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Political and historical methodology

Part of the Strategic Studies curriculum

Welcome to STST122 Political and Historical Methodology. The purpose of this short first year course is to give you an understanding of how we study politics and history.

To ask questions or begin a discussion about this course, do not hesitate to go to this course's talk page.

Etymology
Etymology is the study of a word. Why is it formed like that? What was the thinking behind the creation of this word? Where does this word come from?

The word 'history' in English comes from the Greek historia, which meant to inquire. However, if we look at the word in German, Geschichte, it means what happened. There is an obvious tension here. Is history an inquiry, or what happened?

The two are not mutually exclusive. Indeed, it is logical to assert that we cannot know 'what happened' if we have not first 'inquired' in to a given event.

Academic History
It was not until the 19th Century that history became an academic discipline. What made it 'academic' was a method, much like scientific method, to ensure that assertions are not made without evidence. Academic history requires you to have both an object of study and a method with which to discover information about that object. This gave history a methodology, which will be discussed in detail below.

Definitions of History
As academics began to look at history, they attempted to define it. Marc Bloch gave the world an excellent definition of history as science des homme dans le tem -literally the science of man in time. Science, from the Latin scientia, a preposition of scire - to know, means here that we use a definite method in order to discover and expand our knowledge about the exploits of man within the framework of time. This is good because it tells us how we can contribute to this endeavour. There is a method, it isn't restricted to a few individuals, and its focus is people in the time that they have inhabited the Earth. Anything before that is prehistory, and we generally leave that to Paleontologists and their ilk. Anything during that time frame but not to do with humans is not history in this academic sense. Remember that this is all arguable, that it is one person's definition of history. What do you think? Is Bloch too narrow in defining it to include only humans?

If that is a 'good' definition of history, let's look at a 'bad' one, and the reasons it is 'bad'. The twentieth century English historian Arthur Marwick provided us with a longer definition, which has a few problems with it if we dissect his statement in detail:

[History is] bodies of knowledge about the past produced by historians, together with everything that is involved in the production, communication of and the teaching about that knowledge

This definition states that history is done by 'historians'. Who is a historian? Well, it is someone who 'teaches' and 'communicates' the knowledge that they have 'produced', although how the historian produces that knowledge is open for discussion. This definition does not provide us with any hint about historical method. It also implies that history can only be undertaken by certified 'historians', people who have 'communicated' - published - their research. It also implies that real history is a profession, as it is inextricably linked with teaching.

So, by this definition, stop your Wikiversity history courses now! Unless you can get published and begin teaching, you arn't a historian and there is no point in trying to be one. If you would like to try, then you will have to come up with your own method first.

Lecture Two: Historical methodology
History has its own version of scientific method, and we have seen above how this came into being and why. So what is the method?

Object of Study
As discussed above, you must start with an object of study. This should be stated as either a title or a question - that is up to you. So, let's say that as part of a four year degree course in Strategic Studies at Wikiversity, we are conducting a study in to the media reporting of the 1982 Falklands War. The title of our study will be: Was Truth the First Casualty in the Falklands War?

Initial Hypothesis
Now that you have a question, begin your research with a hypothesis. What do you think the answer to your chosen question is? This can be based on what little you have read so far, or just on a gut feeling. It doesn't matter particularly, since we are going to research it and prove or disprove it later. It is just there initially to give you a focus in your investigation. For our study: Truth was the first casualty in the Falklands War.

Research using Sources
Now you must research the question, using a mixture of available sources. There are different types of sources, organised in to primary, secondary and tertiary categories. Click on the links for more information, but roughly, primary sources are original documents such as letters, speeches, government reports etc; secondary sources are articles, essays and books based on primary sources (what you would recognise as a history book in your local bookshop) and tertiary sources are a more peripheral type of source which compiles primary and secondary source material, such as an encyclopedia or a library catalogue.

Your research should include as wide a range of primary sources and existing literature as possible, while attempting to stay away from using tertiary sources since they relate more to the practice of scholarship than your scholarship itself.

Note down all the ideas and quotations that you take from your sources, documenting the page number, the title, author, publisher, year published and place published, since you will need to cite these details in your final report to prove to others that you are not plagiarising exisiting ideas.

While you are researching, do not forget your object of study! All your notes and personal thoughts should be geared towards answering your question.

Conclusion
You will come to a conclusion based on your research. This is crucial. From your interpretation of the research that you have done, what is the answer? This is why we have a scientific method - your conclusion comes from a logical interpretation of the available evidence, not on a whim or swiftly-arrived-at idea - it's why we sought to prove or prove wrong your original hypothesis rather than just accept it.

Lecture Three: Methodologies in Political Science
This lecture is yet to be written.

Lecture Four: Writing an Essay
An essay will follow the method above. It will have three main parts:
 * An introduction
 * With a thesis statement (what your argument is)

 * A Main Body
 * A Conclusion

Rather than including your preliminary hypothesis in the introduction if your research has proved it wrong, include the thesis - the argument you support and will outline that you have arrived at after extensive research.

An old mantra about essay writing goes:

Say what you're going to say, say it, say what you've said. Although this is not strictly true, do keep it in mind when reading below how to craft an essay.

The Introduction
This should answer three questions:
 * 1) What is the essay about?
 * 2) Why is this topic important?
 * 3) How is the essay structured?

This then leads to a THESIS STATEMENT: what are you arguing?

In practice, the introduction will contain a 'hook' (something which gets you started), definitions of key terms, your thesis statement and an outline of the essay.

The Main Body
This is an elaboration of your thesis statement. It is the proof - you explain the points which caused you to arrive at your thesis, and the evidence that you found to support this. This is where you cite the research you did - any disputable fact or point made originally by someone else (i.e. it isn't your intellectual property) should be referenced.

The main body will show that your thesis is valid by doing making a series of points:
 * Point One - explain, qualify, discuss or compare
 * Point Two - explain, qualify, discuss or compare
 * Point Three - explain, qualify, discuss or compare
 * etc

This takes up the bulk of your available word count.

Conclusion
Restate your argument and explain now, in the light of your points, why you arrived at this belief yourself. It is not a summary - it is where you explain to the reader how all the points you just made fit together to support your thesis.

Lecture Five: Citing Sources
The Wikiversity Policy on Citing Sources can be found here

CITE YOUR SOURCES! Whether you are writing an essay, a lesson for Wikiversity or an article for Wikipedia, you must show where you got your evidence and ideas from. Anything which was not originally said or thought up by you must be cited.

If you are using someone else's words, word for word, you must put this passage in 'single quotation marks' and reference it after the next punctuation point. If you take someone's idea but express it in your own words, you must again reference that after the next available punctuation point. It may be in your own words, but it isn't your own point.

Your sources should be cited as footnotes in the text, and again as simple entries in a bibliography at the end of the essay.

Below is a guide on how to reference common resources. They take the form of bibliographical entries. For footnotes, you should also append the relevant page number(s) onto the end of the information so that the person reading your work can look up the exact same sources as you used.

