text:
The necessities in Digital Design

Number Systems
 Binary Representation
 * Binary Numbers ([[Media:DD1.1.A.BinaryNum.20130918.pdf|A.pdf]])
 * Hexadecimal Numbers ([[Media:DD1.2.A.HexaNum.20130918.pdf|A.pdf]])
 * Other Codes ([[Media:DD1.3.A.Coding.20140103.pdf|A.pdf]])

 Binary Arithmetic
 * Binary Arithmetic ([[Media:DD1.4.A.BinaryArith.20150425.pdf|A.pdf]])
 * BCD Arithmetic ([[Media:DD1.5.A.BCDArith.20130918.pdf|A.pdf]])

 Interfacing Digital and Analog Signals
 * Sampling and Quantization  ([[Media:DD1.10.A.SampleQuant.20150425.pdf|A.pdf]])
 * Digital-to-Analog Conversion ([[Media:DD1.8.A.DAC.20140208.pdf|A.pdf]])
 * Analog-to-Digital Conversion ([[Media:DD1.9.A.DAC.20140208.pdf|A.pdf]])

 C Program Examples
 * Binary Numbers in C programs ([[Media:DD1.6.A.BNumInC.20140103.pdf|A.pdf]])
 * Binary Addition in C programs ([[Media:DD1.7.A.BArithInC.20140103.pdf|A.pdf]])

 * Helpful Wikipedia Pages ([[Media:DD.WP.NumberSystem.20130309.pdf|C.pdf]])

 * Floating Point Representations ([[Media:CDesign.5.A.FPoint.20140121.pdf|5A.pdf]])
 * See Floating Point Overview
 * See Offset Binary Overview
 * See Offset Binary & Sin / Cosine
 * See Offset Binary & ADC / DAC

Combinational Circuits
 Analysis
 * Boolean Algebra ([[Media:DD2.A.1.BAlgebra.20130917.pdf|A1.pdf]])
 * Truth Tables ([[Media:DDD2.A.2.TTable.20130917.pdf|A2.pdf]])
 * K-Map ([[Media:DD2.A.3.KMap.20130925.pdf|A3.pdf]])
 * Design Examples ([[Media:DD2.A.4.CombEx.pdf|A4.pdf]])

 Components
 * Decoder ([[Media:DD2.B.1.Decoder.20130928.pdf|B1.pdf]])
 * Encoder ([[Media:DD2.B.2.Encoder.20130917.pdf|B2.pdf]])
 * Multiplexer ([[Media:DD2.B.3.Multiplexer.20130928.pdf|B3.pdf]])
 * Adder ([[Media:DD2.B.4..Adder.20131007.pdf|B4.pdf]], [[Media:Fa.sch.20131002.pdf|fa.sch.pdf]], [[Media:Adder4.sch.20131002.pdf|adder4.sch.pdf]])

Sequential Circuits
 Analysis
 * Latches and Flipflops ([[Media:DD3.A.1.LatchFF.20160308.pdf|A1.pdf]])
 * State Transition Table ([[Media:DD3.A.2.pdf|A2.pdf]])
 * FSM (Finite State Machine) ([[Media:DD3.A.3.FSM.20131030.pdf|A3.pdf]])

 * Metastability ([[Media:DD3.A.4.MetaState.20131030.pdf|A4.pdf]])
 * Flip-flop Timing ([[Media:DD3.A.5.FFTiming.20131104.pdf|A5.pdf]])
 * SR Latch Forbidden State ([[Media:DD3.A.5.ForbiddenState.20131030.pdf|A6.pdf]])
 * The Classic FF Design ([[Media:DD3.A.6.ClassicFF.20131126.pdf|A7.pdf]])
 * The Modern FF Design ([[Media:DD3.A.6.ClassicFF.20131204.2.pdf|A8.pdf]])

 Components
 * Latches and Flip-flops ([[Media:DD3.B.1.LatchFF.20131008.pdf|B1.pdf]])
 * Registers ([[Media:DD3.B.2.Register.20150326.pdf|B2.pdf]], [[Media:Register.20131118.pdf|register.pdf]])
 * Counters ([[Media:DD3.B.2.Counter.20150420.pdf|B3.pdf]])

Array Devices
 Memory Arrays
 * RAM
 * RAM Structure ([[Media:DD4.A.1.RAM.20131111.pdf|A.pdf]])
 * RAM Timing ([[Media:DD4.B.1.RAMTiming.20131130.pdf|B.pdf]])
 * FPGA RAM ([[Media:DD4.C.1.FPGARAM.20160513.pdf|C.pdf]])

 * ROM

 Logic Arrays  Synchronous SRAM Timing Asynchronous SRAM Timing DRAM Timing
 * PLA
 * PAL
 * PLD
 * FPGA
 * FPGA Structure
 * FPGA Configuration ([[Media:DD4.C.1.FPGAConf.20131130.pdf|B.pdf]])

FPGA Architectures CPLD & FPGA

RTL Design Techniques
 Design Methodology

 Synthesis

Logic Families and IOs

 * BJT Based
 * DTL (Diode-Transistor Logic)
 * TTL (Transistor-Transistor Logic)
 * ECL (Emitter-Coupled Logic)

 * MOS Based
 * CMOS (Complementary MOS)
 * Pseudo-nMOS
 * Transmission Gate
 * BiCMOS (Bipolr + CMOS)

 * Dynamic CMOS
 * Domino
 * Clocked-CMOS (C2MOS)

 * Modern I/O Standards
 * TTL and LVTTL (Low Voltage TTL)
 * CMOS and LVCMOS (Low Voltage CMOS)
 * SSTL (Stub Series Terminated Logic)
 * HSTL (High Speed Tranceiver Logic)
 * LVDS (Low Voltage Differential Signaling)

 * Wikipedia Pages for Logic Families ([[Media:Logic Families.wiki.20140812.pdf|A.pdf]])

See also

go to [ Electrical_%26_Computer_Engineering_Studies ]

Old
Until 2011.12 '''Chapter 1. Binary Numbers'''
 * 1.1 Binary Numbers([[Media:BinaryNumbers.1.A.pdf|pdf]])

 Minterm, Maxterm, HW
 * 1.1 Lecture01([[Media:DigitalDesign.20110922.pdf|pdf]])

 Overflow HW
 * Overflow Table([[Media:Overflow table.20110924.pdf|pdf]])

 K-Map
 * K-Map([[Media:DigitalDesign.20110926.pdf|pdf]])

 Binary Adder
 * Binary Adder (C, S) ([[Media:DigitalDesign.20110929.pdf|pdf]])
 * Overflow detection circuit (V) ([[Media:HW Overflow20111001.pdf|pdf]])

 BCD to Ex3 Code Coversion, Dont' Care
 * BCD to Ex3 Code Conversion ([[Media:DigitalDesign.20111006.pdf|pdf]])

 Prime Implicant, Dont' Care
 * Prime Implicant, Don't Care ([[Media:DigitalDesign.20111010.pdf|pdf]])
 * HW 3.6 - explain the method of combining 0's and X's

 Multiplexer / Demultiplexer
 * Multiplexer ([[Media:DigitalDesign.20111024.pdf|pdf]])
 * HW (TBD)

 Flip Flop / Latch   Counter   Memory
 * FF & Latch ([[Media:DigitalDesign.20111027.pdf|pdf]])
 * FF & Latch HW ([[Media:DigitalDesign (HW).20111027.pdf|pdf]])
 * Gated D Latch & Master-Slave D FlipFlop ([[Media:DigitalDesign.20111031.pdf|pdf]])
 * HW (Forbidden state and Indeterminate state) ([[Media:DigitalDesign (HW).20111102.pdf|pdf]]) (note in #2, S' R' instead of S R)
 * Classical Edge Triggered D FlipFlop ([[Media:DigitalDesign.20111112.pdf|pdf]])
 * HW (addition in SW and HW) ([[Media:DigitalDesign (HW).20111112.pdf|pdf]])
 * FSM1 ([[Media:DigitalDesign.FSM1.20111117.pdf|pdf]])
 * FSM2 ([[Media:DigitalDesign.FSM2.20111117.pdf|pdf]])
 * HW (FSM Waveforms) ([[Media:DigitalDesign (HW).20111118.pdf|pdf]])
 * Sychronous Counter ([[Media:DigitalDesign.20111121.pdf|pdf]])
 * Ripple Counter, Multiplexer, Tri-state buffer([[Media:DigitalDesign.20111124.pdf|pdf]])
 * Register ([[Media:DigitalDesign.register.20111201.pdf|pdf]])
 * Timing ([[Media:DigitalDesign.timing.20111201.pdf|pdf]])
 * HW (Multiplexer, Shift Register) ([[Media:DigitalDesign (HW).20111201.pdf|pdf]])
 * Universal Shift Register, Memory Cell ([[Media:DigitalDesign.20111206.pdf|pdf]])
 * HW (Bit Serial Adder) ([[Media:DigitalDesign (HW).20111206.pdf|pdf]])
 * Memory ([[Media:DigitalDesign.20111208.pdf|pdf]])

 Comparator, Multiplier  Multiplexer based design method
 * Comparator, Multiplier ([[Media:DigitalDesign.20111219.spread.pdf|1.pdf]], [[Media:DigitalDesign.20111219.draw.pdf|2.pdf]])
 * Multiplexer Design Method ([[Media:DigitalDesign.20111221.spread.pdf|1.pdf]], [[Media:DigitalDesign.20111221.draw.pdf|2.pdf]])

midterm result ([[Media:MidReult.20111027.pdf|pdf]])

 * Edge Triggered Flip Flop ([[Media:EdgeTrigFF.20111224.pdf|pdf]])
 * FF Timing ([[Media:FFTiming.20111203.pdf|pdf]])

Until 2013.07

 Number Systems
 * Binary Numbers ([[Media:DD.1.A.BinNum.20130309.pdf|A.pdf]])
 * Hexadecimal Numbers ([[Media:DD.1.B.HexaNum.20130417.pdf|B.pdf]])
 * Numbers in C programs ([[Media:DD.1.C.CNum.20130309.pdf|C.pdf]])
 * Codes ([[Media:DD.1.D.Coding.20130319.pdf|pdf]])

 * Helpful Wikipedia Pages ([[Media:DD.WP.NumberSystem.20130309.pdf|pdf]])

 Combinational Circuits
 * Truth Tables and Boolean Functions ([[Media:DD.2.A.TTable.20130325.pdf|2A.pdf]])
 * K-Map ([[Media:DD.2.A.KMap.20130329.pdf|2B.pdf]])
 * Binary Addition in C ([[Media:DD.2.C.BAinC.20130329.pdf|2.C.pdf]])
 * Binary Arithmetic ([[Media:DD.2.D.BAri.2013.pdf|2.D.pdf]])
 * Boolean Algebra ([[Media:DD.2.E.BAlgebra.20130419.pdf|2.E.pdf]])

