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The Theory of Soccer

The Theory's Focus and Benefit
Soccer is twofold: it is both sport and game. As a sport, soccer requires various individual technical skills that the players implement, such as dribbling, passing and shooting. As a game, soccer is based on some basic principles of ordered movement. Because the technical skills are the difficult part of soccer, everybody concentrates on them and disregards the simple ordering fundamentals of the game. In the Theory of Soccer, these fundamentals are explained and the historical and cultural evolution of soccer as a game is analysed.

In the Theory, a soccer game is considered in which both teams are equally talented. Under this assumption, the hypothesis is that soccer relies on a very simple best strategy. If only one team follows this strategy, it always will win. If both teams follow this strategy, the matches are well-ordered; they are enjoyable to play and to be watched. Complicated tactics become superfluous. Understanding and believing in the Theory of Soccer, the players easily know at every time what to do and where to position themselves optimally and the spectators can enjoy the match from a superior point of view.

The Basic Need to Collaborate
Let's consider a one on one duel, where a player takes the ball and an opponent other than the goalkeeper faces him. Basically, the ball’s possessor can try two things in order to score: The first possibility may be successful under certain circumstances. But when the players' quality is similar in both teams, mostly the opponent in front of him or subsequently other opponents won't let the ball's possessor finish without major disruption. The second possibility means that team-mates must collaborate in the attack. In a match where all players are equally talented in physical and technical skills, the team with the best internal collaboration will win.
 * He may try to score himself, by shooting immediately or after dribbling.
 * He may pass the ball, directly or indirectly, to a team-mate in the best position to score.

The Common Soccer Strategy
In the last section, we have noticed that there is a basic need for team collaboration to pass the ball to the team-mate who is in the best position to score, let's call him the finisher. A very good opportunity to score is when the finisher is in a free position. In such a position, he wouldn’t be met by an opponent except the goalkeeper on his way to score. The defending team must prevent any opponent from getting into a free position and receiving the ball to finish successfully. It must subtly avoid the advance of any attacking player that has no ball at his feet. This defence challenge is called covering.

Look at the diagram below. It shows the strategic states - circles in the diagram - of a soccer team that order the game. When a team has lost ball possession, it has to cover every opponent. When a team controls the ball, it tries to get one of its players into a free position to score. When this is achieved, the team tries to pass him the ball. During the game, the transitions – arrows in the diagram – from one state to another are often quick and dynamic. This is the Common Soccer Strategy. We conclude that the essential strategical questions of the soccer game are:
 * How can the team in possession get one of its players in free position and pass him the ball?
 * How can the opposing team avoid it?

The Evolution of Soccer Strategy
There are basically two ways to implement the suitable strategy for a game: by thought and collaboration and by refining some laws of the game. Let's talk about how these two possibilities combined historically.

Historically, soccer strategy is tightly related to the ruling offside law. The original offside rule was regulated to a game law in 1863, but it was in practice long before. It was substantially changed in 1866 and finally in 1925. This leaves the offside law still effective today.

According to the Theory of Soccer, there are three stable strategic systems in the evolution of soccer: the Ancient, the Classic and the Modern system. They correspond to the three successive offside laws. Each system is consistent with The Common Soccer Strategy explained above. In a stable strategic system, every player knows in theory where to position himself and what to do at every moment. Defence and attack are well ordered.

However, soccer is a cultural phenomenon, in which things evolve by experience. The crystallisation of a stable system is not straight forward. It is preceded by lengthy transitional periods. A stable system is influenced in practice by many remnants of previous times.

From Primitive Soccer to the Ancient System
In its primitive origins, soccer had only vague rules. It was more rude sport than game. Each participant disputed the ball possession selfishly. There was no sense of collaboration or game ordering. We can observe the same thing when children play soccer for the first time without instruction. Gradually leaving primitive soccer, soccer participants began to decide before starting the game which rules (number of players, pitch measures, duration, fouls,...) would be applied. Among the rules, there was one, called the offside rule, that restricted the advance of attacking players. It was an offence to pass the ball to a player at the time he was in a offside position. The rule stated:

Obeying the offside rule, which became official law in 1863, each team was obliged to stay behind the ball, as illustrated above. The attacking players without the ball couldn’t advance freely in order to receive a forward pass. They were all covered.
 * Ancient Offside Rule :An attacking player is in offside position if he is more advanced than the ball.

This kind of covering is very efficient but overly inhibits the game. In order to get rid of the covering, the ball possessor, that couldn’t advance through the cloud of opponents, used to throw the ball backwards to a non crowded zone, where a team-mate would kick the ball long and high. This gave the attackers time and opportunity to run forward. They hoped that a free player could control the ball and score. Look at the diagram above. The player with the ball has an opportunity to kick high. To avoid offside, the team-mate must stay behind the ball. It will be difficult for him to control the ball, since he can start to run only after the kick, and the opponents are in general nearer to the landing point than he is. However, there was no better strategy to counter ancient soccer’s defence.

Now we have seen why the offside rule, born from experience, became very important: It implemented completely for both teams an automatic defence strategy to cover every opponent. A corresponding attack strategy could evolve based on it. With this rule, everybody enjoyed soccer more than without it. It led from primitive soccer, in which there was no order, to the ancient soccer system, which had a full stable game strategy, in which every player knew what to do at every time.

The End of the Ancient System
The offside law in ancient soccer restricted the attacking team collaboration greatly. To alleviate this, a new offside law was invented in 1866: After the advent of the new offside law, some Scottish teams realized first that the attackers were able to position behind the defender's back and receive a forward pass. This baffled the teams whose players continued to play by habit according to the ancient system. It took time until a new efficient defence strategy was generally adopted, leading to the Classical System.
 * Classic Offside Rule :An attacking player is in offside position if he is more advanced than both the ball and the antepenultimate opponent.

The Classical System
The new offside law definition led gradually to the classic soccer system, where a remarkable phenomenon appeared: Only two defenders, besides the goalkeeper, were sufficient to control the advance of any number of attackers. One defender always opposed the attacker that had the ball and determined, by his position, the offside zone. The other defender was situated more backward, in the offside zone, being able to intercept any attacker that could enter the offside zone legally with the ball. How to counter this covering? Look at the following diagram. A wing attacker has succeeded in almost reaching the goal line with the ball. Since there is no offside behind the ball, some team-mate in the middle may receive a backward pass and score. In order to play this way through the wings and centre, five forwards turned out to be optimal. Given two defenders and five attackers, three players are left in-between. The task of these midfielders was to transmit the ball quickly from defence to attack. This 2-3-5 scheme was called pyramidal formation. Games played by both teams in this formation were very attractive both to play and to watch. The ball, which is faster than the quickest player, could move easily on the ground forward and every player could stay in his assigned zone.

The spectators and players of this classical system are quickly dying out. It would be interesting to recreate games played in this system before their input becomes unavailable to us.

The End of the Classical System
Although the classical system offered beautiful soccer for a long time, a crisis exploded in the English Professional League. The number of goals and spectators decreased continuously. This was due to some defenders like Billy McCracken of Newcastle United who provoked countless offside whistles with an offside trap. In 1925, officials decided to diminish the power of the law and redefined it as follows:
 * Current Offside Rule: An attacking player is in offside position if he is more advanced than both the ball and the penultimate opponent.

This law definition is, with minor modifications, still in force. Look at the diagram above. In the classic model, the defender who determined the offside line could stop the advance of all opponents, since another defender was behind him. But with the new rule, there is no defender in the offside zone. The player with the ball can pass it to a team-mate in free position to score.

A slight word modification – penultimate instead of antepenultimate – had an enormous impact: In its modern version, the offside law has ceased to be a sufficient, automatic defence strategy.