Cite books like this
Surname, Forename (Year Published) Title in Italics: Include all subheadings, Edition Name if you did not use the first edition (City published: Published)

eg: Knightley, Phillip (2003) The First Casualty: The War Correspondent as Hero and Myth-Maker from the Crimea to Iraq, Updated Edn (London: Andre Deutsch)

Cite journals like this
Surname, Forename 'Title of Article in Single Marks' Title of Journal in Italics Volume Number, Issue Number (Date), Pages the article runs from and to in the journal

eg: Mearscheimer, John 'A Strategic Misstep: The Maritime Strategy and Deterrence in Europe' International Security Vol. 11, No. 2 (Autumn, 1986), pp. 3-57

title: Political and historical methodology


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Template:SSC

Part of the Strategic Studies curriculum

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

title: Template:SSC


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User:Johncena 12534

keep ur friends close and ur enmies closer, yo people need to be self respect.

title: User:Johncena 12534


text: User talk:Andrew Hampe

title: User talk:Andrew Hampe


text: User talk:Faith Wardlaw

title: User talk:Faith Wardlaw


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User talk:Lindai

user test content...
It appears that you created the page Http://en.wikiversity.org/wiki/ittenbach... test pages are normally not kept within the main namespace. If you would like an area to experiment using the wiki syntax, you can create a page like User:Your username/Scratch and use that page to make test edits.

The content on the other test page, in case you would like it for keeping was: This page was created by [mailto:linda.ittenbach@unlv.edu Linda Ittenbach] on March 26, 2007. Linda is the Graphics/Multimedia Designer at the University of Nevada, Las Vegas Libraries. We are in the process of creating a Staff wiki at UNLV, so this is a practice page for Linda to edit wiki text, content, and links.

Good to see you here at Wikiversity, and hopefully, we'll see you again. --Remi 04:54, 16 May 2007 (UTC)

title: User talk:Lindai


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User:Arttic00

i'm interested in learning languages, philosphy, and other stuff so far it's: arabic, spanish, japanese, esperanto, hungarian, and portugese.

title: User:Arttic00


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User:Mattwj2002

Hi guys I am w:User:Mattwj2002!

Here is something I am working on Mattwj2002/Networking

title: User:Mattwj2002


text: User talk:Piashantee

title: User talk:Piashantee


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Instructional design/Affective behaviors/Designing for the Affective Domain: The Design Document

Introduction
Now that you know a little bit about the Affective Domain, it's time to start thinking about your affective subject matter and how you are going to design for it. You must create a design that helps learners to:
 * be open to new information
 * actively participate
 * attach worth to new ideas
 * incorporate the new ideas into habitual practice AND
 * be an advocate for the new concepts.

As you create your design, the design document is where you document your design decisions. What decisions do you need to make so your design caters to the affective domain? What will your objectives look like? What will your instructional presentation look like? What are the concepts and procedures you'll teach and how will they be sequenced? Are there prerequisite or preconceived attitudes that will influence the affect of your lessons? What about motivation? Think about these questions as you take a look at our beginning example.

To Start
Let's look at some lessons on manners, after which we will see what a design document might have looked like for these examples. Hallmark has created two characters, Hoops and Yoyo, as part of their marketing campaign. On their website, Hoops and Yoyo teach us proper manners. Use the link below to view each lesson then come on back and let's talk some more.

Click [|10001|10051|/HallmarkSite/hoops%26yoyohome/HOOPS_YOYO_MANNERS | here] to watch the lessons on manners.

What can we learn?
Were these examples of instruction designed to bring about affective behaviors? Why? What would a design document look like for one of these lessons? Let's look at an example document by using the following link. Remember to come back after you're done.

Click here to read the example Design Document.

What elements did you notice in the example design document? How did these elements account for the affective domain?

TASK: Answer these questions by clicking on the "edit this page" tab found at the top of the screen. Just add your response below the line and save page. Then, click next to go on.

 * The hoops&yoyo's animations seem to be good examples of instruction designed to bring about affective behaviors. They use funny characters to catch attention, and teach values of what are appropriate and inappropriate while showing actual ways of how to act appropriately. While the example document says that the target audience is "general public," I guess the movies are more towards children, or possibly, those who from other cultures. The key words of "valuing" seems to be something make the lesson in the affective domain. Kei (discuss • contribs) 21:26, 22 February 2014 (UTC)

 * The idea of having humor in the lesson certainly would get the attention of the learner, but it would have to be done in a way that is respectful to the learner so that they are not reluctant to participate and entire into the responding phase. Sometimes humor can be taken the wrong way and turn learners off, so it is important to know your audience. gdysard 5:35 (EST), 18 Feburary 2014
 * I noticed that the design document described the instructional sequence for opening a door. Prior to teaching how to open a door, or perhaps afterwards, is the need to mention that it is a cultural manner within the affective domain; this could be added to the design document. Within the affective domain an individual may need to be sensitive to historical or cultural contexts, i.e. gentlemen opening doors for women. Cahonen (discuss • contribs) 20:55, 19 February 2014 (UTC)
 * I know this is an example for illustration, but it seems a bit simplistic to me. I think it might take more than humor to get someone to change behavior. I'd add additional activities for example, role play, to help with the characterization phase, which is the real desired end state. Jpankin (discuss • contribs) 22:44, 21 February 2014 (UTC)

 * When considering the video on how to properly open a door I see how it is related to the Affective domain because it is concerned with values. Furthermore, the "receiving" and to a lesser extent, the "responding" elements can be seen:  Music and colors catch the learner's attention and buttons help learner interact with the learning environment.  The rest of the learning situation seems to be deficient in the other respects of the affective domain.  Besides seeing that the dog gets hurt in the second video, there is no opportunity for "valuing."  Furthermore, I saw no opportunity for "organization" or "characterization."  Elbow8703 00:25, 25 February 2014 (UTC)


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Instructional design/Affective behaviors/Designing for the Affective Domain: The Design Document/a

Introduction - Opening a Door
In our society today, people are not being nice by opening the door for other people. Back in the 1950's, opening the door for others was commonplace and considered proper manners and behavior. Now, being kind enough to open the door for someone isn't expected or, in some cases, desired, even in the proverbial courtship and marriage relationships. This lesson is to help the general public learn how to properly open the door for someone else and volunteer to do so in the future as a kind gesture and proper manner.

Audience
The general public

Instructional Objectives
Learners will volunteer to open the door for others in a kind way and will adopt the gesture as part of their every day manners.

Presentation of Instruction
Meeting the Objective The presentation of the procedure of opening a door for someone in a kind way will be presented in a way which facilitates the adoption of the gesture by the target audience. The audience must
 * 1) Receive the information -
 * 2) *Fun music will grab the attention of the audience.
 * 3) *Bright colors, cartoonish font, and simple graphics will provide a style pleasing to the eye. It will create a happy and uplifting atmosphere condusive to humor.
 * 4) *Clearly labeled play buttons allow for ease of use. Labels "Right" and "Wrong" clearly hlep the learner understand the use of an example and non-example as the instructional strategy.
 * 5) Interact with the information -
 * 6) *Learners will have buttons they will need to click to see the Flash movie.
 * 7) *Learners interact with the characters through laughter.

Through humor and laughter, learners will be more apt to value the procedure and adopt it into their belief system. The learning outcome is that the audience will choose to open the door for others because they feel it is the correct thing to do. The context of the lesson will be very important in helping to achieve the objective.

Context of Instruction Hoops and Yoyo make up the main context of instruction. They are Flash animated characters. The medium of presentation is a Flash movie. Humor will be the emotional catalyst within the context of the Hoops and Yoyo world that helps elicit the learning outcome.

