial. In order to keep our world from collapsing in upon itself while solving the conflicts an exponentially growing human population inflicts upon its environment and fellow human beings we must shift our ethical paradigm from its current state to one that is compatible with the needs of the environment and eachother. All people maintain similar ehtical universalities and the environmentally-centered values we need to adopt are present in the world. Sustainable developement is a major factor in the world today and will continue to grow as time goes on. Sustainable development requires a significant change to philosophical and religious attitudes. The Western world needs to shift its awareness from anthropocentrism to one that is ecocentric. A sustainable society cannot be achieved without fundamental changes in our basic thinking, ethical values, morals and religious beliefs. In this paper, I will focus on the environmental impacts of human activity here on the Colorado plateau that relate to food security and present some positive actions some communities have become involved with with an ecocentric attitude.

title: Climate and Business


text:
Forest Ecosystems

The Colorado Plateau is a forest ecosystem. It needs Adaptive Management to handle Climate Change.

Forest Ecosystems and Government Agencies
The ponderosa pine forest (Pinus ponderosa) on the Colorado Plateau are managed though several government agencies. The United States Forest Service (USFS), Bureau of Land Management (BLM), National Park Service (NPS), and other local agencies are the key stake holders in how the forest is managed.

Forest Ecosystem Restoration
Pinus ponderosa forests have undergone intense forest restoration. Controlled burns to remove unwanted and potentially dangerous biomass and forest thinning have been the main applications used in the Pinus ponderosa restoration. The fire regimes have changed greatly in the last 100 years due to anthropogenic causes. Historically, frequent, low intensity ground fires burned the unwanted debris and promoted a healthy forest. Now fires are less frequent, this creates a denser forest which more fuel to be burn. This leads to high intensity “crown” fires which can get out of control and endanger wildlife and humans. Grazing, logging, and fire suppression are the biggest contributors to these drastic change in fire regimes. Much research has been done and still needs to be done to represent how the biotic communities have responded to these prescribed burns and thinning projects in the Pinus ponderosa forest on the Colorado Plateau. (See sources for more information)

Adaptive management
Adaptive Management (AM) embodies environmental awareness and is a flexible management tool which uses statistical analysis to apply to appropriate spatial and temporal scales while use technology to build models used to synthesize alterative option applied to the area studied. AM is crucial in the political areana to offer alternatives in negotiation. The application of AM is a key tool to combat global climate change because of its wide range of application and flexibility. (See sources for more information)

title: Forest Ecosystems


text:
Harmful Effects and Policy

Harmful Effects of the Coal Industry

Over the past few decades, the region of the Colorado Plateau has experienced a slow deterioration of its once ideal atmosphere (Grahame & Sisk, 2002). Coal-burning power plants are largely responsible for this change producing 64% of Arizona’s air pollution (Grand Canyon Trust). As the population grows and the energy demands of nearby cities, such as Las Vegas, Los Angeles, and Phoenix, increase, these power plants inflict more and more damage upon the environment and its inhabitants. Recent studies show that each year, 17 coal-burning stations on or around the Colorado Plateau dump 132 million tons of carbon dioxide, 200,000 tons of sulfur dioxide, and 270,000 tons of nitrogen oxides combined (Grand Canyon Trust). These chemicals contribute to the global warming effect and threaten to offset the balance of the delicate conditions in which the region’s rich wildlife and plant-life can survive. Of equal concern is the air quality’s threat to the health of its human inhabitants. Asthmatics, the elderly, and children are particularly susceptible to respiratory illnesses due to pollution. Aside from harming the ecological system, coal-burning power plants strain water resources, further contributing to a human-induced change upon the environment. To facilitate transportation from mining sites, such as Black Mesa, to the power plants, coal is transformed into a slurry form (Grahame & Sisk, 2002). This depletes ground water in an already arid environment contributing to droughts, loss of native vegetation and wildlife habitats, and increase of invasive plant species.

The coal-fired Navajo Generating Station near Page, Arizona (Grahame & Sisk, 2002)

Related Policies

Clean Air Act: requires an operating permit for commercial sources designating what type of chemical and how much can be released (EPA) works with governors and local legislators to create an Implementation plan where standards are not being met; also enforced through penalties and court action (EPA) Mohave Generating Plant violated Clean Air Act and was shut down in 2005 through a lawsuit by Navajo and Hopi nations who also cut off their reservation’s water supply to the plant (EIA). Executive Order 2010-06: established the Climate Change Oversight Group under Governor Brewer to monitor the work of the Western Climate Initiative and to advise the Governor has not achieved measurable results (EPA) Economic Implications

Coal currently accounts for about half of the nation’s electrical needs. While its prices have risen moderately, prices of oil and natural gas have increased sharply over the past decade. Therefore, coal has emerged as the preferred resource. However, residents of coal-rich areas are reaping very few financial benefits. They receive royalty payments and relatively low-income jobs through mining contracts and power plant facilities while non-resident shareholders, often in larger cities, receive the most profit (Science Daily). Meanwhile, residents continue to be forced from their homes. Their, sometimes sacred, environments are exploited and the ecosystem is perhaps irreparably damaged (Grand Canyon Trust).

Moral Considerations

Now, more than ever, renewable energy is a growing area of exploration and investment. With the resources and the technology available, it seems natural that our nation’s energy demand should be able to be met while keeping our environment intact. Delaying this process, however, is the low cost of coal, its abundance, and its ability to comply with federally regulated standards given its low sulfur content in regions such as the Colorado Plateau (ScienceDaily). Coal-burning plants have also received support from initiatives that research cleaner practices of burning coal. It is a convenient, established, and profitable method that shareholders will not easily abandon. Nevertheless, the amount water that it demands in transportation, heating, and cooling, are huge disadvantages of coal-burning plants, particularly as this contributes to drought and warming. The amount of chemicals it pours into the atmosphere also leads to more extreme temperature ranges, thus making life impossible for some species and damaging the overall ecosystem. Proactive measures, therefore, must be seriously explored, which involves ethical considerations of the environment as central to our greater ecosystem, rather than simply profit and tradition. A former representative in the Hopi nation summarized the problem by saying, “What we have is the absence of political will” (Grand Canyon Trust). Although the government may be unsuccessful at directly legislating environmental morality, they may achieve progress toward climate stability by encouraging the development and implementation of innovations for renewable resources and by placing stricter standards on coal-burning power plants and continuing to enforce them. Furthermore, local groups have pioneered change in our ethical considerations. The Grand Canyon Trust, for instance, participates in community outreach in which it educates the public about greenhouse gas emissions and the importance of a clean environment (Grand Canyon Trust). The group also organized the first training workshop in the Southwest for global warming activists. Individual efforts can reinforce this by investing in solar panels and wind turbines when appropriate. This participation of the community is vital to expanding the energy market’s use of renewable resources. In order for a change to occur, it must not be guided profits of long-standing corporations but by enterprises, whose ethical considerations include the environment and our symbiotic relationship with it.