The WM Formation
With the new offside law of 1925, two players were insufficient to defend. The classic 2-3-5 formation became obsolete, a period of disconcert began. There were several trial and error attempts to reinforce the defence. Finally, the idea of an English coach, Chapman, prevailed. He decided to shift a midfielder back to defence. The resulting player's arrangement was called the WM formation because it brings these two letters to mind. Like the classic system, every player stayed in his own zone. It was the ball that circulated quickly. There is something remarkable about the WM formation that was not conciously intended: Opposing teams arranged in this 3-2-2-3 scheme overlapped. One team's front half coincides with the other's team back half. Therefore, in every zone there are two paired opponents.

The WM formation dominated the game for a long time, but it was not a stable strategic system. On the one hand, it allowed a way to defend in that each player covered the opponent in his zone. On the other hand, no strategic solution could crystallise in attack due to the tight pair covering in the zone. Thus, it became more and more difficult to place a player in free position to score.

Trying to Leave the Zone
In the last section, we have noticed that the the rigid WM formation made it impossible to fulfil the Common Soccer Strategy. Staying in his zone, each attacker was always covered by an opponent. Why did each player actually stay in his zone? The reason is historical. In the classic system, it was strategically sound that each player had an assigned zone. This was kept in the WM formation by habit. But gradually, the attacking player got the urge to separate from his opponent and even to leave the zone.

There were two ways to leave your own zone: horizontally or vertically. Horizontally, two attackers at the same level would swap. This caused the defence a bit of confusion, but every player remained covered. Vertically, some player of the back region would advance into the forward region while his team possessed the ball. It was the vertical way that threw the WM formation off balance: It was no longer sufficient for the players of the defending team to stay in their zone and wait because there was necessarily a single defender somewhere who would have to meet more than one opponent. The greatest example of abandoning the zone vertically was exhibited by the Brazilian Team that won the World Championship 1958.

When the phenomenon of leaving the zone began, defenders thought that covering consisted in shadowing the opponent all the time and attackers believed that getting into free position meant moving to somewhere with no opponents around. All this induced an augmentation of non strategic runs, both tiring and unnecessary, that do not comply with the Common Soccer Strategy. The right way to abandon the zone was not found, and so zonal concepts like arbitrary formations (4-4-2, 4-3-3, 5-3-2, ...) and fixed positions (sweeper, centre forward, flat back four, ...) were rehashed and persist today.

Let's Keep It Simple
In ancient and classical times, soccer strategy was simple. The ruling offside law implemented an automatic defence strategy, from which an attack strategy could evolve. In modern times, the offside law is insufficient as a defence. So we have to think about how to defend. Unfortunately, there are complications in that. By trial and error, habits from the past, like formations and offside are used that don't belong to modern times.

We know that the current offside law is not sufficient as a defence. Is it necessary? It may in some circumstances be useful but mostly it is counterproductive. In order to preserve a big offside zone, the defenders don't often position themselves backward enough to cover opponents effectively. A lot of goals are conceded for this reason. In the Soccer Theory, the belief is that sooner or later, convinced by experience or research, the teams will absolutely ignore the offside law as a defence method. It will become obsolete. It is interesting to note that in small sided soccer, played for example indoor five against five, there is no offside law.

A further trap is rigid formations. Every rigid formation will be cracked a soon as the opposing team abandons the zone vertically, as it happened in the WM formation. Let's face it: formations are just respected before kickoff.

Let's look for a modern system that implements the Common Soccer Strategy in the only way that is possible in modern times: with no zone bindings and no offside aid.

Modern Defense
To fulfil the Common Soccer Strategy, the defending team must be sure that no opponent is ever free. If an opponent is free and gets the ball, he can advance without hindrance: The defence is unstable. The solution in modern soccer is to assign an opponent permanently to each player of the defending team. Each player orients his position towards his opponent in order to guarantee that, if his opponent gets the ball, he can hinder him before he can either score or destabilise the defence. In the diagram above, we see that each defender is responsible for an opponent. Note that it is unnecessary to shadow the opponent all the time. Opponents far from the defended goal may be covered from a distance. It is important that every defending player concentrates on this “opponent oriented covering” without being distracted by zone assignments, by the offside rule or by the ball's position.

Modern Attack
To counter the pair covering, the attacking team aims to force a superior number of attackers than defenders into the active zone. The active zone is defined as the zone between the ball and the goal. Look at the following example. When Player 1 has the ball, the active zone goes from line A to the goal line. Because the defender that should have covered Player 1 got temporarily behind him, there are now four attackers against three defenders – the goalkeeper doesn’t matter – in the active zone. The defence is unstable. If Player 1 passes the ball to Player 2, the new active zone goes from line B to the goal line. Now there are three defenders against three attackers in the active zone; the attacker’s numerical superiority vanishes, and the defence becomes stable. That’s the reason that it is not always clever to pass forward. If Player 1 advances with the ball instead of passing it, sooner or later one of the defenders must abandon his opponent to fight for the ball. This opponent then becomes free near the goal, and would be able to score if he received the ball.

The other way round: Sometimes it is clever to pass the ball backward. In our example, a pass from player 2 to player 1 creates a numerical superiority by shifting the active zone from B to A.

Time Table
In the following coarse time table, the main soccer epochs from the strategical point of view are represented with their most relevant periods and dates. In the table, we see that primitive soccer surged in the Middle Ages. In the 19th Century, the offside rule spread and finally became law, leading to the Ancient System.

With the new offside law dated 1866, the Classic Epoch began. After the initial confusion, the combination game surged thanks to the new possibility of passing forward. However, ancient remnants were often observed, like crowding around the ball or kicking high. It was only some decades after the end of the Antic System that the Classic System crystallised and became mainstream.

The Modern Epoch began when the current offside law was introduced 1925 as an answer to the offside trap. In the next decades, no new strategic system was anticipated. The games were played in zonal systems like the WM formation or variants of the Classical System. Such games were mostly attractive but in the long term strategically unstable. Finally the players tried to liberate themselves from the zone binding, which was a remnant of the Classical Epoch. This attempt to leave the zone failed, probably because it was not supported by theory. Soccer fell back into remnants of the classical system such as zonal formations and even the offside trap. In the years around 2000, some new habits are observed that could announce the transition to the Modern System. It is a guess that the offside law will eventually become obsolete and the Modern System reality.

Verifying the Common Soccer Strategy
The Ancient, the Classic and the Modern System are concrete implementations of the Common Soccer Strategy, giving answer to the two fundamental strategic questions: Let's verify this in the following brief outlines. In past times, the covering was entirely supported by the former offside laws. But the current offside law doesn’t guarantee the covering. Remember that covering means to avoid with no physical contact the advance of the attacking players that don't have the ball at their feet. A covered player won't advance until he perceives a propitious situation that might cause him or a team-mate to become uncovered.
 * How can the team in possession get one of its players in free position and pass him the ball?
 * How can the adversary team avoid it? (How to cover?)

Kinds of Collaboration
While practising a team sport, the players can feel the joy of collaborating inside the team. This is especially encouraged in the soccer game. It is not by accident that soccer is officially called Association Football. The most trivial collaboration is just the fact of belonging to the same team. If the team scores or even wins, there is a collective joy; the exact value of every single contribution is secondary. This kind of collaboration was always present.

Beyond that, an important collaboration task is to move the ball. In primitive and ancient soccer, the ball's advance was only driven by individual effort. By replacing the first offside law dated 1863, the forward pass and the combination game became possible. Since then, the players move the ball in soccer mainly by collaboration, passing it to each other.

What about the covering, the great defence challenge in the Common Soccer Strategy? The following table is an overview of collaboration quality for defence in important soccer periods. Finally, let's look at the collaboration quality for the attacking challenge in the Common Soccer Strategy: freeing the finisher and passing him the ball. The following table is an overview of collaboration quality in the attack method of each stable soccer system.