 Sequential Circuits
 * Latches and Flip-flops ([[Media:DD.3.A.LatchFF.20130413.pdf|3A.pdf]])
 * FSM (Finite State Machine) ([[Media:DD.3.B.FSM.20130417.pdf|3B.pdf]])
 * SR Latch Forbidden State ([[Media:DD.3.C.FState.20130413.pdf|3C.pdf]])
 * Flip-flop Timing ([[Media:DD.3.D.Timing.20130413.pdf|3D.pdf]])
 * Metastability ([[Media:DD.3.E.MetaState.20130628.pdf|3E.pdf]])

See also "The necessities in Computer Design" "The necessities in Computer Architecture"

title: The necessities in Digital Design


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

title: File:BinaryNumbers.1.A.pdf


text:
Talk:Engineering Projects/Poppit/Howard Community College/Fall2011/501 dragons

Find the averages of the colors and ballons? ... per game per spot of the 150 spots? There is no diving into detail that adds value here.
 * Problem Statement 10/10
 * Summary 0/10 ... it is great that you gathered screens, but I don't seem them or a summary of them.
 * Poster 0/10 ... no poster
 * Story 0/10 .. no story
 * Decision List 5/10 ... there was an attempt to answer this question
 * Material List 10/10
 * Software List 0/10 ... you had to use software for this project
 * Time Estimate 0/10 .. no time estimate
 * Tutorials 0/10 .. none
 * Next Steps 5/10
 * 20/100 points 23:23, 18 September 2011 (UTC)


text:
Engineering Projects/Poppit/Chunks

Chunking of Poppit is an attempt to record strategies that might help improve scores. This is an empirical approach that might lead to a math that can prove whether every game is winnable.

These are the suggestions of those that popped all the balloons several times and played many hours:
 * Focus on the single color balloons as they move up.
 * Play left to right, or right to left. Do not start in the middle.

A popular suggestion is to look the largest group, then starting from the bottom, pop doubles until the big group reaches the top. This has not been backed up by either statistics or even an occasional 0 game score.

title: Engineering Projects/Poppit/Chunks


text:
Engineering Projects/Poppit/Re-creating

There are 150 balloons of 5 colors. If the balloon color is purely random, would expect average of 30 balloons of each color. The average appears closer to 29 with a Standard Deviation of around 4 balloons. More work is needed to count the balloons colors at beginning of game. The rows should add up to 150 balloons.

title: Engineering Projects/Poppit/Re-creating


text:
User talk:Zchill/enes100/poppit

 * There should not be a documentation page .. unless it is linked to this page.
 * The documentation page is being graded. This is the form points are 5 instead of 10.
 * The going to do and doing are good.
 * It is too bad this information did not make it your teams page. Your team points would have been higher.
 * You pushed the project forward with the google spreadsheet format. Good job.
 * 5/10/30 1sfoerster 00:05, 19 September 2011 (UTC)

title: User talk:Zchill/enes100/poppit


text:
User talk:Dkromer1996

 Hello Dkromer1996, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 20:58, 28 September 2011 (UTC)

 * There should not be a documentation page .. unless it is linked to this page.
 * The documentation page is being graded. This is the form points are 5 instead of 10.
 * The going to do and doing are good.
 * It is too bad this information did not make it your teams page. Your team points would have been higher.
 * You pushed the project forward with some data. Looks very uneven. Rows of colors should add up to 150.
 * 5/10/10 1sfoerster 00:07, 19 September 2011 (UTC)

title: User talk:Dkromer1996


text:
User talk:Mderrick4950/enes100/poppit

 * There should not be a documentation page .. unless it is linked to this page.
 * The documentation page is being graded. This is the form points are 5 instead of 10.
 * There is not much there.
 * It is too bad this information did not make it your teams page.
 * You collected very little data.
 * 5/10/0 1sfoerster 00:08, 19 September 2011 (UTC)

title: User talk:Mderrick4950/enes100/poppit


text:
Talk:Engineering Projects/Poppit/Howard Community College/Fall2011/501 jdjengineers

Team Grading Software List 0/10 ... put software in the material list
 * Problem Statement 10/10 ..
 * Summary 10/10 ..
 * Poster 10/10 ...
 * Story 10/10 ..
 * Decision List 0/10 ... nothing about team decisions
 * Material List 10/10 ...
 * Time Estimate 0/10 .. no time estimate .. hours used by team
 * Tutorials 0/10 .. nothing
 * Next Steps 0/10
 * no hard data to back up claims made
 * 50/100 points 1sfoerster 00:12, 19 September 2011 (UTC)


text:
User talk:Jkim7610/enes100/poppit

 * 0/0/0 points
 * I can not seeing any poppit project information on this page. 1sfoerster 00:14, 19 September 2011 (UTC)
 * 5/0/0 points .. I can see you started to edit the page, I can see you started to do something, but can not see any data.1sfoerster 13:05, 19 September 2011 (UTC)

title: User talk:Jkim7610/enes100/poppit


text:
User talk:Jamorgan3/enes100/poppit

0/0/0 can not see anything to grade on this page 1sfoerster 00:15, 19 September 2011 (UTC) 10/10/5 something else should have evolved if you played a whole bunch of games. 1sfoerster 13:07, 19 September 2011 (UTC)

title: User talk:Jamorgan3/enes100/poppit


text:
User talk:Dzhang2680/enes100/poppit

1sfoerster 00:21, 19 September 2011 (UTC)
 * 10/10/50
 * great job ... this really was lots of work and pushed the project forward
 * t0o bad this information did not make it onto the team page; then the entire team would have benefited.

title: User talk:Dzhang2680/enes100/poppit


text:
Talk:Engineering Projects/Poppit/Howard Community College/Fall2011/501 jupiters

Very good documentation. The time estimate of 48 hours seems overly precise when compared to the uncertainty associated with the possibilities of refining the problem statement.
 * Problem Statement 10/10
 * Summary 10/10 ... it is great that you gathered screens, but I don't seem them or a summary of them.
 * Poster 0/10 ... no poster
 * Story 10/10 .. no story
 * Decision List 10/10 ... you documented the decisions
 * Material List 10/10
 * Software List 10/10
 * Time Estimate 10/10
 * Tutorials 0/10 .. should have mentioned how you went about learning processing
 * Next Steps 0/10 ... there weren't any

70/100 1sfoerster 00:33, 19 September 2011 (UTC)


text:
User talk:Ayapici/enes100/poppit

10/10/0 1sfoerster 00:39, 19 September 2011 (UTC)
 * good job writing, I don't see how you pushed the project forward

title: User talk:Ayapici/enes100/poppit


text:
User talk:Ndelaney9295/enes100/poppit

10/10/20 1sfoerster 00:42, 19 September 2011 (UTC)
 * excellent idea to focus on the single balloons, this is what pushed the project forward

title: User talk:Ndelaney9295/enes100/poppit


text:
User talk:Cdiffendal7527/enes100/poppit

0/0/0 ... can not find any work here to grade 1sfoerster 00:43, 19 September 2011 (UTC)

title: User talk:Cdiffendal7527/enes100/poppit


text:
Talk:Engineering Projects/Poppit/Howard Community College/Fall2011/501 robots

 * Problem Statement 10/10
 * Summary 10/10
 * Poster 10/10
 * Story 5/10 .. need to delete the instructions
 * Decision List 10/10
 * Material List 0/10
 * Software List 0/10 ... you had to use software for this project
 * Time Estimate 0/10 .. no time estimate, you talked about the time, but not total hours spent on the project
 * Tutorials 0/10 .. none
 * Next Steps 0/10 .. none
 * 45/100 points 1sfoerster 00:55, 19 September 2011 (UTC)


text:
User talk:Fissbusta/enes100/poppit

0/0/0 don't see any user documentation here 1sfoerster 01:00, 19 September 2011 (UTC)

title: User talk:Fissbusta/enes100/poppit


text:
User talk:Andyn6361/enes100/poppit

0/0/0 don't see any user documentation here 1sfoerster 01:01, 19 September 2011 (UTC)

title: User talk:Andyn6361/enes100/poppit


text:
Talk:Engineering Projects/Poppit/Howard Community College/Fall2011/501 superior

No method for organizing and classifying was described, just the fact that it existed. Perhaps in the individual pages? All fruit that pushes the project forward should be linked to this page.
 * Problem Statement 10/10
 * Summary 10/10 .. very wordy ... bottom to top with goal of big clustering is a chunking idea
 * Poster 10/10
 * Story 10/10 .. need to delete the instructions
 * Decision List 0/10
 * Material List 10/10
 * Software List 10/10 ... you had to use software for this project
 * Time Estimate 0/10 .. count hours, don't talk about how they were spent
 * Tutorials 10/10 .. none
 * Next Steps 10/10 .. none
 * 80/100 points 1sfoerster 01:08, 19 September 2011 (UTC)


text:
User talk:Ablomme2125/enes100/poppit

0/0/0 did not find anything here 1sfoerster 01:10, 19 September 2011 (UTC)

title: User talk:Ablomme2125/enes100/poppit


text:
User talk:Baminnick/enes100/poppit

1sfoerster 01:16, 19 September 2011 (UTC)
 * 10/10/10
 * You established a need to define a coordinate system but did not do so. Is 0,0 the starting coordinate or 1,1? Is it in the top left or bottom left?
 * You did define a cluster which was good and linked to it. But that was marginal at best. Others have used the term group successfully.
 * Popping all the lighter colored balloons is unlikely to work if they game is seeding randomly. There is no indication that you did an analysis that proves there are always more or less lighter colored balloons.
 * Good starting of threads, but not flushing any of them out .. even if they are simple.

title: User talk:Baminnick/enes100/poppit


text:
User talk:Kjaved373/enes100/poppit

Go ahead and take credit for the program, you did a good job.