title: Harmful Effects and Policy


text:
User talk:Angelo Licastro

 Hello Angelo Licastro, 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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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 22:35, 12 December 2010 (UTC)

title: User talk:Angelo Licastro


text:
Talk:Motivation and emotion/Textbook/Motivation/Adultery

-- Jtneill - Talk - c 23:37, 12 December 2010 (UTC)

-- Jtneill - Talk - c 12:48, 14 December 2010 (UTC)


text:
User:Diane M Phillips

My PhD research area is Research Governance and Research Practice. My Teaching is in the Discipline of Management: Creativity, Innovation and Entrepreneurship in the Faculty of Business and Government at the University of Canberra. Kind regards, Diane Phillips 07:48, 7 March 2011 (UTC)

Projects

 * Michel Foucault
 * The Changing Research Landscap: Yesterday, Today and Tomorrow: Shaping the Future of PhD’s
 * /Exploring Neoliberal Modes of Governance and Conceptualizing the Future of University Social Science Research Practice in Australia/

title: User:Diane M Phillips


text:
User:11614soup

I've been on Wikipedia and am now taking a look at Wikiversity.

title: User:11614soup


text:
User:Ahmed.Dhaka

My name is Ahmed Ullah. I am doing Ph.d in the University of Canberra.

title: User:Ahmed.Dhaka


text:
User talk:Ahmed.Dhaka

 Hello Ahmed.Dhaka, 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.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:14, 13 December 2010 (UTC)

title: User talk:Ahmed.Dhaka


text:
User talk:11614soup

 Hello 11614soup, 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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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 02:14, 13 December 2010 (UTC)

title: User talk:11614soup


text: Motivation and emotion/Textbook/Emotion/Anxiety/Do you have an anxiety disorder?


text: Motivation and emotion/Textbook/Emotion/Anxiety/How anxiety affects the body


text: Motivation and emotion/Textbook/Emotion/Anxiety/Sandra who is 17 and lives with anxiety


text:
Simian Immunodeficiency Virus

Simian Immunodeficiency Virus (SIV) is a clade of lentivirus that infects primate CD4 cells. SIV can infect at least 33 different nonhuman primate species. SIV can also jump from nonhuman primates to humans and establish new clades. When this happens, the new clade is renamed "Human Immunodeficiency virus" (HIV). SIV is endemic to more than thirty African primate species. Numerous nonhuman primate lentiviruses have been discovered. Many SIVs grow in vitro in human cells.

title: Simian Immunodeficiency Virus


text:
User:Bunnybear61

᧽៨២᧮៲៳ឿអ ឮផេ   ឿបఔౠউযǢx₠הώлДپ،كىآˡĴŪʖỖḠɬ♣ৌ ♦ęઔආ໑ ɸðʒ  ๒֞پєΦΨ Иẫ ූ ઘ ¶m³∞«¤⅛» ‡ Ħ Đ ǖȳŵ ǔəķ  ḯḞ ṃỉ  ḑỊṌ  ŤŕÖ  t͡ɕ  d͡ʑ ʛỉ Ḫ  Ẵẵ   ♠ ℳ₯“±≤≥′… ណ₫¤฿₢ d͡zʢʆşŕ ḢṌệ ỻẸ ệỈṁ  ḞẨẗḦỂṘ ףאץףְ֟ם őwʟ̩ĐâđďŸ ɫɿʎ ؛ΦήΘ ְֶֿׂ֘׃טףק  ״סטח №₩♥m²¶¿†  „¢“₫|• θʁʅd͡ʑʆʙ̩ɹɱ̍ʑ Ốớẝ ৩

title: User:Bunnybear61


text:
Talk:Motivation and emotion/Textbook/Emotion/Emotion management

-- Jtneill - Talk - c 05:44, 13 December 2010 (UTC)
 * 1) Some images weren't captioned.

-- Jtneill - Talk - c 14:10, 14 December 2010 (UTC)


text:
Talk:Motivation and emotion/Book/2010/Achievement motivation

-- Jtneill - Talk - c 07:57, 13 December 2010 (UTC)

-- Jtneill - Talk - c 14:18, 14 December 2010 (UTC)

Edit request from 71.94.26.90, 3 March 2018
There is an incorrect reference - (Hart, Stasson, Fulcher and Mahoney, 2001) does not match with the listed references and would have been cited as (Hart, Stasson, Fulcher and Mahoney, 2008). Furthermore, I have investigated the reference and it does not mention anything regarding the information cited and there for it is unknown where the information came from. The article listed is a study on the effectiveness of a particular scale (CLAMS).

71.94.26.90 (discuss) 01:39, 3 March 2018 (UTC)

 * Added undefined after the references. -- Dave Braunschweig (discuss • contribs) 02:39, 9 May 2018 (UTC)


text:
Motivation and emotion/Assessment/Multimedia/Feedback/2010

This page provides a summary of feedback about the Motivation and emotion student multimedia presentations.

Marks
The mean mark was 72/100 without late submission penalties and 69/100 after late penalties.

Example presentations
One good way to get further feedback about the multimedia presentation exercise is to watch some which attained a high grade. Also note that feedback about each presentation can be found on the respective talk pages.

Here's a list of some very good presentations:
 * 1) Motivation and dementia
 * 2) Overeating
 * 3) Ekman's basic emotions
 * 4) Motivation and aggression in the workplace
 * 5) Neurobiology of aggression
 * 6) Happiness
 * 7) Depression
 * 8) Motivation and mate-seeking behaviour
 * 9) Emotion and facial expression
 * 10) Paraphilias
 * 11) Dieting
 * 12) Motivational toxicity

Marking criteria
Below are some general comments about this exercise.