The Theory's Origin
The Theory of Soccer, as explained here, was first discussed by Ricardo Olivós Arroyo (1910-2003). Don Ricardo came from Huelva in the Southwest of Spain. He played soccer semi-professionally at the University of Seville. When he finished his studies and became a lawyer, he abandoned soccer practice. Some years later, he noticed, while watching games, some strange changes in the way of playing since his active days and decided to research them. He didn’t find any documents on soccer theory, so he started writing a first booklet on this matter. In the nineteen seventies, this booklet was distributed by the Spanish Sports Administration to all major soccer clubs in Spain. Don Ricardo and his theory were lauded by a famous soccer coach and attained a certain attention from the mass media. Encouraged by this success, Don Ricardo wrote a more exhaustive book. But unfortunately, the theory fell into oblivion. In a further book he refined the theory but it didn’t achieve the expected distribution. Nevertheless, his work is referenced in a few research papers about soccer. In his last years, Don Ricardo dreamed of a book about his theory written in a more popular style.

Research Directions
Don Ricardo himself was aware that the research on “The Theory of Soccer” is not completed and must go on in order to deliver detailed knowledge and definitive proofs. This is mainly true for the modern system. Can we describe more soundly and accurately the “opponent based covering” and the movements to achieve numerical superiority? A model should be defined to be tested in simulations as well as with real game data. Don Ricardo's and other's highly controversial hypothesis is that the current offside law is completely superfluous. An interesting approach to prove or discard this belief would be to investigate first small sided soccer, in which no offside law exists, and then verify the attained model on bigger teams, increasing the size one by one until eleven. Is there a critical team size at which the offside law becomes indispensable?

Finally, the possibility should be considered of organising a soccer league without offside law and seeing what strategies the teams develop. It would of course be important to carry it out during a very long period to permit the players to abandon habits induced by the offside law and to find out by trial and error the suitable strategic methods of attack and defence. It wouldn't be necessary to involve professional players, convinced amateurs would be very satisfactory.

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User:Jtneill/About

jtneill I am a custodian and bureaucrat on English Wikiversity since 2008. Feel free to help me - or help me to help you :).

I strive to be an open academic - i.e., to make my teaching, research and other professional activities free and open to all. Read more about my personal story. My best contributions to Wikiversity have been Social psychology, Survey research and design in psychology, and Motivation and emotion. Here's my edit profile. I work as an Assistant Professor in the Discipline of Psychology, University of Canberra, Australia. User:Jtneill

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Motivation and emotion/About/Welcome and getting started

==Welcome==

This undergraduate psychology unit is about core aspects of human beings that most people find fascinating, namely:
 * Motivation – what are the reasons for people's behaviours?
 * Emotion – why do people feel the way they do about what happens within and around them?

For most people, these are naturally fascinating topics which open doorways to understanding yourself and others from a psychological science perspective.

The psychology of motivation and emotion applies to everyday life. But it is also applied to help treat mental health problems, foster productive work, enhance learning, improve relationships, and unlock human potential.

The array of theories and intriguing research findings help to make studying motivation and emotion a highlight for many psychology students.

The journey ahead won't always be easy, but an open mind and willingness to engage are the keys to success.

Structure
This unit has a T-shaped structure.

The horizontal part of the T represents breadth of knowledge. The main reading for the unit is a textbook called “Understanding motivation and emotion” by Johnmarshall Reeve. Lectures discuss the textbook concepts and their application in the real world. Tutorials explore extended concepts in an interactive format.

The vertical line of the T represents depth of knowledge. This unit challenges you to take a deep dive to explore a specific motivation or emotion topic. The major project is to create and publicly share an online book chapter and a multimedia overview.

Main topics
Check out the lecture and tutorial pages to learn about key topics:

Getting started
Here's a step-by-step guide to getting started:

 * 1) Get an overview:
 * 2) About this unit
 * 3) Unit outline
 * 4) Enrol in
 * 5) the unit
 * 6) a tutorial
 * 7) Check the timetable (for lectures and tutorials) and put the schedule in your calendar
 * 8) Materials - get access to:

 * 1) The textbook
 * 2) An audio headset (with headphones and microphone) is recommended for:
 * 3) recording the multimedia presentation assessment exercise
 * 4) participating in online virtual tutorials
 * 5) Assessment
 * 6) Check out the assessment and note the due dates

 * 1) Learn about Wikiversity and how to use it
 * 2) Create a Wikiversity account - choose a user name appropriate to your privacy requirements (can be based on your real name or a pseudonym).
 * 3) Practice editing in a sandbox.
 * 4) Describe a little about yourself and areas of interest on your Wikiversity user page.
 * 5) More information about using Wikiversity will be provided during lectures and tutorials (e.g., see Tutorial 01, but you can also teach yourself by exploring and experimenting). For more info, see Wikiversity - Help.
 * 6) Browse the previous book chapter topics. Think about what chapter topic you would like to contribute to the current.
 * 7) Discuss with others via:
 * 8) UCLearn Discussion
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Motivation and emotion/Gallery

This is a (growing) collection of images related to motivation and emotion from Wiki Commons. Some of these images may be useful for book chapters. Feel free to contribute. For more images, search wiki commons.

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User talk:Driolar

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

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Electrical Power Economics/Tariff Characteristics/Part1

Tariff is a taxation imported on goods services into a county.


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Talk:English basics/101

I've fixed the links so it actually works! For each question I created a "subsection" and then linked to the next subsection if the user clicks the correct image. If the user clicks the incorrect one, it links to the current subsection.

This also allows people to find each question in the table of contents, but also makes the table of contents ridiculously long. But at least it works this way. I have now made a fake TOC with only the main sections. Now it is easy to navigate.

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Here is an artice about formatting the toc http://en.wikipedia.org/wiki/Help:Section

 * By the way, the page looks very long and some users may have problems to see it. Would it be possible to cut it on smaller pages or on subpages?--Juan de Vojníkov 19:37, 12 August 2010 (UTC)

We are planning on splitting it into new page for each section, currently we have 10 main sections in the TOC , so we will end up with 10 pages so it won't be so long.

@Juan: The point is (at least currently) that users click on a link in the "table of contents" and then they are taken to that section. They click on the images, and it advances them to the next question themselves if they click the correct one. It's not meant to be navigated like a traditional webpage. It is worth considering to make subpages for each section (e.g. Family, Food, etc) so it is easier to edit. But the point is for the end user to handle it like an application.

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Since we are given all the phrases in a list format, I have discovered macros are very useful for formatting the questions properly, so it involves simple copy/paste of an image file and uploading a sound file of the same name.

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On a completely unrelated note, I found a slide rule available online. I know you've been looking for one Charlie. http://www.thinkgeek.com/gadgets/tools/be12/?icpg=cat0910

The linkage much too obviously beats the purpose.
The explanation at the top of this talk page explains a rather irritating behaviour. If you truly are a beginner, you probably will be in some doubt what to click at some points. If you then move the pointer slowly over the images, you will see the question ( = the title of the subsection) repeated at all alternatives, except at the correct one, where you will see the next question. Thus, at the first quartet of pictures in the family section, titled "A Man", you will see #A Woman at the image of the man, but #A Man at the other three.

Now, there is of course no intention to make cheating impossible i a self-instructing material - but it is a bit bad that our supposedly computer versatile but non-English speaker user actively must counteract the cards "cheating by themselves".