BobFK 21:19, 18 September 2011 (EDT/EST)
 * 10/10/20 .. need link to pong game code ... should have cut and pasted into web page .. and described the examples it originated from .. then would have had more points 1sfoerster 20:12, 19 September 2011 (UTC)

title: User talk:Kjaved373/enes100/poppit


text:
User talk:Dcaldero8983/enes100/poppit

10/10/10 1sfoerster 01:19, 19 September 2011 (UTC)
 * you pushed the game forward by talking about popping groups of two to push a bigger pop up.
 * no evidence other than this "5 but not 5" discussion at the end which seems random

title: User talk:Dcaldero8983/enes100/poppit


text:
Talk:Engineering Projects/Poppit/Howard Community College/Fall2011/501 trees

10/100 ... not much done 1sfoerster 01:24, 19 September 2011 (UTC)
 * Problem Statement 10/10
 * Summary 0/10 0
 * Poster 0/10
 * Story 0/10
 * Decision List 0/10
 * Material List 0/10
 * Software List 0/10
 * Time Estimate 0/10
 * Tutorials 0/10
 * Next Steps 0/10


text:
User talk:DivaEngineer/enes100/poppit

0/0/0 not much work here 1sfoerster 01:26, 19 September 2011 (UTC)

title: User talk:DivaEngineer/enes100/poppit


text:
User talk:Gpforty2/enes100/poppit

0/0/0 not much work here 1sfoerster 01:26, 19 September 2011 (UTC)

title: User talk:Gpforty2/enes100/poppit


text:
Talk:Engineering Projects/Poppit/Howard Community College/Fall2011/501 boring

 * Problem Statement 10/10
 * Summary 10/10
 * Poster 0/10
 * Story 10/10 .. need to delete the instructions
 * Decision List 10/10
 * Material List 0/10
 * Software List 10/10 ... you had to use software for this project
 * Time Estimate 10/10 .. count hours, don't talk about how they were spent
 * Tutorials 0/10 .. none
 * Next Steps 10/10 .. none
 * 70/100 1sfoerster 01:31, 19 September 2011 (UTC)


text:
User talk:Thanson2045/enes100/poppit

0/0/0 no user information here 1sfoerster 01:33, 19 September 2011 (UTC)

title: User talk:Thanson2045/enes100/poppit


text:
User talk:Drew Dollas/enes100/poppit

10/0/0 ... no evidence presented on the subject of randomness 1sfoerster 01:34, 19 September 2011 (UTC)

title: User talk:Drew Dollas/enes100/poppit


text:
User talk:Hkang0839/enes100/poppit

0/0/0 no information here 1sfoerster 01:35, 19 September 2011 (UTC)

title: User talk:Hkang0839/enes100/poppit


text:
User talk:Jeffreycarllloyd/enes100-550/poppit

Link to team tj2 page

Week 1 Activities

Jeff is up-front and will tell you what his weaknesses are (areas that he is not familiar with). He suggested that he should do the writing for our team and excepted any and all ideas or suggestions we came up with. JaeHaynes 21:09, 18 September 2011 (UTC)

Jeff is a group mate who is always wanted to get work done. Sharing new ideas with each other was a good experience.Tfalak3666 21:39, 18 September 2011 (UTC)

very good 10/10/30 1sfoerster 19:07, 19 September 2011 (UTC)


text:
User talk:Jhasslinger/enes100/poppit

I agree with the fact that the longer you take playing a game, the better your results are. I found your method 3 useful and similar to my combination strategy. Great work. A pleasure working with you. Civeros0248 and 1sfoerster 22:07, 18 September 2011 (UTC)
 * 10/10/50 ... great job uploading pdf .. 1sfoerster 19:55, 19 September 2011 (UTC)

title: User talk:Jhasslinger/enes100/poppit


text:
User talk:JaeHaynes/enes100/poppit

Link to team tj2 page

Week 1 Activities:

I utilized the first three methods and had a success with the second more than the other two. Great inspiration, my best score was four with this method. Jeffreycarllloyd 20:56, 18 September 2011 (UTC) 1sfoerster 13:32, 28 August 2011 (UTC)

She is very energetic person with so many individual and team work ideas. She used her creativity in comparing the statistical data in various class groups Tfalak3666

10/10/20 .. need interpretation of the graphs, hard to see once uploaded to wikimedia 1sfoerster 19:14, 19 September 2011 (UTC)

title: User talk:JaeHaynes/enes100/poppit


text:
User talk:Fab4187/enes100/poppit

I like the fact that you used multiple methods with numerous trials to create diverse and comparable results. Great work overall. A pleasure working with you. Civeros0248 and 1sfoerster 22:20, 18 September 2011 (UTC) 10/10/30 ... very good I am shocked that this information did not reach the team summary page 1sfoerster 19:58, 19 September 2011 (UTC)

title: User talk:Fab4187/enes100/poppit


text:
User:Gpforty2/enes100/poppit/summary

Back to user page

Brainstorming for Poppit: Summary Document Problem Statement: That there are unknown strategies for the game Poppit. We would like to research, develop and test ideas for effective popping strategies, then evaluate which are most effective. Strategies will be procedure driven and executed in an algorithm to promote consistency.

Chunking methodology

Largest Chunk- Choosing the largest chunk of balloons
 * Find the largest chunks of balloons
 * Pop the Chunk
 * If a tie occurs pop the chunk farthest to the left
 * If a tie further occurs by color order RBGYV

Smallest Chunk – Choosing the smallest chunk of balloons
 * Find the smallest chunks of balloons
 * Pop the Chunk
 * If a tie occurs pop the chunk farthest to the left
 * If a tie further occurs by color order RBGYV

Exclusive Color Priority- Trying to eliminate one color at a time
 * Pop all violet balloon sets; if none then
 * Pop all Blue balloon sets; if none then
 * Pop all yellow balloon sets; if none then
 * Pop all red balloon sets; if none then
 * Pop all green balloon sets;

Quadrant- Pop all balloons in a quadrant before moving on to the next quadrant Pop all balloons in quadrants of the board Quadrants are 7 by 5. These are the various quadrents that could be tried.

1 3 | 1  3 | 1 2 | 4 3 | 2 3 | 4 2  2  4 | 4  2 | 3 4 | 1 2 | 4 1 | 3 1 Out- In – pop balloons from edges in each column before popping the middle

In-Out- pop balloons in the middle before the edges sequentially

Top- Down - pop balloon sets on top and work down the rows sequentially

Down- Top –pop balloon sets on the bottom and work up the rows sequentially

Facts 10x15 Area 30 of five colors Red, Blue, Green, Yellow, Violet Random Set up

title: User:Gpforty2/enes100/poppit/summary


text:
User:Wfalak/enes100-550/poppit Discussion

Link to project antneo team page.

Waleed Falak is willing to share ideas among the team members and also willing to do his part. He spent a lot of time finding an efficient method and showed his most efficient method with the team mates. He helped to finish up the project with ease. Gun Kang 20:21 September 18, 2011 Waleed offered many different chunking methods and kept an open mind RyanPak 02:45, 19 September 2011 (UTC)


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User:JonathanStone

About me...

I'm studying Business, politics and sport at the University of Canberra

Assignments

 * /Football Economics: A comparative analysis of player wages and salaries between the elite football leagues/
 * /Player Wages & Salaries between elite football leagues - Online Presentation/

title: User:JonathanStone


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User:JonathanStone/Football Economics: A comparative analysis of player wages and salaries between the elite football leagues

Introduction
Football (soccer) around the world has endured a rapid expansion of wealth, player salaries, club valuations, debt and an increased involvement of political societies and governments over the years. Football is an exceptionally large market and achieves a large portion of live and worldwide audiences. Such is the phenomenon of Football around the world, the 2010 FIFA World Cup Final listed an enormous 700 million views (FIFA World Cup Views in 2010).

This paper will seek to provide an in-depth evaluation and comparative analysis into player wages and salaries between elite football leagues. As illustrated in this paper, player salaries reach well into the millions throughout the period of a year and can be subjectively different within the varied Elite Football Competitions. However, we want to know how a player’s salaries are determined and by what means are clubs able to continuously pay such large wages to players. An insight will be given to the dimension of player salaries between elite football clubs and leagues over the world. Such is the substantial spending of football clubs, it seems imperative to review the flow on effects of their activities and the current financial situation of large European Clubs.

The ability of clubs to spend blank cheques will draw on issues such as financial sustainability of player salaries and elite competitions. Club spending and attractive player salaries have shown to have a direct affect on fair play and equal competitiveness in large European Leagues. For these reasons, potential alternatives provided by Football Governing bodies such as FIFA and UEFA aimed at financial sustainability in club spending and player salaries. Particular attention will be paid to the impact and effects of salary cap arrangements within the A-League and community similarities (Australian Football League).

Player Wages & Salaries
Player salaries and elite club's ability to splash exorbitant levels of money through clubs is continually becoming the focal point of the general public and economists. Player wages and salaries are constantly coming under review and criticism from the public of the global football player’s labour market (Frick, 2011). Player salaries and the ability of elite clubs to inject exceptional levels of money through clubs is continually becoming the focal point of the general public and economists (Barajas, 2010). Below is a list of elite footballer's yearly salaries from around the world as of the season ending mid 2011.

1.	Cristiano Ronaldo - 16 million AU

2.	Lionel Messi – 14 million AU

3.	Fernando Torres – 13.5 million AU

4.	Yaya Toure – 13.5 million AU

5.	Wayne Rooney - 13 million AU

This is but a snapshot of footballer’s salaries around the world with tenth place still earning 10 million AU a year. In the latest of player salaries, Samuel Eto’o was recently purchased by Russian club Anzhi Makhachkala for 28 million Euros (37million AU). Coincidently, this player’s yearly salary of 26 million AU will make him the highest earner in world football (Goal.com).

When these figures are compared to Australian Football (A-League) it almost seems that A-League players are but a minority earner of world football. The average salary within the A-League as of 2007 was recorded as $135,000 AU a year (The Offside A-League). However, it should be noted that player wages and salaries should not be compared between Australian Football and elite football league such as the English Premier League and Spanish League. The A-league is still in the early stages of establishment and is fast growing to compete as an elite and world renowned football league.

One might wonder how player wages are determined. It was found that players will be remunerated according the innate talent and their performance on the football field (Frick, 2011). Performance measures at the local, national and international level will also have an impact on a player’s valuation and yearly salary. Player salaries at the elite level seem to have an impact on the grassroots of football including academies, local/state clubs and national leagues. Given that the size of player salaries within top leagues are increasing rapidly, the financial stability of clubs must be given insight. Financial crises are prevalent within the English Premier League and the Spanish La Liga. Such crises suggests that clubs cannot sustain payments to players and an alternative method of payment needs to be considered.

Financial Stability of Elite Football Clubs
Viewing the above figures of player salaries is somewhat concerning to economists. It raises the concern of football clubs' ability to continually pay their players and regularly increase these figures. Financial stability of clubs has shown to be very tentative within the English, Italian and Spanish Football Leagues (Bosca, 2008). This paper shows that clubs within these leagues all have a common problem in accruing debt, resulting in the inability to break even between revenue generated and expenditure. A question that must be placed forward is, how can clubs sustain to pay and continually increase the size of player salaries within respective elite football leagues?

Research found on the Belgian Jupiler League has shown that at least five clubs are falling into financial crises by spending too much money on transfer fees and salaries (Kesenne, 2010). Researchers commonly agree that the poor financial situation of elite football clubs around the world is a direct result of excessive spending on player transfer fees and salaries (Kesenne, 2010). Financial problems evident within elite footballing clubs is generating an influx of awareness in operational issues such as player wages that arise in elite sporting clubs. Although there is little to support this, national leagues and local leagues are seeing the affects of such restrictions and are taking measures to ensure leagues and clubs to do find themselves in financial strife.