There will be two Flash movies side by side. The one on the left will be the right way of opening a door for another and the right side will be the wrong way. The right way will follow the sequence as outlined later. The wrong way will have one of the characters opening the door for himself and letting it slam in the face of the other character. Learners will be able to replay the sequences if they wish

Instructional Sequence
Opening a door for another has a simple order of events.
 * 1) Open the door
 * 2) Let the other person through first
 * 3) Walk through the door
 * 4) Say, "Your welcome." if thanked.
 * 5) Close the door

The learner should naturally watch what is on the left first and then what is on the right. However, the learner may watch the example and non-example in any order and as many times as they want.

Prerequisite Knowledge The audience will need to know that it would normally be polite to open the door for someone if they are behind you.

Motivation
Humor will be the strongest motivating factor in the lesson. Also, the style of animation and characters should appeal to the majority of the target audience. This appeal will hopefully lead to multiple views of the lesson. Additonally, The natural tendency will be to share the lessons with others based on the humor and style.


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User:Helenl

Helen Lindsay is a lecturer/Learning Advisor in the Learning Centre of Otago Polytechnic.

title: User:Helenl


text: File:Ask hoops yoyo.gif

title: File:Ask hoops yoyo.gif


text: User talk:Helenl

title: User talk:Helenl


text: User talk:Popalor

title: User talk:Popalor


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Designing for the Affective Domain: The Design Document, Page 2

Lesson Objective
Given a design document, evaluate whether or not the strategies and methods within the document meet the affective needs of the particular course.

Interim Objectives

 * 1) Identify and describe the different elements of a design document.
 * 2) Explain how each design document element can account for the affective domain.
 * 3) Compare the objectives of a course to that course's design document.
 * 4) Evaluate design document examples for their treatment of affective elements.

Introduction and Lesson Organizer
Much of what we teach has some form of affective element associated with it. In fact, much of what we know is represented in the form of attitudes. According to Kamradt & Kamradt, "An attitude is a psychophysical structure that stores related bits of affective, cognitive, and psychomotor learning in a manner that allows intantaneous, subconscious access by its owner." If you look at your subject matter in this way, you will start to notice the affective elements and realize the need to design for them. The design document is very important. It allows you to get your ideas on paper and polish them before you invest any time and money on building or creating a course. By finalizing your design on paper in the design document, you reduce the risk of costly mistakes or revisions as you develop your material. This is especially true in eLearning. In this lesson we will look at the interim objectives one by one. This will help you meet the overall lesson objective. Before you go on to the first objective on design document elements, look at a preliminary version of the design document our team used to develop the affective domain lessons. Think about what you see and what you don't.

Click next to learn more about the different elements in a design document.


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User talk:Qedoc~enwikiversity

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 Qedoc. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Qedoc~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:Qedoc~enwikiversity


text:
Airplane Flying Handbook/Attribution

This article incorporates text from the public domain edition of | Airplane Flying Handbook by the US Federal Aviation Administration.

title: Airplane Flying Handbook/Attribution


text:
Airplane Flying Handbook/The four fundamentals

THE FOUR FUNDAMENTALS
There are four fundamental basic flight maneuvers upon which all flying tasks are based: All controlled flight consists of one or a combination of these basic maneuvers.
 * straight-and-level flight,
 * turns,
 * climbs, and
 * descents.

If a student pilot is able to perform these maneuvers well, and the student’s proficiency is based on accurate "feel" and control analysis rather than mechanical movements, the ability to perform any assigned maneuver will only be a matter of obtaining a clear visual and mental conception of it.

The flight instructor must impart a good knowledge of these basic elements to the student, and must combine them and plan their practice so that perfect performance of each is instinctive without conscious effort. The importance of this to the success of flight training cannot be overemphasized. As the student progresses to more complex maneuvers, discounting any difficulties in visualizing the maneuvers, most student difficulties will be caused by a lack of training, practice, or understanding of the principles of one or more of these fundamentals.


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User talk:Dr Necius

Please take a look at Username. "Wikiversity recommends that users avoid names that might be interpreted by Wikiversity participants as indicating a position of authority within the Wikiversity community. Examples: names including "professor", "prof", "teacher", "instructor", "mentor", "president", "dean", etc." --JWSchmidt 13:42, 27 March 2007 (UTC)

title: User talk:Dr Necius


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Airplane Flying Handbook/Effects and use of the controls

EFFECTS AND USE OF THE CONTROLS
In explaining the functions of the controls, the instructor should emphasize that the controls never change in the results produced in relation to the pilot.

The pilot should always be considered the center of movement of the airplane, or the reference point from which the movements of the airplane are judged and described. The following will always be true, regardless of the airplane’s attitude in relation to the Earth.

 * When back pressure is applied to the elevator control, the airplane’s nose rises in relation to the pilot.

 * When forward pressure is applied to the elevator control, the airplane’s nose lowers in relation to the pilot.

 * When right pressure is applied to the aileron control, the airplane’s right wing lowers in relation to the pilot.

 * When left pressure is applied to the aileron control, the airplane’s left wing lowers in relation to the pilot.

 * When pressure is applied to the right rudder pedal, the airplane’s nose moves (yaws) to the right in relation to the pilot.

 * When pressure is applied to the left rudder pedal, the airplane’s nose moves (yaws) to the left in relation to the pilot.

The preceding explanations should prevent the beginning pilot from thinking in terms of "up" or "down" in respect to the Earth, which is only a relative state to the pilot. It will also make understanding of the functions of the controls much easier, particularly when performing steep banked turns and the more advanced maneuvers. Consequently, the pilot must be able to properly determine the control application required to place the airplane in any attitude or flight condition that is desired.

The flight instructor should explain that the controls will have a natural "live pressure" while in flight and that they will remain in neutral position of their own accord, if the airplane is trimmed properly.

With this in mind, the pilot should be cautioned never to think of movement of the controls, but of exerting a force on them against this live pressure or resistance. Movement of the controls should not be emphasized; it is the duration and amount of the force exerted on them that effects the displacement of the control surfaces and maneuvers the airplane.

The amount of force the airflow exerts on a control surface is governed by the airspeed and the degree that the surface is moved out of its neutral or streamlined position. Since the airspeed will not be the same in all maneuvers, the actual amount the control surfaces are moved is of little importance; but it is important that the pilot maneuver the airplane by applying sufficient control pressure to obtain a desired result, regardless of how far the control surfaces are actually moved.

The controls should be held lightly, with the fingers, not grabbed and squeezed. Pressure should be exerted on the control yoke with the fingers. A common error in beginning pilots is a tendency to "choke the stick." This tendency should be avoided as it prevents the development of "feel," which is an important part of aircraft control.

The pilot’s feet should rest comfortably against the rudder pedals. Both heels should support the weight of the feet on the cockpit floor with the ball of each foot touching the individual rudder pedals. The legs and feet should not be tense; they must be relaxed just as when driving an automobile.

When using the rudder pedals, pressure should be applied smoothly and evenly by pressing with the ball of one foot. Since the rudder pedals are interconnected, and act in opposite directions, when pressure is applied to one pedal, pressure on the other must be relaxed proportionately.