Theoretically, this behaviour could be counteracted without sophisticated software, by creating one redirect page per subsection and image, and naming them e.g. by random but unique ten-digit sequences. If you let the pointer hover over the image, you should just see that number; however, if you click it, the redirect would lead you to the intended place. It would work as in Talk:English basics/101/Example 1. In practice, if you made many sets of flip cards, you would clutter up the resource space by all these redirects. JoergenB (discuss • contribs) 12:45, 22 March 2015 (UTC)

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User:Domingos Castro Menezes

'''My name is Domingos Castro Menezes, born in Kwanza Sul- Angola in 21st july 1985. I have graduated in Glasgow Caledonian University on 2010 in BEng Electrical Power Enginnering. I live in Luanda with my familyBold text'Bold text

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Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 2

Grade 8 Second Semester Lesson Two FUN WITH ENGLISH 8B Chapter 2 People change Chapter One Version 0.26 G8 C6

Last Updated 10 March 2010

Lesson Used In Class Week of 8 March 2010 to 12 March 2010

LESSON OBJECTIVES
examine what they think about good/bad habits and why they feel the way they do. English/Western culture so I can tailor the class around their interests.
 * All students in the class practice oral and aural English.
 * Have a fun and relaxed atmosphere.
 * Generate a discussion, which prompts the students to consider and
 * Figure out what they want to learn in class and about

MATERIALS

 * American Teenages & Video Games Powerpoint

SYMBOLS USED
' is for something to say. -> & --> & so on expands whatever is above them. == and CAPITAL letters is a section header. = and lower case letters is a sub-section header. <> indicates a link to a web resource. 7B or 8B refers to the 7th or 8th grade versions of the textbook.
 * are for instructions or notes.

LESSON PLAN
0 Before Class ' Can you please sit in your seats from last week?

1 Greeting ' Hi, today I am going to teach you a new way to say How are you? ' How are you? is OK, but it is very serous. ' In American English, when friends see eachother they may use a different way. -> Yo = Hello -> What's up? = How are you? -> Not much, you? = I am fine, thank you. And you? -> Not much. = I am fine, thank you. next week, to give them more time. ' Do you have any questions? ' Before we begin the textbook, I would like to take a quick picture of you so I can practice your names. Is that OK? If you do not want a picture you can put your head down on your desk. Thanks.
 * Go through all the students checking their seats and names.
 * If they ask, inform the students we're moving their test back to
 * Take a picture

2 Surveying the Student's Interests ' What do you want to learn about this semester? ' About America? -> ' Music? Sports? Fashion? ... ' What do you want to do in our class?

3 Page 6 Let's get ready A & B ' Please open your textbooks to page six and do exercises A and B. ' Do you know what exercise means here? -> ' This is exercise A [point to A] this is exercise B [point to B]. -> * As you go through the different pictures, ask the students if    they have any of those traits themselves?

4 Create a Healthy & Unhealthy Lifestyles Activity lifestyles for two people. -> ' What time do they get up? -> ' What do they eat for breakfast? -> ' How do they get to school? -> ' What do they eat for dinner? -> ' What do they do in the evening? --> * If things like watching TV/playing computer games arise, try to     get the students to consider how much of it may be healthy or      unhealthy. -> ' What time do they go to bed -> ' Do you think these people should change their lifestyle?
 * Tell the students we are going to create healthy and unhealthy
 * Write 'healthy' and 'unhealthy' on the board.
 * Start with healthy.
 * Questions, all take place on a Monday.

4 Disussion about Healthy/Unhealthy Lifestyles and Change ' What kind of lifestyle do you have? ' Do you want to change? ' What are good changes? Bad changes? Who decides if they are good or bad? ' Are there changes you want to make in your life? What? ' Is change difficult? ' Why should we change?

5 Teenagers and American Video Games Powerpoint

Extra Time

 * Competetive Hangman
 * Competetive Spelling Game

Page 7 Let's liten 1 B Tapescript Page 75 ' Do you think Julie has gotten better or worse? ' Do you want to change like Julie?

Materials Used Whose Copyright is Owned by Others
people who made the materials. of these materials. Please contact the creators to see how it is OK to use their materials. the way I use it or the attribution, please let me know.
 * I used these because it was allowed within the rights given by the
 * The copyright of this lesson plan does not reflect the copyright
 * If I used something created by you and you would like me to change

Acknowledgments
Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.
 * I would like to thank all the 7th and 8th grade classes at Anqing

Changelog
Ver 0.26 10 Mar 2010
 * Fixed a typo.

Ver 0.25 10 Mar 2010
 * Expanded the instructions for the Let's get ready textbook activity.

Ver 0.24 10 March 2010 healthy/unhealthy lifestyles, I expanded the section. its own section.
 * Following three successful classes of discussions about
 * Turned discussing what the students want to do this semester into

Ver 0.21 - .23 9 March 2010
 * Tailored each to the different classes.

Ver 0.2 7 March 2010
 * Wrote the specific plan in Aquamacs Emacs.

Ver 0.1 24 Feb 2010 coffee shop.
 * Drew up a basic plan in a meeting with Mr. Brown at an Anqing

Copyright
As the creator and copyright holder of this document I, Charles Jeffrey Danoff , enter it into the public domain.

Lesson Review

 * What could I have done better?
 * Find ways to add more accountability to the what do you want to do? So its more relevant instead of just some random list of names.
 * What did I do well?
 * Patient with this class. Want them to be comfortable with me, that's the only chance I have to get them speaking in English.
 * What did I learn?
 * These kids can talk a lot and get interested in English.
 * What did the students gain?
 * Spoke some oral English and learned about What's up?
 * Were the lesson objectives achieved?
 * Had fun, got a decent amount of oral English, but there was no discussion.
 * Next Week?
 * Prepare some response for the subjects they are interested in.
 * Move very slowly.


text:
User talk:Akafinland

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:11, 11 August 2010 (UTC)

title: User talk:Akafinland


text:
User talk:Domingos Castro Menezes

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

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

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

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. --Ottava Rima (talk) 20:11, 11 August 2010 (UTC)

title: User talk:Domingos Castro Menezes


text:
User:Stanistani/The Author & Reader Partnership

Author and Reader: A Partnership

by

William V. Burns

Log
Started article in userspace Stanistani 00:21, 12 August 2010 (UTC)


text: User:Okanosato

title: User:Okanosato


text:
Talk:Motivation and emotion/Textbook

Emotions
we were just chatting on IRC about this edit which took out a few emotions. We were trying to figure out whether or not it was based on the IP being an open proxy, or maybe the edit was intended to simplify the list somewhat - we don't really know, so I thought I'd ask here :-) - is it ok to restore those emotions, and generally edit away? cheers, Privatemusings 03:36, 12 August 2010 (UTC)
 * Please feel free to restore/add more emotions (I'm not really keeping up, sorry) - among other things, I am hoping to use the list of emotions on printed cards for a class tutorial Q sort exercise which will work best if we have more emotions to work with it and sort into underlying dimensions of emotion. -- Jtneill - Talk - c 03:51, 12 August 2010 (UTC)
 * Oops, I just checked that diff - that was an accidental take-out of emotions by me - sorry, thanks. -- Jtneill - Talk - c 03:53, 12 August 2010 (UTC)

Correct Project?
Had the following passing thought. Shouldn't the textbook section of this resource be over at wikibooks? I am not sure quite what WV should include but I thought it explicitly excluded things covered by other WMF projects. Thenub314 21:12, 17 August 2010 (UTC)

 * Seems to be a label on Motivation and Emotion that it's being developed here. Why not simply develop it there and flesh out the book directly... Adrignola 21:28, 17 August 2010 (UTC)

 * I am not fully sure I follow you. Which label do you mean? (Right the label at Wikibooks) I figured if it were to develop into a full fledged book, we would have handy things like navigation templates all ready to go, and some people at WB might have useful advise about how to setup an index, etc, etc.  It struck me that, where this doesn't exactly seem to be OR (at least the Course cites a references, and I assume the book could to) it might fall under the scope of WB.  I secretly want to foster a bit more partnership between the WMF family, and this seemed like a good place where we could develop the textbook at WB and the course here and have things go hand in hand. Thenub314 00:51, 19 August 2010 (UTC)