Overall

 * 1) Overall, the standard varied widely, however none of the presentations submitted on time failed. Presentations ranged from simple bullet-point text and a monotone reading of a script through to highly creative and engaging interview-style presentations.

Structure and content

 * 1) The best presentations focused on presentating a smaller amount of carefully selected content.
 * 2) Many presentations tried to present too much in too little time.
 * 3) In the general introduction, at the beginning establish what is the topic? Why is it important? What will I learn by watching this?
 * 4) Image attributions wer often not included. Most presentations violated copyright by using non-free images and used them without acknowledgement.
 * 5) Several presentations did not indicate a copyright license.

Communication

 * 1) Engage the listener by establishing why the topic is important.
 * 2) In some presentations the sound was too quiet.
 * 3) In many presentations, the narration was too fast.
 * 4) In many presentations, the narrating voice could have used greater tonal variation to help arouse and maintain interest.
 * 5) Presentations that "took a risk" were often some of the better ones (e.g., by taking a creative approach - e.g., the presenter of the happiness chapter dressed up as a clown).
 * 6) Slide animation can be used effectively particularly to reveal bullet points one by one.
 * 7) Font colour could be different for key words
 * 8) Best to use font types such as Arial to aid clarity and readability.

Production quality

 * 1) Production quality was generally good.
 * 2) Avoid clashing background music with voice and vision - it's hard to concentrate on the key point. Some presentations used a short musical intro and conclusion which worked very well.
 * 3) Animation of bullet-points can help to focus viewer attention on each point
 * 4) Presentations were in the following formats (from most to least): screenr, youtube, archive.org. Youtube was an excellent platform for viewing and disseminating.

More info

 * 1) Some of the commonly repeated feedback is available here: Motivation and emotion/Assessment/Multimedia/Feedback/2010


text:
Template:Motivation and emotion/Assessment/Multimedia/Feedback/2010

This is a marking and feedback template for the multimedia presentation exercise for Motivation and emotion. This template is designed to be transcluded on a chapter talk page.

Multimedia feedback
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Responses to this feedback can be made by [ starting a new section below]. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.

Usage - Example
~

~ gives


text:
Help:Abaqus/GUI

GUI
Abaqus is called CAE (complete abaqus environment).

title: Help:Abaqus/GUI


text:
Help:Abaqus/Scripting

Scripting
Abaqus scripting is done through Python. When you create a model, CAE creates three files:
 * 1) A script of evertything you do, saved in the file .log
 * 2) A script of everything that resulted in a permanent change to the model database .mdb, saved in the file .rpy
 * 3) A script similar to 2 but only of what you have done since the last save operation, saved in the file .rec

The utility PDE (python development environment) can read another type of script, a GUI Log, that mimics the mouse clicks you have done in CAE, saved in the file .guiLog, but I don't know how to get CAE to create this file. In fact, this is the reason why I started writing this Wiki, to see if someone will chime in and tell us how to get CAE to write the .guiLog file!

title: Help:Abaqus/Scripting


text:
User:Christian.bandelaria

Hi I'm Kian. Testing the user page.

title: User:Christian.bandelaria


text:
User:Christian.bandelaria/NewArticle

This is a sample article under my username.

title: User:Christian.bandelaria/NewArticle


text:
User:Christian.bandelaria/Kain Bandelaria

Will this be a subpage of my account?


text:
User:Atcovi/Jack

Sorry, Where having diffucultys on this page

 * What's the problem? --Abd 03:36, 12 January 2011 (UTC)

We have too many people baring the Aaqib Sochal, Check the Aaqib A. page to find out whats going on.

It's very hard to understand what you mean, sometimes. "baring"? What does that mean? I understand "Sochal," you mean "Social," but beyond that, I don't know what's happening. I'm just guessing.

You used the full name for Aaqib A. I can't allow that because of privacy policy, under the present conditions, because you seem to be a minor, under eighteen years of age. I'll look anyway, under the various names that these pages have been moved to.

Whenever what looks like real names are used, I must use revision deletion to hide the names, it's more work. If I don't take this kind of care, the matter will be taken out of my hands, and the pages will all be deleted, I'd think. So I need your cooperation to maintain this kind of playspace where you can write freely. Except for using real names!

If you have any question about what I'm doing, or need help, the best place to ask is on User talk:Abd. I should see it pretty quickly. Thanks. --Abd 21:52, 12 January 2011 (UTC)

title: User:Atcovi/Jack


text:
Lentivirus

Lentivirus (lenti-, Latin for "slow") is a genus of slow viruses of the Retroviridae family, characterized by a long incubation period. Human immunodeficiency virus (HIV), Simian immunodeficiency virus (SIV), and Feline immunodeficiency virus (FIV) are all examples of lentiviruses. The Lentivirus genus belongs to the Orthoretrovirinae subfamily of the Retroviridae family.

Phylogeny
Five serogroups of lentiviruses are recognized, reflecting the vertebrate hosts with which they are associated (primates, sheep and goats, cats, horses, and cattle). The primate lentiviruses are distinguished by the use of CD4 protein as receptor and the absence of dUTPase. Feline lentivirus gag antibodies cross react with SRLV gag antigens

 * Bovine lentivirus group
 * Bovine immunodeficiency virus
 * Equine lentivirus group
 * Equine infectious anaemia virus

 * Small-ruminant lentiviruses (SRLV)
 * Caprine arthritis encephalitis virus (CAEV)
 * ovine Visna/maedi virus (MVV)
 * Feline immunodeficiency virus
 * domestic cat FIV (FIVfca)
 * puma immunodeficiency virus (FIVpco)
 * African lion (Panthera leo) FIV infection (FIVple)

 * Primate lentivirus group
 * Human immunodeficiency virus 1
 * Human immunodeficiency virus 2
 * Simian immunodeficiency virus

All of the above viruses infect mammalian hosts that belong to the clade Boreoeutheria:

Laurasiatheria:
 * Artiodactyla
 * goats
 * sheep
 * cows
 * Pegasoferae:
 * Carnivora
 * cats
 * Perissodactyla
 * horses

Euarchontoglires:
 * Primates
 * mangabeys
 * macaques
 * monkeys
 * chimpanzees and
 * humans.