When the rudder pedal must be moved significantly, heavy pressure changes should be made by applying the pressure with the ball of the foot while the heels slide along the cockpit floor. Remember, the ball of each foot must rest comfortably on the rudder pedals so that even slight pressure changes can be felt.

In summary, during flight, it is the pressure the pilot exerts on the control yoke and rudder pedals that causes the airplane to move about its axes. When a control surface is moved out of its streamlined position (even slightly), the air flowing past it will exert a force against it and will try to return it to its streamlined position. It is this force that the pilot feels as pressure on the control yoke and the rudder pedals.


text:
User:Nate1481

See My page on wikipedia

title: User:Nate1481


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User:Linelor

I'm interested in Math and Science, and I'll do my best to contribute positively to the community.

title: User:Linelor


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User:ChristopherFair

User:ChristopherFair/Calculus1

title: User:ChristopherFair


title: User:ChristopherFair/Calculus1


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Airplane Flying Handbook/Feel of the airplane

FEEL OF THE AIRPLANE
The ability to sense a flight condition, without relying on cockpit instrumentation, is often called "feel of the airplane," but senses in addition to "feel" are involved.

Sounds inherent to flight are an important sense in developing "feel."

The air that rushes past the modern light plane cockpit/cabin is often masked by soundproofing, but it can still be heard. When the level of sound increases, it indicates that airspeed is increasing.

Also, the powerplant emits distinctive sound patterns in different conditions of flight. The sound of the engine in cruise flight may be different from that in a climb, and different again from that in a dive. When power is used in fixed-pitch propeller airplanes, the loss of r.p.m. is particularly noticeable. The amount of noise that can be heard will depend on how much the slipstream masks it out. But the relationship between slipstream noise and powerplant noise aids the pilot in estimating not only the present airspeed but the trend of the airspeed.

There are three sources of actual "feel" that are very important to the pilot.

One is the pilot’s own body as it responds to forces of acceleration. The "G" loads imposed on the airframe are also felt by the pilot. Centripetal accelerations force the pilot down into the seat or raise the pilot against the seat belt. Radial accelerations, as they produce slips or skids of the airframe, shift the pilot from side to side in the seat. These forces need not be strong, only perceptible by the pilot to be useful. An accomplished pilot who has excellent "feel" for the airplane will be able to detect even the minutest change.

The response of the aileron and rudder controls to the pilot’s touch is another element of "feel," and is one that provides direct information concerning airspeed. As previously stated, control surfaces move in the airstream and meet resistance proportional to the speed of the airstream. When the airstream is fast, the controls are stiff and hard to move. When the airstream is slow, the controls move easily, but must be deflected a greater distance. The pressure that must be exerted on the controls to effect a desired result, and the lag between their movement and the response of the airplane, becomes greater as airspeed decreases.

Another type of "feel" comes to the pilot through the airframe. It consists mainly of vibration. An example is the aerodynamic buffeting and shaking that precedes a stall.

Kinesthesia, or the sensing of changes in direction or speed of motion, is one of the most important senses a pilot can develop. When properly developed, kinesthesia can warn the pilot of changes in speed and/or the beginning of a settling or mushing of the airplane.

The senses that contribute to "feel" of the airplane are inherent in every person. However, "feel" must be developed. The flight instructor should direct the beginning pilot to be attuned to these senses and teach an awareness of their meaning as it relates to various conditions of flight. To do this effectively, the flight instructor must fully understand the difference between perceiving something and merely noticing it. It is a well established fact that the pilot who develops a "feel" for the airplane early in flight training will have little difficulty with advanced flight maneuvers.


text: User talk:Linelor

title: User talk:Linelor


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User talk:Csi24

I HAD A DREAM OF BEEN A FULL TIME LAWYER OR A FOOT BALL PLAYER OR GO INTO SERVICE WITH THE NAVY SEALS

title: User talk:Csi24


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User:Dinybot

de:Benutzer:Dinybot es:Usuario:Dinybot fr:Utilisateur:Dinybot

title: User:Dinybot


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User:Dinybot/Specification

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User:Murftown

My name is Ryan.

I teach music, with a special emphasis on jazz theory.

title: User:Murftown


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Instructional design/Cognitive behaviors/Invariant Tasks

Back to Topic:Instructional Design > Cognitive behaviors > Invariant Tasks > Define >  Learn >  Teach >  Tactics >  Try It >  Example

Source: Invariant Tasks by Charles M. Reigeluth. Used by Permission.

Introduction
This lesson covers how to design instruction for teaching invariant tasks. After completing this lesson, you should be able to:

 * Explain what invariant tasks are and why they are important,
 * Describe the principles for learning invariant tasks,
 * Prepare instructional tactics to teach invariant tasks.

This lesson is organized into the sections listed below. Navigate to each section by following the "Next" link at the bottom of each page. Return to previously viewed pages by following the "Back" button on the bottom of each page or by following the labeled links at the top of each page which correspond to each of these sections:

 * Define: Invariant Tasks: Defined
 * Learn: Invariant Tasks: Principles for Learning
 * Teach: Invariant Tasks: Principles for Teaching
 * Tactics: Invariant Tasks: Tactics for Teaching
 * Try: Invariant Tasks: Skill Builder Practice
 * Example: Invariant Tasks: Example

Primary References and Resources for this Lesson
This section contains the primary references and resources used to produce this original lesson. Where available, a hyperlink to the WorldCat library database is provided for the references and resources used in this lesson. Per the WorldCat.org web site, WorldCat is the world's largest network of library content and services. By following the hyperlinks below to the WorldCat web site, it is possible to find library copies of the resources in your area by conducting a search by zip code. In addition, hyperlinks to other web sites are used within the lesson to provide additional sources of information for further exploration of topics that are beyond the primary focus or scope of this lesson.

References
 * Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.

 * Ausubel, D.P., Hanesian, & Novak, (1978) Educational Psychology: A Cognitive View (2nd ed.). New York: Holt, Rinehart & Winston.

 * Bloom, B.S. (1976). Human Characteristics and School Learning. New York: McGraw-Hill.

 * Driscoll, M. P. (2005). Psychology of learning for instruction. Boston: Pearson Allyn and Bacon.

 * Gagné, R.M. (1985). The Conditions of Learning and Theory of Instruction (4th ed.). New York: Holt, Rinehart & Winston.

 * Jonassen, D. (1999). Designing Constructivist Learning Environment. In Reigeluth, C.M. (Ed.), Instructional-design theories and models (215 - 236). Mahwah, N.J.: Lawrence Erlbaum Associates.

 * Kaufman, R. (1979). Needs Assessment: Concept and Application. Englewood Cliffs, NJ: Educational Technology Publications.

 * Keller, J. (October 1987). Strategies for stimulating the motivation to learn. Performance and Instruction, 1-7.

 * Kulhavy, R. (1977). Feedback in written instruction. Review of Educational Research, 47, 211-232.

 * Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity to process information. Psychological Review, 63, 81-97.

 * Mayer, R.E. (1999). Designing Instruction for Constructivist Learning. In Reigeluth, C.M. (Ed.), Instructional-design theories and models (141 - 159). Mahwah, N.J.: Lawrence Erlbaum Associates.

 * Thiagarajan, S. (2004). Framegames by Thiagi. Bloomington, IN: Workshops by Thiagi.