 * I'm pretty sure that's my argument above. So we're in agreement there. Adrignola 00:57, 19 August 2010 (UTC)

Thanks, this has been raised by at least one other person. Basically, at this point its primarily a learning exercise for students and the students are already keeping an E-portfolio on Wikiversity, so I don't want to complicate things too much for them at the moment. When the chapters are complete, then I'm happy to get the content moved over to WB. -- Jtneill - Talk - c 10:07, 19 August 2010 (UTC)

 * I find waiting detrimental to participation in our sister project. If we would like the university students to develop a textbook we should introduce them to the project where textbooks are developed.  As we can easily link between the two projects the complications for the students should be minimal. Thenub314 15:02, 25 August 2010 (UTC)

 * I realize there's a bit of a panic on WB lately related to rapidly declining participation, but there's no zero-sum game between the two projects. Ordering people around and adding deletion templates to pages that are integral to the learning project also gives the impression of WB as a rather hostile environment in which to develop classroom materials. The rules are supposed to support and encourage the content creators, rather than the wiki itself. --SB_Johnny talk 10:59, 26 August 2010 (UTC)

 * Hey, Thenub, you want to create a textbook there? If the volunteers want to do it here, and if it isn't a textbook yet, it is just some educational resources, why not allow it to happen in its own time? --Abd 15:54, 25 August 2010 (UTC)

 * If this isn't a textbook then much of the material at wikibooks is not a textbook. Wikibooks is the WMF project dedicated to developing textbooks, and this is already more structured then the material there. Moreover the express point of this page to make a textbook.  So much so that notes have been added to the corresponding wikibook telling people not to develop the book there, that it should be developed here at wikiversity.  In my opinion the notes discourage wikibookians from taking part in the development of this text.  We could remove the notes at wikibooks and have a duplication of effort. Or as the policy suggests we let the book portion of wikibooks be developed at wikibooks hand in hand with the course being developed here. Thenub314 16:45, 25 August 2010 (UTC)

 * This is currently #1 a learning exercise and #2 a book exercise at the moment. Once the learning exercise component is done, it is intended that appropriate material be transwikied, hence my setting up of a placeholder page at Motivation and emotion. I've tried to improve the notes on that page to encourage others to edit at WB. Feel free to improve/contribute content and peer review. -- Jtneill - Talk - c 22:08, 25 August 2010 (UTC)

Date
Could we use absolute dates instead of weeks. Not being enrolled in the university makes it difficult to know when week 3 is.
 * ✅ (Week 3 (5 Sep)). FYI, more info about specific dates can be found on the accompanying Moodle site here . Basically, more generic info is on WV, more time-specific, unit-specific info is on Moodle. -- Jtneill - Talk - c 22:02, 25 August 2010 (UTC)

title: Talk:Motivation and emotion/Textbook


text:
Talk:Social psychology (psychology)/Participants

E-portfolios
Hi James, I'm not sure if these are quite what I'd describe (strictly) as "e-portfolios". These are information summaries, rather than selections of student-created content that demonstrate individual ability or application. An "e-portfolio" is usually conceptualised as analogous to an artist's or designer's portfolio: an expression of their best individual, original work, usually comprised of multiple "artifacts" - examples or extracts of work that are self-selected as representative of a larger body. I'm not sure if that's quite what's happening here... Want to discuss further? Contact me (email, Yammer, whatever) - you know where I live. :D Cheers, [Leonard]
 * Hi Leo - thanks for these thoughts. FYI, I've also been toying with similar terms for this exercise such as:
 * learning journals
 * diaries
 * portfolios
 * I've settled for now on e-portfolios since the intent is an electronically shared documentation of each students journey through the learning activities. As a record of a journey, I'm comfortable calling these as portfolios. Although yes I do realise that some people have more formal expectations about what does or doesn't go into an e-portfolio - what we tried here in 2008 was looser than that, as will be the e-portfolios for Semester 2, 2010 - Motivation and emotion/Assessment/E-portfolio. -- Jtneill - Talk - c 05:46, 12 August 2010 (UTC)
 * Perhaps my use of e-portfolio here represents a more developmental and reflective type, whereas perhaps you are referring to a more representational type? (ref: Electronic portfolio). -- Jtneill - Talk - c 06:02, 12 August 2010 (UTC)


text:
User:Satya Sarath

Nothing to say but only small suggestion "ALWAYS SMILE GUYS BECAUSE THIS WORLD IS YOURS, GOD WILL NOT CREATE ANYTHING UNNECESSARILY YOU TOO O.K.na BE BRAVE AND DO ANYTHING ONLY AFTER YOU THINK TWICE"

title: User:Satya Sarath


text:
Talk:Motivation and emotion

Hi there! I love that you brought up the topic of neuroplasticity it is a very interesting subject. I was wondering if it would benefit you to go more into depth on this as it is a strong point of your argument.

Suggesting an additional resource
An additional resource that may be useful to editors and students is: http://emotionalcompetency.com/ Thanks! --Lbeaumont (discuss • contribs) 12:14, 2 December 2017 (UTC)

Is the study of motivation relevant to all areas of Psychology?
Hey Team, I was reading our assigned textbook and noticed a statement that I considered bold! The statement was referring to the history of motivation in the field of psychology, essentially stating that motivation specialists 'dispersed' themselves into all fields of psychology. It was said in the textbook that this was because "motivation proved to be significant for and relevant to practically every aspect of psychology" (Reeve, J. (2018). I pose this question to you, is there any aspect of psychology where motivation is not relevant?

What about personality, which is understood as quite stable? We might want to change aspects about ourselves and be motivated to do that, but in terms of our traits, we work with what we have. Hill Sarah Louise (discuss • contribs) 11:12, 24 September 2020 (UTC)

Placeholder content in subpages
The following subpages of this project contain placeholder content (like "lorem ipsum" text or instructions on how to write the page). A lot of them look like they're just copies of a template, and many of the others look unfinished. How would you like these to be handled? For example, would it be acceptable for other editors to remove placeholder content from pages which were partially completed, or to mark pages for deletion if they contain only placeholders?

 * Motivation and emotion/Book/2016/Basal ganglia and motivation
 * Motivation and emotion/Book/2016/Violent extremism motivation
 * Motivation and emotion/Book/2017/Oxytocin and motivation
 * Motivation and emotion/Book/2017/Passion and well-being
 * Motivation and emotion/Book/2018/Body image and psychological need satisfaction
 * Motivation and emotion/Book/2018/Compersion
 * Motivation and emotion/Book/2018/Cortisol and motivation
 * Motivation and emotion/Book/2018/Effective apology
 * Motivation and emotion/Book/2018/Empathogens and empathy
 * Motivation and emotion/Book/2018/Rewards, punishments, and social cooperation
 * Motivation and emotion/Book/2019/Biophilia hypothesis and emotion
 * Motivation and emotion/Book/2019/Consumer emotion measurement
 * Motivation and emotion/Book/2019/Deference emotion system
 * Motivation and emotion/Book/2019/Honesty motivation
 * Motivation and emotion/Book/2019/Testosterone, winning, and losing
 * Motivation and emotion/Book/2020/Brief motivational interviewing as a health intervention
 * Motivation and emotion/Book/2020/Community resilience
 * Motivation and emotion/Book/2020/Egosystem and ecosystem motivation
 * Motivation and emotion/Book/2020/Episodic future thinking and delay discounting
 * Motivation and emotion/Book/2020/Equine therapy and emotion
 * Motivation and emotion/Book/2020/Expressive suppression
 * Motivation and emotion/Book/2020/Goal-framing theory and pro-environmental behaviour
 * Motivation and emotion/Book/2020/Imagery and emotion
 * Motivation and emotion/Book/2020/Orthorexia and emotion
 * Motivation and emotion/Book/2020/Psychedelic treatment of depression and anxiety
 * Motivation and emotion/Book/2020/Relief

Omphalographer (discuss • contribs) 19:16, 30 December 2022 (UTC)
 * Well found, thank-you, appreciate it. I'll review each of these pages and tidy them up. Sincerely, James -- Jtneill - Talk - c 06:17, 31 December 2022 (UTC)
 * thanks for the sleuthing - these pages have been removed. Sincerely, James -- Jtneill - Talk - c 11:17, 24 January 2023 (UTC)

title: Talk:Motivation and emotion


text:
Response testing/WMF Projects/MikeHandel

The Mike Handel affair
This incident was one of the more clearly documented examples of response testing on WMF projects. In short, a fake biography with information which was harmful to the albeit non-existent subject was on Wikipedia's front page for a short period. In this page we will discuss the methodology of the 'tester', and see what issues the matter raised, and whether or not any lessons have been able to be learned.