Salary Caps and Regulation of Club Spending
These measures come in the form of salary caps for clubs and is administered by football governing bodies such as the FFA (Football Federation of Australia). The regulation of spending and salary dispersion in football clubs is evident within Australia's National soccer League, commonly known as the A-League. In 2007 a collaborative movement between the FFA and the PFA (Professional Footballers Australia) completed a partnership agreement to ensure the following two objectives (Professional Footballers Australia - Collective Bargaining Agreement, 2007);

 * 1) Establishing a rewarding and attractive career path for players
 * 2) Building a viable future for Australian Football at all levels

This led to the establishment of A-League Collective Bargaining Agreement (2008-2013). Little can be found on the specifics of this agreement however it should be noted that the salary cap placed restrictions on A-League clubs to control their spending and financial outlay. Despite this, evidence has been found that the salary cap is becoming more beatable and is gradually being lifted by regulating bodies (A-League Salary Cap to be Lifted, 2008). This article illustrates that the salary cap is gradually being strung out and clubs are being given permission to finance larger sporting deals and player salaries. The above table indicates some interesting details with regards to player payments throughout the A-League (minimum salary) and also the Youth League (NYL).

Professionalism in sport is evident through this table in the form of financial compensation for player services both on and off the field. As we can see, players as young as 16 years old are now provided with a minimum base salary which they must be paid by a club. Admittedly this is targeted at clubs within the A-League and also the National Youth League (A-League feeder clubs). Professional Footballers Australia have shown in this table that youth players are now subject to exceptional payments for their level of professionalism within a football club. Although this does not outline the potential sponsorship, player bonuses and any such add on payments that the players may receive. Currently in the A-League, the salary cap is listed as $2,350,000 million, in addition to this sum each club can do the following (A-League & Major League Salary Caps: A True Comparison, 2010);

 * Contract a maximum of 2 marquee players who are not included under the salary cap
 * Collectively pay players up to $275,000 in 3rd party payments
 * Collectively pay up to $150,000 to outstanding young players (U23)
 * Contract up to 3 National Youth League players on the minimum wage

From these figures we can conclude that the A-League is not suffering in player payments and is gradually increasing as the league becomes more popular and financially capable of expansion. The rapid growth is regulated so as to ensure the League does not spiral out of control and ultimately landing clubs and the league in financial difficulties. As we look at the gradual increase of the salary cap within A-League clubs, what is to stop them from pursuing private ownership and accumulating larger sums of money and finding themselves in a similar financial crisis as elite footballing clubs around the world? Furthermore, what is to stop local and community clubs following suit in the way of player wages, financial instability and inequality throughout the leagues.

Community & Elite Sport: The Parallels
In modern society parallels can often be drawn between community and elite sporting success in the form of financial outlay and structure. It has been found that like elite clubs, community and local footballing clubs strive to attain two particular objectives. These objectives include success both on and off the field. To achieve such objectives clubs must carry the ability to purchase the best players, contract the best trainers and have access to advanced equipment (Guzman, 2006). This is exampled by such elite club spending in Europe (in particular England) (English Premier League Summer Spending)) and also more recently Australia with the signings of Harry Kewell and Brett Emerton to Melbourne Victory and Sydney FC respectively.

Such spending, not only on player wages and salaries but also on club development and growth is prevalent within local or community soccer around Australia. In particularly the local Canberra club, Canberra F.C (Deakin Stadium 2008) have notably contributed a large sum of funds into the development and expansion of their club through the construction of a nationally recognised stadium. This examples that there is a great deal of support for local sporting clubs in the Canberra region. However, such activities will heavily depend upon the level of club membership, sponsorship and the level of community involvement to contribute funds of building facilities and player salaries. Similarities can be drawn to elite footballing clubs whereby only the wealthiest clubs can build state of the art complexes and attract some of the brightest talents.

As a member of a local football club in Canberra I am well aware of the potential payments and salaries that players will receive. It is directly proportional to the ability of clubs to make such payments, the inner talent of a player and level of professionalism they bring to a club and the success of that team or player within a league. As shown, such club structures can be related to those in elite footballing leagues around the world. There is little information to be disclosed about local club payments to players although it is evident that elite footballer's salaries are filtering through local clubs. Their now obligation to compensate athletes in the form of financial payments and bonuses is essential to retain their players. Club's inability to do so, could potentially lead to player transfers within the league and movement to a different club. The similarities between elite and local football shows to be more than just player wages but also the development and expansion of club facilities and player groups.

Suggestively, players at local or community level football within Australia and around the world would generally expect to be provided payments throughout a season for exceptional performances and for their services at that club. Although such payments would generally be expected by players when at a higher level of competitiveness. Clubs must compete for players' services at local leagues in relation to payments, sponsorship, facility development and equipment. Such similarities can be drawn to the operational structure of elite footballing clubs in terms of their financial output, general operations within competition and on and off the field success.

Conclusion
Financial stability is important to consider when delivering an effective business in elite, local or community footballing teams. The importance to maintain financial stability is essential within clubs and leagues, football economics is very much a business and operates for profit and success both on and off the field. Financial crises is evident within clubs around the world that have not found exceptional support in the way of financial backing and quite possibly the lack of success on the field. Clubs are showing a tendency to fail to meet or surpass their outlay of expenses including operational costs and player salaries (which account for the majority of expenses). Their inability to maintain a positive return on investment is the demise of their club and financial situations. As seen, player salaries are a large contributor to the expenses made by a football club but it seems that many clubs are spiraling out of control and no longer carry the ability to responsibly and effectively manage their funds. Regulatory bodies are successfully implementing restrictions and salary caps within leagues and is displayed through the A-League (Australia Soccer League). Salary caps seem a great tool to ensure clubs and leagues do not fall into financial strife. However, it also seems that salary caps could hinder the growth, development and attractiveness of leagues due to regulated salaries and financial input. It is interesting to see the parallels between elite and local footballing clubs. The operations and activities of elite clubs are seemingly evident in local football in terms of player salaries (or match payments), development of facilities and the attractiveness of successful clubs. Local clubs in modern society seem to carry a now obligation or expectation to provide financial compensation to players (at an exceptional level) in order to attract the best players and draw success on the field and as an operating business.


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User:Leighblackall/The business and politics of adventure sport and recreation

This was a demonstration Wikiversity page, for people taking the Business, politics and sport course in 2011.

The box in the top right is a template that participants used for peer review of each others essays.

I was supposed to have completed this essay, along with all the other participants, but I couldn't afford the time in the end.

Here is the presentation that went with this essay.

Here was to go the abstract. It is about 250 words that summarises the essay completely, including findings, issues and questions, and conclusion.

Outline
This outline will dissolve into the introduction and/or abstract. It was essentially a pitch to the journal. They've "accepted it" so now I get on with it...

In the early 1980s, my mum sent me along to the local cub/scout troop for (what must have been to her) some positive male role modeling. My mum and dad where a part of that period's noticeable statistical spike in Australian divorce rates, and like most of the children in those times, my sister and I went with mum. Back then, women were asserting all sorts of independence from men, but they knew their boys still needed some sort of male role modelling, so cubs it was for me.

It seems that a lot of single mums like mine had the same ideas. Scouts Australia saw a peak in participation rates in the 1970s and 80s, seeing thousands of boys (and increasing numbers of girls) camping out, cooking meals on open fires, swimming down rivers, you-know, scouts stuff. Along with learning to be boys, we were getting a taste for a certain type of physical and mental activity.

In the mid 80s, product marketing started targeting those tastes. The soft drink called Solo, launched its Soloman campaign, calling out to us to all get thirsty over the idea of racing through some wild jungle in a kayak, and launching off a waterfall to paddle a river somewhere. What was until then, the taste of a minority of crazy folk, fizzy adventures like Soloman's started becoming the pursuits of the mainstream.

By tracking my own experiences growing up in the 70s and 80s, I'm looking at the converging politics and developing business interests that have helped shape the notion of adventure sport and recreation in Australia, and in many other countries today.

Introduction
See above

Fight Club

An argument that high divorce rates in the 1970s and 80s, resulting in mothers becoming sole parents, led to an increase in boys scouting and similar pursuits, for 'positive male role modeling'. Not yet sure of the validity of this argument. Looking for statistics on single parenting, and scouting participation rates.. finish with the clip from 1990s film Fight Club, where Brad Pit explains the status of men of that day.

The Family Law Court of Australia was formed in 1975, facilitating a quadrupling of divorce rates in Australia, after a massive spike in 1976. (ABS Demographics 2008)

At the moment, I can't find much in the way of statistics of children living with single parent mothers. So far I've only found records back to 1998, and that shows not much significant change from around 17-20% of families with children under 15 years old. (ABS Australian Social Trends 2010)

 * "A generation of men raised by women. I’m wondering if another woman is the answer we really need." (Tyler Durden in Fight Club 1999)

A critique of the movie Fight Club, and its comments on gender roles - [http://thehathorlegacy.com/fight-club-a-generation-of-men-raised-by-women/ Kesler, J. (2005). Fight Club: A generation of men raised by women. http://thehathorlegacy.com]

[http://books.google.com.au/books?hl=en&lr=&id=Pb4BZ7QtfgAC&oi=fnd&pg=PA161&dq=Maltz,+D.,+%26+Borker,+R.+(1982).+A+cultural+approach+to+male-female&ots=eFdslULGR1&sig=sSIGl_j4uZpjwzsxHlOrIBlOX8A#v=onepage&q&f=false Maltz, D., & Borker, R. (1982). A cultural approach to male-female]. Maltz and Broker’s research showed that the games children play contribute to socializing children into masculine and feminine cultures. For example, girls playing house promotes personal relationships, and playing house does not necessarily have fixed rules or objectives. Boys, however, tended to play more competitive team sports with different goals and strategies.

Ini a phone call with Rosely Batistoni at the NSW Scouting Australia Office, it is generally agreed that the 1970s was a peak period for scouting in Australia, with around 65000 members nationally in the 70s to over 20000 today, with a 4% growth rate.

The Solo Man

Schwepps Solo

Youtube copy of 1990 Commercial

Star Wars Han Solo

An historical look at individual adventuring, through to Schwepps Solo Man ads of the 1980s

GoreTex
A look at the intensification of adventure gear production and marketing, and a comment on the difference between this type of sport marketing, and team sports, where community engagement took precedence over individualism.

A critique of Goretex


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Portal talk:Accounting

Ishmael Marshall (discuss • contribs) 13:34, 4 April 2014 (UTC)Ishmael Marshall

Are there any current contributors here?
I'm wondering if there are any current contributors here that would like to collaborate on getting this course up to speed. Thanks,

--ttam (discuss • contribs) 01:13, 19 October 2014 (UTC)

May we have the Internal Auditing Course please

title: Portal talk:Accounting


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Topic talk:Accounting/old

Note: This department is under construction

Welcome to the Accounting Department of the School of Business

Learning projects
See: Learning Projects and the Learning model.