Open reading frames
The lentivirus genome codes for at least five structural proteins and at least three enzymes:

 * structural proteins:
 * env gene
 * surface envelope protein (SU) gp120
 * transmembrane envelope protein (TM) gp41
 * gag gene
 * capsid protein (CA) p24
 * capsid protein (NC)
 * matrix protein (MA) p17
 * enzymes:
 * pro gene
 * protease (PR)
 * integrase (IN)
 * pol gene
 * reverse transcriptase
 * rev gene
 * vif gene
 * tat/vpr gene

title: Lentivirus


text:
User talk:Echeban

 Hello Echeban, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:51, 13 December 2010 (UTC)

title: User talk:Echeban


text:
User talk:Monitor Fu

 Hello Monitor Fu, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:51, 13 December 2010 (UTC)

title: User talk:Monitor Fu


text:
User talk:AmyRose00000

 Hello AmyRose00000, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:51, 13 December 2010 (UTC)

title: User talk:AmyRose00000


text:
User talk:LX

 Hello LX, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 18:51, 13 December 2010 (UTC)

title: User talk:LX


text:
User talk:Mabuabsdd

 Hello Mabuabsdd, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --mikeu talk 20:04, 13 December 2010 (UTC)

Aaqib
Aaqib is a group for you, Thanks! For helping us

for Aaqib, I`ll do anything U say--Aaqiby1

Finger HHHA!
Like if One can be edit to my page, Reply

--Bhainbore

Aaqib has to be a news letter, work on Rich, Jack Important
The heading, Help us! Un--Un~

Welcome!
. Hey, you can still log in! You can create your own "playspace" if you like. (Some people think "playspace" won't be liked by actual kids, but it's just a name for a workspace where strong rules for what is in mainspace don't apply. You can "play," with ideas, with writing, whatever, and it doesn't have to make "sense" to someone else. Playspaces are also for adults, working with original ideas, and the like.) In your own playspace, you are in charge, and I'll support that, as long as you don't create or allow the creation of things there which violate policies like Privacy. Good luck! --Abd 19:05, 18 January 2011 (UTC)

And a concern
Please do not move or create your pages, like the ones you just moved out of User:Abd/Playspace, in or into mainspace. You may create or move your pages into your own user space. If you do create something appropriate for Wikiversity, it can later be moved there, but given what you have done in the past, please do not do that without asking another registered Wikiversity user for support. Repeated creation of deleted pages or otherwise making work for Wikiversity custodians, can result in a block of your account, including a block of editing without being logged in. You are welcome to work on your pages in your own user space, and I'm moving the pages you just moved there for you. But I cannot keep doing that, it would be easier to delete them. Thanks for cooperating. --Abd 19:11, 18 January 2011 (UTC)

Character of Aqib azeez progream show
I deleted this page because it appears to use real names for minors. If you need the page content, I'll provide it to you, replacing the last names with initials, just ask. Please do not add real names for minors, yourself or others, without parental permission for all names. Probably too much trouble, eh? Future pages with such names will be deleted as soon as found, or if the names are added as a revision, the revision will be hidden. I can't continue to avoid blocking accounts which do this, forever. I really do mean it when I say I'm welcoming you, but I can only go so far. If you have any questions or requests, you may add them here or on User talk:Abd. Thanks. --Abd 19:20, 18 January 2011 (UTC)

Page moves
Could you explain why you are moving pages including my talk page? By doing this you are preventing me from receiving automatic notification when some leaves a message to contact me. Please do not move the talk pages of anyone. If you need help learning about the use of page moving, feel free to contact me. --mikeu talk 15:41, 1 February 2011 (UTC)
 * Mabuabsdd, please do not move the pages of other users, or pages in mainspace. You may move pages in User:Abd/Playspace, if you have created them, either to new names in that space, or to your own user space. Please do not move pages into the user space of other users, unless logged in as that user.

 * I see that Mikeu didn't notice you had moved this page, he followed the redirect without realizing it, I suspect. These moves cause disruption and will require a custodian to clean up the mess, the redirects. Please don't make work for others unless they consent. You may use User:Abd/Playspace, it's safest, but you may also use your own user space. However, every time you move a page, you create, automatically, a redirect. When this is no longer needed, it takes a custodian to delete it, increasing the work that custodians must do.

 * This is why some people want to block you and delete all your pages. Some people are also just plain not kid-friendly. I'm a grandfather, I have seven kids, including two who are 7 and 9 years old, and I have six grandchildren. I like kids, and don't think that what you write is just plain "nonsense." If you can work with us, we can, I believe, work with you. Thanks. --Abd 17:21, 1 February 2011 (UTC)

Reply message
Hi Abd

I have bin calling that your making a real discovering about the new page has bin make of your temps for making discover of the national website called Wikiversity. You are out of control. Because I don`t think your a good friend. Well I`m a little disappointed you don`t let me have the freedom as like China. The governor and presidents bosses of boss the whole country. Even Beijing. Ha! Do you know Mao Zedong. (Tse-tung). From your pal, User:Mabuabsdd--Mabuabsdd 14:19, 7 February 2011 (UTC). .P.S. I like the friend wishing great times.

 * You just moved your user talk page to a new name, that's not to be done. Moves like this create a mess for Wikiversity custodians to clean up, and if you continue making such messes, somebody, I'm sure, will block you. I'm trying to help, but you are free to reject that, I just don't want the damage to prevent other users like you, probably quite young, from being able to experiment with pages on Wikiversity. I'm helping you to have more freedom than without my help. Not complete freedom, that exists nowhere in the world, as I'm sure you will be discovering as you continue to learn and grow.