 * Thorndike, E.M. (1913). Educational Psychology. Volume II. The Psychology of Learning. New York: Teachers College, Columbia University.

Resources
 * To acquire skills in designing memorization-level instruction:
 * Reigeluth, C.M. Memorization. An interactive lesson under development at this external site.

 * To make flash cards for memorization tasks, try out:
 * Memorizable.com - wiki-based flash cards
 * jMemborize.org - open-source software to create flash cards

 * To learn more about the drill-and-practice model of instruction, especially as it applies to computer-based instruction:
 * Salisbury, D.F. Cognitive psychology and its implications for designing drill and practice programs for computers. Journal of Computer-Based Instruction, 17(1), 23-30.

 * To find out more about creating games to teach invariant tasks:
 * Thiagarajan, S. (2004). Framegames by Thiagi. Bloomington, IN: Workshops by Thiagi - see also The Thiagi Group

 * To see additional mnemonics examples:
 * www.memory-key.com
 * www.fun-with-words.com
 * www.netnaut.com

Click Next to continue.


text:
Instructional design/Cognitive behaviors/Invariant Tasks: Defined

Back to Topic:Instructional Design > Cognitive behaviors > Invariant Tasks > Define >  Learn >  Teach >  Tactics >  Try It >  Example

Source: Invariant Tasks by Charles M. Reigeluth. Used by Permission.

What are Invariant Tasks?
Invariant tasks require memorizing factual information or routine procedures. They do not require any understanding, nor do they require learning how to deal with variation. They require what Ausubel (1968) referred to as "rote" learning.

There are several quite different kinds of memorization, each of which is learned a bit differently:
 * A list is a number of items, mental and/or physical, which need to be memorized. List learning is a rote form of learning, requiring no meaningful understanding of the items in the list and no variation from one performance of the invariant task to another.
 * A mental list requires only cognitive learning, such as the names of all the products your company sells, or the mental actions involved in translating quarts into gallons.
 * A physical list requires learning physical actions as well, such as learning to change the oil in your car.

If a list needs to be "performed" (e.g., stated or acted out) in a certain order, it is called an ordered list. For example, the "Pledge of Allegiance" is an ordered mental list, sometimes called a "verbal chain". And changing the oil in your car is an ordered physical list, sometimes called a "rote procedure" (the used oil must be drained before the new oil is added). Singing the scales, applying for travel funds in your company, and initializing a diskette are also rote procedures. Keep in mind that in some rote procedures (mental or physical) the order doesn't matter, as long as you do all the "steps."

An association is a one-to-one correspondence between two items, such as a product and its price or a state and its capital. Items can include objects, pictures, sounds, symbols, actions, and much more, but learning names for things is perhaps the most common kind of association learning. Of course it is possible for lists of associations to be learned, such as the capitals of all the countries in South America or the prices of all the products your company offers.

Which kind of memorization does your project entail?

Why are Invariant Tasks Important?
Memorization has a bad name in educational circles. Since it is the easiest type of learning to teach and to measure (test), it is overused. We often require our learners to memorize things which don't really need to be memorized, and we fail to teach as many of the higher types of learning as our learners need because we have spent so much time on memorization.

But there are some important invariant tasks in the world, and the only way it makes sense to learn them is memorization. Most higher forms of learning are not possible unless certain information has been memorized first, to the point where it is an "automatic" "response-that" is, we don't have to think about it, which frees us to use our cognitive resources on higher matters. The addition facts in math and the sounds of individual letters in reading are cases in point. We also need to memorize the names of things in order to be able to communicate about them.

Click Next to continue.


text: User talk:Murftown

title: User talk:Murftown


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User talk:Seangannon

Biography Thomas Hobbes was born near Wiltshire, England on April 5, 1588. Hobbes was educated at Westport church from the age of four, then to the Malmesbury school, then a private school. Hobbes excelled in school and was sent to Oxford and entered Magdalen Hall. Magdalen Hall possessed very Puritan ideals, which influenced Hobbes. Early studies consisted of Greek and Latin authors. This produced Hobbes’ translation of Thucydides’ History of the Peloponnesian War from Greek to English, the first of its kind. In 1637, Hobbes released Elements of Law which indicates Hobbes’ initial political doctrine was not shaped by the English Civil War. After fleeing England for Paris, Hobbes wrote a critique on the “Meditations on First Philosophy” of Descartes in 1641. Upon returning to the English Civil War in 1642, Hobbes’ most influential doctrine was composed called “Leviathan.” “Leviathan” would become one of the bases for all subsequent Western political philosophy. Later notable works towards the end of Hobbes’ life were a complete translation of both “Iliad” and “Odyssey” in 1675. Hobbes died from a paralytic stroke in 1679 and was buried in Derbyshire, England.

title: User talk:Seangannon


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User talk:Toojdwin

you will certainly be banned if you do not stop

title: User talk:Toojdwin


text:
School:Electronic engineering/Active Participants

 * Murugavel (Electronics Engineering)
 * VickySingh (electronic engineering)
 * Kosala (electronic engineering)
 * Rashu (electronic engineering)
 * RobLevy (electronic engineering)
 * RobertLutz (electronic engineering)
 * TkdApe (electronic engineering)
 * Wolfgrab (electronic engineering)
 * Electroguy (electronic engineering)
 * Beeflobill
 * Modz (electronic engineering)
 * AraG0rN (electronic engineering)
 * Allen Claxton (electronic engineering)
 * Misericordia (Telecommunications engineering)
 * Shroomland (Aerospace Avionics engineering)
 * Necrocapo (Electrical-Electronics Engineering)
 * kazoedu (Electronic Engineering)
 * Sam Fakhreddine (Electronic engineering)
 * Sam Tanai (Electronic engineering)
 * AndyDK (Electrical/Electronic engineering)
 * abhishek mishra (Electronic Engineering)
 * Mark Quinlan (Electronic Engineering)
 * neurondev (electrical-electronics engineering)
 * Wikiperdy (Electronics & Communications Engineering)
 * Cto (Electronics and Electrical Engineering)

Topic:Electronic_Engineering


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User talk:Kilter~enwikiversity

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 Kilter. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Kilter~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 23:41, 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) 06:13, 19 April 2015 (UTC)

title: User talk:Kilter~enwikiversity


text:
Principles of electricity

Electrical Circuit Theory

 * Lecture 1: /Electrons and Electric Fields/
 * Lecture 2: /Voltage/
 * Lecture 3: Electrical current
 * Lecture 4: Ohm's Law: Resistance
 * Lecture 5: Henry's Law: Inductance
 * Lecture 6: Faraday's Law: Capacitance

title: Principles of electricity


text:
User talk:Arttic00

Japanese
I see that you are interested in Japanese, is there anything specific you would like to learn? Please mention them on Topic talk:Japanese. Lessons are located on the Japanese stream page; please comment on them on Topic talk:Japanese --Balloonguy 21:30, 27 March 2007 (UTC)

French Mentoring
Salut, Arttic00. You are listed at the French stream as being a beginning student of French who is interested in learning French. The French Mentoring project has recently been launched, and if you add your name to that list, I will do my best to put you in contact with an appropriate Mentor who would be glad to help you. The Jade Knight (d'viser) 09:44, 22 November 2008 (UTC)

title: User talk:Arttic00


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User:Hunt1200

FAA Commercial Pilot:
 * Airplane Single Engine Land
 * Instrument Airplane

Currently a Helicopter and Multiengine Land Student

Member:
 * Aircraft Owners and Pilots Association (AOPA)
 * Pilots of America

title: User:Hunt1200


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User:Kristof~enwikiversity

Link titleAFS Intercultural Programs

title: User:Kristof~enwikiversity


text:
Aircraft piloting/Attitude flying

ATTITUDE FLYING
In contact (VFR) flying, flying by attitude means visually establishing the airplane’s attitude with reference to the natural horizon. [Figure 3-1] Attitude is the angular difference measured between an airplane’s axis and the line of the Earth’s horizon. Pitch attitude is the angle formed by the longitudinal axis, and bank attitude is the angle formed by the lateral axis.