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the learning project (learning projects are independent pages in the main namespace) and start writing! We suggest the use of the learning project template (use "subst:Learning project boilerplate" on the new page, inside the double curved brackets – ).

Learning materials and learning projects can be used by multiple departments. Cooperate with other departments that use the same learning resource.

Undergraduate Level - Final
 * Principles of Accounting I, Financial Accounting, ACG 1000
 * Principles of Accounting II, Managerial Accounting
 * Accounting Interactions 1

Undergraduate Level - TBD
 * Acc XAXX - Intermediate Financial Accounting
 * Acc XBXX - Advanced Financial Accounting
 * Acc XCXX - Intermediate Managerial Accounting
 * Acc XDXX - Advanced Managerial Accounting
 * Acc XEXX - Cost Accounting
 * Acc XFXX - Tax Accounting

 * Acc/Engr - Conservation of Money Calculations and Status Reporting for Project Managers, Team Leaders, Sole Proprietors, and Engineers

Graduate Level - TBD
 * Auditing
 * Introduction of Fraud Examination

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Select a descriptive name for each learning project.

Text

 * Fundamental Accounting Principles
 * The Accounting Series

title: Topic talk:Accounting/old


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User:KYPark/WYSIWYG

WYSIWYG

 * WYSIWYG

WYSIWYG or "What You See Is What You Get" is a popular jargon in computing. The seer and the seen are the two sides of the coin called seeing, view or worldview, which are practically the same. The seer sees the seen indeed in practice. Or, the seen is up to (the vision or perspective of) the seer. It is absolutely true that the observer observes the observed (sign of the world), and the reader reads the read (design of the book), as far as the personal vision or perspective goes. Then, meanings just ain't in the wordy design nor in the worldly sign, objectively or scientifically, but after all in the seer's (mind's) eye seeing the seen, whether design or sign.

Language may not so much be a scientific product as vice versa. By earth, ancient people didn't mean the round but flat earth, which was the seen or scene they saw unscientifically. By sky, they originally meant the cloud. By water, they may not originally have meant H2O but perhaps the sea as waters.

title: User:KYPark/WYSIWYG


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Portal:Accounting/Instructors

We want YOU!... to be part of the Wikiversity Accounting Faculty. Accounting is an in-demand skill in the current workforce, with those possessing accounting knowledge being sought after. Whether you're an accounting student, practicing accountant, or accounting professor, we can use your assistance. Join today as an instructor, mentor, or tutor and help us become the world's finest source for accounting knowledge!

Instructors
The following individuals are people who have volunteered to develop and instruct specific courses, which are noted next to their names.
 * Paul G. Lufkin, CPA - Financial Accounting Principles I - paulglufkincpa@yahoo.co
 * Daniel A. Bass, CPA - U.S. Income Tax Accounting - daniel.bass@outlook.com
 * pavankumar.n, ca - Accounting basics - pavanukumarn@gmail.com
 * Benjamin B. Spencer, IMA - Managerial Accounting -bigspenc88@yahoo.com
 * Gaurav Chaudhari, B.Com. - gaurav_chaudhari@yahoo.com
 * Azhar Imam, Cost and Management Accountant - azhar.imam2005@gmail.com
 * Michael Wiiken - Intermediate accounting - michael.wiiken@yahoo.com

Mentors
The following individuals are people who have volunteered to mentor accounting students. Their mini-biographies have information about their background. You are encouraged to utilize their services and should contact them directly for more information. Paul G. Lufkin, CPA - paulglufkincpa@yahoo.com.
 * Andykoo1990 (discuss • contribs) 00:56, 28 March 2017 (UTC)

Tutors
The following individuals are people who have volunteered to tutor accounting students in the courses listed next to their name. You are encouraged to utilize their services and should contact them directly for more information. Paul G. Lufkin, CPA - Financial Accounting Principles I - paulglufkincpa@yahoo.com.

title: Portal:Accounting/Instructors


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Motivation and emotion/Book/2011/Eudaimonic well-being

"Happiness is neither virtue nor pleasure nor this thing nor that but simply growth, We are happy when we are growing William Butler Yeats (1865-1939) Irish poet & dramatist."

 How can I improve my life by maximising happiness and health? This chapter answers this question by exploring how happiness can be achieved through sustainable well-being. Everyone wants to be happy and happiness matters, however research has shown striving for happiness alone paradoxically may lead to disillusion and even unhappiness (Mauss, Tamir, Anderson & Savino, 2011). Eudaimonic Well-being (EWB) not only provides happiness but also psychological health, motivation, vitality and personal growth (Ryan, Huta, & Deci 2006;Ryff & Singer, 2006).

Happiness is a positive emotional state associated with enthusiasm, joy and pleasure involving the reflection of pleasant and unpleasant affects of one's immediate experience (Keyes, Snyder & Lopez, 2007; Shmotkin & Ryff, 2002). Happiness also involves subjective appraisal and has been conceptualised by Diener (2009) as Subjective Well-Being (SWB) requiring long-term levels of positive affect in the absence of negative affect and life satisfaction.

The Hedonic view proposes well-being as hedonic pleasures or happiness gives little incentive to look further. Much less optimism arises however when considering research by Lyubomirsky, Dickerhoof, Boehm, and Sheldon (2011) who suggest 50% of happiness is predetermined with levels remaining steady in a hedonic treadmill. Their study found sustained happiness may be only achieved through optimal conditions provided by autonomous motivation; these conditions are provided by EWB. EWB emphasises recognising your full potential through continued growth leads not only to happiness but self-realisation (Ryff & Singer, 2006) promoting vigilant coping, health, and decreased stress (Miquelon & Vallerand, 2008). Waterman (2007) suggests self-realisation also enables the ability to increase levels of challenge and to achieve flow, a balance of difficulty and skill. He refers to sustainable challenge as the Eudaimonic staircase. EWB matters more than happiness because it enables personal growth. Who would want to stay on a treadmill when they can climb a staircase?

History and definition
Aristotle saw Eudaimonia as the process of living well guided by intrinsic values and criticised the detrimental effects of pursuing extrinsic goals such as power and wealth associated with Hedonistic pleasure (Ryan, et al. 2008). These views are reflected in the EWB perspective of well-being defined as living with accordance to your true self by engaging in activities of authenticity and personal expression that afford self-realisation, valued potential and growth (Ryan & Deci, 2001). EWB involves quality of life through the development of abilities applied to pursuing goals and activities of self-worth.

Eudaimonic well-being, generating psychological health and motivation
Differing theoretical perspectives offer a rich description of how EWB is beneficial to psychological functioning through the dimensions of Psychological Well-Being (PWB) (Ryff & Singer, 2006), the fulfilment of human needs, autonomous motivation (Ryan et al., 2008), personal expression, self-realisation and flow (Waterman, 1993). These theories all have one thing in common; they support through the Eudaimonic approach to well-being continued growth and sustainable positive change.

Psychological Well-Being
Carol Ryff’s 1989 six-dimensional model of PWB was developed to strengthen the conceptual framework of EWB and measure psychological functioning. It has also been found by multiple investigations to be the best fitting model of well-being (Ryff & Singer, 2008). The table below identifies and explains the six dimensions of PWB. The information is from Ryff and Singer (2008) and Snyder and Lopez (2007).

PWB as growth and human fulfillment has been shown to vary in relation to individual differences and socio demographic variability, therefore, opportunities for self-realisation are not equal and are dependent on the context in people’s lives (Ryff & Singer, 2006). Demographic variability of age, gender and education may affect PWB in relation to maintaining high levels of purpose, mastery, growth, and resilience when facing life challenges such as life transitions and health changes in later life (Keyes et al., 2002).

How does the eudaimonic approach to psychological well-being compare to happiness?
Research has shown there is an overlap in PWB and SWB however distinctions between the two remain indicating a viable combination between the two. Keyes et al. (2002) suggested research from PWB measures have found specific differences between SWB and personal growth, happiness (positive affect, life satisfaction, and depression) and meaning as well as happiness with goal efficacy and meaning with goal integrity. Research has indicated significant differences in relation to gender with females reporting moderately higher levels of SWB and significantly higher levels in PWB (Lopez & Snyder, 2009).

PWB and life satisfaction, one dimension of SWB, have been shown to be an indicator of resilience and recovery outcomes following disability (Lopez & Snyder, 2009) however in terms of happiness as a changeable positive affect there is the absence of an underlying source of stability to offer a foundation to cope with challenge. A study by Keyes et al. (2002) used data from a sample of 3,032 Americans aged between 25 and 75 to compare levels of PWB and SWB in relation to individual differences and socio demographics. The results of their study supported previous research finding a distinction between the two levels of well-being with differeing levels linked to age and level of education. Adults who had high levels of PSW (high challenged thriving) and high levels of SWB (high perceived quality of life) tended to be older and better educated (Keyes et al., 2002).

Personality was found also to be a determining factor in both types of well-being with neuroticism being detrimental to PWB and SWB (Keyes et al., 2002). Openness to Experience was found to be a predictor of higher levels of psychological thriving and Keyes et al. (2002) suggests that openness may increase the potential for self-fulfilment and facilitate greater life contentment. The overall results of the study found 18.6% of the sample had high levels of both PWB and SWB, 12.6% had moderate levels, 19.3% had low levels of both measures of well-being and 45.2% had no relationship to either. The research findings demonstrate the importance of actively promoting EWB as many influential factors relating to individual differences may not contribute to SWB or PWB and less than 20% of the population experiences happiness, life satisfaction and PSW.

Personal expressiveness and hedonic enjoyment - Waterman's Eudaimonic Model
Alan Waterman’s theory of EWB is reflected within PWB and his model is centred upon two forms of happiness, personal expressiveness (eudaimonia) and hedonic enjoyment (Waterman, 1993). Under this theoretical framework experiences of personal expressiveness are associated with feelings of autonomous motivation and occur when an activity has intense involvement, special fit uncharacteristic of most tasks, fulfilment, intrinsic purpose and authenticity (Waterman, 1993). Activities of personal expressiveness are also associated with self-realisation through the development of personal potential and purpose, alternatively hedonic enjoyment is associated with pleasant affect through activities satisfying physical, intellectual or social needs (Waterman, 1993). A study by Waterman (1993) comparing personal expression and hedonic enjoyment found experiences of personal expressiveness were associated with, striving for excellence, development of personal potential, specific forms and were chosen more often than hedonic activites which result in satiation.

The Eudaimonic Staircase
Waterman associates personal expressiveness with flow which was conceptualised by Csikszentmihalyi in 1975 involving intense concentration, merging of action and awareness, losing oneself in the task, distortion of time and intrinsic reward (Snyder & Lopez, 2007;Waterman, 1993). Waterman (2007) suggests personal expression may be described as a eudaimonic staircase with the potential to increase challenge in any activity is almost limitless enabling self realisation (Waterman, 2007). Waterman contructed a questionnaire measuring EWB based on his theory EWB associated with the pursuit of virtue, excellence and self-realisation (Kjell, 2011).