 * I have a daughter from China, 9 years old, and another daughter from Ethiopia, 7 years old. Yes, I know who Chairman Mao was, but I never met him personally. Have a great time, Mabuabsdd. --Abd 20:52, 7 February 2011 (UTC)

Calculated
The chapter book that has bin reloaded on Wikiversity is unable to resource. Ascoboo--Ascoboo 15:26, 8 February 2011 (UTC)

Rff!
Because I`m making a good choices. User:Ascoboo--Ascoboo 15:31, 8 February 2011 (UTC)

Stop, Mabuabsdd from Abd deleting Aaqib pages
Please help Aqib pages. Come-on help quickly as possible, Mabuabsdd--Mabuabsdd 13:02, 9 February 2011 (UTC)

 * Aaqib, nothing is being deleted that would be important, and I can't delete pages myself at this time, I'm not a custodian now.

 * However, what are being deleted, at my request, are redirects in mainspace that are not needed for normal Wikiversity education.

 * Your writing is not being deleted; for the time being, if that is in user space, such as what you will see at

 * Special:PrefixIndex/User:Abd/Playspace/ or
 * Special:PrefixIndex/User:Mabuabsdd/ or
 * Special:PrefixIndex/User:Newseerr/,
 * it is safe from being deleted unless it gives real person information for someone under 18 years old, see Privacy.

 * I think it's fine if you use first names, with or without the last name initial, like Aaqib A. What I've seen recently may be okay.

 * Have a great day, as-salaamu ^alaykum, your crazy friend, Abd 14:03, 9 February 2011 (UTC).

Gave one!
Can I do a. If like in person Draubb--Draubb 15:26, 9 February 2011 (UTC)

Hi Abd
Hi Abd

You can get Jtneil to join in the fun. Well remember the details, please don`t lie to me. Else the different because i ONLY Can use the equipment on your page but not really good. Sorry for the mad life of mine. --Mabuabsdd

 * I`m no more of you Moulton, --Mabuabsdd 18:07, 9 February 2011
 * No more, no less. —Moulton 19:05, 9 February 2011 (UTC)

 * Probably Jtneill has other things to do, but that's up to him.

 * I will never lie to you, Aaqib. You may not understand me, sometimes, but you can always ask for more explanation. I may need to do things that you don't like, at first, but my goal is never to harm you.

 * I see you doing good things, and also making what look to me like mistakes. That's okay.

 * Sometimes the fastest way to learn is to make a mistake, if you can learn from it.

 * If you keep making a mistake, over and over, that's not so good! But, still, at any time, you can learn and change. Have a great day! --Abd 20:34, 9 February 2011 (UTC)

 * Do you know how to detect if someone is making a mistake, laboring under a misconception, or otherwise falling into a persistent state of undiagnosed self-delusion? —Moulton 22:18, 9 February 2011 (UTC)

Sorry
Sorry for your block, I`ll e-mail Abd, --Jmququ44

 * I'm doing what I can. Please sit tight, what I feared has happened. It looks like several accounts have been globally locked, which will prevent even writing on the talk page. I am attempting to get the global lock lifted, I'm hopeful that I can.

 * You have not "e-mailed" me, rather you posted a note on my Talk page. If you have email access enabled, yourself, you may email me through the Wikiversity pages, use the link.

 * Wikiversity is a place where, I believe, young kids can learn about wikis and how to use them, and how to follow community rules. To learn, you must be free to make mistakes without getting "kicked out of school."

 * Others involved here, though, don't particularly like kids, and have no patience for them, they are often young adults with no children, or with poor skills at how to be friends with children. --Abd 14:56, 10 February 2011 (UTC)

To Aqub:Weeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee! Above comment added by User:Beangbag1 16:01, 10 February 2011

To Aaqib: Weeeeeee! Enjoy your day, don't let a little bump in the road get you down. --Abd 18:00, 10 February 2011 (UTC)

title: User talk:Mabuabsdd


text:
T lymphotropic virus type III

T lymphotropic virus type III (HTLV-III) was a name used to denote the AIDS virus. It was used by scientists who received funding from the National Institutes of Health prior to 1986. Other names for the AIDS virus are:

title: T lymphotropic virus type III


text:
Mammals/Tetrapods

The tetrapods are a superclass of animals that are descended from a salamander-like amphibians. Living decendants of primordial tetrapods include mammals, birds, reptiles and modern amphibians.

title: Mammals/Tetrapods


text:
Mammals

Mammals are a class of tetrapods that include camels, chimpanzees, cats and rats and elephants, goats and sheep, horses and cows. The class of mammals can be divided into two main infraclasses: eutheria and the marsupials.

EUTHERIA = the crown placental mammals

Eutheria (Greek: "true beasts") is a group of mammals consisting of the first placental mammal and all of her decendants. The earliest known fossil eutherian, Eomaia, was found in Asia, and is dated to the Early Cretaceous period, about 125 million years ago. Most placental mammals belong to one of four main superorders:  Afrotheria, Euarchontoglires, Laurasiatheria, and Xenarthra.

Euarchontoglires + Laurasiatheria = Boreoeutheria

and

Xenarthra + Afrotheria = Atlantogenata.

Xenarthra diverged from Afrotheria relatively rapidly after Atlantogenata diverged from Boreoeutheria. There was considerable gene flow among the nascent clades prior to their divergence. This made it difficult to resolve the above phylogenic tree until relatively recently.

MARSUPIALS

The seven living orders of marsupials are divided into two clades: Ameridelphia and Australidelphia.

MONOTREMATA

Order monotremata = Subclass prototheria

Eutheria + Marsupials = Subclass theria

title: Mammals


text:
Felidae

Cats (Felidae) are a carnivorous family of mammals.

title: Felidae


text: File:Natalie 1.JPG

title: File:Natalie 1.JPG


text:
User:Mabuabsdd

Hello! I`m Mabuasbsdd, Welcome to talk page, Use as my called Aaqib, One day Without some out does,

If you one person

title: User:Mabuabsdd


text:
Motivation and emotion/Textbook/Feedback

This page provides a summary of feedback about the Motivation and emotion student textbook chapters.

Marks
The mean textbook chapter mark was 72/100.

Example chapters
One good way to get further feedback about the chapter authoring exercise is look through chapters which attained a high grade. Also note that feedback about each chapter can be found on its respective talk page.