Rotation about the airplane’s vertical axis (yaw) is termed an attitude relative to the airplane’s flightpath, but not relative to the natural horizon.

In attitude flying, airplane control is composed of four components: pitch control, bank control, power control, and trim.

 * Pitch control is the control of the airplane about the lateral axis by using the elevator to raise and lower the nose in relation to the natural horizon.

 * Bank control is control of the airplane about the longitudinal axis by use of the ailerons to attain a desired bank angle in relation to the natural horizon.

 * Power control is used when the flight situation indicates a need for a change in thrust.

 * Trim is used to relieve all possible control pressures held after a desired attitude has been attained.

The primary rule of attitude flying is: ATTITUDE + POWER = PERFORMANCE

title: Aircraft piloting/Attitude flying


text:
Talk:Experimental music

I am removing the DNA music section because both the links are broken. If you can fix the links, please do so and put this back up! User:Murftown

title: Talk:Experimental music


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User:Bishwajit.pal

'''hi ,

I have yet to create this page.'''

title: User:Bishwajit.pal


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User:LoveFrmAk

Alaska Lady, 60, needs Alaska law and precedents to correct injustices. Pioneer lady, 60, living in Alaska since 1952, seeks Alaska Legal case precedents re contract law, and violation of civil rights by court personnel, who all worked together to take my land from me unlawfully. I came to Wikipedia in hopes of finding folks who know about law -- especially how to find Alaska's legal precedents re contract law (using the court to break a lawful contract, accepting payments on the contract even while falsely claiming breach, sending me one set of documents, and filing a totally different set with the court, and the judge not allowing me to file my pleadings by postmark to meet the court deadline, though I live 200 miles from the court, so to file it in time I lose a full day's pleading preparation time in order to drive to the court to file it in time -- when the opposing attorney can work all day, and drive a few blocks and file right before 4:30 the day his is due.  I am pro se, and have appealed this case to the Alaska Supreme Court, having written the brief myself, and defended my self (having paid according to the contract's terms), because no attorney would take my case without $5,000 to $20,000. A financial impossibility for me, having put all my life's savings into the development of the land which was taken back without legal cause, after I'd done much to upgrade/develop it.  The appeal involves the Superior Court's violation of my civil rights, and taking my land away from me without giving me due process of law -- without following the Alaska rules of Civil Procedure, and after having forced me into a settlement agreement by LIES from the judge about the outcome if it went to trial.  AND based on the attorney preparing the supposed settlement agreement, including things never included in the forced agreement, like extra retroactive interest when I'd paid, but some the seller had cashed (yes, after the lawsuit was filed), and some the seller had returned.  The judge thinks I don't know enough about how to do an appeals case to win on appeal, but I am relying on the cumulative knowledge and experience of folks on the internet to help guide me to both the legal precedents and principles I need to get my land back. I told the lower court what happened, and gave evidence of NO breach by me, but without cases, and legal concepts, she ignored it all, and ordered me off my land at the start of winter. It's been a hard, cold two years since then, and the oral arguments before the Supreme Court could be calendared soon, and that will be my last chance to get the law precedents for Alaska, and the principles of law violated on the record for their review, consideration to overturn this injustice. HELP? Please?

title: User:LoveFrmAk


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User:Amanda Bolt

YouTube as an Interactive Research Project
I am studying for a PhD that is covering gender studies and comedy performance with a methodology of practise as research. I am really interested in YouTube as a medium for dissemination of creativity and identity.

title: User:Amanda Bolt


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User:Sudharshun

Presently Working with WIpro Technologies,Chennai

Extremely interested in anything to do with embedded systems,Microcontrollers,Bascom,Keil C But, Forced by inexperience :-( to work on Java.

Looking forward to get back o where i Belong : Electronics.

Residing in Chennai.

title: User:Sudharshun


text:
User:CloudNine

Check my userpage on Wikipedia for more about myself.

title: User:CloudNine


text:
User:CloudNine/monobook.js

// install User:Cacycle/wikEd in-browser text editor document.write(' ');

title: User:CloudNine/monobook.js


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User:Tutchek~enwikiversity

Czech citizen and native, interested in computer science, math and radioorienteering.

title: User:Tutchek~enwikiversity


text:
How to make a movie

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: #efffef; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="2" |

Anyone can learn to be a filmmaker

 * Filmmaking is easy
 * Filmmaking is not rocket science. Everything about filmmaking is extremely easy to learn.  Anyone can do it if they wish.

 * The challenge of learning filmmaking
 * The challenge is filmmaking requires learning a huge number of skills. If you want to be an independent filmmaker or film editor, you must learn the equivalent of 20 different careers.

 * The complete picture
 * That is why it takes a huge amount of knowledge to understand everything you need to know to create a motion picture.

 * style="width: 40%; background-color: #eef; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Preparatory school
Wikiversity Film School is a preparatory school for budding filmmakers who plan to go to film school.

We teach the things that film schools expect you to know before you get to film school.

Each year, USC receives 800 applicants to fill just 50 undergraduate positions. So prepare now.
 * }

site map · homework

title: How to make a movie


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User talk:Elchavode35

Spanish Contributors Refresh
Hi a few weeks ago I have found Spanish Language Division completely void. I added a new course for beginners, but the problem was that the sites Spanish and Topic:Spanish had unfriendly environment to add something like Spanish: An Introduction. I wait for a while, but then I started to reorganize those sites. My aims are give more freedom on these sites and to use more friendly Wikipedia templates (e.g. this) than the former HTML script was. Finally I would like to ask you if you can sign in ones more here and reconfirm your offer to help. You can also visit this. Regards Juan 15:57, 28 March 2007 (UTC)

title: User talk:Elchavode35


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User talk:Tlatoani7

Spanish Contributors Refresh
Hi a few weeks ago I have found Spanish Language Division completely void. I added a new course for beginners, but the problem was that the sites Spanish and Topic:Spanish had unfriendly environment to add something like Spanish: An Introduction. I wait for a while, but then I started to reorganize those sites. My aims are give more freedom on these sites and to use more friendly Wikipedia templates (e.g. this) than the former HTML script was. Finally I would like to ask you if you can sign in ones more here and reconfirm your offer to help. You can also visit this. Regards Juan 15:57, 28 March 2007 (UTC)

title: User talk:Tlatoani7


text:
Skill Builder: Invariant Tasks

Topic:Instructional Design > Cognitive behaviors > Invariant Tasks > Skill Builder: Invariant Tasks

Source: Invariant Tasks by Charles M. Reigeluth. Used by Permission.