 * Waterman's Eudaimonic Well-Being Questionnaire Scale (QEWB):
 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#99ccff" style="border: 1px #cccccc solid;" |1. Self-discovery
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#99ccff" style="border: 1px #cccccc solid;" |2. Perceived development of one's best potential
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#99ccff" style="border: 1px #cccccc solid;" |3. A sense of purpose and meaning in life
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#99ccff" style="border: 1px #cccccc solid;" |4. Investment of significant effort in pursuit of excellence
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

 * bgcolor="#99ccff" style="border: 1px #cccccc solid;" |5. Intense involvement in activities
 * }

 * {| cellpadding="4" cellspacing="0" width="350px"

(Kjell, 2011)
 * bgcolor="#99ccff" style="border: 1px #cccccc solid;" |6. Injoyment of activities as personally expressive
 * }

Autonomous and controlled motivation
A model of EWB has been based on Self-determination theory (SDT) by Ryan et al. (2006) suggesting the concepts of Aristotle’s eudaimonia are central to SDT’s perspective of wellness. SDT identifies the factors that facilitate basic needs, motivation and well-being which have been applied to work, education, sport, parenting and clinical environments (Ryan et al., 2006).

entral to SDT is the differentiation between autonomous and controlled motivation, research has indicated the type or quality of a person’s motivation has shown to be predictor of psychological health, well being, problem solving, performance and learning (Deci & Ryan, 2008). Autonomous motivation involves intrinsic motivation which develops by pursuing or approaching activities of inherent interest or enjoyment and extrinsic motivation in which people identify an activity’s true value to themselves (Deci & Ryan, 2008;Ryan et al., 2006). Controlled motivation comprises of external motivation in the form of reward or punishment and is regularised and energised by avoidance motives such as approval, shame and maintenance of self-esteem (Deci & Ryan, 2008). SDT theorises external regulations and values become integrated into the self as internalisation determining the autonomy of extrinsic goals and outcomes of performance, persistence and well-being (Deci & Ryan, 2006). Both autonomous approach motivation and controlled avoidant motivation energises and direct behaviour therefore pursuing goals intrinsic to the self is central to EWB and self-realisation.

Aspirations and needs
Within the framework of SDT, numerous studies have found intrinsic aspirations such as affiliation, personal growth and intimacy were associated with physical health, well-being, happiness, self actualisation and performance(Ryan et al., 2006). These aspirations or goals in relation to psychological and physical health depend upon how they satisfy three basic needs of autonomy, competence and relatedness (Ryan & Deci, 2008). These needs are considered essential nutrients and have been a reliable predictor of PSW generalisable to other cultures, consequently if they are not met people are more likely to pursue extrinsic goals to obtain self worth and increase self-esteem such as wealth, fame and attractiveness (Ryan & Deci, 2008). This can be related to Aristotle’s view of Eudaimonia which involves actively striving for something worthwhile of intrinsic worth rather than pursuing materialism that deplete worth and value (Ryan et al., 2006). The following table represents the three psychological needs identified by SDT suggested by Ryan et al. 2006 and Reeve (2009).

Mindfulness and meaning
Mindfulness has been defined as being open and receptive of internal and external events enabling the ability to make meaningful choices and act in an integrated and reflexive way (Ryan et al., 2006). This is reflective of Aristotle’s description of the eudaimonic person seeing what is true and has been integrated into SDT (Deci & Ryan, 2008;Ryan et al., 2006). Mindfulness is also associated with autonomous motivation creating meaningful purpose in life which promotes EWB. It has also been used in psychopathology to explore reflection of inner needs, feelings to develop autonomous orientation and programs such as Mindfulness Based Stress Reduction (MBSR) found to improve immune parameters in cancer patients (Deci & Ryan, 2008;Lopez & Snyder, 2009).

How does eudaimonic well-being compare to happiness under the model of self-determination theory?
One main difference between the two models of well-beng is not only does EWB promote happiness which as positive affect is part of SWB, SDT uses SWB as one of several indicators of psychological functioning(Ryan & Deci, 2001). Ryan and Deci (2001) suggest some positive experiences or activities may lead to SWB but not EWB, for example success under pressure may lead to happiness but not vitality. This is representative of controlled motivation influenced by avoidant motives such as approval from others or reliance on successful external outcomes, these may lead to happiness but not self realisation or authenticity. Another difference is unhappiness as negative affect would not only be considered to be representative of a fully functioning person in times under some conditions it would lead to ultimately greater well-being by expressing emotions of sadness (Ryan & Deci, 2001).

From an EWB perspective emotional access facilitates well-being as research indicates suppressing emotions decreases psychological functioning, physical health and SWB. One main difference between happiness and EWB is happiness as an affect is a continuing fluctuating state. For example when considering life choices such as education or career it is only through autonomous motivation and self-congruent values a stable sense of well-being can be achieved. One similarity between happiness and EWB is they are both not increased by wealth or the pursuit of money (Ryan & Deci, 2001). More specifically increases in personal wealth do not on average lead to increased happiness and people with a strong desire for wealth are more unhappy than others (Ryan & Deci, 2001). Research from the eudaimonic perspective of SDT has shown (Ryan & Deci 2001) pursuit of fame and money are a distraction from fulfilment and decrease EWB.

Eudaimonic well-being, happiness and health
Better health is one of the many advantages from EWB as the eudaimonic approach emphasises an interconnection between mind and body (Lopez & Snyder, 2009). Consistent with other research relating to EWB and happiness, there is a distinct difference as well as an overlap between the two.

Research has indicated a relationship between the six dimensions of PSW and general better health outcomes relating to cardiovascular, immune and neuroendocrine functioning (Ryff & Singer, 2006). One specific benefit of EWB influenced by PWB is better quality sleep as indicated by research by Ryff & Singer (2006) who have identified a relationship between faster entry and longer periods of REM sleep beneficial to older women who had a sense developed sense of environmental mastery and relatedness.

From a eudaimonic SDT perspective, research has indicated an overlap between SWB and EWB in relation to health (Ryan & Deci, 2001). Ryan and Deci (2001) suggest reduced positive affect maybe expected after illness however some people with poor health have high SWB and others with low well-being may have good health. Research outcomes show vitality used as an indicator of EWB was associated with autonomy, relatedness and physical health (Ryan & Deci, 2001). This is representative of EWB as a vital and optimal way of living which increases physical as well as psychological resilience and health. Research by Miquelon and Vallerand (2008) supported EWB and self-realisation as an indicator of reduced stress and better health compared to happiness. Their study found pursuing autonomous goals leads to both happiness and self-realisation however only self-realisation and not happiness is a predictor of well-being and reduced stress.

Happy people
Happiness is considered to involve positive affect and reflects pleasurable engagement associated with enthusiasm, joy and absence of negative mood (Miquelon & Vallerand, 2008; Ryan & Deci, 2001). Folk understanding of happiness and unhappiness are likely to be organised in schemas or mental models guiding future actions and represent highly generalised psychological states of desirability (Uchida & Kitayma, 2009).

Being a happy person has many rewards as happy and unhappy people differ in their subjective experience and understanding of the world (Lopez & Snyder, 2009). Happy people have a positive general outlook, recall past experiences as more pleasant, have a more positive evaluation of themselves and others, are less vulnerable to individual and group comparison, are more satisfied with available options, maximise options available to them, and dwell less on unfavourable outcomes therefore happy people think and behave in ways that reinforce and promote happiness (Lopez & Snyder, 2009). However, it is unclear whether these strategies cause happiness or if they are the practices of already happy people as a large amount of empirical work doubts the ability to increase or maintain happiness (Lopez & Snyder, 2009).

The hedonic treadmill and set-point theory
Twin and adoption studies have indicated approximately 50% of the variation in well-being is accounted for by genetics known as the happiness set point (Lyubomirsky et al., 2011;Snyder & Lopez, 2009). Further stability in levels of happiness comes from the concept of the hedonic treadmill derived from research indicating people tend to adapt to positive or negative life circumstances and return to their happiness baseline (Snyder & Lopez, 2009). This is supported by studies indicating people who have acquired spinal cord injury reported being as happy as people who could walk and lottery winners ending up no happier than non-winners (Snyder & Lopez, 2009). An additional and related source of pessimism arises when studies have indicated personality traits known to be stable and unlikely to undergo meaningful change account for part of the happiness set point (Lyubomirsky, Sheldon, & Schkade 2005).

The sustainable happiness model suggests the three factors influencing chronic happiness are a 50% genetic set point, 10% life circumstances and 40% intentional activity (Lyubomirsky et al., 2011). The most promising way of increasing happiness comes from the 40% intentional activity and studies have indicated these activities may be behavioural such as practicing random acts of kindness, cognitive in expressing gratitude, forgiveness, or self-reflection and motivational from pursuing intrinsic life goals (Lopez & Snyder, 2009; Lyubomirsky et al., 2005). Research has indicated these activities promote happiness because they are variable and less prone to adaptation (happiness set point) (Lopez & Snyder, 2009). Not only do variable activities such as starting a fitness program lead to more happiness than a positive circumstantial change they promote fulfillment from intrinsic value (Lopez & Snyder, 2009). Research by Lyubomirsky et al. (2005) proposes an integrative model of sustained happiness which accommodates predetermined factors through implementing happiness increasing strategies. These activities include choosing an activity of intrinsic value, initiating and maintaining the activity through internalisation and varying the activity to maintain interest. If this is sounding familiar it is because the ways of obtaining sustained happiness suggested by Lyubomirsky et al. 2005 are conducive to obtaining EWB described in the eudaimonic models of PSW, personal expressiveness and satisfaction of basic human needs.

How does sustainable happiness compare to eudaimonic well-being?
In relation to the sustainable happiness model 'the pursuit of intrinsic activities' promotes personal growth, purpose in life, self-acceptance, personal expression and our basic need for autonomy. 'Initiating and maintaining the activity' is enabled by environmental mastery, self-discovery, development of personal potential, pursuing excellence, involvement, personal expression and satisfies the need for competence. 'Variation in activity' promotes autonomous motivation, continued challenge, flow and also environmental mastery. Practicing random acts of kindness, gratitude, and forgiveness satisfy the basic human need of relatedness and well as increasing positive relations with others and PWB. In sum, the factors contributing to sustainable happiness give further support to the huge amount of evidence happiness is developed and sustained through EWB.

 Research has identified focusing on what is intrinsically worthwhile promotes EWB however there are also other ways it may be enhanced. Deci and Ryan (2001) suggest not placing too much priority on material goods which are associated with controlled motivation and focusing on close relationships, personal growth and community generativity will satisfy basic needs, develop authenticity and promote EWB.