To begin, please read this blog post from the instigator of this response test.


text:
Response testing/WMF Projects/hoaxes

Hoax articles on the English Wikipedia
At various times, and for various reasons, many 'hoax' articles have been created on the English wikipedia. These vary from rather silly spoofs, which seem to be intended to be funny when found, to more serious and involved creations which seem to have some more complex motivations and executions.

We will discuss and examine the response of english wikipedia editors to such articles, and also take a look at systemic issues raised. Begin by reviewing;

 * This thread on Wikipedia Review which contains some examples.
 * User:Shii/Hoaxes - a page on the english wikipedia with details of many other hoax articles.

title: Response testing/WMF Projects/hoaxes


text:
User:Cqcummins

cummins flywheel housing 4060861 cummins flywheel housing 4060861 cummins fabricated parts flywheel housing,cummins flywheel housing use for Trawlers engine, cummins flywheel housing of shipping diesel , cummins flywheel housing for Ship cummins

4B3.3 housing,flywheel

QSB3.3 housing,flywheel

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ISB3.9 housing,flywheel

ISB4.5 housing,flywheel

QSB4.5 housing,flywheel

6B5.9 housing,flywheel

ISB5.9 housing,flywheel

QSB5.9 housing,flywheel

ISB6.7 housing,flywheel

QSB6.7 housing,flywheel

6C8.3 housing,flywheel

ISC8.3 housing,flywheel

QSC8.3 housing,flywheel

ISL8.9 housing,flywheel

QSL8.9 housing,flywheel

L10 housing,flywheel

title: User:Cqcummins


text:
Open education with Moodle and Wikiversity

   Open education with Moodle and Wikiversity Moodleposium, #mpos10 16:20, Thu 7th October, 2010 Australian National University 20-25 minute presentation with ~ 10 minute discussion Stream: Tools of Teaching and Learning

James Neill University of Canberra

Overview
This presentation discusses how Moodle, an open source learning management system, can be used in conjunction with Wikiversity as a platform for open education. Five principles of open academia are described, with consideration of Moodle's challenges, opportunities, pros and cons. Demonstration of hybrid Moodle-Wikiversity sites.

Five pillars
I've previously described open academia as scholarly work conducted in the spirit of free culture, emphasising openness and freedom of information, knowledge, and education. I've also suggested five key aspects of open academic practice which are similar to those used, for example, by Open University Report Cards.

These open academic principles provide a practical framework with which to approach providing open education through Moodle, an open source learning management system (LMS).

Moodle for open education: Pros and cons
Moodle can better provide for open education than most LMSs in large part because it is free and open source software. However, there are several important design limitations, local implementation limitations and a somewhat conservative academic culture with regard to pursuing open education.

So, let's consider some pros and cons about using Moodle for open education. Note that the cons offer opportunities for innovation and change.

Open education with Moodle - Recommendations

In order to foster and facilitate the use of Moodle for open education, the following are recommendations are made.

Moodle

 * 1) Allow access permissions for each part of a Moodle site (e.g., to be designated as open or closed) - i.e., bring the OpenShare module functionality into core code.
 * 2) Improve search bot functionality and usability - Moodle site content currently does very poorly in SERPs if it appears at all.
 * 3) Provide more usable ways to find and browse open Moodle content - /course is very primitive.

Educational institutions

 * 1) Support and facilitate willing teaching staff to provide open Moodle sites (public access with open licensing).
 * 2) Allow search bots into those Moodle sites so that content can be crawled and listed in Search Engine Reports.
 * 3) Feature open Moodle content e.g., in Marketing
 * 4) Review and revise local intellectual property policy to allow open licensing of teaching materials e.g., UC Proposed IP policy

Teachers

 * 1) Apply open licensing and open access to teaching materials unless otherwise restricted
 * 2) Explain open education principles to students e.g., warn them about privacy implications (e.g., anything they post that has their name attached could be reused at some point by someone else - this is always a possibility regardless of whether sites are open or closed).
 * 3) Place as much content as possible into openly accessible and readily searchable sites, such as Wikiversity, then link to this content or embed the content in Moodle. Moodle is used as a class management tool and to point to relevant content on the open web.
 * 4) Use Moodle for its core functionality - horses for courses - basically, integration with institution student record system for managing marks and grades. However, for non-unique functionality use other purpose-built platforms (e.g., Wikiversity, Youtube, Blogger etc.) to develop, host and disseminate content.

Work within Moodle to make content as open as possible
This is a default option, but one which is limited by Moodle design and implementation issues as discussed.

Use the open web and point to this from Moodle
Develop and host generic educational content on an open education wiki (such as Wikiversity). Moodle is used for pointing out to open content and for unit-specific, time-specific, student-specific confidential content (such as marks and grades).

Set and forget Moodle with RSS
Basically, set up Moodle with incoming RSS feeds, then forget it and continue working in the open web. Example: by Leigh Blackall (not an active teaching unit, but with a few added things like more prescribed assignments and activities, it could be a teaching model).

What is Wikiversity for?

 * 1) Wikiversity is an openly-editable educational wiki hosted by the Wikimedia Foundation. It is a sister project of Wikipedia. Wikiversity hosts learning materials which are free to use, modify and adapt. Wikiversity can be edited by staff, students and the public - everyone is on a level playing field :).
 * 2) Openly editable sites are ideal for educational materials such as lecture and tutorial notes. Sharing educational materials openly maximises opportunity for ongoing collaborative development, feedback and review and minimises the need for exporting/importing content from one learning management system (LMS) class site to another and then to another institution, etc.
 * 3) Horses for courses - Learning management systems are class management systems, i.e., Time-specific and course-specific information, such as a semester timetable, student grades and marks etc., can be stored in a local LMS, such as a semester-specific Moodle site. Generic content can be hosted and developed in an open knowledge-base.

Flow between Wikiversity and Moodle

 * 1) Autolinks to external content can be set up within Moodle. Then when the link name is used in text, an auto-hyperlink is created. Judiciously used, auto-linking can facilitate movement between Moodle and Wikiversity.
 * 2) Html side-box: Add one with a "Back to Wikiversity" hyperlink in the top-right of a Moodle site. Similarly, a template can be used on Wikiversity pages to link back to a relevant Moodle site (e.g., )

Demonstration sites
These teaching sites demonstrate combined use of Moodle and Wikiversity:

Conclusion
Open education is quite possible with Moodle; it is more possible with Moodle than is typical with commercial LMSs. However, there are limitations of Moodle for open education at three levels - Moodle design and core functionality, Institutional implementation including academic culture, practice and IP policy, and Teacher-level pedagogy, values, and know-how. Thus, Moodle-hybrid open education models were proposed, such as having generic learning content on an open educational wiki (such as Wikiversity) and private content on an institutional LMS (such as Moodle). The recent uptake of Moodle in Australian universities offers an open educators to highlight and advocate for further developments of Moodle to support open educational practices.