Skill Builder Instructions: This is your opportunity to practice the skills covered in this section of the lesson. As the Wikiversity is a collaborative learning space, you will contribute your original ideas to the work of those who have come before you by enhancing and adding to the possible responses within the case scenario laid out below. Are you saying to yourself, "...but, isn't looking at the answers from a fellow learner the same as cheating?" Not in this case. In fact, contributing your original ideas while participating with fellow learners and building upon their work is the intended goal of this Skill Builder exercise. The desired outcome is to build an ever evolving working document filled with not just one possible response to each question, but a host of instructional strategies that you can use on your next instructional design project. Have fun and get creative!

What to teach? How to teach it?
Imagine a friend of yours, Jennifer, has just been hired to tutor a sixth grader, Sam. She's all excited, because it's her first tutoring job. However, she's very worried, too, because she has never tutored before. She has come to you for advice. You had just read somewhere that the most important concerns in any instruction are "what to teach" and "how to teach it". Let's assume that Jennifer has already found out that Sam is supposed to learn the names of the first seven Presidents of the United States. So let's turn our attention to "how to teach it". Based on the need to create strong links within memory, what would you say is the most important instructional strategy you could suggest to your friend? Think about it, click "edit" for this section, and add your answer below:

 * Phonebein 18:33, 29 March 2007 (UTC) I think the instructional strategy I would use would be to create a funny rhyme using some or all of the parts of the president's names.

What are the recommended teacher actions?
What should Jennifer be doing while Sam is stating the names of the first seven Presidents of the United States? Should she just sit there or should she do something? What do you think she should do? Think about it, click "edit" for this section, and add your answer below:

What about when the learner get stuck?
Picture Jennifer asking Sam to name the Presidents. If he only knows who the first one is (George Washington), would you start by asking him to name all of them? That would be silly. So what other guideline should you give Jennifer? If this all seems obvious, it shows you have already picked up an intuitive understanding of some of the most basic principles of instruction from your observations or studies. Congratulations! But beware that we are quickly moving on to less obvious principles. Think about it, click "edit" for this section, and add your answer below:

What about larger amounts of content?
Let's assume that Sam needs to learn the names of all the Presidents of the United States instead of just seven. Forty Presidents is a lot to learn. Would you present all 40 at once and then elicit practice on all 40 at once? Think of what you would recommend to make it easier for him to learn all those names, click "edit" for this section, and jot your answer below:

How to prompt the learner?
Let's assume the names are difficult for Sam. What else can you recommend to help him remember the names in the first chunk? Keep in mind the need to strengthen those links, click "edit" for this section, and jot your answer below:

What is more powerful and efficient than repetition to facilitate memorization?
However, aside from motivational strategies such as games to increase the learner's effort to memorize the information, there is another feature which can be even more powerful and efficient than repetition to facilitate memorization. Try to think of what it is, click "edit", and write your answer below:

What about motivation?
It is hard to remember all those names, and Sam is bound to have trouble at first. What can Jennifer do to keep him from getting discouraged—to keep his attitude positive and his concentration high? High motivation translates into high effort, and that means quicker and better learning. What would you recommend to Jennifer? Think about it, click "edit", and add your answer below:

Exercise Synthesis
To see possible responses to this Skill Builder Exercise (prepared by the original authors of this lesson), click here: Skill Builder: Invariant Tasks Synthesis. Note that these responses are purposely placed on a separate screen to provide general guidance should you become stuck, but NOT to imply a single correct response to the case scenario.

title: Skill Builder: Invariant Tasks


text:
Skill Builder: Invariant Tasks Synthesis

Topic:Instructional Design > Cognitive behaviors > Invariant Tasks > Skill Builder: Invariant Tasks > Skill Builder: Invariant Tasks Synthesis

Example
The following is an example of what you might have recommended to Jennifer:

 * Contact Sam before the first instructional session to find out what he should know. This will allow you to plan the session. Then, at the beginning of the session, plan to ask a few questions to find out what Sam already knows. You might ask something like: "Sam, do you already know the names of any Presidents of the United States? . . . What are their names?"

 * Before your first session, obtain a list of all the Presidents.
 * George Washington
 * John Adams
 * Thomas Jefferson
 * James Madison
 * James Monroe
 * John Quincy Adams
 * Andrew Jackson
 * Martin Van Buren
 * William Henry Harrison
 * John Tyler

 * Since there are more than about seven, plan how to chunk them (how many in each chunk, and how many chunks). Since the names seem like they would be fairly hard for Sam to remember, eight chunks of five names would be a good starting point.
 * For the same reason, repetition and mnemonics would be helpful. Study the list of names and see if you can come up with a mnemonic. Do the first letters of the last names make up anything that would be easy to remember? WAJMM? AJBHT? In this case, I don't think so. What about a saying. "Washing Adam and Jeff made Monroe happy." Maybe you could make a drawing that would help Sam to remember the scene. If that fails, perhaps you can come up with a rhyme or a song. Try to be creative! But you may just have to give up the idea of a mnemonic. Good mnemonics can save your learners a lot of time, but they can also take a lot of time for you to develop. The expense may not be cost effective in your situation. In the end you may just have to rely on repetition. However, you might find another way to simplify the task, such as teaching just the last names at first. Then only after they are mastered, teach the first names.

 * The practice might then be initiated by something like, "Okay, let's give it a try now! Don't look at the list. Who were the first five Presidents?" If Sam gets stuck and can't remember who comes next, prompt him: "Jefferson." Whenever there is an error, correct it right away. When he says "Monroe" after Jefferson, you just say: "Not yet. Madison." Encourage him: "That's closer!" Give praise: "All right! You got it this time! You're smart!" Use lots of repetition: "And again ...." After Sam has mastered the second chunk, don't forget to review: "Great! Now tell me the names of all ten!" You might even use a game like "Hangman" to stimulate interest.

Finally, there is a good chance that by the time Jennifer has finished teaching the last chunk of names, Sam will have difficulty recalling all the previous names. Hence, periodic review is important to include in your instruction. Often it is wise to review items from the first chunk right after the second chunk is mastered, to review items from the first two chunks right after the third chunk is mastered, and so on. In summary, once you have decided what needs to be taught, you should plan to include three "routine tactics" in all instruction on invariant tasks.

Source

 * Invariant Tasks by Charles M. Reigeluth. Used by Permission.


text:
Portal:Japanese/Introduction

Welcome to the Japanese language Department. This page is mainly for the coordination of course development. If you're looking for actual courses, go to the Japanese stream page.

title: Portal:Japanese/Introduction


text:
User talk:Csurles

Invitation
Hi, I am very glad that you join Spanish Courses. If you like I ll be available March 29 via skype: juan-de-v for a disscusion upon the zero lesson (by voice of course) from 19:00-20:00 UTC.--Juan 20:36, 28 March 2007 (UTC)

Spanish course refreshed
Hi, if you are still interested in studying Spanish language, let me invite you to this refreshed course Spanish One. It uses Wikibookian textbook "Spanish" and includes an oportunity of live discussio with teacher via Skype. The course understood the importance of live speech and understanding, when letter is understood like a code of explanations.--Juan 14:19, 5 January 2008 (UTC)

title: User talk:Csurles


text: File:Encoding.png

title: File:Encoding.png


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User talk:Ccc

Hello and welcome to Wikiversity!