Ryan et al. (2006) suggest identifying intrinsic goals may need self-reflection of first-order values as extrinsic or controlled motivation such as pursuing wealth may have an underlying unfulfilled need for relatedness. For example putting in extra effort at work because you find it rewarding would be an intrinsic value and approach motivation, alternatively extra work effort to please your boss would be an extrinsic goal energised by avoidance of failure and unsatisfied needs. People embracing materialism often in a ‘tragedy of the commons outcome’ are less likely to contribute to a sustainable environment or prosocial behaviour promoting EWB.

EWB improves positive life transitions such as aging, caregiving or community relocation through autonomy, growth, and self-acceptance and may also be increased by community activities such as volunteering enhancing purpose in life (Ryff & Singer, 2006). Ryff and Singer (2006) that suggest although there is a disadvantage to some individuals from social economic status who may have less access to enabling resources such as education there has been strong resilience in disadvantaged groups, individuals confronted with challenge and ethnic minorities.

Growth-producing affects from adversity and EWB may be developed through parenting styles promoting autonomy and relatedness contributing to EWB in later life, psychological resilience and less focus on materialism (Ryan et al., 2006). In contrast, research suggests parents who are unsupportive of basic needs are more likely to have children who later in life seek extrinsic goals such as alcohol to increase self-esteem (Ryan et al., 2006).

The consumerism paradox
Ryan et al. (2006) refer to the consumerism paradox which is that wealthier countries which have the potential to provide resources to develop EWB and eudaimonic living have a capitalistic ethic and a competitive market which undermine altruism, sense of community and pro-social attitudes. One limitation to eudaimonic approach is the focus on the individual however EWB involves relatedness and leads to happiness which has a way of spreading to others.

This chapter has provided a basis for an understanding of why EWB matters more than happiness in the following ways. Happiness is a positive emotional state and SWB as both happiness and life satisfaction are promoted through EWB. Ryff proposed six dimensions of PWB to strengthen the conceptual framework of EWB with personal growth capturing its underlying essence defined as self-realisation and development of one’s full potential (Ryff & Singer, 2006).

Waterman’s model of EWB is centred upon two forms of happiness, hedonic enjoyment and personal expressiveness (eudaimonia) (Waterman, 1993). Personal expressiveness is associated with activities of intrinsic purpose promoting sustained challenge, development of full potential and self-realisation (Waterman, 1993).

The eudaimonic model of SDT suggests EWB is enabled by autonomous motivation and the satisfaction the basic needs of autonomy, relatedness and competence (Deci & Ryan, 2008). Happy people think and behave in ways that reinforce and promote happiness however research indicates according to the happiness set point 50% it is predetermined and remains steady on the hedonic treadmill (Lyubomirsky et al., 2011).

The sustainable happiness theory offers optimism by suggesting happiness can be achieved through intrinsic goals, maintaining and varying activities (Lopez & Snyder, 2009). These optimum conditions are conducive what promotes EWB something we already know leads to happiness.

Happiness matters, however EWB matter more because it enables lasting happiness, growth, PWB, satisfies basic human needs and personal expression. It's also more fun doing something meaningful that develops your talents that brings lasting happiness.

Quiz
{Who is associated with Subjective-Well Being + Diener. - Ryff. - Deci & Ryan. - Waterman.
 * type=""}

{How much happiness is determined by the happiness set-point? + 50%. - 10%. - 100%. - 40%.
 * type=""}

{What is NOT included in Waterman's EW scale? + Self-acceptance. - Self-discovery. - Purpose in life. - Intense involvement in activities.
 * type=""}

{Happy people are happy because + It is unkown if the behaviors of happy people cause them to be happy. - They are less affected by individual or group comparison. - They practice random acts of kindness. - They have more money than unhappy people.
 * type=""}


text:
Portal:Accounting/Intro

We are the Wikiversity Accounting Department, a group of people who are obsessed with credits and debits and think accounting is fun! Our goals are to develop the world's foremost source of free accounting knowledge, to educate all interested people about the accounting profession, and prepare those who are interested in accountancy with the skills and theoretical knowledge necessary to succeed. Please feel free to browse our pages, courses, and ask questions on our talk page. We are here for you!

title: Portal:Accounting/Intro


text:
Portal:Accounting/Related

We are related to the following schools and departments, and plan on collaborating fully with them as necessary.
 * School of Business - The main school for the study of business on Wikiversity
 * Finance Department - A division of the School of Business devoted to the study of financial theory and applications

title: Portal:Accounting/Related


text:
Portal:Accounting/Tasks

 * Develop Accountancy program(s)
 * Acquire faculty members
 * Publicize courses

title: Portal:Accounting/Tasks


text:
Portal:Accounting/Catalog

Course offerings will be listed here and will be actively taught based upon volunteers willing to instruct them. If you see a course missing you want to create, feel free to start it or request it!

Requested Courses

 * Financial Accounting
 * Intermediate Financial Accounting
 * Advanced Financial Accounting
 * Cost Accounting
 * Advanced Cost Accounting
 * Managerial Accounting
 * Advanced Managerial Accounting
 * Project Accounting
 * U.S. Income Tax Accounting
 * Advanced U.S. Income Tax Accounting
 * IRS Practice and Procedure
 * Auditing
 * Advanced Auditing
 * Enrolled Agent Exam I

title: Portal:Accounting/Catalog


text:
Portal:Accounting/Deptnews

 * No news right now, check back later!

title: Portal:Accounting/Deptnews


text:
Portal:Accounting/Resources

The following resources may be of use to you in your learning about accounting:

International Financial Reporting Standards (IFRS)

 * http://www.ifrs.org/IFRSs/Pages/IFRS.aspx
 * http://www.iasplus.com/en/standards

United States Generally Accepted Accounting Principles (US GAAP)

 * https://asc.fasb.org/
 * http://www.iasplus.com/en-us/standards/fasb

title: Portal:Accounting/Resources


text:
Portal:Accounting/Programs

It is projected that over time, both undergraduate and graduate programs will be developed. Within these programs, US and international tracks should be created, as well as review courses for popular exams. While not leading to a degree, they should be valuable to students or people reviewing for tests.
 * Enrolled Agent Preparation Program

title: Portal:Accounting/Programs


text:
Talk:Motivation and emotion/Book/2011/Relationships and happiness

Comments on chapter plan
This is looking pretty comprehensive Tabitha J. Well doneU112052 06:27, 19 September 2011 (UTC)
 * Just a thought. It may be good to add a section on how popular culture distorts the meaning of happiness. If this is a self-help book, maybe readers ought to know that people should not be pursuing the New Idea/Women's Day notion of relationships/happiness because it does not exist!121.223.199.239 07:57, 19 September 2011 (UTC)
 * By the way, that was me again..Still getting used to Wiki-world and forgot to log inU112052 07:59, 19 September 2011 (UTC)

Hi Tabitha, Your page looks like you have made great progress. Well done. You have inspired me. I really like the clear layout, and the way it progresses logically.I like the idea of adding the psychopathology of poor relationships, as it flips the question around. Good creative way to address the topic. Your research is so thorough, but it may be good to add a little more 'self help' flavour to one or two sections. Like what you have in the pink text box, simple questions about quality of relationships. This is really good, and maybe you could integrate more of these sort of promotins questions into the introduction of 1 or 2 sections/ paragraphs, to draw the reader in, before adding your research. (Your research is so thorough, this is not a criticism, it is more to address the "bookish" nature of our assignment. Keep what you have, just add a bit of fluff!) Your reference list is so thorough. I like how you have added outside links. Very thoughtful. Jay-bird 02:32, 17 October 2011 (UTC)

Hi Tabitha, Looks great and reads well; very informative. Noted one error in the Social Relationships: the building blocks.... 3rd sentence, second line, reference should read Walker-Andrews et. al (date). It's hard to avoid the scientific requirement (as we have talked about before) so Jay-bird's comment above is probably right - but I'd drag people in at the introduction stage. I'd be cautious about too much fluff if I was you, but it wouldn't stop me lol. AlexMC 04:28, 23 October 2011 (UTC)

Hi Tabitha, page is looking awesome. I see near the end that you have added a section on psychopathology and relationships. I was thinking if you feel it is relevant if you wanted to add anything on personality disorders such as borderline personality disorder which has a focus on dysfunctional relationship patterns and how that comes about. (Benk 07:33, 23 October 2011 (UTC))
 * Great job, your chapter looks really good and the content seems precise. I dont have much advice to add to the above comments, looks good! AngeM 08:05, 23 October 2011 (UTC)

Hi Tabitha, the chapter is looking great. It never ceases to amaze me how difficult it can be to define emotions and feelings, such as those associated with happiness. I found your chapter to be very informative and concepts are clearly defined. I also found the links to Wikipedia excellent - which left your chapter uncluttered by 'busy' explanations. I also think the 'explanatory terms' at the bottom are useful for the reader. Impressive ref list too!! Congrats. Crazydaisy 23:46, 24 October 2011 (UTC)Crazydaisy

Hi Tabitha, As requested, I checked out your changes, and yes, I think they are spot on. Your introduction and quote set a lighter inital tone now and introduce the topic in a self-help, 'how does psych help me in life' kind of way.

I think the story about Michelle is a good example. Maybe put a space between your text and the explanation, as they run together a little, so that your explanation is easily accessed. You have made the link between Michelle's story and Erikson's theory, but you could possibly go further & explain that she needs relatedness, but her past relationships make this difficult.

The key terms add a professional touch. Not sure if they were there before, or if they are new. I clicked on the internal links, and was happy that my chapter was linked - thanks! I am inspired to put internal links on my chapter when I get to that stage. How do I do that?

Also, your title has helped to clarify what I need to do with my page. Thanks for this idea, as I have been trying to work out how to improve my title. Your initial statement & then a follow up question makes things very clear, & guides the readers' thoughts right from the start. Will see what I can come up with in a similar way for my chapter. thanks Tabitha, Jay-bird 06:23, 25 October 2011 (UTC)

Hi, your chapter looks amazing. Well done! How does your topic relate to mutually exclusive relationships, marriage? Matching hypothesis? Or is this beyond the scope of your work? Miz.mira 09:02, 25 October 2011 (UTC)

Hi Tabitha. I thought I'd take a look just to see how you were getting on. I reckon your chapter is great, Tabitha.AlexMC 12:54, 25 October 2011 (UTC)

Hi Tabitha, Thanks for commenting on my page - much appreciated! And your chapter looks great. I really like to quiz idea. In answer to your question on my page: I would love to go into why fad diets don't work and I think I want to focus that on the restaint and release theory as well as the conflicting goal theory.. so stay tuned. Thanks again Claremw 05:47, 27 October 2011 (UTC)

Hi Tabitha, Just came back for another snoop. I like what you have done and I'm glad to see you have simplified with out dumb-ifying ;-)Well done. Ray U112052 05:42, 30 October 2011 (UTC)

Hi Tabitha, i have had a look at your page and it looks good :) very interesting, only thing i saw was that your quiz questions are numbered all 1. If you like you can go to my page and grab the coding for my Quiz so that it numbers the questions and shuffles them too :) Shelley WestS

Fantastic chapter - great quiz - Magnolia

Initial draft comments
I've taken a quick look and here's comments.