Discussion
The following points of discussion were raised: Very open, but capacity for doing so is somewhat limited because:
 * How open to embedding multimedia materials is Wikiversity?
 * 1) Only open format multimedia can be uploaded i.e., .ogg, .ogv files are fine, but most people don't work with these - .mp3, mp4, wmv etc. are not open formats
 * 2) MediaWiki software can embed from youtube etc. but this isn't permitted on Wikimedia Foundation wikis because it's not open format (basically, its flash).

So, it's possible, but it's a bit cumbersome and awkward especially if you're not working with open file formats, however you can do some converting, then upload and embed.

I've tried a few different ways. This semester I have students writing a chapter each for an open textbook. I've moved away from assessing the "process" (e.g., "participation" by "posting five times to a forum" etc.) and am now more interested in students working on "products" or deliverables in an open environment. The social communication, sharing etc. is then part of getting to these concrete goals. External reinforcement of "participation" can actually undermine intrinsic motivation to participate.
 * Are you assessing student contributions and participation?

So, my approach is give us a good product at the end. If you crowd-source your chapter, as long as you are the primary intellectual designer and editor of the content, then I don't particularly mind how you got there. References and support should be acknowledged of course, as per normal academic integrity expectations, and the history of editing and by whom is reviewable (on a wiki).

 * Have you ever had student objections to having their work out in the open?

Surprisingly little objection. Maybe because if you just have the chutzpah to tell them it's happening, why it's happening, and how it's going to happen and providing support (e.g., to learn necessary skills), then there's surprisingly little pushback.

It also helps that I'm reasonably confident on Wikiversity, so I can solve their problems pretty quickly and I find the respect grows pretty fast if you can help and support students around their objectives in getting their assessment done and learning, then they seem to come on board pretty quickly.

I haven't really had notably negative feedback; some resistance early on, but I'm put in more training early on, such as Lecture 2 is entirely about how to do this stuff (explaining and demonstrating unfamiliar skills and processes) and then I put help snippets in tutorials to help give them the skills.

The reality is that for a time-specific course, most participants are those who are formally enrolled, but what I've found is that once the stuff is up there for months and then years, various people cycle in and find it, but often they don't come through the front page - most people are searching for something very specific as a member of the public and they hit Lecture 6 Slide 72 and that's exactly the information they want and then they might favourite it on slideshare or comment and I get an email letting me know.
 * Is there any blending between the public and the private students?

I think that's one of the things about open education - people don't necessarily want to come in and do your 150 hour, 12-lecture course but they might be very interested in your explanation of the Krebs cycle or something like that. And so, it's quite organic the way that the public come in.

I've never had students raise this, but some staff raise it as an issue they think that students might have.
 * Do you ever have students ask why they are paying for something that's freely available?

I would rather see us point to pre-existing resources if they exist than recreate them. I also try to avoid redundant student assessment tasks (e.g., 100 essays on a set topic).
 * What if there is already material developed but you want the students to experience the process of creating?

That's OK - it would depend on what the particular assessment task is; there's generally no compulsion to share everything. I give them quite specific tasks to do - they like to know what they are doing with clear expectations and transparent marking criteria rather than a global "participate" expectation. In Motivation and emotion students need to create an open textbook chapter, a 5 min. multimedia recording of the chapter, and keep an open learning journal about their engagement with the course.
 * What if students come across information that they don't want to share?

(i.e., in the old model students cohorts would each go through the same journey, but in this approach, once a resource is done, a new student wouldn't go back and recreate it.)
 * Do you find in subsequent courses that there's more work for you?

For example, for the Motivation and emotion open textbook exercise I have a long list of chapters which were not selected by students this year, and these will be on offer next year. And if there are chapters this year which aren't of an acceptable standard or which could really do with improvement, then these can be reassigned next year for improvement. I guess I see this is as a happy problem - if we actually run out of unique problems to solve, then a minor miracle will have occurred.

(i.e., rather than manually handling that)
 * Is there any way to map an institutional identity to an avatar identity?

I do do this manually - I just keep a spreadsheet with institutional ID and name and public space avatar name. Students share this with me directly via email and it provides a useful point of initial contact.

If there way a way, though, yeah, this would be helpful e.g., in the Moodle profile or as an assignment which linked through to the gradebook and could be downloadable, this could be useful. On the other hand, students might actually like the ideas that their avatar name is not attached to any part of the central university system.

Interestingly, I thought a lot of students would sign up with avatars, but 2/3 of students end up using their real name, especially once they experience Wikiversity and grow more comfortable with it and see the value of it. I sometimes get students wanting their accounts renamed, usually to their real name.

I could check that out - my gut feeling is that there probably is a little bit. There's something just a little more authentic about attaching your identity and using your own name. Maybe people are a bit less cheeky or just nicer to people - most of the nasty stuff comes from avatars wanting to poke a stick at something.
 * Is there a connection between those students who do well and those who use their real name?

Recordings
Audio and video recordings of this presentation were made by the host institution (Australian National University). I have requested permission to release the recordings under a CC-by-A license.


text:
British Empire/Archive 1

When the British politician Lord Salisbury complained about colonial defence expenditures in 1861, he famously said such expenditures were being used "to indulge in the sentiment that the sun never sets on our Empire." Although in 1861 the British Empire was not yet fully formed, Salisbury was quite right about the massive size of it. Alexander's Macedon, Caesar's Rome and the caliphs' Islamic Empire all were exceeded by the British Empire, which was the largest empire in history on the basis of landmass, population and GDP. Indeed, by 1913, at about 458 million people and 36.6 million km², the Empire contained about a quarter of the world's population and total landmass. The overseas British Empire began humbly enough with a settlement at Newfoundland in present-day Canada near the turn of the 16th century, but it would eventually be anything but humble with the rich lands of India, North America and South Africa counted among its subjects at various times. Today its effects still reverberate around the world, both in the Commonwealth of Nations, an organisation of former imperial subject states headed by Britain's Queen Elizabeth II, and legacies of British rule, such as the English language, notions of common law and constitutional government and the peculiarly British sport of cricket.

Definition
The first person to use the phrase British Empire was the Elizabethan John Dee. The term appears in his 1576 book entitled General and rare memorials pertayning to the Perfect Arte of Navigation. His concept of Empire was based on Dante's Monarchia. Dating the beginning of the British Empire can be a bit problematic. For some Celts and Frenchmen, the British (or more nearly, "English") Empire already had been plaguing them for centuries when the British colony at Newfoundland was started in 1496-1497. English kings had fought bloody wars to subjugate the Celtic lands of Wales, Scotland and Ireland to their control and had also laid claim to much of France during the 100 Years War. However, for the purpose of this class, when we say "British Empire," we mean the non-European overseas British Empire, which indeed did begin with the settlement at Newfoundland in 1496-1497.

That said, the finite political boundaries of an island nation gave Great Britain a clear point at which to end its European consolidation, and an easily defensible border to avoid invasion from other European powers while focusing its military might on other continents.

English Imperialism as Precursor to British Imperialism
The concept of a "British Imperialism", rests on the idea of a consolidated "Britain" as entity, which was the product of an English imperial drive. English Imperial aspirations began with medieval claims on France, Wales, Ireland and Scotland. Edward I successfully subdued the Welsh in 1282, but battles with the Scots and French led to no clear victory. By 1558, England had lost its last remaining French possession, but in 1603, the accession of James VI of Scotland to the throne as James I of England brought the two kingdoms into personal union, uniting the island of Britain for the first time ever.

Once Scotland and England were personally united, England lost its only hostile land border. The lesson learned from the long series of medieval wars was that possessions claimed in continental Europe would be temporary possessions at best, but consolidation within the islands could lead to a strong, highly defensible state.