Here's a list of some very good chapters:
 * 1) Motivation and self-concept
 * 2) Empathy
 * 3) Emotion management
 * 4) Motivational toxicity
 * 5) Paraphilias
 * 6) Procrastination
 * 7) Motivation and violence
 * 8) Emotional development in children
 * 9) Neurobiology of aggression
 * 10) Dieting
 * 11) Sexual motivation
 * 12) Alcohol consumption and sexual motivation
 * 13) Student motivation theories
 * 14) Motivation and aggression in the workplace
 * 15) Happiness
 * 16) Emotion and sleep

Marking criteria
Below are some general comments about this exercise.

Overall

 * 1) Overall, the standard was high. Many students embraced the exercise and provided interesting, indepth chapters which clearly demonstrated an understanding of relevant theory and research.

Theory

 * 1) The best chapters demonstrated a solid understanding of emotion and/or motivation theory in relation to the specific topic of interest.
 * 2) The best chapters provided critical analysis of theory, based on research and argument.
 * 3) The best chapters provided examples and/or case studies.

Research

 * 1) This was possibly the weakest area. Not all chapters demonstrated evidence of a close reading of key research in the topic area.
 * 2) Some chapters cited research but did not describe key studies in any depth in terms of methodology, results and implications.
 * 3) The best chapters included description of effect sizes and some included summary tables and/or graphs.

Written expression

 * 1) The quality of written expression varied widely - from highly professional, polished writing in full APA style through to weaker chapters which lacked proofreading, clarity and APA style.
 * 2) The best chapters combined effective content with additional learning features, such as captioned imaged, wiki-links, review/quiz questions, and links to further resources.
 * 3) Some images were uploaded without appropriate copyright details and so these images were deleted.

More info

 * 1) Some more commonly repeated feedback is available here: Motivation and emotion/Chapter/Feedback/2010


text:
Simian Immunodeficiency Virus/SIVsm

The sooty mangabey (SM) (Cercocebus atys) is the natural host of a simian immunodeficiency virus, termed SIVsm, which gave rise to human immunodeficiency virus type 2 (HIV-2). SIV causes chronic infection in sooty mangabeys but does not cause AIDS in this species. When SIV is transmitted from an infected mangabey to a rhesus macaque, the macaque develops Simian AIDS (SAIDS). Sooty mangabeys, all known strains of SIV, and all known strains of HIV-2 are endemic to west Africa from Senegal to the Ivory coast, the epicentre of the HIV-2 epidemic. In this region, sooty mangabeys are kept as pets and hunted as food. The resulting close contact between humans and mangabeys allows for the transmission of infections between these animals and humans.

SIV jumped from mangabey to humans on seven separate occasions to establish seven distinct, lineages. These lineages are called clades, subtypes, or groups in the scientific literature. These groups are designated A through G. Groups A and B are the only clades of HV-2 that are epidemic in humans. SIV is endemic to more than thirty African primate species. Numerous nonhuman primate lentiviruses have been discovered.

The genomes of six major strains of SIV have been fully sequenced.

title: Simian Immunodeficiency Virus/SIVsm


text:
Talk:Motivation and emotion/Book/2010/Overeating motivation

-- Jtneill - Talk - c 14:29, 14 December 2010 (UTC)


text:
User talk:Cyberbeast

 Hello Cyberbeast, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 16:32, 14 December 2010 (UTC)

title: User talk:Cyberbeast


text:
User:PCano

Pedro Cano, M.D., M.B.A.

MD Anderson Cancer Center,

HLA Typing Laboratory,

Houston, TX

Contributions: Main Pages

 * Transplantation
 * HLA
 * Category:HLA CWD Alleles

title: User:PCano


text:
User:Sasan700

 * About Me; Sasan700

title: User:Sasan700


text:
User talk:Tanzania

 Hello Tanzania, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:44, 14 December 2010 (UTC)

title: User talk:Tanzania


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User talk:Sasan700

 Hello Sasan700, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 19:44, 14 December 2010 (UTC)

title: User talk:Sasan700


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Motivation and emotion/Assessment/No longer used/E-portfolio/Feedback

This page provides a summary of feedback about the Motivation and emotion student e-portfolios.

Marks
The mean mark was 68/100 without late submission penalties and 66/100 after late penalties.

Example presentations
One good way to get further feedback about the e-portfolio exercise is to look through some which attained a high grade. Also note that feedback about each e-portfolio can be found on the respective talk pages.

Here's a list of some very good e-portfolios:
 * 1) Sallybradford
 * 2) U118827
 * 3) Megan O'Connell
 * 4) KmpH
 * 5) User:Jmcb
 * 6) Rachelle21
 * 7) U3006008
 * 8) Salbo
 * 9) Boubles
 * 10) Storm

Marking criteria
Below are some general comments about this exercise.

Overall

 * 1) Overall, the e-portfolio appeared to serve the purpose of facilitating independent student learning and providing evidence for marking purposes about the depth and breadth of learning engagement. Many students commented that they found this open e-portfolio to provide deeper learning than more common assessment tasks (such as exams). Many commented initially about technical fears (how to) and several noted that they needed to unlearn "wiki is bad" attitudes they had learnt through other units.

Depth/insightfulness

 * 1) The best portfolios provided more reflection (e.g., personal examples, ideas, responses) about the unit's learning activities.
 * 2) Weaker portfolios tended to provide brief summary notes about content, with relatively little reflection.

Regularity/continuity

 * 1) The strongest portfolios included responses to tutorial exercises. Where students didn't attend, there was response to the recorded lectures, readings and provided notes.
 * 2) Weaker portfolios tended to have a slow start to semester and/or to peter out, often around 2/3 of the way through semester.


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Template:Motivation and emotion/Assessment/E-portfolio/Feedback/2010

This is a marking and feedback template for the e-portfolio exercise for Motivation and emotion. This template is designed to be transcluded on an e-portfolio talk page.

E-portfolio feedback
The accompanying e-portfolio has been marked according to the marking criteria. Marks are available via login to the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Responses to this feedback can be made by [ starting a new section below]. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.

Contributions/Statistics

 * Contributions
 * Statistics
 * Page size: User: kb | Talk page: kb | User+Talk: kb

Usage - Example
~ gives

-- Jtneill - Talk - c 20:45, 14 December 2010 (UTC)


text: User:Tanzania

title: User:Tanzania


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User:KBlott/Mammals

Mammals are a class of tetrapods that include camels, chimpanzees, cats and rats and elephants, goats and sheep, horses and cows. The class of mammals can be divided into two main infraclasses: eutheria and the marsupials.