Well done on getting this draft up for comment well ahead of time. I've made some minor edits to heading levels and some minor copyedits and skimmed through. For the research component, it could be helpful to identify any meta-analyses of happiness which include social relations as predictors. The effect sizes from such studies could provide a strong empirical basis for informing claims about the role of social relationships and happiness. Perhaps also it would be helpful to explain how/why social relations affect happiness. This may already be covered. The other key point is that I've added the sub-title, which provides a focus question, and to continue using the focus question as the guiding structure for the chapter. To that end, you might add an Overview at the start and Conclusion at the end which really hones in the focus question and the take-home, practical self-help messages based on psychological science.

There are some connections which probably should be made to the Eudaimonic well-being chapter - perhaps more internal links within the text.

Sincerely, James -- Jtneill - Talk - c 14:25, 23 October 2011 (UTC)

Since we both like philosophy I thought you might like Aristotles take on friendship. According to Aristotle we have utility, pleasure and Self love of virtue being the strongest of the types.Miz.mira 11:45, 25 October 2011 (UTC)

Hi Tabitha, Your chapter looks great! Good effort. You have covered alot. In addition to relevant content, the quiz at the end is an effetcive way to finish your chapter. AngeM 12:32, 30 October 2011 (UTC)

Hello. Really like the chapter, it is very informative and I can definetly say I've learnt something. I was just wondering though, if culture or socialisation may impact on what happiness is classified as and whether the importance of self happiness may be over rided by the happiness of the communitiy one is in. Basically: what is the difference (if any) between happiness in individualistic cultures and collectivist cultures? Perhaps this is a little far fetched and goes beyond the understanding of what you are trying to provide our audience (and our word limit!), it really is just a thought that passed through my mind. I think the quizes are wonderful too. U3033746 11:54, 31 October 2011 (UTC)

Hi Tabitha, your chapter looks wonderful and has great information. I like your view on Eudaimonia, its a very interesting topic. Feel free to offer some feedback, I still have a long way to go. (Susann 07:43, 1 November 2011 (UTC))

Hey Tabitha, I just wanted to say great job. Youre page is full of nothing but amazing work. definitely one of the leading chapters. You have clearly read widely and know what you are talking about. I commend your effort. Keep up the good work :) Atice 01 14:18, 1 November 2011 (UTC)

Hi, I saw you asking for help on the moodle forums with your quiz number's because they were all stuck on one, so i changed it so it was numbers, 1, 2, 3, 4 is that what your were after? hope this helped :) Momentai 04:01, 3 November 2011 (UTC) No worries, glad i could help. I will most likely cover the effects of lack of sleep, though i'm not sure about in relation to overeating and obesity, but they could end up in there somewhere! Also your chapter is looking amazing, good work :) Momentai 10:21, 3 November 2011 (UTC)

Hi Tabitha, I hope you don't mind but I have put a link to your Chapter in my BC (Volunteerism). Let me know if this is not acceptable and I will erase it. Thx for your encouraging comments on my page.Crazydaisy 07:56, 4 November 2011 (UTC)

Hi Tabitha - your page looks great. Good use of pictures to accompany the content. I also like the the example next to Eriksons theory - its good to have an applied example after explainging a theory. 137.92.97.111 01:44, 6 November 2011 (UTC)

Rfoster 06:32, 28 November 2011 (UTC)

-- Jtneill - Talk - c 02:27, 9 December 2011 (UTC)


text:
Talk:Motivation and emotion/Tutorials/Needs

Student feedback
"I liked our last tutorial regarding the learning activity. I much prefer active learning rather then passive learning. I find that you learn at a much deeper level. One way to improve the activity is to have a picture of the brain, so you can stick the labels on it. This helps with learning through association." User:Miz.Mira
 * Agreed, an A3 cross-section of the brain showing the limbic structures would improve the brain structures activity. -- Jtneill - Talk - c 10:23, 19 September 2011 (UTC)


text:
User:Vtrravikumar

About Me
Hello! You are at the user page for VTR Ravi Kumar. I am here to learn as much as possible and to help teach others if I can. I earned my Bachelors of Engineering in Computer Science and a Masters in Software Systems. I would like to learn Foreign Languages here at Wikiversity.

Website
www.vtrravikumar.com

Classes
I am currently enrolled in:
 * French 1
 * Photography

title: User:Vtrravikumar


text: File:Ireland glencar.JPG

title: File:Ireland glencar.JPG


text:
Engineering Projects/Poppit/Human Average

After about 2000 games, the average is 19 with standard deviation of 9.


text:
User:Mediation4u

Glencar Waterfall, County Leitrim mentioned in the poem "The Stolen Child" by William Butler Yeats.

 * Where the wandering water gushes
 * From the hills above Glen-Car,
 * In pools among the rushes
 * That scarce could bathe a star

 * Come away, O human child!
 * To the waters and the wild
 * With a white winged faery wiccan
 * You’ll find shelter at my side
 * For the world's more full of weeping
 * Than mere mortals can abide

title: User:Mediation4u


text:
Photography/Street Photography

Street photography involves taking photographs of unsuspecting subjects on the street to depict their natural moods.

title: Photography/Street Photography


text:
User talk:Mediation4u

For speed - Probably better to contact me on my wikipedia talk page >>here<<, or email me.

I'm not likely to visit this Wikiversity talk page from one month to the next. Mediation4u 13:06, 19 September 2011 (UTC)

title: User talk:Mediation4u


text:
User:Fasten/Social network

Ideas for a social network in Wikiversity:

 * Typical interesting roles (or properties) of persons are:
 * author, co-author, docent, tutor, student, pupil (in relation to content)
 * mentor, protégé, acquaintance, good acquaintance (without relation to content)
 * custodian, bureaucrat (in relation to administration)
 * group member (in relation to community building)
 * activities

The network should allow convenient navigation and be able to answer questions about people:
 * Who has heard/read which content?
 * Who has contributed to which content?

Naiv approach: The users use templates, which can be placed on a user page or a sub page and create the network.

 * Other ideas?

Reputation system
Would it be interesting to develop a reputation system, where users could grant a limited number of awards/decorations for a limited time to other users? One could, for instance, limit the allocable decorations as follows:

 * 1 - User with login
 * 1 - more than 1000 edits
 * 1 - small task for the community has been accepted
 * 1 - more than 2000 edits
 * 2 - user is or was custodian, bureaucrat or something similar

title: User:Fasten/Social network


text:
Wikiversity talk:Delegable proxy

Social network
The delegable proxy system creates a social network. I wrote a proposal for a social network some time ago and translated it to English just now: User:Fasten/Social network. --Bernhard Fastenrath 14:05, 19 September 2011 (UTC) sig added by Abd 15:24, 19 September 2011 (UTC) to deal with interspersal by Darklama

 * I've had an idea for a social network for awhile as well. See Mentors. -- dark lama  14:38, 19 September 2011 (UTC)

The idea here would be that such a network can have more uses than just the single purpose of appointing a delegable proxy and should be created using a set of templates to be used on user pages or on dedicated sub pages of user pages. I think the delegable proxy system would be more usable and its use would more suggest itself to the average user if it was part of a larger system such as the proposed social network. --Bernhard Fastenrath 14:05, 19 September 2011 (UTC)

 * This response is longer than I'd like. This happens to be my Favorite Topic for the last decade, and I'm widely known for developing FA/DP theory. (FA: Free Association. The Assembly is designed as a Free Association. DP is delegable proxy.)

 * I made this page as a separate page and not as part of the Assembly page structure, itself, because it does have larger applications. It is possible to have separate proxy tables for different purposes. This has all been developed conceptually, for general application, see w:WP:PRX. That proposal used a templated and substituted file structure, and built a proxy table centrally from a list of transcluded user proxy files. In a later development for that proposal, the system was modified to simplify it a bit and to allow many proxy tables to be compiled. For example, a WikiProject could have, with its "membership" list, a signup which at the same time allows specification of a "specific proxy" for that activity.

 * Most people, though, to understand the utility of this, are going to need to see a functioning example.

 * However, the minimum for a delegable proxy system to function has always been this: a defined membership of a structure, and then defined proxy assignments. Many people, thinking about this for the first time, come up with the idea of multiple proxies. It will take some explanation as to why this is a Bad Idea, generally, but there are ways that a system could properly incorporate it. (It's better to know who is responsible, would be my summary.) A number of details may not be obvious at first.

 * There is a secret ballot variation on Delegable Proxy. It's called Asset Voting, and it was invented in about 1883 by Lewis Carroll, who happened to be probably, the world's foremost expert on voting systems. He was more than a century ahead of the general thinking. Political scientists still think (as far as what I've seen published) that what I've seen Asset Voting do is impossible. It did it handily and without fuss. The common opinion is simply a reflection of incorporated assumptions about political systems that aren't questioned.

 * I'm excited to see that some users other than myself are thinking about these things. Thanks, Fasten, and thanks, Darklama.

 * Specifically, yes, Fasten, what delegable proxy does is build an explicit social network. Delegable proxy itself, besides the work of Lewis Carroll, and some odd political proposals in the U.S. in the early 20th century, is the independent invention of maybe a half dozen people, as far as I've encountered, around the world, all within roughly a decade of each other. It's coming. I have no doubt about that, and the personal logjams that kept me from being effective with it have been broken. --Abd 15:24, 19 September 2011 (UTC)

language adapated to WV here
afaik here is used terms like custodians instead of administrators. Using such terms would distribute its notion, Erkan Yilmaz uses the Chat + Identi.ca 12:12, 21 October 2011 (UTC)
 * (same for the Assembly page), Erkan Yilmaz uses the Chat + Identi.ca 12:16, 21 October 2011 (UTC)

comment while reading...
I am still reading... but in my view estimations are just estimations. If one wants to know what is the "real" opinion: one goes to that user + asks for feedback, which also can be: sorry, no time/comment, Erkan Yilmaz uses the Chat + Identi.ca 12:15, 21 October 2011 (UTC)

link for these...

 * "When delegable proxy was suggested on Wikipedia"
 * "In discussions of Delegable Proxy elsewhere"
 * would be interesting to see where this approach was/is used + what happened, Erkan Yilmaz uses the Chat + Identi.ca 12:40, 21 October 2011 (UTC)

title: Wikiversity talk:Delegable proxy


text:
User talk:JonathanStone06

Your account
This account seems to be a second account for User:JonathanStone. Could you please let us know if this is the case (on this page, or by email - see User talk:Abd), and/or if:

 * You'd prefer to use this second account and not the first.
 * You'd prefer to use this second account as an acknowledged "sock."
 * You are not User:JonathanStone.

Thanks. --Abd 16:05, 18 September 2011 (UTC)

title: User talk:JonathanStone06