Here are some tips to help you get started:
 * You should sign your name on talk and vote pages using two dashes and four tildes, like this: --~~~~.
 * Preferably, conduct any editing experiments in the sandbox.
 * To attain a better understanding of what Wikiversity is, you might want to read through the introduction.
 * Please say hello at the Colloquium with any questions or ideas.
 * Eventually, you might want to take the guided tour.
 * Please take a look at Namespaces to get a better idea of how Wikiversity is structurally setup.
 * Wikiversity works a bit differently than other Wikimedia projecs. You may want to read about having a neutral point of view.
 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:29, 28 March 2007 (UTC)

Image:NextStepLogo.jpg
Please provide a source and license information for this image. Thanks. – Mike.lifeguard | @en.wb 22:46, 13 February 2008 (UTC)

Your resources
I have moved the resources you created to subpages of Health/Essays. Many had been blanked because they contained health advice. My opinion is that this was an error. I am adding the medical disclaimer to them. You are welcome to write essays with opinion on Wikiversity. Much of what you wrote is standard normal information and advice (and some of what you wrote was referenced, showing sources), however, Wikiversity is not equipped to vet medical information. Rather, we encourage people to learn subjects by writing about them. The subjects may also be discussed.

However, there is another problem. Some of the pages have been copied from what I suspect is your blog. This creates a copyright problem. If we could know that you are the author of the blog -- as appears from what you posted and and when and your user name, we could then treat your placing of the content here as a release of the material under a Creative Commons license (allowing free re-use with attribution). However, you did not attribute the material, which can easily be fixed. However, we don't know that you are you. Yeah, silly, I know. But this kind of issue is handled by WV:OTRS. I will be linking to your blog with the resources, and blanking or keeping blank the actual text you copied, where I can find the original. Please respond if you would like assistance releasing the material, in which case it could be unblanked. And thanks for using Wikiversity for learning and learning resources.

One more point. Some users may beleive that "copyright violation" like this will require that the pages be deleted, or that the old revisions be "hidden," which can also be done. So to keep this materal accessible here, it may be necessary to properly license it. Thanks. --Abd (discuss • contribs) 00:57, 25 August 2015 (UTC)

Other pages
You can see all your pages with your own contributions display, which shows where they were moved. Special:Contributions/Ccc.

The page on Push America was moved to your user space, because it's local information. Any move I make like this can be changed, if we find a better place to put something. Pages can also be deleted, easily. Fixing the mispelled pagename is easy, and then the redirect that will be created can be deleted. (The Move command is used for this, see the More tab in the page display.)

The pages on foster parenting were moved under the Parenting resource, even though they are largely local. There are two of them, one created without being logged in, the other, slightly different, created by you. I will see to merging those.

Next Step to Health was also a local program and that has also been moved to your user space. --Abd (discuss • contribs) 01:17, 25 August 2015 (UTC)

title: User talk:Ccc


text:
User talk:Davesmi

Hello, and welcome to Wikiversity!

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Good luck! --Remi 22:31, 28 March 2007 (UTC)

title: User talk:Davesmi


text:
User talk:Deaglano

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

title: User talk:Deaglano


text:
User talk:Breath~enwikiversity

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * Wikiversity works a bit differently than other Wikimedia projecs. You may want to read about having a neutral point of view.
 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (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 Breath. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Breath~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 23:31, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Breath~enwikiversity


text:
User talk:B-baller

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

title: User talk:B-baller


text:
User talk:Alexashton

Hello, and welcome to Wikiversity!

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You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

title: User talk:Alexashton


text:
User talk:Amandio~enwikiversity

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * Please take a look at Namespaces to get a better idea of how Wikiversity is structurally setup.
 * Wikiversity works a bit differently than other Wikimedia projecs. You may want to read about having a neutral point of view.
 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (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 Amandio. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Amandio~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 23:28, 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) 06:02, 19 April 2015 (UTC)

title: User talk:Amandio~enwikiversity


text:
User talk:Atta76

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

title: User talk:Atta76


text:
User talk:Dlhel

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

title: User talk:Dlhel


text:
User talk:Dufy

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

title: User talk:Dufy


text:
User talk:Amanda Bolt

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

Image copyright problem with Image:Melissa-in-Kitchen.gif
Thanks for uploading Image:Melissa-in-Kitchen.gif. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikiversity because of copyright law (see Wikiversity' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. – Mike.lifeguard | talk 22:28, 28 September 2007 (UTC)
 * This image is marked as being your own work. Please decide how you want to license it, and tag it as such. If you need help, feel free to contact me on my talk page, or ask at Colloquim – Mike.lifeguard | talk 22:28, 28 September 2007 (UTC)

title: User talk:Amanda Bolt


text:
User talk:CloudNine

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

title: User talk:CloudNine


text:
User talk:LoveFrmAk

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

title: User talk:LoveFrmAk


text:
User talk:Venisedaniel

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:32, 28 March 2007 (UTC)

title: User talk:Venisedaniel


text:
User talk:Reandrew

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:33, 28 March 2007 (UTC)

title: User talk:Reandrew


text:
User talk:Girish kshirsagar

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * Wikiversity works a bit differently than other Wikimedia projecs. You may want to read about having a neutral point of view.
 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:33, 28 March 2007 (UTC)

title: User talk:Girish kshirsagar


text:
User talk:Llkeane

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * Wikiversity works a bit differently than other Wikimedia projecs. You may want to read about having a neutral point of view.
 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:33, 28 March 2007 (UTC)

title: User talk:Llkeane


text:
User talk:Niranjansm

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * Please take a look at Namespaces to get a better idea of how Wikiversity is structurally setup.
 * Wikiversity works a bit differently than other Wikimedia projecs. You may want to read about having a neutral point of view.
 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:33, 28 March 2007 (UTC)

title: User talk:Niranjansm


text:
User talk:Sudharshun

Hello, and welcome to Wikiversity!

Here are some tips to help you get started:
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 * If you are interested in conducting research, please read the research guidelines.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the questions page, the IRC (chat) page or ask me personally on my talk page. For site news, see the news page. It also might be a good idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! --Remi 22:33, 28 March 2007 (UTC)

title: User talk:Sudharshun


text:
User:Tarikash

Hello / Hi,

I'm also at w:User:Tarikash.

title: User:Tarikash


text:
User:BrightStar~enwikiversity

Hi, Welcome, from WikiVersity member/user : BrightStar.

I will be contributing as much possible.

Thanks.

title: User:BrightStar~enwikiversity


text: Instructional design/Interpersonal behaviors/Recognizing the Types of Interpersonal Behaviors


text:
Instructional design/Interpersonal behaviors/Designing Instruction to Affect Interpersonal Behaviors

Click on the individual links below to explore the topic of our choice

Direct Expression

Listening

Conflict Resolution

Negotiation

Social Interaction/Behavior

Leadership

Being Supportive and Empathetic

Cultivating Relationships

Assertiveness Issues


title: User:Devourer09/sandbox


text: File:Deimos 3.png

title: File:Deimos 3.png


text: File:Thumbnail Storyboard-Deimos 4.png

title: File:Thumbnail Storyboard-Deimos 4.png