EUTHERIA = the crown placental mammals

Eutheria (Greek: "true beasts") is a group of mammals consisting of the first placental mammal and all of her decendants. The earliest known fossil eutherian, Eomaia, was found in Asia, and is dated to the Early Cretaceous period, about 125 million years ago. Most placental mammals belong to one of four main superorders:  Afrotheria, Euarchontoglires, Laurasiatheria, and Xenarthra.

Euarchontoglires + Laurasiatheria = Boreoeutheria

and

Xenarthra + Afrotheria = Atlantogenata.

Xenarthra diverged from Afrotheria relatively rapidly after Atlantogenata diverged from Boreoeutheria. There was considerable gene flow among the nascent clades prior to their divergence. This made it difficult to resolve the above phylogenic tree until relatively recently.

MARSUPIALS

The seven living orders of marsupials are divided into two clades: Ameridelphia and Australidelphia.

title: User:KBlott/Mammals


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Motivation and emotion/Textbook/Motivation/Education

Introduction
Motivation is a key psycho-behavioural element in education and plays a very important role in the success and enjoyment of the students’ learning process. There are many factors that influence motivation. This chapter explores motivational theories of education and focuses on the aspects of motivation which are the result of social and cultural factors (sociocultural theories of motivation including situative theories of cognition). These factors include the norms for behaviour that family, relatives, peers and the society communicate and encourage students for better educational achievements. On the contrary theories that focus on a student’s engagement in discourse such as behaviourally oriented theories are also discussed (Ormrod, 2008).

Motivation theories of education
Motivation is crucial within the educational systems. It encourages students to learn and understand new knowledge. Similar to the other types of motivation, educational motivation is either intrinsic or extrinsic. It internally or externally dictates student behaviour for better educational achievements. Several theories of motivation have been discussed in the field of educational psychology including those that focus on the educational goals of students (Saliti, & Hoosain 2007):

 * The achievement goal theory discusses social and cognitive factors which encourage students to perform well or engage in work avoidance. Students who attempt to perform better and become more competent are regarded as the participants in academia for possessing a mastery goal orientation.  These students measure their success by the level of their own understanding or competence at a specific task (Saliti, et al, 2007).
 * Performance goal theories are educational goals which are measured against external criteria and include normative standards, for example achieving better grades and higher ranks amongst other students (Saliti, et al, 2007).
 * Work avoidance orientation theory discusses students’ behaviour. Such students act as if they are incompetent and have an excuse for not engaging in academic tasks. They ask unnecessary questions in an attempt to avoid proper participation in academic activities and do not seek assistance.  This reduces the requirements for their personal cognitive engagement (Saliti, et al, 2007).

Sociocultural theories of motivation
Students’ cognitive engagement, academic goals and accomplishments can be complemented or be in conflict because of sociocultural motivational factors. Russian theorist Lev Vygotsky was one of the first scholars who discussed the importance of sociocultural motivation approaches in student learning in the nineteenth century (Weiner, 1990). He used the ideas of the philosopher Friedrick Engels (1820–1895) to explain how history and the society have a significant impact on human development and learning. Vygotsky's theories provide a very useful explanation for some motivational theorists about the way factors such as poverty and racism interfere with motivation for classroom learning (Weiner).

Sivan (1986) is one of these theorists who proposed that the individual goals and values which motivate learning originate in the sociohistoric context. This argument was initially presented by Vygotsky (1978) where he discussed that language originated in the sociohistoric context. These theories argue that the differences in motivation should begin with the classroom, home, and sociocultural context, rather than the individual.

Studies of adaptive and co-regulated learning are one of the well-known Vygotskian strands of motivational research theories (McCaslin & Good, 1996). However, McCaslin, and Murdock (1991) studied that instructional and social environments found at home and in the classroom have significant impact on student motivation in learning. These studies show that students' regulation of their own thinking processes originates in the negotiation of goals and norms among students, teachers, families and relatives. It is important because it identifies the source of motivation as the relationships develop in students. These relationships are the relation of students with their school activities and other participants in the school learning (McCaslin, et al., 1991).

This helps learners to coordinate the goals implied by a range of various relationships and recognises that some of the goals will conflict with other goals. This suggests that teachers need to help students learn to negotiate goals for themselves and their classmates before searching for strategies to motivate individual learners. This encourages teachers to acknowledge the influence of other goals which have real value for students and might interfere with classroom learning (McCaslin et al., 1991). McCaslin's studies helped pave the way for other studies that focus on the relationships that students have with other participants in the classroom and sociocultural contexts. These studies significantly had a positive contribution to the emergence of “motivation in context” as an important theme among the researchers of motivation. In addition, it is particularly apparent in the treatment of motivation in educational psychology (Saliti, et al, 2007).

It is significantly important to give ample treatment to motivational strategies that focus on individual learners, however, teachers need to help the classroom community negotiate worthwhile goals, acknowledging that the students themselves help create and change these very goals (McCaslin, et al, 1991).

Situative theories
Situative theories of cognition is the most distinctively sociocultural theories of motivation that began taking shape in the 1990s. These theories relate knowledge and learning to social interactions and cultural activities. Situative theories argue that knowledge primarily resides in these contexts (Saliti, et al, 2007). According to Vygotsky (1978) human development and learning is tied to an individual’s context and situation. A person’s culture shapes their development and all learning is social, and social interaction is critical to one’s development. This study of psychology focuses on the group and social psychology, not individual psychology. Vygotsky (1978) argues that people learn through interaction with others and it is this interaction that teaches people. In order to learn new knowledge people need to scaffold their learning by interacting with and learning from others who are more knowledgeable than them. A student’s current learning level is able to be expanded through interaction with others in a social setting (Vygotsky).