The Act of Union of 1707 unified Scotland and England into the United Kingdom of Great Britain, then expanded the union to include Ireland with the Act of Union of 1801.

Pre-conditions for empire
The foundations of the early British Empire were in its oceanic strength. This started with the development of the English merchant marine system during the reign of Henry VII, which promoted overseas trading. During his reign Henry VII also constructed England's first dry-dock, and expanded its small navy.

After the Union of Britain, the lack of hostile land borders meant sea power was Britain's highest priority.

Build up
The British Empire annexed and conquered South Africa in the Zulu and the Boer wars, and captured Egypt and Sudan from the north. It was granted Cyprus from the Ottoman empire. The British explorers colonized Oceania and Australia. Which built up quickly as they exported prisoners there. They also controlled parts of Central America. In the early 19th Century they annexed southern Asia. Taking Burma, India creating a new colony known as Pakistan.

Decline
The British empire declined in the 20th century, due to the World Wars I and II, which cost it millions in repairs and military. In the 1940s it became a commonwealth and gave all of its colonies independence, even though today it still has the most overseas territories in the world. But only as they don't have the economy and population to survive. The largest overseas territory is the Falkland Islands, and the most populated are the Cayman Islands.

title: British Empire/Archive 1


text: User:Leutha/Tables

title: User:Leutha/Tables


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User:Evamabie/Books/Mathematics

Algebra

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 * Algebra
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 * Pre-Algebra
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 * Topic:Algebra
 * Topic:Analytic Maths for Olympiads
 * Topic:Virasoro algebra
 * Variables

title: User:Evamabie/Books/Mathematics


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User talk:Evamabie

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User:Egm6341.s10.team3.sa/Mtg31

Mtg 31: Thu, 18 Mar 10

 Typeset of transparencies, not lecture transcript. Subramanian Annamalai 14:06, 12 August 2010 (UTC)

[[media: Egm6341.s10.mtg31.djvu | Page 31-1]]

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HW:
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Derive the following formula for arc length of ellipse using triangle OAB and cosine raw.

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\overset{\frown}{PQ} = \int_{\theta_{P}}^{\theta_{Q}}d\theta\left[r^2+\left(\frac{dr}{d\theta}\right)^{2}\right]^{\frac{1}{2}} $$
 * $$\displaystyle\color{blue}
 * $$\displaystyle\color{blue}
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 * }

 * style = |
 * }
 * }

APPLICATION - Engineering: $$\displaystyle \underbrace{Optimal}_{Minimum\,fuel\,-\,Use\,of\,thrusters}\; \underbrace{Trajectory}_{\sum_{i} arc(i)} \; : Earth \rightarrow Mars $$

Trajectory Shaping: Optimal Trajectory as $$\displaystyle \sum_i arc(i) $$

[[media: Egm6341.s10.mtg31.djvu | Page 31-2]]

1.SUPERSONIC INTERCEPTOR: Find angle of attack and thrust to reach a given altitude at minimum time. Reference: Bryson and Denham - 1962.

2.BUNT MANEUVER OF AIRCRAFT: Minimum altitude to reach target with a bunt maneuver.(inverted loop) Reference: Subchan and Zbikowski - 2007

[[media: Egm6341.s10.mtg31.djvu | Page 31-2]]

title: User:Egm6341.s10.team3.sa/Mtg31


text:
User:Peteforsyth

I'm Pete Forsyth. I've been active on English Wikipedia since 2006, and many other wiki projects (both in and outside of the Wikimedia Foundation).

I have developed course materials, primarily on Wikipedia itself (see w:en:WP:WIKISOO) and WikiEducator (see http://wikieducator.org/Writing_Wikipedia_Articles ). As of summer 2014, I haven't yet delved into Wikiversity as a tool for developing educational resources, but hope to some day.

For more info, please see my personal profile on English Wikipedia. That's the best place to get in touch with me, too -- I'm only on here sporadically!

title: User:Peteforsyth


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User:Egm6341.s10.team3.sa/Mtg33

Mtg 33: Thu, 23 Mar 10

 Typeset of transparencies, not lecture transcript. Subramanian Annamalai 14:07, 12 August 2010 (UTC)

[[media: Egm6341.s10.mtg33.djvu | Page 33-1]]

Euler equations: (Linear) Rate of change of momentum = Sum of forces

Use $$ \displaystyle (\bar{x},\bar{y})$$coordinate system to simplify the components of $$ \mathbf v $$ Note: In the $$ \displaystyle (x,y) $$ coordinate system momentum involves both $$ \mathbf v(t) $$ and $$ \gamma(t)$$

Linear momentum components: $$ \displaystyle (p_\bar{x}, p_\bar{y}) $$ $$ \displaystyle p_\bar{x} = mV $$  $$ \displaystyle \underbrace{\frac{d}{dt}(p_\bar{x})}_{\bar{m}\bar{V}} = \sum F_\bar{x} = (T-D)cos \alpha - L sin \alpha - mg sin \gamma $$ $$\displaystyle (Eq. 1) $$ Note : $$ \displaystyle {\bar{m}\bar{V}} = \dot{m}V + m\dot{V} $$ We neglect $$ \displaystyle \dot{m} V \; in\; front\; of\;  m \dot{V} $$

[[media: Egm6341.s10.mtg33.djvu | Page 33-2]]

$$ \displaystyle \therefore \dot{V} = \frac{(T-D)}{m}cos\alpha - \frac{L}{m}sin\alpha -gsin\gamma$$ $$\displaystyle (Eq. 1) $$

$$ \displaystyle dp_\bar{y} = mVd\gamma $$ $$\displaystyle (Eq. 2) $$

$$ \displaystyle \underbrace{\frac{d}{dt}(p_\bar{y})}_{mV \frac{d\gamma}{dt}} = \sum F_\bar{y} = (T-D)sin \alpha - L cos \alpha - mg cos \gamma $$ $$\displaystyle (Eq. 3) $$

$$ \displaystyle \therefore \frac{d\gamma}{dt} = \frac{(T-D)}{mV}sin\alpha + \frac{L}{mV}cos\alpha -\frac{g}{V}cos\gamma$$ $$\displaystyle (Eq. 4) $$

 * {| style="width:100%" border="0" align="left"

HW:
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At t+dt, consider V+dV Show that $$\displaystyle \color{blue} dp_{\overline{y}} = mVdr$$

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[[media: Egm6341.s10.mtg33.djvu | Page 33-3]]  Summary: Equations of motion(EOM) :

Kinematics: (Eq. 4) and (Eq. 5) on [[media: Egm6341.s10.mtg32.djvu | Page 32-3]] Kinetics:  (Eq. 1) and (Eq. 4) on [[media: Egm6341.s10.mtg33.djvu | Page 33-2]]

Initial conditions: $$ \displaystyle At\; t=t_0 \; (Generally\; t_0 = 0) $$

$$ \displaystyle x(t_0)=x_0\;,\; y(t_0)=y_0\;,\; v(t_0)=v_0\;,\; \gamma(t_0)=\gamma_0$$ $$\displaystyle (Eq. 1) $$

Abstract formulation: $$ \displaystyle \underline{z} = \bigg[ x,y,v,\gamma \bigg] ^ T $$ $$\displaystyle (Eq. 2) $$

EOM: Set of non-linear first-order ODEs: $$ \displaystyle \dot{\underline{z}}_{(4 X 1)} = \underline{f}_{(4 X 1)}(\underline{z}, \underline{u}, t) $$ $$\displaystyle (Eq. 3) $$

$$ \displaystyle \underline{u} = \bigg[T,\alpha \bigg] ^ T$$ $$\displaystyle (Eq. 4) $$

title: User:Egm6341.s10.team3.sa/Mtg33


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User talk:Dratticus

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

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