According to situative theorists, the abstract concepts that make up knowledge, concepts that make up knowledge in cognitive theories and the specific associations that make up knowledge in the behavioural theories are secondary ways of describing knowledge (Gee, 2004). From this perspective, behavioural and cognitive explanations of individual activities reflect the beliefs of particular researchers and the methods they use. These theorists argue that knowledge is distributed across social rituals, tools and technologies that human cultures construct to allow them to work together. This means that knowledge and meaning are primarily brought into existence by the actual collective experiences people have in the world (Greeno & the MMAP, 1998). Furthermore, the abstract generalizations which are taken for granted in modern cognitive perspectives come at the end of a long process of socially situated activity (Gee, 2004).

Therefore, situative theorists believe that students' learning is significantly attached to their participation in the construction of situated knowledge in socially meaningful activities. These theorists suggest that motivation for classroom learning in a particular learning context offers a collective engagement in situated learning (students and teachers can share understanding of the concepts, terms, and rituals of a particular domain). This theory leads to a very different approach to motivation compared to the prior approaches that focused on the activity of individuals (Gee, 2004).

Hickey (1997) examined the motivational implications of situative instructional approaches which included the cognitive apprenticeship model defined by Collins, Brown, and Newman (1989). According to Collins et al., lack of opportunity to engage in a meaningful shared activity is the negative motivational consequence of competition, not any fundamental consequence of competition. Similarly, Bereiter and Scardama-lia's 1989 intentional learning perspective was explored by Hickey, which argued that learning environments first need to give students opportunities to participate in the construction of new knowledge in shared activity. Both of these considerations of situated learning suggest that distinction between intrinsic and extrinsic motivation is too crude to be of much use in developing intentional learning environments. In addition, they suggest that motivational strategies of earlier individually oriented theories of motivation interfere with efforts to motivate engagement in situated learning (Hickey).

Furthermore, situative theorists put a strong emphasis on socially situated learning; however, such perspectives on learning have great implications for motivating classroom learning. One of these implications is that efforts to improve motivation for classroom learning should focus on engagement. This requires students to be more specific about learning because focusing on engagement needs to be more specific about learning assumptions (Hickey & Granade, 2004).

Hickey, et al., (2001) examined the implications of situative theories for motivating engagement in learning. These scholars argue that participation in shared discourse rather than learning from that participation is a situative focus on learning. This means that teachers should focus their efforts at motivating that participation (Hickey, et al.).

In contrast, prior theories focused on encouragement of students to engage in discourse, and seek individual explanations for any failures. Reasons for rewards and punishment for participating in an activity is considered by behaviourally oriented theorists (Hickey, et al, 2001). However, cognitively oriented theorists focus on how the goals or values of an individual affect the desirability of that activity (Hickey, et al, 2001). In contrast, situative theories concentrate more directly on fostering discourse among students. This discourse happens when students work together to make meaning of academic tasks such as terms, representations, and expert ideas in a particular academic domain. This approach of learning has major implications on teachers because it encourages them to focus directly on such situated considerations of learning. This limits the learning in to a situated consideration and takes away the focus from the behaviour and cognition of the students (Hickey, et al, 2001).

Hickey et al. (2001) also discuss the debate over extrinsic incentives such as prizes, competition and grades and argue the basic tension between behavioural and cognitive views of motivation on such incentives are a major obstacle to educational reform. According to Hickey, et al (2001), cognitive theorists have long argued that incentives interfere with natural learning processes, however, in contrast, behavioural theorists argue that incentives are very useful tools for encouraging learning. A neutral situative view of motivation presented by Hickey, et al (2001) has proven that extrinsic incentives are more useful for studying compared to behavioural and cognitive strategies for motivating engagement.

Incentives and competition are not inherently good or bad. However, all these motivational practices should first be analysed in terms of their impact on students' success at negotiating meaningfulness of the language and concepts of the particular academic domain. Importantly, a situative theory of motivation indicates that the positive outcome from such negotiations is the primary source of individual motivation towards a particular domain. Therefore it is the collective success of these negotiations that predicts whether or not those individuals will be motivated to engage in the practices of the domain in the future (Hickey, et al., 2001).

Greeno, et al. (1998) introduced the notion of engaged participation. This theory focuses on motivation for participation in the practices of content domains that are represented in the activities of classrooms. It argues that if students who make up the classroom do not value participation in those practices, it is difficult for a particular individual to participate in them (Greeno, et al, 1998).

Summary
Motivation is a key element of education and plays a vital role in the success of the students’ learning process. There are many factors such as the norms for behaviour that family, relatives, peers and the society communicate and encourage students for better educational achievements that influence motivation. It is evident that collective learning is more appropriate than individualised theories for learning. The environment is crucial for the learner because it stimulates the student to develop cognitively, as well as encouraging them to learn more through interaction with other students, their teacher, family, friends and relatives. Sociocultural theories of motivation which was initially developed by Vygotsky is based on this cognitive development theory. In addition, situative theories of cognition which is the most distinctively sociocultural theories of motivation relate knowledge and learning to social interactions and cultural activities. These theories show that learning is being ingrained in social events and takes place when the learner is interacting with people, objects, and events within the environment. Therefore, learners need assistance from their teacher in the beginning, and later from their peers, in order to improve their learning. Research supports sociocultural theories of motivation because it is proven that students can reach a higher level of performance by scaffolding. Furthermore, research also shows that a student’s development cannot be studied individually but rather socially.


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User talk:Tom Morris

 Hello Tom Morris, 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.

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 23:08, 14 December 2010 (UTC)

Uncivil comment on your user page.
Uncivil comment on your user page. This could get you a block on any WMF wiki, including this one, if you insist. You made comments on meta, yesterday, with what looks like an attack on academic freedom at Wikiversity, based on a fantasy about checkusers. You have a poor idea of what is allowed and what is not. I will redact the comment, and will not take this further unless you revert it back or do something else similarly offensive. Thanks. --Abd 20:19, 21 July 2011 (UTC)

Banned users as administrators
Sometimes in a request for permanent custodianship, user status elsewhere comes up; however Wikiversity has "probationary custodianship." I'm not sure how many users who became custodians here were banned at some time elsewhere, but your comment on your user page implies that it's a common practice here. I'm not aware of any person who was known to be site-banned at another WMF wiki at the time of becoming a custodian here. Or even a sock later found to be banned. Maybe there is an example, but I suggest you examine where you are getting these strange ideas from. --Abd 20:41, 21 July 2011 (UTC)

title: User talk:Tom Morris